How genetics can add to our understanding of cognition, language, emotion, personality, and behavior. Use of gene mapping to estimate risk factors for psychological disorders and variation in behavioral and personality traits. Mendelian genetics, genetic mapping techniques, and statistical analysis of large populations and their application to particular studies in behavioral genetics. Topics also include environmental influence on genetic programs, evolutionary genetics, and the larger scientific, social, ethical, and philosophical implications.

Face-to-face language courses tend to use in-class time mostly for lecture and language practice. Such instructional modes are difficult when, as in our current public health crisis, teaching and learning must be done online. What are the specific challenges for teaching language courses at CUNY in an online format?

To be fully effective, language instruction must take into account the social, cultural, and political contexts in which a language is produced. This pedagogical approach goes beyond the acquisition of the core linguistics skills (speaking, listening, reading, and writing) and the basic approaches that cover grammar, vocabulary, and culture, and must address the metalinguistic issues and the socio-political nature of language.

How can such an approach be pursued effectively in an online environment? This workshop will help participants identify concrete challenges of teaching a language course online, with particular attention to assignments that proceed from a critical perspective. Participants will workshop strategies and/or assignments that will help us overcome these challenges in an online environment being aware of our limitations and constraints. We will consider and adapt the language course and expectations having in mind material that speaks to our students’ experiences directly in order to keep them motivated and engaged.

This textbook presents core concepts common to introductory courses. The 15 units cover the traditional areas of intro-to-psychology; ranging from biological aspects of psychology to psychological disorders to social psychology. This book can be modified: feel free to add or remove modules to better suit your specific needs.

This book includes a comprehensive instructor's manual, PowerPoint presentations, a test bank, reading anticipation guides, and adaptive student quizzes.

The Double Entry Journal is a note-taking technique for English Composition courses that encourages students to become active readers.

Current research on the evolution and development of cognition and affect, including intuitive physics, biology, and psychology, language, emotions sexuality, social relations.

Guyanese Creole, known to its native speakers as Creolese, was born of the communication between European settlers, African slaves and indigenous peoples of Indian descent in the Dutch colonies of Essequibo and Demerara (Devonish & Thompson 2013). Present day Guyana, Essequibo and Demerara was inhabited by slaves of different African tribes who developed a pidgin in order to communicate with one another. The inter-African pidgin then began to be influenced by the language of the slaves’ Dutch masters, creating an Anglo-West African language variety known as “Dutch-Creole” (Amral Khan 2018). Dutch-Creole became the first language of the newer generations of slaves and began gaining English language influence once English immigrants and plantation owners began to settle in Demerara around 1746. By 1760, the English had become a majority of the European population of Demerara. Due to the Anglo-Dutch wars, the colonies of Essequibo, Demerara and Berbice were acquired by the Dutch, the British and for a brief period in 1781-1784, resulting in some French influence on Dutch Creole as well. At the end of the wars, Great Britain gained control of colonies in 1814 and remined in control until Guyana’s gain of independence in 1966 (Prothero 1920). While Guyana was in the control of the English, the Dutch-Creole transitioned into the present day Creolese of the country. Though Creolese is English-lexified, there are still some Dutch and French words that remain in it. Holbrook (2001) also notes that, due to the Indo-Guyanese population of Guyana, there is also language influence from Hindi, Urdu and Bhojpuri in Creolese. Due to Creolese’s being on a Creole Continuum, the language exists between the standard English of Guyana and its creole. Creolese constantly undergoes change because of this and the multi-cultural population of Guyana.

The goal of this course is to review grammar and develop vocabulary building strategies to refine oral and written expression. Speaking and writing assignments are designed to expand communicative competence. Assignments are based on models and materials drawn from contemporary media (newspapers and magazines, television, web). The models, materials, topics and assignments vary from semester to semester.

Students studying linguistics and other language sciences for the first time often have misconceptions about what they are about and what they can offer them. They may think that linguists are authorities on what is correct and what is incorrect in a given language. But linguistics is the science of language; it treats language and the ways people use it as phenomena to be studied much as a geologist treats the earth. Linguists want to figure out how language works. They are no more in the business of making value judgments about people's language than geologists are in the business of making value judgments about the behavior of the earth. But language is a cultural phenomenon and we all have deep-seated, cultural ideas about what it is and how we ought to use it, so knowing where to begin in studying it scientifically is not a trivial matter at all. Issues arise that would not if we were geologists figuring out how to study earthquakes or the structure of the earth's crust. For this reason, before we dive into the study of language, we will need to examine some of the biases that we all have concerning language and to set some ground rules for how we are going to proceed. Because there is more than one way to begin, it will also be useful to establish a basic stance to guide us. Finally, because human language is an enormously complex subject, the book will focus on a narrow range of topics and themes; there will be no pretense of covering the field in anything like a complete fashion. This first chapter is designed to deal with these preliminary issues. But first, you will need to know about the various conventions that I will be using in the book.

This course studies what is language and what does knowledge of a language consist of. It asks how do children learn languages and is language unique to humans; why are there many languages; how do languages change; is any language or dialect superior to another; and how are speech and writing related. Context for these and similar questions is provided by basic examination of internal organization of sentences, words, and sound systems. No prior training in linguistics is assumed.

This course is a survey of the scientific study of human nature, including how the mind works, and how the brain supports the mind. Topics include the mental and neural bases of perception, emotion, learning, memory, cognition, child development, personality, psychopathology, and social interaction. Students will consider how such knowledge relates to debates about nature and nurture, free will, consciousness, human differences, self, and society.

Introduction to Sociology 2e adheres to the scope and sequence of a typical, one-semester introductory sociology course. It offers comprehensive coverage of core concepts, foundational scholars, and emerging theories, which are supported by a wealth of engaging learning materials. The textbook presents detailed section reviews with rich questions, discussions that help students apply their knowledge, and features that draw learners into the discipline in meaningful ways. The second edition retains the book’s conceptual organization, aligning to most courses, and has been significantly updated to reflect the latest research and provide examples most relevant to today’s students. In order to help instructors transition to the revised version, the 2e changes are described within the preface.

Understand how values and beliefs differ from norms
Explain the significance of symbols and language to a culture
Explain the Sapir-Whorf hypothesis
Discuss the role of social control within culture

Jamaican Creole has a very rich history. According to Farquharson’s article: “Jamaica was a Spanish possession from 1494 right up to 1655.” He later goes on to say that during “1655 an army of 4,000 colonists from Barbados and an additional 1,200 from the Leeward Islands was recruited to capture the Spanish side of the island of Hispaniola.” They failed and decided to try capturing Jamaica. The Spaniards who survived the failed capture, fled to Cuba while African slaves fled into the mountains and formed “Maroons,” (Farquharson). The Atlas of Pidgin and Creole Language Structures states that “during the second half of the seventeenth century, the European population was made up of soldiers, merchants, and colonists from the eastern Caribbean, Ireland, England, and Scotland,” (Farquharson); hence, prior to being imported to Jamaica during Britain’s occupation of the island, the African slaves were somewhat exposed to English-based languages.

We have designed this third edition of Java, Java, Java to be suitable for a typical Introduction to Computer Science (CS1) course or for a slightly more advanced Java as a Second Language course. This edition retains the “objects first” approach to programming and problem solving that was characteristic of the first two editions. Throughout the text we emphasize careful coverage of Java language features, introductory programming concepts, and object-oriented design principles.

Seminar in real-time language comprehension. Models of sentence and discourse comprehension from the linguistic, psychology, and artificial intelligence literature, including symbolic and connectionist models. Ambiguity resolution. Linguistic complexity. The use of lexical, syntactic, semantic, pragmatic, contextual and prosodic information in language comprehension. The relationship between the computational resources available in working memory and the language processing mechanism. The psychological reality of linguistic representations.

24.901 is designed to give you a preliminary understanding of how the sound systems of different languages are structured, how and why they may differ from each other. The course also aims to provide you with analytical tools in phonology, enough to allow you to sketch the analysis of an entire phonological system by the end of the term. On a non-linguistic level, the course aims to teach you by example the virtues of formulating precise and explicit descriptive statements; and to develop your skills in making and evaluating arguments.

This course is a detailed examination of the grammar of Japanese and its structure which is significantly different from English, with special emphasis on problems of interest in the study of linguistic universals. Data from a broad group of languages is studied for comparison with Japanese. This course assumes familiarity with linguistic theory.

A seven-week module for high intermediate ESL students who need to develop better listening comprehension and oral skills. The workshop involves short speaking and listening assignments with extensive exercises in accurate comprehension, pronunciation, stress and intonation, and expression of ideas.

This seminar provides intensive study of exciting texts by four influential American authors. In studying paired works, we can enrich our sense of each author's distinctive methods, get a deeper sense of the development of their careers, and shake up our preconceptions about what makes an author or a work "great." Students will get an opportunity to research an author in depth, as well as making broader comparisons across the syllabus.