![]() ![]() Online Degree Application, including Statement of Purpose and Resume. by choosing one of three tracks in Applied Linguistics: second language acquisition, second language assessment, or language use. The Center for Young Children, an on-campus day care facility at which members of the department conduct research on language acquisition.įive computer laboratories for state-of-the-art research in experimental psycholinguistics, phonetics and computational linguistics, funded by the NSF and DARPA.Įfforts to attract students with an interdisciplinary focus on the study of language, or who are native speakers of a language which has not been extensively analyzed and who wish to work on a grammar of that language.Conduct groundbreaking scholarly research and make a global impact as a leader in the field with this 90-point Doctor of Education. (Close collaborations with the NIH permit studies using PET and fMRI as well.) The Cognitive Neuroscience of Language (CNL) Laboratory, whose features include a whole-head (160 channel) MEG system, a high-density EEG/ERP system and facilities to analyze EEG, MEG and fMRI data and for measuring eye point of regard from human subjects while permitting free head movement. The investigation of the psychological, neural or computational embedding of linguistic theories (including models of language processing and development) and on cross-language work. This capitalizes on the interdisciplinary nature of the program. Students develop a secondary area of specialization, in order to get a better balanced perspective and some useful experience when seeking university jobs. This forms the basis of the department's interest in comparative syntax and phonology.Įmphasis on professional training: students are expected, encouraged and helped to attend and participate in professional meetings, to give conference papers and to publish articles as part of their training. Fruitful work has come from those languages which have been studied carefully by groups of researchers sharing basic assumptions about the goals of grammatical theory. Analyses of phenomena which are not obvious in English have come to affect the shape of theoretical proposals. ![]() In addition, the program encourages students to study grammatical theory alongside in-depth work on languages. They also become well-equipped to understand other enterprises, going to the primary literature and asking how the analyses contribute to reaching the stated goal. That background enables students to evaluate proposals critically and make a contribution to research. While remaining focused, the department is interdisciplinary. The program thus combines strength in the traditional areas of syntax/semantics and phonology/morphology with depth in the areas of language acquisition, sentence processing, computational and neurolinguistics. To these ends, the department has assembled a faculty with strength in several subfields of linguistics. The Maryland program builds on these recent developments and trains students thoroughly in a research enterprise which tries to develop a detailed answer to these questions: How is a person's linguistic capacity represented in the mind? How does that representation reflect properties which are encoded innately? How is language acquired by young children? How can language be encoded as a computational or as a psychological or neurological system? Students investigate how various kinds of data bear on these central questions and how particular goals influence the shape of the technical analyses offered. This kind of research has proven to be one of the most fruitful means to cast light on the nature of the human mind and general cognitive capacity. It has taken on a new momentum in the last 60 years, resulting in productive investigations that have yielded deep insights into the workings of language. Work on language has been one of the main research probes in philosophy and psychology for most of the 20th century and into the 21st.
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