Linguistic Instruction

You have to answer the questions listed at the number below.(total 6 questions) To answer the questions below, please read the notes and reading materials I uploaded in the file section and answer the questions below.
• The same idea about paraphrasing applies here – you should not be closely paraphrasing these materials. The objective is to demonstrate that you have consulted the materials but that you now know how to explain the concepts in your own words. Think of how you would explain it to a friend or roommate when you can’t refer directly to your notes.

• If you are only using materials from the course, you do not need to cite anything. If you are integrating other sources (which is not required), those should be cited, but the reference text will not count towards the word count guidelines.

• Word count – there is a word count range provided for each response. It’s great if you can be concise – a longer answer is often not a better one! Do not worry if your answer is near the minimum, as long as you answered all of the parts of the question. Do be sure that you have responded to all of those parts, and included specific examples where necessary.

1.What are the ERP components N400 and P600, and how do they each “teach” us about language processing? Explain the difference between them, how the effect would be recognized from EEG results, and give at least one example of how a study using one of these components shed light on a psycholinguistic question. (50-75 words)

  1. In the recording on the bilingual brain, Dr. Liina Pylkkänen poses the question – when you’re using one language, what’s going on with the other one? Is it napping, or ready? How would you answer this question, summarizing the research evidence that she presents from the Thierry and Wu (2007) paper, as well as the bilingualism material in the reading? (50-75 words) Link on the bilingual brain, Dr. Liina Pylkkänen -
  2. What is the main benefit of using the technique represented in image B or the technique represented in image A for some types of neurolinguistic studies? In other words, why might you choose to use the method in B instead of the method in A for some study designs? (50-75 words)
  3. Briefly summarize the outcome and conclusions of Hauk and colleagues’ 2004 fMRI study investigating where and how action words are processed in the brain. What does this reveal about localization? (30-60 words)
  4. If you were trying to identify the brain areas responsible for speech recognition, how useful would it be to compare fMRI scans of participants who heard spoken language with those who actively read aloud the same script from a monitor? Would a direct comparison of scans in these two conditions allow you to identify the areas responsible for speech recognition? Why or why not? (50-75 words)
  5. What is the relationship between Broca’s and Wernicke’s aphasia, and Broca’s and Wernicke’s areas? What challenges in localization by deficit-lesion method face, and how does VLSM potentially help address some of these challenges? (50-75 words)

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