FR 392K #37385 / LIN 392 #41600
Experimental Research & Design in the Language Sciences
Spring 2014
David Birdsong HRH 2.114 Tel: 471-7299 e-mail: [email protected]
OVERVIEW
This course introduces qualified graduate students to the design of experiments around linguistics-based
hypotheses, the use of various statistical measures, techniques of data gathering and reporting, and proper
interpretation of results. Emphasis will be placed on studies dealing with the processing and acquisition of French,
Spanish, and English.
The course provides a foundation for conducting procedurally sound empirical research in the language
sciences. As such, it is not to be conceived as adequate preparation for all future quantitative research; for this,
additional experience in statistics and experimental methodology will be required.
COURSE DESCRIPTION
In the language sciences, there is a rich interplay of theory and data. Quantitative methods are critical to theorybased investigations of on-line sentence parsing, speech segmentation and perception, neurological representation
of language processes, and language acquisition by infants, children, and adults, to mention just a few domains of
inquiry.
This course is designed to help students understand and evaluate this research--and to carry it out.
Toward these ends, one must become familiar with the pertinent literature, as well as fundamental principles of
quantitative data gathering and statistical analysis. Accordingly, the course aims to enhance students' abilities in
three equally important domains:
(1) LINGUISTIC: Ability to understand theoretical and descriptive accounts of the language in which people
perform. Knowledge of language and linguistics is thus at the heart of the course, and is what distinguishes it from
other experimental design and statistics courses on this campus. Since we will also be looking at acquisition and
processing, familiarity with these areas is essential as well. Simply put, an experimental study can’t be designed
and executed without knowledge of the domain of research.
Your progress in this area is measured in part by performance on projects (see handouts), particularly in
terms of: (a) thoroughness and accuracy in reporting relevant research in the literature review; (b) generation of
testable and well-motivated hypotheses; (c) reasonable interpretation of results vis à vis the hypotheses; (d)
insightful discussion of results and thoughtful suggestions for future study.
(2) STATISTICAL: Ability to work comfortably with basic statistical procedures (e.g. t-tests, ANOVAs, correlations)
and familiarity with other procedures (e.g. multiple regression, ANCOVA). Our two texts (see below) are good
introductions to statistical methods and considerations of experimental design. They are relatively light on the pure
mathematics of statistics and relatively heavy on execution of statistical analyses using software packages (Excel
and SPSS).
(3) CONCEPTUAL/METHODOLOGICAL: Ability to think like an experimental researcher. This involves: (a)
cautious attribution of causality in linguistic behavior; (b) designing projects that do not ignore latent or intervening
variables; (c) sensitivity to construct validity and ecological validity; (d) prudent interpretation of data with respect to
stated hypotheses; (e) avoiding pitfalls of various kinds. One must continually ask oneself "What is good
evidence?" The answer to this question depends as much on understanding the targeted behavioral / brain-based
phenomena and linguistic issues as it does on statistics and experimental design.
Your progress in (2) and (3) is measured mainly by performance on quizzes, homework, and a final exam. (See
components of the final grade, below.)
To contextualize and exemplify these three domains, we will closely examine several noteworthy studies. One set
of studies we’ll read deals with the processing of Romance languages, another with age-related differences in
second language (L2) acquisition. In addition, the Larson-Hall text (see below) features summaries of and raw
data from a variety of L2 studies.
REQUIRED TEXTS (tentative as of 10/10/2013)
Larson-Hall, J. (2009). A Guide to Doing Statistics in Second Language Research Using SPSS. New York:
Routledge.
Salkind, N. J. (2009). Statistics for People Who (think they) Hate Statistics, 2nd edition, Excel 2007 edition. Los
Angeles: Sage Publications.
COMPONENTS OF THE FINAL GRADE (tentative as of 10/10/2013)
Quizzes (3 X 10%)
Homework
Project
Presentation of project
Final exam
30%
10%
30%
5%
25%
• Quizzes will be announced in advance, and cover the readings and classroom discussion. At least one of the
quizzes will require work on the computers in the classroom, using a statistical software package (SPSS, Excel).
• Homework may include exercises in the texts, mini-critiques of experimental studies (in addition to those already
indicated on the syllabus), outlines of experimental designs and anticipated results, etc.
• Students have two options for the final project. The first is an exercise wherein students will create raw data. You
will be asked to motivate the experiment with reference to the relevant literature, state hypotheses, outline the
experimental procedure(s), concoct all the raw data, statistically analyze these data, and interpret the results. No
actual subjects will be run. Another possibility for the final project involves use of actual data that you have or will
have collected. All projects must be proposed to and approved by the instructor, and all will be presented in class.
Please see accompanying handout for details.
• The final exam is comprehensive. Details of format and content are given on a handout. There will be review
materials, practice questions, and a review session.