Time period
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Class title
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Spring 2010 Rochester
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BCS 562 Computational Accounts of Language Production
Graduate seminar on computational models of language production (and a little bit on comprehension and learning).
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Fall 2009 Rochester
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BCS 152
Language & Psycholinguistics - An introduction to the field of psycholinguistics. How is language represented in
our mind/brain, how do we process (produce and comprehend) it so efficiently and really fast despite the fact that it's an amazingly
complex task (note that we have so far not managed to build computers that resemble anything close to human language abilities)? How
is it that babies acquire language without being explicitly taught? What are the biological foundations of language (the brain structures
involved in the processing and acquisition of language)?
Note that I will be on junior leave next Fall, so that BCS 152 will be taught by someone else.
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Summer 2009 Berkeley, LSA Summer Unstitute
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LSA 125: Psycholinguistics and syntactic corpora -
An introduction to corpus-based work on psycholinguistics.
TAs: Judith Degen, Alex Fine, Peter Graff.
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Spring 2009 Rochester
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BCS 563 Topics in Language Production & Comprehension
(Co-taught with Mike Tanenhaus): Graduate seminar on language production and comprehension.
At least for the production part, we may take a cross-linguistic angle, focusing on how data from other languages has
informed theories of sentence production. Other topics may be the relation between early probabilistic accounts that focus on
the implementational level (connectionist networks, competition models) and recent computational models (surprisal-based parsing,
constant entropy rate in production).
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Fall 2008 Rochester
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BCS 152
Language & Psycholinguistics - An introduction to the field of psycholinguistics. How is language represented in
our mind/brain, how do we process (produce and comprehend) it so efficiently and really fast despite the fact that it's an amazingly
complex task (note that we have so far not managed to build computers that resemble anything close to human language abilities)? How
is it that babies acquire language without being explicitly taught? What are the biological foundations of language (the brain structures
involved in the processing and acquisition of language)?
This class has been updated in several ways. There is now more discussion of language production (both at the word level and the
sentence level), and there is generally more of a focus on language processing (rather than linguistic representations, although
the two topics are, of course, related). We are also trying to reduce overlap with other classes on language and the brain and
language acquisition. Finally, the requirements have changed somewhat: this semester we are piloting a short paper requirement.
Students can select from different research topics and have to write a short review paper about two short articles.
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Fall 2007 Rochester
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BCS 152
Language & Psycholinguistics - An introduction to the field of psycholinguistics. How is language represented in
our mind/brain, how do we process (produce and comprehend) it so efficiently and really fast despite the fact that it's an amazingly
complex task (note that we have so far not managed to build computers that resemble anything close to human language abilities)? How
is it that babies acquire language without being explicitly taught? What are the biological foundations of language (the brain structures
involved in the processing and acquisition of language)?
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Winter 2006 Stanford
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Laboratory Syntax (together with Ivan A. Sag) - We cover alternative accounts of variation in
acceptability judgments. The empirical focus is on island violations, especially in wh-extraction. The class includes applied tutorials
on web-based experimentation and eliciation of acceptability judgments, design issues, analysis of survey data, and maybe reading time
experimentation.
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Summer 2005 ESSLLI
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Focus and
prosodic prominence (together with Sasha Calhoun; invited
speaker: Bob Ladd), an introduction to prominence above the
word level and specifically its relation to so called focus
phenomena. The class was directed at an audience with no or little
background in phonology/prosody/semantics. Check out the class
materials with summaries of papers, as well as our handouts. For
some of the materials you will need a password. If you're
interested pls contact me.
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Fall 2003 - Spring 2004
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Corpus TA for the Linguistics Department. In addition to general maintenance of corpora and software, as well
as user support, the corpus TA is meant to provide support to corpus oriented courses (such as: the "Methods class",
"Real English", etc.).
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Spring 2003
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Symbolic Systems
100 - Introduction to Cognitive Science (Profs: Tom Wasow, David Beaver, James Greeno; Other TAs: Damon Horrowitz, Sheba Najmi)
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Fall 2002
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Linguistics 120 - Introduction to Syntax
(Profs: Tom Wasow, Emily Bender; Other TAs: Judith Tonhauser, Ivan Garcia)
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