Course Syllabus

Course Information
Neural Basis of Language Development (COMD 7V86)
Wed. 1:00 p.m. - 3:45 p.m., CD A105
Fall, 2006

Professor Contact Information

Instructor: Dr. Mandy J. Maguire
mandy.maguire@utdallas.edu
Office: CD A102 (214-905-3163)
Office hours: by appointment

Course Pre-requisites, Co-requisites, and/or Other Restrictions

None.

Description.
This course is an introduction to the neural bases of language and how they develop. Its
primary goals are (1) to weave together basic concepts from linguistics, psychology, and
neuroscience; (2) to introduce students to the study of brain and language in adults and
children; and (3) to allow students to apply this knowledge to areas of their own interest.
The course will begin with an introduction to basic issues and methods in cognitive
neuroscience and linguistics. This will be followed by discussions of the various areas of
language (phonology, semantics, morphology and grammar) and how they related to the
brain as well as the development of these abilities and underlying brain structures.
Lastly, we will cover disorders associated with the brain and language, focusing on those
that are of the most interest to students in the class.

Student Learning Objectives

Students will:
· Be able to break down foundation knowledge in speech and language sciences
· Be able to assess biological, neurological, psychology, developmental and
cultural bases of language acquisition
· Discuss and illustrate the cultural correlates of communication with patients
and families from diverse cultural/linguistic backgrounds
· Recognize and differentiate among fundamental concepts and theories in
language acquisition, development and processing
· Compare, discuss, and critically assess research findings and theories in
language acquisition
Assignments and Calendar.
1. Participation: 50% of overall grade
The most important component of this course will be student directed. My hope
is that much of the class is made up of discussions. This helps me to understand
where students need help and students to learn more by discussing important
issues that will arise in each section.
a. Discussion Questions (15% of grade spread throughout the semester):
Each week students will be required to read the materials and write 4
discussion questions from the week’s materials. The questions must be
posted on blackboard by 9:00 am Tuesday morning before class. You DO
NOT write discussion questions for your week. You will be graded for
these questions on a scale of 1-5 weekly. There are 8 weeks of classes,
your lowest score will be removed and the average of the remaining 7 will
go towards your final grade.
b. Class Leader (20% of grade collected at week 2 (5%) and one additional
point during the semester (15%)): Each student will lead one class. As
part of this requirement there is a small amount of extra reading required.
These readings are either more in depth additions covering the material of
the week or are directed readings which concentrate on particular
questions to address in the course. The leader can and should look to
additional resources outside of this one if they still feel unable to
effectively cover the material of the week. The leader is expected to give
a short lecture about the material covered for the week and then lead a
class discussion on the material. They will be aided by the questions sent
by the other students, which should in all likelihood make up the majority
of the questions. As a result, all students should come to class having
read and thought about their peers’ discussion questions for the week
with answers prepared. For discussion of week 2 requirements see
additional handout.
c. In class discussions (15% spread out throughout the semester): You will
be continually graded on your ability to contribute to the class discussions.
Simply stating that you would like more information on a particular topic
or that you did not fully understand some portion of the reading will be
fine. This should not only be directed at the class leader but the class as a
whole to open up discussions to everyone.
2. Paper 25% of overall grade:
You are required to write a 15-20 page paper on the neurodevelopmental
aspects of any language disability. This is an opportunity for students to find an
area that they are interested in to focus on it for a large portion of the course.
More information about the papers will be available closer to the due date, but
please try to narrow down your topic interests early in the semester.
3. Presentation 25% of overall grade:
The presentation is simply a summary of your paper so the other students can
learn from your work. The presentation should be about 25-30 minutes with time
at the end for questions/discussions. Part of our presentation grade will be asking
 questions of your fellow students. This is not meant to be a chance to stump them
with difficult issues, but to discuss the work they’ve covered and what they think
their research means for the people suffering with the particular disorders.

Required readings.
There are five books from which we will be reading multiple chapters. Two are available
as e-books online so you won’t have to purchase these:
Banich, M. T. & Mack, M. (2003). Mind, brain, and language: Multidisciplinary
perspectives. Mahwah, NJ. L. Earlbaum Associates.
Caplan, D. (1992). Language: Structure, processing, and disorders. Cambridge,
Mass: MIT Press.
Gazzaniga, M. S. (1999). The New Cognitive Neurosciences, second edition.
Cambridge, Mass: MIT Press.

The two are not available online:

Brown, C. M. & Hagoort, P. (2000). The Neurocognition of Language. New
York: Oxford Press.
Stemmer, B., & Whitaker, H.A. (1998). Handbook of Neurolinguistics. San
Diego, CA: Academic Press.

Topics and Readings.

Date Topic Readings:

8/23: Overview of course.
8/30: Intro and Methods
Individual students:
No readings
Brown & Hagoort Chs. 1 & 2
ERPs: Banich, & Mack Ch. 7
PET : Toga & Mazziotta, Ch. 18
MRI: Cabeza & Kingstone (2006). Ch. 2
SPECT: Toga & Mazziotta Ch 19.
MEG: Handbook Ch. 9
NIRS: Strangman, Boas, & Sutton (2002).
Electrical Stimulation: Handbook Ch. 7
Aphasic Disorders: Banich & Mack Ch. 10.

9/6 Brain Basics: Hoff Ch. 2

Banich & Mack Ch. 6
Class Leader: Pulvermüller Ch. 2
Focus Different views of how brain structures can
support language processing.

9/13 Phonology: Gazzaniga Ch. 8

Saffran (2001)
Class Leader: Peperkam (2003)
Focus: Discussion on innateness and learning in
phonological processing and development.
9/20 Adult Word Meaning: Pulvermüller (2002) Ch. 4
Brown & Hagoort, Ch 8
Class Leader: TBA
Focus: Discussion on theories of “where meaning
resides” in the brain. areas vs. networks

9/27 Development of Meaning Hoff (2005) Ch. 4

Gazzaniga Ch. 63
Class Leader: Vicari, et al (2000).
Focus: How does meaning develop? What are the
neurological underpinnings of meaning in
children? How does this relate to last week’s
readings in adults?

10/4 Comprehension Brown & Hagoort, Ch. 5.

Gazzaniga Ch 61
Class leader: Luzzatti, et al (2002)
Focus: What are differences in word and sentence
processing in comprehension. How easily
can (and should) these be differentiated?

10/11 Production Brown & Hagoort Ch. 4

Class leader: Caplan Ch. 8
Focus: Expand on differences between word and
sentence processing in production.

10/18 Reading Banich, & Mack Ch. 11

Brown & Hagoort, Ch. 6
Class leader: TBA
Focus: Can we determine a “cause” of dyslexia and
what does it mean for interventions?

10/25 Second Language Banich, & Mack Ch. 13.

Conboy & Mills (2006)
Class Leader: Banich & Mack Ch. 12

11/1 Presentations
11/8: Presentations
11/15: Presentations
11/22: No class Final Papers must be emailed by 3:00 pm

Grading policy.
 Acquired knowledge will be assessed via discussion questions, class discussions,
class presentations, and one paper. The discussions will be worth 15% of your overall
grade, leading the class will be worth a total of 20% of your grade, in class discussions
will be worth 15% of your grade, the final presentation will make up 25% of your grade,
and the final paper will make up the last 25%.
Course website.
Questions for the week’s readings, revisions to the syllabus and any class announcements
will be posted on the blackboard site http://blackboard.utdallas.edu/ When the course
website is set up by the computer center you will be notified via your UTD email address.
You are then responsible for creating an account on this site and for checking this site
frequently (at least twice weekly) in order to remain aware of new assignments,
announcements, etc. You also need to enter a UTD email address on this account (wee
info below on UTD email policy). Any email to students enrolled in this class will be sent
through this service. If you change your email address during the semester, you need to
change your email address on the Blackboard site as well.

Professional Dispositions
Professional dispositions refer to the values, commitments, and professional ethics that influence
behaviors toward instructors, peers, and those in the community. Dispositions are guided by
beliefs and attitudes related to values such as caring, fairness, honesty, responsibility, and social
justice. Students will demonstrate professional dispositions by exhibiting the following
professional behaviors:
1. Arriving at class at the designated class start time.
2. Turning off all cell phones and pagers prior to entering the classroom.
3. Preparing for class by reading the assigned materials.
4. Participating in class discussions in a constructive manner.
5. Interacting in a professional manner (verbally and nonverbally) with the instructor and other
students.
6. Taking responsibility for his/her professional learning.
This list of professional behaviors is not limited. Other professional behaviors may be taken into
account by the instructor when grading the student at the end of the semester.

Field Trip Policies

Off-campus Instruction and Course Activities

Off-campus, out-of-state, and foreign instruction and activities are subject to state law and
University policies and procedures regarding travel and risk-related activities. Information
regarding these rules and regulations may be found at the website address
http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm. Additional information is
available from the office of the school dean. Below is a description of any travel and/or risk-
related activity associated with this course.

Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules
and regulations for the orderly and efficient conduct of their business. It is the
responsibility of each student and each student organization to be knowledgeable
about the rules and regulations which govern student conduct and activities.
 General information on student conduct and discipline is contained in the UTD
publication, A to Z Guide, which is provided to all registered students each
academic year.

The University of Texas at Dallas administers student discipline within the

procedures of recognized and established due process. Procedures are defined
and described in the Rules and Regulations, Board of Regents, The University of
Texas System, Part 1, Chapter VI, Section 3, and in Title V, Rules on Student
Services and Activities of the university’s Handbook of Operating Procedures.
Copies of these rules and regulations are available to students in the Office of the
Dean of Students, where staff members are available to assist students in
interpreting the rules and regulations (SU 1.602, 972/883-6391).

A student at the university neither loses the rights nor escapes the responsibilities
of citizenship. He or she is expected to obey federal, state, and local laws as well
as the Regents’ Rules, university regulations, and administrative rules. Students
are subject to discipline for violating the standards of conduct whether such
conduct takes place on or off campus, or whether civil or criminal penalties are
also imposed for such conduct.

Academic Integrity

The faculty expects from its students a high level of responsibility and academic
honesty. Because the value of an academic degree depends upon the absolute
integrity of the work done by the student for that degree, it is imperative that a
student demonstrate a high standard of individual honor in his or her scholastic
work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions
related to applications for enrollment or the award of a degree, and/or the
submission as one’s own work or material that is not one’s own. As a general
rule, scholastic dishonesty involves one of the following acts: cheating,
plagiarism, collusion and/or falsifying academic records. Students suspected of
academic dishonesty are subject to disciplinary proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and
from any other source is unacceptable and will be dealt with under the
university’s policy on plagiarism (see general catalog for details). This course
will use the resources of turnitin.com, which searches the web for possible
plagiarism and is over 90% effective.

Email Use

The University of Texas at Dallas recognizes the value and efficiency of

communication between faculty/staff and students through electronic mail. At the
same time, email raises some issues concerning security and the identity of each
 individual in an email exchange. The university encourages all official student
email correspondence be sent only to a student’s U.T. Dallas email address and
that faculty and staff consider email from students official only if it originates
from a UTD student account. This allows the university to maintain a high degree
of confidence in the identity of all individual corresponding and the security of
the transmitted information. UTD furnishes each student with a free email
account that is to be used in all communication with university personnel. The
Department of Information Resources at U.T. Dallas provides a method for
students to have their U.T. Dallas mail forwarded to other accounts.

Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any
college- level courses. These dates and times are published in that semester's
course catalog. Administration procedures must be followed. It is the student's
responsibility to handle withdrawal requirements from any class. In other words, I
cannot drop or withdraw any student. You must do the proper paperwork to
ensure that you will not receive a final grade of "F" in a course if you choose not
to attend the class once you are enrolled.

Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules on Student Services
and Activities, of the university’s Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or

other fulfillments of academic responsibility, it is the obligation of the student
first to make a serious effort to resolve the matter with the instructor, supervisor,
administrator, or committee with whom the grievance originates (hereafter called
“the respondent”). Individual faculty members retain primary responsibility for
assigning grades and evaluations. If the matter cannot be resolved at that level,
the grievance must be submitted in writing to the respondent with a copy of the
respondent’s School Dean. If the matter is not resolved by the written response
provided by the respondent, the student may submit a written appeal to the School
Dean. If the grievance is not resolved by the School Dean’s decision, the student
may make a written appeal to the Dean of Graduate or Undergraduate Education,
and the deal will appoint and convene an Academic Appeals Panel. The decision
of the Academic Appeals Panel is final. The results of the academic appeals
process will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the
Dean of Students, where staff members are available to assist students in
interpreting the rules and regulations.

Incomplete Grade Policy

 As per university policy, incomplete grades will be granted only for work
unavoidably missed at the semester’s end and only if 70% of the course work has
been completed. An incomplete grade must be resolved within eight (8) weeks
from the first day of the subsequent long semester. If the required work to
complete the course and to remove the incomplete grade is not submitted by the
specified deadline, the incomplete grade is changed automatically to a grade of F.

Disability Services

The goal of Disability Services is to provide students with disabilities educational

opportunities equal to those of their non-disabled peers. Disability Services is
located in room 1.610 in the Student Union. Office hours are Monday and
Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30
p.m.; and Friday, 8:30 a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable
adjustments necessary to eliminate discrimination on the basis of disability. For
example, it may be necessary to remove classroom prohibitions against tape
recorders or animals (in the case of dog guides) for students who are blind.
Occasionally an assignment requirement may be substituted (for example, a
research paper versus an oral presentation for a student who is hearing impaired).
Classes enrolled students with mobility impairments may have to be rescheduled
in accessible facilities. The college or university may need to provide special
services such as registration, note-taking, or mobility assistance.

It is the student’s responsibility to notify his or her professors of the need for such
an accommodation. Disability Services provides students with letters to present
to faculty members to verify that the student has a disability and needs
accommodations. Individuals requiring special accommodation should contact
the professor after class or during office hours.

Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other
required activities for the travel to and observance of a religious holy day for a
religion whose places of worship are exempt from property tax under Section
11.20, Tax Code, Texas Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as

possible regarding the absence, preferably in advance of the assignment. The
 student, so excused, will be allowed to take the exam or complete the assignment
within a reasonable time after the absence: a period equal to the length of the
absence, up to a maximum of one week. A student who notifies the instructor and
completes any missed exam or assignment may not be penalized for the absence.
A student who fails to complete the exam or assignment within the prescribed
period may receive a failing grade for that exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the
purpose of observing a religious holy day] or if there is similar disagreement
about whether the student has been given a reasonable time to complete any
missed assignments or examinations, either the student or the instructor may
request a ruling from the chief executive officer of the institution, or his or her
designee. The chief executive officer or designee must take into account the
legislative intent of TEC 51.911(b), and the student and instructor will abide by
the decision of the chief executive officer or designee.

Bibliography:

Banich, M. T. & Mack, M. (2003). Mind, brain, and language: Multidisciplinary

perspectives. Mahwah, NJ. L. Earlbaum Associates.
Brown, C. M. & Hagoort, P. (2000). The Neurocognition of Language. New
York: Oxford Press.
Cabeza, R. & Kingstone, A. (2006). Handbook of Functional Neuroimaging of
Cognition (2nd Edition). Cambridge, MA: The MIT Press.
Caplan, D. (1992). Language: Structure, processing, and disorders. Cambridge,
Mass: MIT Press.
Conboy, B. T. & Mills, D. L. (2006). Two languages, one developing brain: event
related potentials to words in bilingual toddlers. Developmental Science, 9, F1-F12.
Gazzaniga, M. S. (2000). The New Cognitive Neurosciences, second edition.
Cambridge, Mass: MIT Press.
Hoff, E. (2001) Language Development. Belmonth, CA: Wadsworth Publishers.
Kuhl, P. K. (1994). Learning and representation in speech and language. Current
Opinion in Neurobiology, 4, 812-822.
Libben, G., & Jarema, G. (2002). Mental lexicon research in the new millennium.
Brain and Language, 81, 2-11.
Luzzatti, C., Raggi, R., Zonca, G., Pistarini, C., Contardi, A., & Pinna, G. (2002).
Verb-noun double dissociation in aphasic lexical impairments: The role of word
frequency and imageability. Brain and Language, 81, 432-444.
Naatanen, R., Lehtokoski, A., Lennes, M., Cheour, M., Huotilainen, M., Iivaonen,
A., Vainio, M., Alku, P., Ilmonlemi, R. J., Luuk, A., Allik, J., Sinkkonen, J., & Alho, K.
(1997). Language-specific phoneme representations revealed by electric and magnetic
brain responses. Nature, 385, 432-434.
Peperkamp, S. (2003). Phonological Acquisition: Recent attainments and new
challenges. Language and Speech, 46, 87-113. Can skip section 2.
Perkins, W. H. & Kent, R. D. (1986). Functional Anatomy of Speech, Language,
and Hearing. Boston, Mass: College-Hill Press.
 Plante, E., Schmithorst, V. J., Holland, S. K., & Byars, A. W. (2006). Sex
differences in the activation of language cortex during childhood. Neuropsychologia, 44,
1210-1221.
Pulvermüller, F. (2002). The neuroscience of language: On brain circuits of words
and serial order. Cambridge: Cambridge University Press.
Saffran, J. R. (2001). Words in a sea of sounds: The output of infant statistical
learning. Cognition, 81, 149-169.
Stemmer, B., & Whitaker, H.A. (1998). Handbook of Neurolinguistics. San
Diego, CA: Academic Press.
Strangman, G., Boas, D. A., & Sutton, J. P. (2002). Non- invasive neuroimaging
using near- infrared light. Biological Psychiatry, 52, 679-693.
Vicari, S., Albertoni, A., Chilosi, A. M., Cipriani, P. Cioni, G. & Bates, E. (2000).
Plasticity and reorganization during language development in children with early brain
injury. Cortex, 36(1), 31-46.