The continuing training program in language processing seeks to train scientists who can advance our understanding of the cognitive basis of human communication. For predoctoral trainees, the program offers a coherent set of formal courses, advanced-topics research seminars, and research training in experimental and developmental psycholinguistics, linguistics, and computational modeling. For postdoctoral trainees, the program offers opportunities for broadening knowledge and skills, especially in preparation for careers in linguistics or cognitive neuroscience. For students at all levels, the program offers broad and balanced training as scaffolding for the development of outstanding researchers. The research of the program faculty spans language acquisition, language production, language comprehension, and linguistics. This breadth fosters abilities in conceptual analysis and theoretical development across the full range of core components of human language use. The methodological expertise of the program faculty encompasses eye- movement monitoring, computational modeling, event-related-potential recording, optical and functional-magnetic imaging, articulatory tracking, corpus analysis, speech analysis, and the basic techniques of cognitive and developmental research. This range gives trainees the opportunity to attain high levels of skill in designing, implementing, and interpreting experiments using state-of-the-art methods for probing the workings of language. Funds are requested to support four predoctoral and two postdoctoral trainees per year. The predoctoral training program demands four years beyond the bachelor's degree. It fulfills the basic requirements for the doctoral degree within the cognitive or developmental divisions of the Department of Psychology, using division options to create doctoral-program plans with a major emphasis on the experimental study of language processing and acquisition and minor emphases on linguistics, cognitive neuroscience, and speech processing. The postdoctoral program offers training in language processing and acquisition as a supplement for doctoral training in linguistics or cognitive neuroscience. The proposed training will take place within a strong institutional matrix formed by the Cognitive and Developmental Divisions of the Department of Psychology and the Cognitive Science Group at the Beckman Institute for Advanced Science and Technology. Both settings offer exceptional physical and intellectual resources fueled by a rich tradition of graduate training in psycholinguistics.

Public Health Relevance

The program develops expertise in basic research on human communication. This research addresses the emergence of communicative abilities in infants and children, problems of human communication, methods for enhancing human communication, and disorders of human communication.

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Institutional National Research Service Award (T32)
Project #
5T32HD055272-14
Application #
8300154
Study Section
Pediatrics Subcommittee (CHHD)
Program Officer
Freund, Lisa S
Project Start
1997-07-01
Project End
2014-06-30
Budget Start
2012-07-01
Budget End
2013-06-30
Support Year
14
Fiscal Year
2012
Total Cost
$201,843
Indirect Cost
$12,063
Name
University of Illinois Urbana-Champaign
Department
Psychology
Type
Schools of Arts and Sciences
DUNS #
041544081
City
Champaign
State
IL
Country
United States
Zip Code
61820
Tooley, Kristen M; Bock, Kathryn (2014) On the parity of structural persistence in language production and comprehension. Cognition 132:101-36
Payne, Brennan R; Stine-Morrow, Elizabeth A L (2014) Adult age differences in wrap-up during sentence comprehension: evidence from ex-Gaussian distributional analyses of reading time. Psychol Aging 29:213-28
Gillespie, Maureen; James, Ariel N; Federmeier, Kara D et al. (2014) Verbal working memory predicts co-speech gesture: evidence from individual differences. Cognition 132:174-80
Lam, Tuan Q; Watson, Duane G (2014) Repetition reduction: lexical repetition in the absence of referent repetition. J Exp Psychol Learn Mem Cogn 40:829-43
Payne, Brennan R; Grison, Sarah; Gao, Xuefei et al. (2014) Aging and individual differences in binding during sentence understanding: evidence from temporary and global syntactic attachment ambiguities. Cognition 130:157-73
Fraundorf, Scott H; Benjamin, Aaron S (2014) Knowing the crowd within: Metacognitive limits on combining multiple judgments. J Mem Lang 71:17-38
Tooley, Kristen M; Konopka, Agnieszka E; Watson, Duane G (2014) Can intonational phrase structure be primed (like syntactic structure)? J Exp Psychol Learn Mem Cogn 40:348-63
Trude, Alison M; Tremblay, Annie; Brown-Schmidt, Sarah (2013) Limitations on adaptation to foreign accents. J Mem Lang 69:349-367
Stites, Mallory C; Luke, Steven G; Christianson, Kiel (2013) The psychologist said quickly, "dialogue descriptions modulate reading speed!". Mem Cognit 41:137-51
Fraundorf, Scott H; Benjamin, Aaron S; Watson, Duane G (2013) What happened (and what didn't): Discourse constraints on encoding of plausible alternatives. J Mem Lang 69:196-227

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