Contact Information
General Course Information
Topic calendar
References

Where and When? Thursdays at 9:30 - 12 in Barnwell 510

Course Description & Objective. The purpose of the class is to explore various topics involving how issues in Attention research may impact issues in Language research. I think that there is a lot of potential for research that examines the interplay between these two areas of interest, but I don't know of any systematic research projects that focus on that potential. My main goals for leading this class are: 1) to learn more about this potential interplay for myself, and 2) to bring this area of potential interplay to the attention (no pun intended) to others who might be interested (that is, those who were interested enough to enroll in the course).

Generally each week I'll assign 3 to 5 articles to read, with each week centering (sometimes somewhat loosely) on a particular issue or set of issues. The major expectation is that you will have read all of the week's readings. Based on this reading I hope that we'll be able to engage in a discussion of the topics/issues raised in the reading. By no means does this mean we have to talk about only what we saw in the readings. "Half-baked" ideas and speculations, related to the week's topic of course, are welcome and encouraged. On some occasions the discussion may be facilitated, with presentations, reaction papers, and/or other similar methods. In other words, I will do what ever it takes to prevent myself from having to lecture to the class.

Course Requirements. Your grade will be based on a paper (40%), one or more presentations (30%), and your participation in class (30%). The paper exercise will consist of a short literature review and proposal of an experiment (there are no expectations that the experiment need ever actually be performed) that applies one or more of the topics covered in this course. As stated above, the course is intended to be discussion driven. Towards this end you will also be asked to present one or more articles to the class, and lead a discussion (the number of presentations required will be determined by class size). Additionally, if I feel that they are warranted I may sometimes ask you to write a brief though/reaction paper based on the readings for that week.

Date	Tentative topic calendar	Readings
WK1 (Aug 21)	Organization & Introduction	none
WK2 (Aug 28)	Attention	Allport, 1980 Logan, 1988 Navon, 1984 Posner, 1988
WK3 (Sept 4)	Attention & Phonology	Eimas & Nygaard, 1992 Gordon, et al 1993 Pitt & Samuel, 1990 Pallier, et al 1993
WK4 (Sept 11)	Attention &Lexical Selection	Bates, et al 1996 Brown, et al, 1987 Carr, & Dagenbach, 1990 Driver & Tipper, 1989
WK5 (Sept 18)	Monitoring	Motley & Baars, 1976 Mattson & Baars, 1992 Berg, 1986 Harley, 1984 Jones, et al, 1990
WK6 (Sept 25)	Working Memory & Language	Bernstein & Carr, 1996 MacDonald, et al 1992 Waters & Caplan, 1992
WK7 (Oct 2)	Working Memory & Language cont.	Blackwell & Bates, 1995 Martin, 1995 Miyake, et al., 1994 Miyake, et al., 1995
WK8 (Oct 9)	Integration and Language	Birch, & Garnsey, 1995 Carlson, et al. 1991 Singer, 1996
WK9 (Oct 16)	Language & Space	Carlson-Radvansky & Irwin, 1993 Glenberg & McDaniel, 1992 Logan, 1995 Hayward& Tarr, 1995
WK10 (Oct 23)	Attention &Language Acquisition	Cooper, & Aslin, 1994 Jusczyk, et-al 1990 Roberts & Jacob, 1991 Smith, et al. 1996
WK11 (Oct 30)	Attention &Production	Bock, 1982 Deese, 1980 Forrest, 1992 Jou & Harris, 1992 Levelt, & Maassen 1981
WK12 (Nov 6)	Attention & Reading	Eviatar, 1995 Henderson, & Ferreira, 1993 LaBerge, & Samuels, 1974 Mozer, 1987
WK13 (Nov 13)	Attention Disorders & Language ADH & Alzheimers	Shaywitz, et al. 1994 Wood, & Felton, 1994 Grande, et al, 1996 Neils, et al, 1995
WK14 (Nov 20)	PSYCHONOMICS- NO CLASS	work on your papers
WK15 (Nov 27)	THANKSGIVING - NO CLASS	work on your papers
WK16 (Dec 4)	Attention Disorders & Language Dyslexia, Aphasia & Schizophrenia	Barch, & Berenbaum, 1994 Barch, & Berenbaum, 1996 Kershner, & Graham, 1995 Petry, et al, 1994 Shuren, et al, 1995
Tuesday, Dec 9	**************************** Papers Due at 5 PM ****************************

Barch, D., & Berenbaum, H. (1996). Language production and thought disorder in schizophrenia. Journal of Abnormal Psychology, 105(1), 81-88.

Barch, D., & Berenbaum, H. (1994). The relationship between information processing and language production. Journal of Abnormal Psychology, 103(2), 241-251.

Bates, E., Devescovi, A., Hernandez, A., & Pizzamiglio, L. (1996). Gender priming in Italian. Perception and Psychophysics, 58(7), 992-1004.

Berg, T. (1986). The aftermath of error occurrence: Psycholinguistic evidence from cut-offs. Language and Communication, 6(3), 195-213.

Bernstein, S. E., & Carr, T. H. (1996). Dual-route theories of pronouncing printed words: What can be learned from concurrent task performance? Journal of Experimental Psychology Learning, Memory, and Cognition, 22(1), 86-116.

Birch, S. L., & Garnsey, S. M. (1995). The effect of focus on memory for words in sentences. Journal of Memory and Language, 34(2), 232-267.

Blackwell, A. & Bates, E. (1995). Inducing agrammatic profiles in normals: Evidence for the selective vulnerability of morphology under cognitive resource limitation. Journal of Cognitive Neuroscience, 7(2), 228-257.

Bock, J. K. (1982). Toward a cognitive psychology of syntax: Information processing contributions to sentence formulation. Psychological Review, 89, 1-47.

Brown, T. L., Carr, T. H., & Chaderjian, M. (1987). Orthography, familiarity, and meaningfulness reconsidered: Attentional strategies may affect the lexical sensitivity of visual code formation. Journal of Experimental Psychology Human Perception and Performance, 13(1), 127-139.

Carlson, L. A., Alejano, A. R., & Carr, T. H. (1991). The level-of-focal-attention hypothesis in oral reading: Influence of strategies on the context specificity of lexical repetition effects. Journal of Experimental Psychology Learning, Memory, and Cognition, 17(5), 924-931.

Carlson-Radvansky,-L. A., & Irwin, D. E. (1993). Frames of reference in vision and language: Where is above? Cognition, 46(3), 223-244.

Carr, T. H. & Dagenbach, D. (1990). Semantic priming and repetition priming from masked words: Evidence for a center-surround attentional mechanism in perceptual recognition. Journal of Experimental Psychology Learning, Memory, and Cognition, 16(2) 341-350.

Cooper, R. P., & Aslin, R. N. (1994). Developmental differences in infant attention to the spectral properties of infant-directed speech. Child Development, 65(6), 1663-1677.

Deese, J. (1980). Pauses, prosody, and the demands of production in language. In W. Dechert & M. Raupach (Eds.), Temporal variables in speech: Studies in honor of Frieda Golman-Eisler. The Hague: Mounton.

Driver and Tipper (1989). On the nonselectivity of "selective" seeing: Contrasts between interference and priming in selective attention. Journal of Experimental Psychology: Human Perception and Performance, 15, 304-314.

Eimas, P. D. & Nygaard, L. C. (1992) Contextual coherence and attention in phoneme monitoring. Journal of Memory and Language, 31, 375-395.

Eviatar, Z. (1995). Reading direction and attention: Effects on lateralized ignoring. Brain and Cognition, 29(2), 137-150.

Forrest, L. B. (1992). How grammar codes cognition: Syntactic subject and focus of attention. Unpublished master's thesis, University of Oregon, Eugene.

Glenberg, A. M., & McDaniel, M. A.(1992). Mental models, pictures, and text: Integration of spatial and verbal information. Memory & Cognition, 20(5), 458-460.

Gordon, P., Eberhardt, J. L. , Rueckl , J. G. (1993). Attentional modulation of the phonetic signficance of acoustic cues. Cognitive Psychology, 25, 1-42.

Grande, L., McGlinchey-Berroth, R., Milberg, W. P., & D'Esposito, M. (1996). Facilitation of unattended semantic information in Alzheimer's disease: Evidence from a selective attention task. Neuropsychology, 10(4), 475-484.

Harley, T. A. (1984). A critque of top-sown independent levels of speech production: Evidence from non-plan-internal speech errors. Cognitive Science, 8, 191-219.

Hayward, W. G., & Tarr, M. J., (1995). Spatial language and spatial representation. Cognition, 55(1), 39-84.

Henderson, J. M., & Ferreira, F. (1993). Eye movement control during reading: Fixation measures reflect foveal but not parafoveal processing difficulty. Special Issue: Reading and language processing. Canadian Journal of Experimental Psychology, 47(2), 201-221.

Jones, D. M., Miles,C., & Page, J. (1990). Disruption of proofreading by irrelevant speech: Effects of attention, arousal or memory? Applied Cognitive Psychology, 4(2), 89-108.

Jou, J. & Harris, R. J., (1992). The effect of divided attention on speech production.Bulletin of the Psychonomic Society, Vol 30(4), 301-304.

Jusczyk, P.W., Bertoncini, J., Bijeljac-Babic, R., Kennedy, L. J.; et-al (1990). The role of attention in speech perception by young infants. Cognitive Development, 5(3), 265-286.

Kershner, J. R., & Graham, N. A. (1995). Attentional control over language lateralization in dyslexic children: Deficit or delay? Neuropsychologia, 33(1), 39-51.

LaBerge, D. & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323.

Levelt, W., J. M. & Maassen, B. (1981). Lexical search and order of mention in sentence production. In W. Klein & W. J. M. Levelt (Eds.), Crossing the boundaries of linguistics. Studies presented to Manfred Bierwisch. Dordrecht: Reidel.

Logan, G. D. (1989). Automaticity and cognitive control. Uleman, J. S. & Bargh, J. A. (Eds.), Unintended thought. (pp. 52-74) New York, NY: The Guilford Press.

Logan, G. D. (1995). Linguistic and conceptual control of visual spatial attention. Cognitive Psychology, 28, 103-174.

MacDonald, M., Just, M., Carpenter, (1992). Working memory constraints on the processing of syntactic ambiguity. Cognitive Psychology, 24, 56-98.

Martin, R. C. (1995) Working memory doesn't work: A critique of Miyake et al.'s capacity theory of aphasic comprehension deficits. Cognitive Neuropsychology, 12(6), 623-636.

Mattson, M. E. & Baars, B. J. (1992). Error-minimizing mechanisms. In Baars, B. J. (Ed.) Experimental slips and human error: Exploring the architecture of volition. (pp.263-287) New York, NY: Plenum Press.

Miyake, A., Carpenter, P. A., & Just, M. A. (1994). A capacity approach to syntactic comprehension disorders: Making normal adults perform like aphasic patients. Cognitive Neuropsychology; 1994, 11(6) 671-717.

Miyake, A., Carpenter, P. A., & Just, M. A. (1995). Reduced resources and specific impairments in normal and aphasic sentence comprehension. Cognitive Neuropsychology, 12(6), 651-679.

Motley, M. T. & Baars, B. J. (1976). Semantic bias effects on the outcomes of verbal slips. Cognition, 4, 177-187.

Mozer, M. (1987). Early parallel processing in reading: A connectionist approach. In M. Coltheart (Ed.) Attention and perfomance XII: The psychology of reading. (pp. 83-104). Hillsdale, NJ: Lawrence Erlbaum.

Navon, D. (1984). Resourses - A theoretical soup stone. Psychological Review, 91, 216-234.

Neils, J., Roeltgen -D. P., & Greer, A. (1995). Spelling and attention in early Alzheimer's disease: Evidence for impairment of the graphemic buffer. Brain and Language, Vol 49(3), 241-262.

Pallier, C., Sebastian-Galles, N., Felsuera, T., Christophe, A., & Mehler, J. (1993). Attentional allocation within the syllabic structure of spoken words. Journal of Memory and Language, 32, 373-389.

Petry, M. C., Crosson, B., Gonzalez-Rothi, L. J., Bauer, R. M., et-al (1994). Selective attention and aphasia in adults: Preliminary findings. Neuropsychologia, 32(11), 1397-1408.

Pitt, M. A. & Samuel, A. G. (1990). Attentional allocation during speech perception: How fine is the focus? Journal of Memory and Language, 29, 611-632.

Posner, M. I. (1988). Structures and functions of selective attention. In Boll, T. & Bryant, B. (Eds.), Clinical neuropsycholgy and brain function: Research, measurement, and practice. (pp. 173-201). American Psychological Association.

Roberts, K., & Jacob, M. (1991). Linguistic versus attentional influences on nonlinguistic categorization in 15-month-old infants. Cognitive Development, 6(4), 355-375.

Schneider, W., Dumais, S. T., & Shiffrin, R. M. (1984). Automatic and control processing and attention. In Parasuraman, R. & Davies, D. R. (Eds), Varieties of attention. (pp. 1-27). New York, NY: Academic Press,.

Shaywitz, S. E., Fletcher, J. M., & Shaywitz, B. A. (1994). Issues in the definition and classification of attention deficit disorder. Special Issue: ADD and its relationship to spoken and written language. Topics in Language Disorders, 14(4), 1-25.

Shuren, J. E., Smith-Hammond, C., Maher, L. M., Rothi, L. J. G., et-al (1995). Attention and anosognosia: The case of a jargonaphasic patient with unawareness of language deficit. Neurology, 45(2), 376-378.

Singer, M. (1996). Comprehending consistent and inconsistent causal text sequences: A construction-integration analysis. Discourse Processes, 21(1), 1-21.

Smith, L. B., Jones, S. S., & Landau, B. (1996). Naming in young children: A dumb attentional mechanism? Cognition, 60(2), 143-171.

Waters, G. S.& Caplan, D. (1996). The capacity theory of sentence comprehension: Critique of Just and Carpenter (1992). Psychological Review, 103(4), 761-772.

Wood, F. B., & Felton, R. H. (1994). Separate linguistic and attentional factors in the development of reading. Special Issue: ADD and its relationship to spoken and written language. Topics in Language Disorders, 14(4), 42-57.