基本素養 Basic Literacy

厚植人文素養及西洋文學文化涵養
To cultivate their spirit of humanity and increase their knowledge of western literatures and cultures.
獨立思考、思辨、反省與推己及人
To think independently, analyze critically, reflect and sympathy
發揮專業、擴展國際視野、跨界學習
To demonstrate their professionalism, broaden their international perspectives and interdisciplinary studies

核心能力 Competence

人文素養與社會關懷能力
Ability to provide social concern with a spirit of humanity
熟稔各種理論基礎、收集分析文獻資料的能力
Ability to collect and analyze literature data with various theoretical foundations
完成學術論文及批判性書寫的能力
Ability to work on academic papers and critical writing
深入閱讀並解析外國文學、語言、文化等作品與論文的能力
Ability to read and analyze works or academic papers on foreign literatures, languages and cultures
國際視野、跨領域研究及適應能力
Ability to conduct interdisciplinary studies from international perspectives
獨立思考、團隊合作、創意研究及分析、解決問題的能力
Abilities to think independently, to perform a teamwork, to conduct creative research and analysis, and to solve problems.

課程概述 Course Description

語言必然包含記憶。本課程旨在引導學生探索記憶在語言學習/處理中的可能功能。課程首先介紹記憶理論,以及記憶研究對語言學習的潛在貢獻。課程主體則依短暫記憶現象的兩大學派理論(語音工作記憶與語言產出)分為兩部分,並以檢驗該議題的常用核心論證現象「語音相似效果」為主要對照工具。前半部分討論工作記憶理論中次系統之一「語音迴路」對語言感知以及語言產出的影響,以及該理論所受到的挑戰。後半部討論語言結構在語音相似效果上的影響,利用兩項常用測驗,即「即時序列回憶作業」與「繞口令實驗」來探討語音短期記憶與語言錯誤同源的假說。透過兩大學派在多方理論與證據交互辯證的歷史脈絡,本課程希望能帶領學生嘗試釐清語言與記憶的可能關係與未決議題,並體驗理論發展的常見衝撞與解決方式。
Memory is necessarily involved in language processing/learning. The proposed course explores the roles memory has been hypothesized to play in processing speech, phonology in particular. It starts with an introduction to general memory theories, and how they can better our understanding of language processes, especially language learning. The main body of the course is then divided into two major parts, in accordance with the two mainstream theories of short-term storage of memory traces, i.e., working memory and language production, with a special focus on the phonological similarity effect (PSE), an observation shared by both schools though differently interpreted. The first part centers on discussion of phonological loop—a major slave system in the working memory model—and of how this verbal working memory could affect language perception and production. The second part discusses the observed contribution of language structure in PSE, hence challenging the independence (from LTM) assumption of working memory models. It focuses on the hypothesis that PSE in both schools come from a common locus, using both immediate serial recall task and tongue twister paradigm. It is expected that this course would walk the students through the historial development of PSE to illustrate the inter-relationships between memory and language, and also to offer them a chance to witness the development of a theory and the conflicts and solutions involved therein.

課程學習目標 Course Objectives

  • familiarity with mainstream (in particular short-term) memory models
  • familiarity with development of working memory theories and issues
  • familiarity with phonological similarity effect and its various explanations
  • 課程進度 Progress Description

    進度說明 Progress Description
    1INTRO & Memory Fundamentals
    2Extra BREAK (no class), to be made up in week 16
    3Working memory: A historical review (Baddeley, 2000)
    4Working memory (1): phonological similarity effect (Baddeley, Lewis, & Vallar, 1984)
    5Working memory (2): articulatory suppression (Saito, 1997)
    6Working memory (3): Irrelevant speech (Hanley & Bakopoulou, 2003)
    7Break: no class
    8Working memory (4): Word learning (Baddeley, Gathercole, & Papagno, 1998; Gupta & Tisdale, 2009)
    9Perceptual-gestural models: Jones et al. (2004, 2006)
    10Conference: Jones et al. (2007) vs. Baddeley & Larsen (2007)
    11Midterm debate: PSE as WM vs. language production?
    12Psycholinguistics account of PSE (phonemic): Page et al., 2007)
    13Psycholinguistics account of PSE (subsyllabic): Nimmo & Roodenrys (2004)
    14Psycholinguistics account of PSE (subphonemic): Schweppe et al. (2011)
    15Pre-presentation conference (make-up for Week 2 loaned holidy)
    16Final presentations (I)
    17Break: no class
    18Final presentations (II)
     以上每週進度教師可依上課情況做適度調整。The schedule may be subject to change.

    有關課程其他調查 Other Surveys of Courses

    1.本課程是否規劃業界教師參與教學或演講? 否
    Is there any industry specialist invited in this course? How many times? No
    2.本課程是否規劃含校外實習(並非參訪)? 否
    Are there any internships involved in the course? How many hours? No
    3.本課程是否可歸認為學術倫理課程? 否
    Is this course recognized as an academic ethics course? In the course how many hours are regarding academic ethics topics? No
    4.本課程是否屬進入社區實踐課程? 否
    Is this course recognized as a Community engagement and Service learning course? Which community will be engaged? No