controversy – Neuroscience of Language

Controversy Investigation

Scientists don’t fully understand how language works in the brain, and there are many areas of controversy and debate. Throughout the semester, in groups of 2 or 3, you will:

choose an area of controversy to investigate;
learn about the controversy from secondary sources;
study the evidence yourself by reading primary sources;
think of a follow-up study that would move the debate forward; and
present your findings and ideas to the class.

Image credit: MyCuteGraphics

Controversies to study

Here are four major controversies in the field of language neuroscience right now. You may study any of these controversies, or an additional controversy approved by me (HRG). If you would like to study a controversy other than the ones listed below, please email me ASAP. I will need to confirm that (i) it’s a real controversy (as opposed to an issue on which the science is not controversial, even if public opinion hasn’t caught up) and (ii) there exists enough relevant and accessible literature to allow you to do the project.

Are there brain regions dedicated exclusively to language processing?
Does multilingualism protect the brain?
Are there any similarities between human brains and large language models like ChatGPT?
What is the “language network” like in infants and young children?

Project timeline

You’ll have something due for your project most Fridays. Wherever possible, I have avoided major deadlines around the same time as exams. See the schedule for tentative deadlines.

In your written submissions, all references must be formatted in APA style.

Topic

AI policy

Submit your written AI Use Policy for my approval.

Secondary sources

Secondary sources for each topic are here. Individually, listen to the assigned podcast and read the review article, then discuss as a group. Complete the Secondary Sources assignment and submit it on Canvas by the deadline.

Primary sources

Based on your secondary sources, identify the most important evidence on this topic, and the primary sources that report this evidence. Submit a list of 5-10 primary sources along with PDFs. Include a sentence about each source explaining its importance/relevance. You will choose four of these to review closely. On your list should be at least two or three highly influential articles, as determined by citation count; at least one study by any of the notable researchers/labs you listed on the Secondary Sources assignment; and at least one study that is quite recent (published in 2025 or 2026). See here for additional guidance on identifying primary sources.

Summarize primary sources

Choose four primary sources to read for yourselves. These should be scientific articles reporting studies that have been particularly important or controversial. Your job is to understand and evaluate the evidence for yourselves. All group members should read the paper independently, and then you should meet as a group to discuss the paper and try to answer any questions that came up during your independent reading. After this discussion, your group should submit a summary sheet for a grade.

Format

Get HRG’s approval of the format of your final deliverable. I’m open to a variety of formats. Some examples: a traditional slide-based presentation, a short-form video for TikTok or Youtube, a longer educational video, a podcast episode, or a mock (scripted) debate among scientists.

Presentations

Present your final deliverable in class!

Use of Generative AI

In your small groups, you will come up with your own policy on the use of generative AI for your class project. I am open to a range of AI use policies, including no AI use at all, with two constraints:

You are not allowed to use AI in ways that might jeopardize your progress towards the course’s learning goals. (I will be the ultimate judge of this.)
You are not allowed to use AI to manipulate or create images of real people, even yourself.

AI Use Statement

Early in the semester, you will submit to me a written AI Use Statement summarizing your group’s AI policy. This must be written by you, the humans. Please include:

Names of specific AI tools you intend to use
Description of the specific tasks you intend to use AI for
Brief explanation of your motivation for deciding on this policy
Brief statement of how you believe your group’s AI use policy is/is not likely to affect your learning in this course

I will review your policy and either approve it or ask you to revise it.

You may amend your group’s AI policy throughout the semester, if your group members unanimously agree to do so. You must amend your policy and get my approval of the revised policy before using AI in a new way.

When you are deciding on your policy, consider whether your group will use AI for any of the following:

Identifying secondary and/or primary sources
Understanding, explaining, or summarizing sources*
Brainstorming ideas for your final project
Creating audio/visual material for your final deliverable

*As I say in the course policies, I really think it is not a good idea to use AI to try to understand scientific articles. However, I am open to you trying it here, if your group members agree to it. You are responsible for making sure that you fully understand the sources regardless of any AI use.

If your small group decides to allow any AI use:

You must include an AI use statement with every single submission, listing which AI tools were used and explaining exactly how you used them.
You must keep records of all of your AI use, including prompts and AI output. I reserve the right to request to see these if there is a question about whether your use of AI is consistent with your group’s policy and/or is jeopardizing your progress towards the course’s learning goals.
I may request to see in-text citations to AI tools, as shown here.
At the end of the semester, you must submit individual reflections (not generated by AI) on whether/how you think your group’s use of AI contributed to your learning in this class.