Brain and Language, Tulane University

Objectives: The objective of this course is to understand: how the brain is organized to produce and comprehend language, the time course of linguistic processing, and the linguistic disorders attendant on brain damage.

CLASSROOM COMPONENT	SERVICE-LEARNING OPTION
Place and time: 2:00-2:50 pm, Newcomb 208 Graduate section: TBA	Place and time: You are required to work for 20 hours in a context of linguistic assessment and treatment. You must register for LING 4890-11 or NSCI 4891-11( NSCI 6892-11).
Textbook: The textbook used in this course is John C. L. Ingram (2007) Neurolinguistics.	Timesheets: You are responsible for keeping track of your service hours and for getting them approved by your on-site supervisor. Your hours should be reported twice during the semester to the Center for Public Service, on the dates indicated in the schedule.
Other readings & videos: Most of the readings are pdf files of journal articles, available on the Blackboard site for the class. We will also see a video in class.	Written Reflection: You must keep a journal of your daily experiences in the clinical context, using the class’s Blackboard site. Also, from time to time you will be asked to respond to questions on the discussion board.
You should come to class having read and mulled over the readings listed for that day in the schedule. Use the texts as a resource to clarify lecture material and to deepen your own appreciation of topics of interest.	Training Session: You must attend a training session (2 hours including transport) TBA. As a courtesy to our community partners, no make-ups will be scheduled.
OUTCOMES For you to demonstrate your understanding of the objectives of the course, you will perform the following tasks:
Take a quiz, during the first 10 minutes of most Monday classes, covering the material since the previous Monday. No make-up quizzes will be given, but you may drop one. (11-1 * 7.5% = 75%) Prepare a final project, explained on a separate sheet. Graduate students are expected to put more effort into the final project. (25%) Extra credit: Undergraduates may participate as subjects in an EEG experiment; graduate students may participate in and help run the experiment (up to 3%)	execution of service-learning responsibilities (timesheets, etc.) the written reflection will be done as a journal on Blackboard
CONTACTS
Prof. Harry Howard 862-3417 (voice mail 24 hours a day) Newcomb Hall 322-D, MTW 4-5 pm & by appt http://www.tulane.edu/~howard/LING4110/	Bridget Smith Senior Program Coordinator, Campus-Community Partnerships Tulane University's Center for Public Service 327 Gibson Hall o: (504) 862-3322 f: (504) 862-8061 bridget1 at tulane dot edu

“The integrity of Newcomb-Tulane College is based on the absolute honesty of the entire community in all academic endeavors. As part of the Tulane University community, students have certain responsibilities regarding work that forms the basis for the evaluation of their academic achievement. Students are expected to be familiar with these responsibilities at all times. No member of the university community should tolerate any form of academic dishonesty, because the scholarly community of the university depends on the willingness of both instructors and students to uphold the Code of Academic Conduct. When a violation of the Code of Academic Conduct is observed it is the duty of every member of the academic community who has evidence of the violation to take action. Students should take steps to uphold the code by reporting any suspected offense to the instructor or the associate dean of the college. Students should under no circumstances tolerate any form of academic dishonesty.” For further information, point your browser at http://college.tulane.edu/code.htm.

Violations of the Code of Academic Integrity will not be tolerated in this class. I will rigorously investigate and pursue any such transgression.

Schedule of assignments, Fall 2011

Date	Day	*Topic*	*Sources*	*ppt*	*mp3*	Q	*Service learning*
Aug 29 (M)	1	Introduction to the course
31 (W)	2	Introduction & overview	I §1
Sept 2 (F)	3	Aspects of linguistic competence: design features	I §2
5 (M)	--	LABOR DAY
7 (W)	4	Aspects of linguistic competence: phonetics, phonology & morphology	I §2
9 (F)	5	Aspects of linguistic competence: prosody & semantics	I §2
12 (M)	6	Aspects of linguistic competence: syntax & summary	I §2			Q1
14 (W)	7	The neuroanatomy of language 1	I §3
16 (F)	8	The neuroanatomy of language 2	I §3
19 (M)	9	The neuroanatomy of language 3	I §3			Q2
21 (W)	10	The neuroanatomy of language 4	I §3		--		Orientations
23 (F)	11	On modularity & method	I §4				"
26 (M)	12	The problem of speech recognition 1	I §5			Q3	"
28 (W)	13	The problem of speech recognition 2	I §5				"
30 (F)	14	Speech perception 1 - SineWaveSpeech, Original	I §6
Oct 3 (M)	15	Speech perception 2	I §6			Q4
5 (W)	16	Speech perception 2	I §6
7 (F)	17	Speech recognition lexicon	I §7
10 (M)	18	Disorders of auditory processing 1	I §8			Q5
12 (W)	19	Disorders of auditory processing 2	I §8				Turn in timesheets
14 (F)	--	FALL BREAK
17 (M)	20	Lateralization of auditory processing 1
19 (W)	21	Lateralization of auditory processing 2
21 (F)	22	Morphology & the mental lexicon 1	I §9
24 (M)	23	Morphology & the mental lexicon 2	I §9			Q6
26 (W)	24	Lexical semantics 1	I §10
28 (F)	25	Lexical semantics 2	I §10
31 (M)	26	Lexical semantics 3	I §10		--	Q7
Nov 2 (W)	27	Lexical semantics 4	I §10
4 (F)	28	Lexical semantics 5/Lexical semantic disorders	I §11
7 (M)	29	Lexical semantics 6/Lateralization of lex semantics				Q8
9 (W)	30	Syntax 1/Sentence comprehension	I §12
11 (F)	31	Syntax 2/Sentence comprehension	I §12
14 (M)	32	Syntax 3/Sentence comprehension	I §12			Q9
16 (W)	33	Syntax 4/On-line processing	I §13
18 (F)	34	Syntax 5/On-line processing	I §13
21 (M)	35	Syntax 6/On-line processing	I §13		--	Q10
23 (W)	--	THANKSGIVING BREAK
25 (F)	--	THANKSGIVING BREAK
28 (M)	36	Syntax 7/On-line processing	I §13
30 (W)	37	Syntax 8/On-line processing	I §13
Dec 2 (F)	38	Syntax 9/Agrammatism revisited	I §14
5 (M)	39	Discourse 1				Q11
7 (W)	40	Discourse 2			--
9 (F)	41	Last day			--		Turn in timesheets
16 (F)	42	FINAL EXAM day, 1-5. Oral presentations.	samples:

Brain and Language: LING 4110/4890/5110, NSCI 4110/4891/6110/6892, Fall 2011

Schedule of assignments, Fall 2011