Language in the Brain

Professor Introduction

Y. H | Ph.D. in Linguistics

Home Institute：University of California, San Diego

Project Description

The brain is the human body's highest intelligence organ. It processes a variety of information every day with specialized areas and networks such as cognition and language. Among them, language is a complex phenomenon involving multiple brain areas. This course aims to guide students in exploring the often-overlooked history of infrastructure. Infrastructure encompasses not only the railways between cities and the roads within them but also the electricity, water, internet, and natural gas that are integral to daily life. These systems have become invisible yet indispensable parts of modern society. This project will delve into the origins, evolution, and societal impacts of these infrastructures. Students will read historical and theoretical texts, investigate the development of various infrastructures, and understand their role in the transition to modern society. By the end of the course, students will produce a research paper on how the emergence and transformation of infrastructure have marked critical turning points in modern history and participate in the National History Day 2024 competition.

Project Keywords

Project Outline

Part 1: Introduction to Neurolinguistics
• Overview of fundamental concepts in neurolinguistics.
• Key principles and historical context of language studies in the brain.
• Applications and relevance to current biological and linguistic research.

Part 2: Theoretical Frameworks
• Exploration of theories related to brain function, language processing, and cognitive neuroscience.
• Examination of neurological and linguistic variables (e.g., brain regions, neural networks, language acquisition).
• Discussion on the role of different brain areas in language production and comprehension.

Part 3:  Literature Review
• In-depth reading and analysis of existing literature on language processing in the brain.
• Identification of major viewpoints and debates in current research.
• Discussion on research gaps and the significance of this study.

Part 4:  Research Methods
• Introduction to qualitative and quantitative research methods used in neurolinguistics.
• Techniques for brain imaging, electrophysiology, and behavioral experiments.
• Practical exercises to develop research skills.

Part 5:  Brain Regions and Language
• Detailed exploration of specific brain regions involved in language processing (e.g., Broca's area, Wernicke's area).
• Examination of their roles in language production and comprehension.
• Comparative analysis of brain function in different linguistic tasks.

Part 6:  Cognitive Neuroscience of Language
• Analysis of how cognitive processes are represented and processed in the brain.
• Discussion on the neural mechanisms underlying language acquisition and use.
• Real-world examples and case studies.

Part 7: Empirical Results and Discussion
• Presentation and interpretation of research findings.
• Discussion of the significance and impact of findings.
• Identification of research limitations and suggestions for improvement.

Part 8: Language Disorders and Neurobiology
• Exploration of various language disorders (e.g., aphasia, dyslexia) and their neurological bases.
• Discussion on how these disorders provide insights into normal language processing.
• Practical suggestions for diagnosis and intervention.

Part 9:  Future Research Directions
• Discussion of current trends and challenges in neurolinguistics research.
• Identification of open problems and future research directions.
• Encouragement for student-led research projects.

Part 10:  Conclusion and Summary
• Summary of the main findings and conclusions.
• Discussion of contributions to biological and linguistic research.
• Recommendations for future research and practice.

Part 11: Research Paper and Presentation
• Guidance on writing a well-structured research paper.
• Tips for effective academic writing.
• Instructions on preparing and delivering an engaging oral presentation.

Suitable for

High School Students:  
• Interested in biology, linguistics, and cognitive neuroscience, preparing for advanced studies or competitions.
• Basic knowledge of biological and linguistic principles.

University Students:
• Majoring in biology, linguistics, cognitive science, or related fields, seeking to deepen understanding and engage in research.
• Familiar with basic neuroscience and linguistic theories.