After successful completion of the course, students are expected:

• To describe the various manifestations of language as a psychological phenomenon
• To understand the research methods and techniques employed by psycholinguists
• To explain the mental processes thought to support the various skills involved in linguistic communication
• To relate empirical data to theoretical frameworks in the field of psycholinguistics
• To discuss scientific debates concerning key issues in psycholinguistics
• To apply relevant knowledge as a reference for the description, diagnosis, and treatment of speech and language disorders
  

• Ability to apply knowledge to practice
• Searchfor, analysis and synthesis of data and information, with the use of the necessary technology
• Adapting to new situations
• Decision-making
• Working independently
• Respect for difference and multiculturalism
• Showing social, professional and ethical responsibility and sensitivity to gender issues
• Criticism and self-criticism
• Production of free, creative and inductive thinking

Short Course Description: 

This course presents theoretical and empirical data on language as a psychological phenomenon, derived from an interdisciplinary approach. It begins with an introduction to the scientific study of language (Unit 1), which initially covers the fundamental shared features of languages, including grammatical structure. The course also addresses the phylogeny of language and communication methods in non-human species, the relationship between language and cognition, and the mechanisms of language processing. Subsequently, a series of questions concerning the mental processes that support language production and comprehension abilities is discussed:

• How do we produce speech? That is, through what process is a thought transformed into spoken language? (Unit 2)
• How do we understand speech? That is, through what process do we derive meaning from a speaker’s words? (Unit 3)
• How are words represented in the speaker’s mind? Through which processes do we activate and use mentally stored knowledge related to words? (Unit 4)
• How do we process multiple pieces of information in order to understand the meaning of a sequence of words, i.e. a sentence? (Unit 5)
• Through what process do we comprehend connected speech, such as a narrative? For example, how do we connect what is said in a story with our general knowledge of the world? (Unit 6)
• How do we determine precisely which object a referential expression corresponds to in discourse, i.e. something mentioned previously? (Unit 7)
• How do we understand non-literal uses of language, e.g. metaphors? Do we first reject the literal interpretation, or do we access the non-literal meaning directly? (Unit 8)
• Is dialogue simply a sequence of individual monologues, or something more complex? What are the basic principles governing it? How does interaction evolve as one participant tries to understand the other’s words while planning what to say next? (Unit 9)
• How is language acquired in children? For example, how do they segment speech into words and learn the highly complex language system from sparse input without formal instruction? Is language acquisition an innate process? (Unit 10)
• Which mental processes support our ability to control eye movements and read written texts? Does learning and processing written language vary depending on the writing system? How can related disorders, such as dyslexia, be explained? (Unit 11)
• For bilinguals, who outnumber monolinguals worldwide, when encountering words in their second language (L2), do they access word representations in the first language (L1) as well as conceptual representations? Can the connections between words in L1 and L2, and between L2 words and concepts, be strengthened as L2 proficiency increases? How do highly proficient bilinguals control speech production and comprehension processes? (Unit 12)

The final class summarizes the course content. (Unit 13)

The individual topics of the course are summarized as follows:

1. Introduction to the scientific study of language
2. Speech production
3. Speech comprehension
4. Word processing
5. Sentence processing
6. Discourse processing
7. Reference
8. Non-literal language processing
9. Dialogue
10. Language development
11. Reading
12. Bilingual language processing
13. Summary

Final written exam based on open-ended questions, short-answer questions and/or multiple choice questionnaires (including true/false questions). 
Language of evaluation: Greek and, for Erasmus students, English
Specifically-defined evaluation criteria become available via e-Class.

- Readings:

• Fromkin, V., Rodman, R., & Hyams, N. (2008). An introduction to the study of language. Patakis. [in Greek]
• Harley, T. (2009). The psychology of language: From data to theory. University Studio Press. [in Greek]
• Lekakou, M., & Topintzi, N. (Eds.). (2022). An introduction to linguistics: Foundational concepts and basic branches with an emphasis on the Greek language. Gutenberg. [in Greek]

- Suggested bibliography:

• Ahlsén, E. (2006). Introduction to neurolinguistics. Benjamins.
• Aitchison, J. (2008). The articulate mammal: An introduction to psycholinguistics (5th edn.). Routledge.
• Brown, C. M., & Hagoort, P. (2004). The neuroscience of language. University Studio Press. [in Greek]
• Dewi, R. S. (2021). Psycholinguistics. IMSU Press.
• Fernández, E. M., & Cairns, H. S. (Eds.). (2020). The handbook of psycholinguistics. Wiley-Blackwell.
• Ingram, J. C. L. (2007). Neurolinguistics: An introduction to spoken language processing and its disorders. Cambridge University Press.
• Miller, G. (1995). Language and speech. Gutenberg. [in Greek]
• Pinker, S. (1994). The language instinct: How the mind creates language. Katoptro. [in Greek]
• Pita, R. (1998). Psychology of language: An introductory approach. Ellinika Grammata. [in Greek]
• Sedivy, J. (2018). Language in mind: An introduction in psycholinguistics. Oxford University Press.
• Stassinos, D. P. 2009. Psychology of speech and language: Development and pathology, dyslexia and speech therapy. Gutenberg. [in Greek]
• Stavrakaki, S. (2005). Greek neurolinguistics: The state of the art. Journal of Greek Linguistics, 6, 187-234.
• Steinberg, D. & Sciarini, N. V. (2006). An Introduction to psycholinguistics (2nd edn.). Pearson Longman.
• Stemmer, B., & Whitaker, H. A. (Eds). (2008). Handbook of the neuroscience of language. Elsevier.
• Traxler, M. J. (2012). Introduction to psycholinguistics: Understanding language science. Wiley-Blackwell.
• Tsolaki, M., Kassapi, E., & Kehyia, E. (2002). Introduction to neuro/psycholinguistics. University Studio Press. [in Greek]
• Vlachos, F. M. (Ed.). (2018). Brain, learning and special education. Gutenberg. [in Greek]

- Related academic journals:

• Applied Psycholinguistics
• Bilingualism: Language and Cognition
• Brain and Language
• Cognition
• Developmental Science
• International Journal of Language and Communication Disorders
• Journal of Child Language
• Journal of Communication Disorders
• Journal of Memory and Language
• Journal of Neurolinguistics
• Journal of Psycholinguistic Research
• Journal of Speech, Language, and Hearing Research
• Language Acquisition
• Language and Cognitive Processes
• Language Learning
• Language Learning and Development
• Mind and Language
• Psychological Science 

https://eclass.uop.gr/courses/2016/