Options: Volunteer Basis, Potential for UROP Funding, Potential for Academic Credit
Join the psycholinguistics lab to participate in a variety of topics about the psychology of language processing and use. Contact the project coordinator of each project to find out how to get involved. Time commitment is flexible for all projects, but averages around 6 hours per week. We will work around your schedule. Depending on the project, we will have one hour meeting each week, plus lab work (running or interviewing subjects) and work you can do at home, such as stimulus design or excel spread sheet management.
1. Acquiring a language over age 45
Do you have good Russian speaking ability?
Help interview middle-aged and elderly Russian immigrants. Our informants immigrated to the US after the age of 45, and either learned English well, or very poorly. We seek to understand the personal, cognitive, family, and, situational factors that facilitate or hinder learning a language in a new country. We pursue elderly speakers because this group has not been studied and has been assumed (wrongly, in our view) to be mostly incapable of acquiring high proficiency in a second language. You will work with one masters student, one post-BA, and Prof Caldwell-Harris.
The project coordinator is linguistics masters student Alex Huckaby, contact her at: firstname.lastname@example.org
2. How do people read Chinese script?
Are you a native Chinese Speaker with good or excellent Chinese reading ability?
Reading Chinese script is highly complex and poorly understood. Most work on reading has used alphabetic languages. Our psycholinguistic study asks native Chinese speakers to read Chinese scripts while we monitor them for misreading errors. Work with a masters student and one other undegrad to design and test new ideas about Chinese reading. Project supervised jointly by Prof Caldwell-Harris and Prof Liederman. Contact Prof Caldwell-Harris, email@example.com
3. Emotional regulation in bilingual speakers
The previous studies have shown that bilinguals, who speak two languages, are more likely to have better executive functioning, compared to monolinguals who speak only one language. Interestingly, emotion regulation, an automatic or controlled changes in the intensity and/or duration of activated emotion, depends on executive functioning in realms such as anticipating outcomes, planning, and executing responses. Based on these, the purpose of the study is to investigate how speaking multiple languages impact the ability to regulate emotion. This study has two aims: first, the study aims to investigate whether bilinguals have better emotion regulation than monolinguals in terms of executive functioning; second, the study aims to investigate whether using less proficient second language depletes more cognitive resources, and hinders ability to regulate emotion within bilingual population.
Contact the project director, Lawrence Kim