LSci 51/CogS 56L

This is our wonderful schedule. We usually keep to it, but it is subject to modification.

Date	Topic	Notices & Assignments	Reference Material
Week 0
9/26/25	Introduction to Language Acquisition I (pdf) (recorded session) Podcasts (1) What you know when you know a language (2) Why simple imitation won't work (3) Prescriptive vs. descriptive grammar rules	Review questions available for intro HW1 available	About language (especially the beginning) TED Talk with David Peters on why language is awesome, especially opening-1:42 Lidz & Perkins 2018: why language and language acquisition is amazing (Introduction) The Linguistic Genius of Babies, up through 10:07 The amount of information stored during language acquisition Prescriptive & descriptive grammar LingSpace: Prescriptive & descriptive grammar (youtube) Common prescriptive grammar myths Extra LingSpace: Grammatical conservatism Pragmatics: Language & Thought, 10:34-11:38, 14:14-15:22 Pragmatics: Lingspace (youtube)
Week 1
9/29/25	Introduction to Language Acquisition II (pdf) (recorded session) Podcasts (1) Learning by explicit correction (2) Recasts (3) Motherese intro (4) Motherese prosody (5) Fatherese (6) Motherese properties (7) More motherese properties (8) How motherese helps (9) Cross-linguistic and cross-cultural research (10) Diary studies (11) CHILDES database (12) MLU & CDIs (13) Tests of comprehension (14) Tests of production (15) Computational modeling overview		LingSpace: Explicit corrections, recasts, & imitation (especially 1:33-4:33, 4:33-5:31, 5:31-6:27) Motherese quality Schwab & Lew-Williams 2016: Child-directed speech section Motherese helps mimic infant vocal tract and help speech production Child-directed speech helps brain maturation Parents tune their speech to their child's knowledge level Motherese timbre shift irrespective of language Cross-linguistic motherese commonalities Fatherese Fatherese demo Learning other things too Input importance, where a training study to use more motherese yields better outcomes Parentese/motherese is good for language development (turn-taking, vocalization) Motherese preferred by bilingual babies A modern diary study (Deb Roy), up through 4:20 Braunwald corpus example from CHILDES Ambridge & Rowland 2013: spontaneous naturalistic speech, diary, & parental report data, elicited production, comprehension methods Perkins & Lidz 2022: infant research methods: conditioned head turn, habituation, intermodal preferential looking, looking while listening, truth-value judgment task Syrett 2022: pre-school kid research methods: act-out task, truth-value judgment task, sentence repetition, picture comprehension, grammaticality judgment task, coloring task, binary forced-choice picture selection task, binary forced-choice pointing task, question after story task Act-out task demo Pearl 2023: computational cognitive modeling
10/1/25	NO CLASS (Lisa away)	Do something that makes you happy
10/3/25	Introduction to Language Acquisition III (pdf) (recorded session) Podcasts (1) The Language Acquisition Device (2) Poverty of the stimulus & induction problems (3) Statistical learning (4) Theoretical viewpoint comparison (5) Theoretical viewpoint comparison, another look	Comment on material for the review session next time	Pearl 2022, especially section 1 for poverty of the stimulus Nativist perspective & motivation, especially 0:24-1:35 Statistical learning & language development Aslin 2017: Statistical learning Word frequency as cue to word category (statistical learning abilities) Segmenting speech in 3-day-olds (statistics) Statistical learning is domain-general Nativism & Universal Grammar, (youtube): through 2:38 (intro), 7:37-8:34 (summary) Pearl 2019 ms, section 1.4: Nativists: linguistic vs. non-linguistic Current nativist perspectives, 3:55-4:50
Week 2
10/6/25	Review Session: Introduction to Language Acquisition (pdf) (recorded session)	Comments on class material 1 due HW1 due Timed Assessment 1 available
10/8/25	NO CLASS (Lisa away)	Do something that makes you happy
10/10/25	Biological Bases of Language Acquisition I (pdf) (recorded session) Podcasts (1) Nicaraguan Sign Language: age differences (2) The Language Bioprogram Hypothesis Extra (E1) APICS demo	Timed Assessment 1 due Review questions available for biological bases of language acquisition HW2 available	Pidgins Hawaiian pidgin example Creoles Pidgins & creoles (youtube): through 5:10 (pidgin formation & structure), 5:11-8:09 (creole formation), 8:10-9:26 (Nicaraguan sign language) From pidgin to creole: Suriname Brentari & Coppola 2012: Sign language creation Homesign & universal biases Nicaraguan sign language Language bioprogram hypothesis Extra Atlas of pidgin & creole structures: summary article Atlas of pidgin & creole structures
Week 3
10/13/25	Biological Bases of Language Acquisition II (pdf) (recorded session) Podcasts (1) Late acquisition of sign language (2) Henner et al. 2016 (3) Investigating the critical vs. sensitive period using second language learning (4) Hartshorne et al. 2018 (5) Critical vs. sensitive period (6) The "Less is More" hypothesis (7) Finn et al. 2014 & the "Less is More" hypothesis (8) Mimicking children's acquisition experience		Wild children Dichotic listening tasks & right-ear advantage Child neural plasticity for language centers of brain: 1, 2 critical/sensitive period up to 17 + English grammaticality judgments Thiessen et al. 2016: evidence for sensitive over critical period, relationship to statistical learning abilities Newport's "Less Is More" hypothesis "Less is more" in action Passive learning of speech sound discriminability
10/15/25	NO CLASS (Lisa away)	Do something that makes you happy
10/17/25	Biological Bases of Language Acquisition III (pdf) (recorded session) Podcasts (1) Rudimentary combinations in non-human primate communication (2) Titi monkey pragmatics (3) Birdsong vs. human language: similarities (4) Birdsong vs. human language: differences (5) Chimpanzee vocal tract (6) Non-human primate vocal tract: differences (7) Nim Chimpsky's combinations (8) Teaching bonobos (9) Why non-human primates can't seem to learn language Extra (E1) Parrot language acquisition (E2) State diagrams (E3) Song acquisition vs. language acquisition: Some similarities (E4) Song acquisition vs. language acquisition: More similarities (E5) Teaching chimpanzees: Gua & Viki (E6) Teaching chimps ASL (E7) FLB vs. FLN	Comment on the material for the review session next time	Animal communication vs human language, TED Talk intro: Opening to 2:05 or so Primate call rudimentary syntax Chimpanzee structured vocalizations Chimpanzees combine calls to create new meanings Honeybee waggle dance Kaplan 2014: vocal behavior = birdsong; referential signals; theoretical developments = vervet calls Berwick et al. 2012: Birdsong syntax + this and this Bird communication with separable units Birdsong reordering units to create new "meaning" Engesser & Townsend 2019: Overview of combinatoriality in non-human animal communication systems (including non-human primates and songbirds) Non-human primate vocal tract Only humans have pitch control on their voices Children vs. chimps Kanzi, ~2:35-7:42 Kanzi using lexigrams Kanzi understanding spoken langauge Kanzi understanding novel sentences Sequential information memory Non-human primates share certain reasoning abilities with humans (recursion) Non-human primates can learn non-adjacent dependencies (a key property of human language) Extra Alex the parrot Einstein the parrot vervet monkey calls: leopard, snake chimpanzees have intentional calls chimpanzees have intentional contact calls Baboon vocalizations Marmoset calls are syllable-based Monkey dialects Bat communication Birdsong and human speech rely on similar genes Birdsong and human speech are predisposed to certain acoustic patterns Birdsong unit perception depends on context Songbirds learn sounds & "words" simultaneously Songbirds and baby talk Birdsong vocalizations don’t stimulate core cognitive processes in humans (though non-human primate vocalizations do) Bird similarities, song-areas activated by social vocalizations of nearby adult Bird similarities, adults guide baby output via social signals Dolphin language Dolphin whistle samples Dolphin signals as names Could we speak the language of dolphins?: especially 6:07-6:50, 8:36-9:26, 10:26-10:52 Elephant calls: 1, 2 Sperm whale communication Human language vs. other animal comm systems (evolution): 1, 2
Week 4
10/20/25	Review Session: Biological Bases of Language Acquisition (pdf) (recorded session)	Comments on class material 2 due HW2 due Timed Assessment 2 available	QuickGuide: How to submit an online quiz through Canvas Quiz More detailed guide to Canvas online quizzes
10/22/25	Phonological Acquisition I (pdf) (recorded session) Podcasts (1) Affricates (2) Vowels (3) Diphthongs (4) Feature combinations Extra (E1) World Phonotactics Database demo	Timed Assessment 2 due HW3 available Review questions available for phonological acquisition	Silent letter day (comedy) Diagram of vocal tract Pink trombone demo of human vocal tract Lingspace: IPA (youtube) IPA sound conversion chart Lingspace: vocal tract overview + phonemes (youtube): especially through 5:07 Lingspace: Place and manner of articulation (youtube) Relevant consonants chart Relevant vowels chart Interactive full consonant chart Interactive full vowel chart Interactive IPA chart Lingspace: Vowels (youtube): especially through 7:38 Interactive IPA chart IPA font help IPA virtual keyboard Extra World Phonotactics database Beatboxing demo Lingspace: Other glottal articulation besides voicing (youtube) Non-pulmonic consonants Lingspace: Sonorants Lingspace: Details about vowels: resonance & formants Creaky phonation IPA cross-linguistic database A podcast series on the sounds of English American English vowels Dialect variation in North American English American English accents (dialectal difference)
10/24/25	Phonological Acquisition II (pdf) (recorded session) Podcasts (1) Categorical perception decision tasks (2) Infant categorical perception evidence (3) Categorical perception non-humans (4) The lack of invariance problem Extra (E1) Motherese & sound discriminability (E2) Language & music processing (E3) Language & music developmental linking		Studying infant speech perception (youtube): up through 3:34 = HAS procedure, 3:35-5:48 = head-turn preference procedure Head-turn technique, especially 0:31-1:15 Experimental evidence for categorical perception (youtube): 5:39-6:59 Ambridge & Rowland 2013: Conditioned head-turn preference procedure Research of Janet Werker: especially 1:54-4:02 on conditioned head-turn preference procedure categorical perception of words Value of speech perception for word learning Sedivy 2014, p.133 box 4.4: speech perception in chinchillas Myers 2017: Speech perception Meltzoff et al. 2009: (section on lang learning) Social component for adult sound learning Extra Link between speech perception and speech production Curtin & Zamuner 2014: Box 1 = impact of speech perception abilities on later development Gaze shifting linked to phonological development Music & speech use related but different brain networks Brandt et al. 2012: music of speech Music to language transfer Music training for developing sensitivity to prosody for children with cochlear implants Language & music relationship Improved consonant discrimination with piano training for kindergardeners Language training helps musical processing Language circuits active when articulating music in secondary school age children Neural bases of speech and singing are the same Birdsong vocalizations don’t stimulate core cognitive processes in humans (though non-human primate vocalizations do)
Week 5
10/27/25	Phonological Acquisition III (pdf) (recorded session) Podcasts (1) Baby babbling is language-specific (2) Social component to phonological development (3) The importance of babies hearing their own output (4) Deletion processes (5) Substitution processes (6) Multiple process examples (7) Multiple processes: "water" to "gaga" (8) Infant speech perception link to speech production	Have IPA reference charts accessible during class (especially this one) Comment on the material for the review session next time	Gender differences in vocalization <1 year old Baby babbling "conversation" Social component of babbling Link between hearing and babbling: 1, 2 15-month-old pronunciation Child pronunciation: "popsicle" 1-year-old pronouncing words (child pronunciation errors) Time lapse of "water" pronunciation, ~4:20-5:40 O'Grady 2005: Making Adjustments, pp.153-163 LingSpace: Child speech errors (substitution) Extra Babbling and later literacy Prosodic complexity in first months apparent in babies' cries Babbling to elicit helpful feedback Parents modify speech in presence of babbling Babbling and parental imitation of babbling leads to larger vocab later on Memory for reduplicated word forms
10/29/25	Review Session: Phonological Acquisition (pdf) (recorded session)	Comments on class material 3 due HW3 due Timed Assessment 3 available	QuickGuide: How to submit an online quiz through Canvas Quiz More detailed guide to Canvas online quizzes
10/31/25	Lexical & Morphological Acquisition I (pdf) (recorded session) Podcasts (1) Morpheme types (2) Words pick out certain concepts (3) Tense (4) Aspect (5) Natural relationships between tense and aspect Extra (E1) Compositional semantics (E2) Prototype theory and feature weights	Timed Assessment 3 due HW4 available Review questions available for lexical & morphological acquisition	The size of an English adult's vocabulary Morphemes (youtube): 0:38-3:10 = morpheme identification; 3:10-4:20 = morpheme types (free vs. bound), 5:08-5:36 = cross-linguistic variation in morphological richness Morphemes Lingspace: Morphological systems Lingspace: Derivational & inflectional morphology (youtube) Lingspace: Multipurpose morphology, especially 4:31-4:52 for English Rich morphology languages (youtube): 2:22-3:46 LingSpace: Arbitrariness of symbols (youtube) Arbitrary nature of words Making new words Making new words 2 The power of word meaning Lexical gaps no longer Wagner 2010: (tense & aspect) Extra How words become abstract/arbitrary LingSpace: Set theory & adjectives (youtube), especially 4:57-6:26
Week 6
11/3/25	Lexical & Morphological Acquisition II (pdf) (recorded session) Podcasts (1) Noun bias in early vocabularies + why (2) Snedeker et al. 1999 (3) Cross-linguistic variation in noun bias (4) Fast mapping (5) Lexical biases in humans vs. collies (6) Underextension & overextension errors (7) Whole-object assumption (8) Mutual-exclusivity assumption (9) Social cues to word learning (10) Discourse cues in word learning (11) Visual cues in word learning		Wordbank database Demonstratives learned early Early word representations Words as referential in 4-month-olds Not-just-words as referential in 6-month-olds Early word learning and the value of sleep Early knowledge of multi word phrases before first words produced A humorous example of possible prelingual conceptual categories [Dr. Who] A humorous example of overextension Context of vocabulary development, ~5:45-11:00 Learning words related to other words Labeling recognition at 12 months Benefits of word repetition in vocabulary development Cues to word learning changing over time How children integrate information for fast mapping Fast mapping by Ricoh Fast mapping by Chaser Differences between humans and dogs when representing words Lidz & Perkins 2017, Lexical Meanings section on "Learning by Observation", pp.14-16 (fast mapping) Word-learning biases (youtube): 2:04-2:32 = mapping problem, 2:33-2:58 = whole-object assumption, 4:14-5:06 = mutual exclusivity assumption, 5:07-6:19 = syntactic bootstrapping Perfors 2014: induction in language learning First words predicted by visual experience Referential uncertainty and vocabulary growth Samuelson & McMurray 2017: word learning reference (mapping problem, referential ambiguity, vocabulary spurt, whole-object constraint, mutual exclusivity contraint) He & Arunchalam 2017: word learning reference (mapping problem, whole-object assumption, shape bias, noun-category/taxonomic bias, mutual exclusivity, social cues, linguistic cues, learning over multiple encounters) Focus can signal mutual exclusivity
11/5/25	Lexical & Morphological Acquisition III (pdf) (recorded session) Podcasts (1) English morphological development (2) Cross-linguistic morphological development (3) Snedeker & Gleitman 2002: Cues to verb learning (4) Using known words (5) Clues from syntactic structure (6) Kids using syntactic structure (7) Linguistic over social cues (8) Syntactic bootstrapping hypothesis (9) Braginsky et al. 2016 (10) Syntactic bootstrapping & the noun bias (11) Syntactic bootstrapping demo: But'n'Ben A-Go-Go Extra (E1) Bound morpheme development		"wug" test: 5:41 - 6:28 wug test, 6:29 - 7:24 interpreting the wug test Multi-purpose morphology for English: 4:31-4:52 Human Simulation Paradigm reference: Gleitman et al. 2005 Lidz 2021 (especially introduction, section 1 (the puzzle of word learning), section 2 (why syntax might help), 3 (two dimensions of syntactic bootstrapping), 4 opening (syntax and event reference)) Lidz & Perkins 2018: Using Distributional Information to Categorize Words; Syntactic Bootstrapping, pp.16-20 Wagner 2010: syntactic bootstrapping & argument structure Fisher et al. 2010: syntactic bootstrapping He & Arunchalam 2017: linguistic cues Jabberwocky TED talk (when you need to use syntactic bootstrapping) Extra Mobile App: What's that word?
11/7/25	Lexical & Morphological Acquisition IV (pdf) (recorded session) Podcasts (1) Word spurts (2) Identifying a word spurt (3) Leveraging known words & causes of the word spurt (4) Known variation in lexical development (5) Production lags behind comprehension (6) Motherese & word learning (quantity & quality) (7) Differences across SES (8) Similarities across SES (9) Differences within SES (10) Conversational turn-taking as interactive input (11) Screen time interactions (12) Impact of Covid-19 lockdowns (13) Links to statistical learning Extra (E1) Phonological memory	Comment on the material for the review session next time	Variation by gender Samuelson & McMurray 2017: vocabulary spurt Repetitive words help infants learn new words Using more motherese yields better language outcomes Effects of input (+video) Sedivy p.151, Box 5.1: The 30-million-word gap Maternal education, not race, affects input quality Schwab & Lew-Williams 2016: SES impacts on child-directed input + general properties of motherese SES & vocabulary growth with syntactic bootstrapping Interactive speech boosts learning across SES Talking to kids promotes good brain connections irrespective of SES Social interaction benefits young kids Interactive video chat and word learning Social contingency & responsiveness Screen time and language acquisition during COVID-19 (variation by time spent reading) Screen time learning in infants at 9 months with other infant Quality of input in bilingual acquisition
Week 7
11/10/25	Review Session: Lexical & Morphological Acquisition (pdf) (recorded session)	Comments on class material 4 due HW4 due Timed Assessment 4 available	QuickGuide: How to submit an online quiz through Canvas Quiz More detailed guide to Canvas online quizzes
11/12/25	Syntactic Acquisition I (pdf) (recorded session) Podcasts (1) Zipfian distributions in language Extra (E1) Grammar templates: Phrase structure rules & trees (E2) Recursion overview (E3) Recursion with some syntactic rules (E4) Building trees: Top-down (E5) Building syntactic trees: Bottom-up	Timed Assessment 4 due HW5 available Review questions available for syntactic acquisition	LingSpace: The stages of child syntax Preferential looking paradigm (youtube): 5:48-6:57 Children know more than they can say Ambridge & Rowland 2013: elicited production, imitation, syntactic priming, act-tasks, preferential looking, grammaticality judgments Zipf's law Extra Syntax: Context-free grammars LingSpace: Syntactic structure LingSpace: Complementizer Phrases and word order Everaert et al. 2015: Infinite use of finite means Lingspace: Relative clauses
11/14/25	Syntactic Acquisition II (pdf) (recorded session) Podcasts (1) Order-of-mention sentence comprehension strategy (2) World knowledge sentence comprehension strategy (3) Reversible passives & semantic features Extra (E1) Yes/no vs. wh-question development		Lingspace: Passives (youtube): 1:59-4:45 Lingspace: Verbs, arguments, & linking meaning to structure: 3:30-6:15 Linking theories: 0:16-4:03
Week 9
11/17/25	Syntactic Acquisition III (pdf) (recorded session) Podcasts (1) Silent things (2) Multiple potential silent subjects (3) Gerard et al. 2018 (4) Silent subjects and objects (5) Becker et al. 2012, 2015 (6) Pronoun types (7) Children interpreting pronouns		Lingspace: Verbs with silent subjects (youtube), especially 6:02-7:02 Lidz & Perkins 2018: Semantics, Interpreting Pronouns, pp.28-31 Lingspace: Pronouns: 1:18-3:24, 6:24-7:20 Lingspace: Pronouns 2 (youtube): 0:49-2:20, 2:46-3:26 A poem showing pronoun reference issues, about a quarter of the way down the page
11/19/25	Syntactic Acquisition IV (pdf) (recorded session) Podcasts (1) De Villiers 1995 (2) Syntactic islands & acquisition (3) Quantifiers and order of acquisition (4) Quantifier scope with every-n't (5) Quantifier scope with every-a (6) Children's quantifier interpretations (7) Pragmatic factors and scope	Comment on the material for the review session next time	LingSpace: Syntactic islands: especially 0:38-1:30, 6:55-7:17 LingSpace: "Most" quantifier: especially 3:46-3:59 Wagner 2010: (sections on quantification & scope) Lidz & Perkins 2018: Semantics, Quantification and Scope, pp.31-34 Children learn quantifiers in the same order cross-linguistically Lingspace: Quantifiers & scope (youtube): 0:39-5:24 Lingspace: Generalized quantifiers (youtube) Ambiguities in language (lexical and syntactic)
11/21/25	Review Session: Syntactic Acquisition (pdf) (recorded session)	Comments on class material 5 due HW5 due Timed Assessment 5 available	QuickGuide: How to submit an online quiz through Canvas Quiz More detailed guide to Canvas online quizzes
Week 9
11/24/25	Language & Cognition (pdf) (recorded session) Podcasts (1) Sentential complements and order of acquisition (2) Standard false belief tasks (3) Using syntactic bootstrapping to learn mental states (4) Testing the importance of language (5) Links to executive function (6) Adults relying on language for theory of mind (7) Indirect false belief tasks (8) Parenthetical endorsements	Timed Assessment 5 due HW6 available Review questions available for language & cognition	Sedivy 2014, pp.181-184 Digging Deeper: concepts vs. words Sedivy 2014, pp.498-499: Whorf hypothesis Wolff & Holmes 2010: Sapir-Whorf hypothesis, cognitive off-loading Linguistic coding across languages (Lera Boroditsky TED talk) Linguistic coding in bilinguals Regier & Xu 2017: Sapir-Whorf hypothesis & cognitive uncertainty Sedivy 2014, pp.514-515 Language at Large 12.2: Can your language make you broke and fat? Modern Sapir-Whorf hypothesis, especially 5:03-5:50 Linguistic relativity Sedivy 2014, p.508 method 12.1: language intrusion and the Whorf effect Sedivy 2014, pp.430-432, p.434 Box 11.2: theory of mind, false belief task Language and moral judgments: especially 3:28-6:15, 7:19-8:14, 12:51-13:16 False belief task & theory of mind Language input connection Sedivy 2014, p.434: Theory of mind in NSL speakers Baillargeon, Scott, & Bian 2016: section on spontaneous-response false-belief tasks (extra: elicited-intervention false-belief tasks) Carlson et al. 2013: Theory of mind Extra: Apes passing an indirect false belief task + video of experiment Dogs can take on the perspective of others
11/26/25	NO CLASS	Do something that makes you happy
11/28/25	NO CLASS Thanksgiving Break	Do something that makes you happy
Week 10
12/1/25	Language Acquisition in Special Populations I (pdf) (recorded session) Podcasts (1) Signed language features (2) Signers and categorical perception (3) Simultaneous articulation (4) Developmental errors in ASL (5) Cochlear implants are interesting from a language development perspective (6) Spoken language development with cochlear implants	Review questions available for language acquisition in special populations	Signed and spoken languages are processed the same: 1, 2, 3, 4 Signed vs. spoken languages Lillo-Martin & Gajewski 2014: iconicity, use of space, simultaneity in signed languages ASL & music Sedivy 2014, p.43 Language at Large 2.2: ASL Sign language examples ASL resources: school for the deaf, dictionaries, lessons & dictionary Rhyming in ASL aspect in ASL Signed language’s iconicity can be an additional source of information Sign language intonation: 1, 2 Deaf ASL-learning babies more attuned to social cue of eye gaze: 1, 2 How Deaf people think Cochlear implants, cognitive development, and sign language Cochlear implants for deaf children with ASD Cochlear implants better than hearing aids for deaf children Singing training improves speech perception of kids with cochlear implants Predicting cochlear implant success
12/3/25	Language Acquisition in Special Populations II (pdf) (recorded session) Podcasts (1) Lexical development in autistic children (2) Morphological development in autistic children (3) Syntactic development in autistic children (4) "Form is easy, meaning is hard" hypothesis (5) Williams Syndrome and the Developmental Arrest Hypothesis (6) Williams Syndrome vs. Down Syndrome	Comment on the material for the review session next time	Naigles & Tek 2017: language in children with Autism Spectrum Disorder Mother’s voice causes reduced neural response in kids with autism Neural data for ASD kids Low attention to motherese can be a signal of autism Diversity of language development in children with autism Mental-state term usage in autistic children Williams syndrome video: 2:17-5:00 Williams syndrome video 2: 2:24-4:56 Landau & Ferrara 2013: Williams Syndrome Sedivy 2014, pp.57-62, p.60 Box 3.1: Williams Syndrome and Down Syndrome Extra ASD imitation of vocal & musical structure
12/5/25	Review Session: Language & Cognition + Special Populations (pdf) (recorded session)	HW6 due Timed Assessment 6 available Timed Assessment Extra Credit available	QuickGuide: How to submit an online quiz through Canvas Quiz More detailed guide to Canvas online quizzes
Finals Week
12/8/25		Timed Assessment 6 due Timed Assessment Extra Credit due Optional extra credit due All late HW assignments due to receive any partial credit

LSci 51/CogS 56L: Schedule