Requirements

There will be no exams for this course. The focus of the course is on reading, discussing, writing and doing throughout the semester, and hence your entire grade will be based upon this.

If you want to get the maximum benefit from this class (i.e. learn lots and have a grade to show for it at the end), you will do the following...

1. Come to class prepared, and participate (15% of grade).

Being prepared means having read the assigned article(s) before coming to class, and having jotted down your initial thoughts or questions about the article(s). Although there are many readings for this course, you are not expected to read them all from beginning to end. An important skill to develop is the ability to efficiently extract ideas and information from writing. Particpating in class discussions is valuable because it makes you an active learner and massively increases the likelihood that you will understand and retain the material. You should also feel free to contact the instructor outside of class with questions that you have about the material.

2. Think carefully and write clearly in assignments (60% of grade).

The assignments will come in a variety of formats. In lab assignments (approx. 6) you will get hands-on experience with various research techniques in psycholinguistics. In writing assignments (approx. 3) you will think and write about issues raised in class and in the assigned readings. Sometimes the writing assignment will be due before the material is discussed in class: this will help you to be better prepared for class and to form your own opinions in advance of class discussion. In your writing it is important to write clearly and provide support for claims that you make.

3. Work with your group on your group project (25% of grade).

The goal of the group project is to give you the opportunity to explore some area of psycholinguistics in more depth than is possible in class, and to give you experience in posing and answering your own research questions. As such this is much like a standard term-paper requirement. However, by working in a team, you benefit from the different skills that your group members contribute, and you should be able to avoid the very limited scope normally possible for an individual project and the solitary final-week panic that usually accompanies such projects. Your group should decide on a project and give a brief report to the class on Thursday September 30th. An initial in class presentation (approx. 20 mins) will be given on Thursday October 21st, and a final in-class presentation on Thursday December 2nd or Tuesday December 7th.

If you are worried about how you are doing in the course, do not hesitate to contact the instructor, either by email (colin@udel.edu) or by phone (831-6809) or by coming by my office in person.

Grade scale

A	80-100%	B-	60-65%
A-	75-80%	C+	55-60%
B+	70-75%	C	50-55%
B	65-70%	C-	45-50%

Note that even in the A range there is plenty of room for you to show extra initiative and insight.

Graduates, Undergraduates, Groups

For undergraduate students, this is an advanced undergraduate course, designed primarily for students pursuing degrees in a field related to Linguistics or Cognitive Science. For graduate students, this is the foundational course in experimental linguistics for the MA and PhD program in Linguistics. Although the basic course requirements are the same for graduates and undergraduates, a higher standard is expected of students registered for CGSC 696 than for students registered for CGSC 496. Clarity and explicitness in writing is expected of both undergraduate and graduate students, but a higher level of linguistic sophistication is expected of graduate students.

All students are encouraged to talk with the instructor out of class about questions or concerns that they may have. Undergraduate students are especially encouraged to come for additional help.

Written work should be submitted individually, but you are encouraged to work together on labs and homeworks as well as the group projects. Academic honesty includes giving appropriate credit to collaborators. Although collaboration is encouraged, collaboration should not be confused with writing up the results of a classmate's work - this is unacceptable. The group projects will be given a group grade, but your group should submit an explanation of who contributed to what.