Linguistics 275 Information for Finals Week
FINAL EXAM: FRIDAY, MAY 4, 2-4 PM in THH 202 (our
regular classroom)
Review
sheet: Passed out in lab this
week, also available on the website
later in the week.
Review
Session. All 3 TAs will jointly
hold a review session. It will be
guided by your questions, so bring questions with you.
Day/Time: Tuesday, May 1, 12-2 pm
Location: GFS 331
For extra
copies of handouts or homeworks, check the class website:
http://www-rcf.usc.edu/~zuraw/275.html
or ask the TAs. TAs are the keepers of all extra copies of
things.
Office Hours during finals week will be
as follows (these are instead of regular semester office hour
times). Remember that you can see any
professor or TA about any question (except you should go to TAs for
extra copies of handouts, etc.)
Prof. Maryellen MacDonald
Office: HNB 20B
Office hours: Wednesday, May 2, 2-3:30 pm
Phone: (213) 740-6181
e-mail: mcm@gizmo.usc.edu
Prof. Kie Zuraw
Office: GFS 332
Office hours: Monday, April 30,
4:30-6:00
Phone: (213) 740-3884
e-mail: zuraw@usc.edu
Carolina Gonzalez
Office: GFS 220A
Office hours: Thursday, May 3, 4-6pm
Phone: (213) 740-2986 (to leave
msg.)
e-mail: cgo@usc.edu
Narineh Hacopian
Office: GFS 220A
Office hours: Thursday, May 3, 1-2
pm in GFS 334--this is not regular TA office; go one floor up.
Phone: (213) 740-2986 (to leave
msg.)
e-mail: nhacopia@usc.edu
Uffe Larsen
Office: GFS 220A
Office hours:
Phone: (213) 740-2986 (to leave
msg.)
e-mail: ularsen@usc.edu
The week at a glance:
|
Monday,
Apr 30 |
Tuesday,
May 1 |
Wednesday,
May 2 |
Thursday,
May 3 |
Friday,
May 4 |
|
Dr.
Zuraw’s office hours |
Review Session
|
Dr.
MacDonald’s office hours |
Narineh’s
office hours Carolina’s
office hours |
Uffe’s
office hours Final Exam
|
Ling 275 Final Practice questions
General Stuff about the
exam: Like previous exams, the
final will be a mix of multiple choice and short answers, fill in the blank,
etc. The exam is cumulative, with
strong emphasis on the last 1/3 of the course.
For example, question 5 below is about phonological dyslexia, which is
from the last 1/3 of the class, but to answer everything successfully, you need
to know about categorical perception (from the middle 1/3) and to think about
the scientific method and experimental design (from all parts of the course). Typically, when we have questions that cover
ONLY early parts of the course, you will have a choice of what to answer.
1. Which of the following predictions
does the Cohort Model make about recognition of the word vivacious?
a) The word might be recognized before
all of it is heard
b)
Top
down information could remove violence from the initial cohort that is
formed
c)
Top
down information could add vivid to the initial cohort that is formed
d)
Both
(a) and (b) but not (c)
e)
All
of the above.
2. Definitions:
Basilar
membrane Allophone Complementary
distribution
Uniqueness
point Broca’s Aphasic Lack
of Invariance Problem
3. What
is the difference between bottom up and top down processing?
4. What are the two general methods of reading
instruction used in the US, and what pathways in the lexicon do they emphasize?
5.
Say
you have developed a theory that phonological dyslexic children have a problem
in perceiving phonemes. From this
theory you have developed a specific hypothesis: Phonological dyslexics have abnormal performance in categorical
perception of voice onset time. Design
an experiment to test this hypothesis by answering the following
questions. (A question of this type would
count as 3 short-answer questions.)
a)
Besides
the phonological dyslexics, do you need to test any other group(s) of
children? If so, what other group(s) of
children would you need to test the hypothesis?
b) Briefly describe one possible method for a categorical perception experiment for VOT. You can assume that the dyslexic children (for example 8-year olds) can do the experiment exactly like adults.
c) Explain one pattern of results that would support your hypothesis. Explain one pattern of results that would NOT support your hypothesis. You can draw pictures of categorical perception graphs in your answer if you like, but you don’t need to use pictures.