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Fall 2004
Spring 2005
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71500
Introduction to Neurolinguistics
COURSE OFFERING
Fall 2002
Ph.D. Program in Speech and Hearing Sciences
Graduate Center of The City University of
New York
Syllabus
Introduction to Neurolinguistics
U 71500, Fall 2002
Professor Loraine Obler, lobler@gc.cuny.edu,
lkobler@bu.edu
Assisted by Elizabeth Ijalba
Office Hours: Wednesdays and Thursdays by appointment
212 817 8809, room 7400.08
The goal of this course is to acquaint students with the basic
principles of studying the relation between language processing and
the brain. Because neuroimaging studies are now becoming of great
interest in the field, we will use a textbook that reviews the
'standard beliefs' and read coupled behavioral and imaging articles
pertinent to the populations discussed in it (e.g., aphasics,
right-brain-damaged patients, bilinguals).
In addition to the content, students will learn the structure of
scientific articles and presentations in the field, learn how to
read/listen to a research paper critically, learn, along with me,
how to use the internet critically for research, and practice
oral-presentation skills.
Also, class-members are expected to attend as much as possible of
the Academy of Aphasia meetings that will be held at the GSUC this
year October 20-22 OR pertinent talks at the ASHA meetings in
November, and to attend at least one Neurolinguistic Lab meeting
Thursdays, 10-12 on the following days: Sept. 12 and 26, Oct. 17 and
31, Nov. 14, and Dec. 12.
Course Textbook:Obler, L.K. and Gjerlow, K, Language and the
Brain, Cambridge: Cambridge University Press, 1999.
The class schedule is as follows:
| Sept. 5, Class 1: |
Introduction (Class
Mechanics, Expectations, Neuroanatomy and Imaging ) |
| Sept. 12, Class 2: |
Language in Aging (LKO
presents 20-minute NIH lecture for following week) |
| Sept. 19, Class 3: |
Aphasia 1:
Historical roots. Localization-Holism, functional
organization of the brain, current trends: Broca, Wernicke,
Luria.
Elizabeth Ijalba will teach this class. |
| Sept. 26, Class 4: |
Aphasia 2: Recovery:
Rosen et al., Sparks et al., Warburten et al. |
Optional:
Tuesday, October 1 |
Steven Pinker at
92nd Street YMHA, 8:15 pm, $22
"The Blank Slate" - 212 415-5500 (for
registration) |
| Oct. 3, Class 5: |
Aphasia 3:
Agrammatism: Pick, 1909, Linebarger et al., Friederici et
al. |
| Oct. 10 |
Optional: How to do
Power-Point session |
| Oct. 17, Class 6: |
Childhood
language: Giraud et al., 2001, Dennis and Whitaker |
Oct. 20-22,
Class 7 Equivalent: |
Attend Academy of
Aphasia meetings |
| Oct. 24, Class 8: |
Review Academy
of Aphasia highlights. Each person will report on two
specific papers. |
| Oct. 31, Class 9: |
Right
hemisphere language: Gold and Kertesz, Brownell, TBA |
| Nov. 7, Class 10: |
Bilingualism 1:
Normal organization and processing:
Hahne, Kim et al., Kotz, TBA |
| Nov. 14, Class 11: |
Bilingualism
2: Aphasia and Recovery: Abutalebi et al., Green and Price,
Pitres |
| Nov. 21, Class 12: |
Clinical
Implications of Neurolinguistic Research
Elizabeth Ijalba will teach |
| Nov. 28: |
No class.
Thanksgiving |
| Dec. 5, Class 13: |
Dyslexia/Alexia:
Brown et al., Helenius et al., Galaburda et al., Orton, 1928
or Hinshelwood, 1902. |
| Dec. 12, Class 14: |
Presentations based
on Brain and Language, Brain, or NeuroImage
articles |
| |
|
Dec. 19, Final Exam Due at 4 p.m.: One question: Please write an
essay of no more than 12 pages summarizing what we 'knew' about
brain organization for language from the classical literature, and
what we know from current imaging literature. You may want to refer
to the Price, 2001 article, the Grodzinsky, 2002, article, the
Giraud and Price, 2001 article and the Huber et al., 2000, but I
expect you to refer to your readings for class as well.
Academy of Aphasia reports: summarize each of the papers you are
responsible for, based on your listening to the talks and reading
the abstracts. Of course, you will paraphrase and not use the same
language that the authors did. And, you will have 5 minutes per
paper for the content, and another 2 to critique the presentation of
it (pace, wording, audio- and/or visual support, presenters'
response to questions.)
Final presentation: Using PowerPoint, present a 12 minute paper
summarizing the research of a single research study on language
organization in the brain from the literature of the past decade as
if it were a study you did (give credit to the true authors as your
"co-authors").
Grading: I expect everyone to read the papers carefully and to
come to class prepared to talk about them. If you are uncomfortable
talking, I expect you to speak up; if you are comfortable talking, I
expect you to say what you have to say concisely. The following
components each constitute 25% of your final grade:
Class Preparation and Participation
Academy of Aphasia Reports
Final Presentation
Final Exam
Accomodations: If there are any accommodations that would render
your learning easier, let me know. Myself, I am dystechnologic, so I
appreciate patience with my developing skills. Also, I am allergic
to perfumes, so I'd appreciate if you could wear no shaving lotion
or perfumes to class.
Introduction to Neurolinguistics
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