Dr Suzy J Styles
@suzyjstyles.bsky.social
Developmental Psycholinguist. How do languages get into a person? And how do they make a difference? Brain Language and Intersensory Perception (BLIP Lab) at NTU Singapore.
Teach: Cog Psych, An Ape’s Guide to Human Language, Lang in Perception & Thought
Teach: Cog Psych, An Ape’s Guide to Human Language, Lang in Perception & Thought
Who wouldn’t be delighted to stumble across this while marking
May 14, 2025 at 4:33 AM
Who wouldn’t be delighted to stumble across this while marking
Jumping straight to prejudice is 🤘
April 3, 2025 at 12:58 PM
Jumping straight to prejudice is 🤘
In my psycholinguistics Lab class I quickly learned that I have to start with class on what I call the 4 Ps of language:
Power, Prestige, Politics and Prejudice
Otherwise all my students regurgitate the idea that ‘formal language’ is correct and everything else is … not even language 🤷🏻♀️
Power, Prestige, Politics and Prejudice
Otherwise all my students regurgitate the idea that ‘formal language’ is correct and everything else is … not even language 🤷🏻♀️
April 3, 2025 at 12:55 PM
In my psycholinguistics Lab class I quickly learned that I have to start with class on what I call the 4 Ps of language:
Power, Prestige, Politics and Prejudice
Otherwise all my students regurgitate the idea that ‘formal language’ is correct and everything else is … not even language 🤷🏻♀️
Power, Prestige, Politics and Prejudice
Otherwise all my students regurgitate the idea that ‘formal language’ is correct and everything else is … not even language 🤷🏻♀️
Reposted by Dr Suzy J Styles
I won't highlight them all, but here's an obvious one:
"The literature review is thorough but could be more focused. Some references (e.g., classic Piagetian theories of childhood play) seem tangential to the primary argument and could be condensed"
We simply don't reference these theories.
"The literature review is thorough but could be more focused. Some references (e.g., classic Piagetian theories of childhood play) seem tangential to the primary argument and could be condensed"
We simply don't reference these theories.
March 6, 2025 at 2:55 PM
I won't highlight them all, but here's an obvious one:
"The literature review is thorough but could be more focused. Some references (e.g., classic Piagetian theories of childhood play) seem tangential to the primary argument and could be condensed"
We simply don't reference these theories.
"The literature review is thorough but could be more focused. Some references (e.g., classic Piagetian theories of childhood play) seem tangential to the primary argument and could be condensed"
We simply don't reference these theories.
I don’t come from a tradition where labs are named for PIs, but I can imagine some… ah… complications coming from mine too!
Instead we are the BLIP Lab (for brain, language and intersensory perception)
Instead we are the BLIP Lab (for brain, language and intersensory perception)
February 13, 2025 at 3:14 AM
I don’t come from a tradition where labs are named for PIs, but I can imagine some… ah… complications coming from mine too!
Instead we are the BLIP Lab (for brain, language and intersensory perception)
Instead we are the BLIP Lab (for brain, language and intersensory perception)
The Carrot Talk: ‘Open Research from Top to Bottom ‘ (Prize Talk)
YouTube video by suzyjstyles
youtu.be
February 13, 2025 at 2:59 AM
Here’s an example of ask or answer a question:
Students do a no-stakes quiz. and swap papers a few times.
I have everyone’s name on stick. I draw at random, and students can give the answer on the paper they are holding, their own answer or ask for explanations. (I mark the ‘absent’ sticks)
Students do a no-stakes quiz. and swap papers a few times.
I have everyone’s name on stick. I draw at random, and students can give the answer on the paper they are holding, their own answer or ask for explanations. (I mark the ‘absent’ sticks)
February 12, 2025 at 10:27 AM
Here’s an example of ask or answer a question:
Students do a no-stakes quiz. and swap papers a few times.
I have everyone’s name on stick. I draw at random, and students can give the answer on the paper they are holding, their own answer or ask for explanations. (I mark the ‘absent’ sticks)
Students do a no-stakes quiz. and swap papers a few times.
I have everyone’s name on stick. I draw at random, and students can give the answer on the paper they are holding, their own answer or ask for explanations. (I mark the ‘absent’ sticks)
Here’s an example of pseudonymous responding.
I asked students to show where ‘arm’ and ‘leg’ stop in languages they speak, as part of a Linguistic Relativity module.
Everyone in the class has a playing card as their identifier (they pick a random card from a deck in day 1, and I know who is who)
I asked students to show where ‘arm’ and ‘leg’ stop in languages they speak, as part of a Linguistic Relativity module.
Everyone in the class has a playing card as their identifier (they pick a random card from a deck in day 1, and I know who is who)
February 12, 2025 at 10:13 AM
Here’s an example of pseudonymous responding.
I asked students to show where ‘arm’ and ‘leg’ stop in languages they speak, as part of a Linguistic Relativity module.
Everyone in the class has a playing card as their identifier (they pick a random card from a deck in day 1, and I know who is who)
I asked students to show where ‘arm’ and ‘leg’ stop in languages they speak, as part of a Linguistic Relativity module.
Everyone in the class has a playing card as their identifier (they pick a random card from a deck in day 1, and I know who is who)
different profs have different methods aligned to the way they run their classes -
I usually have one of these activities to mark attendance and stimulate engagement
1. small group discussion with collaborative note taking
2. pseudonymous posts on a shared pinboard
3. answer a Q when called on
I usually have one of these activities to mark attendance and stimulate engagement
1. small group discussion with collaborative note taking
2. pseudonymous posts on a shared pinboard
3. answer a Q when called on
February 12, 2025 at 9:52 AM
different profs have different methods aligned to the way they run their classes -
I usually have one of these activities to mark attendance and stimulate engagement
1. small group discussion with collaborative note taking
2. pseudonymous posts on a shared pinboard
3. answer a Q when called on
I usually have one of these activities to mark attendance and stimulate engagement
1. small group discussion with collaborative note taking
2. pseudonymous posts on a shared pinboard
3. answer a Q when called on
Profs can set a ‘participation’ component in assessment when they design courses. Students who don’t participate get lower grades.
It does mean we have to track attendance. Fortunately, medical certs are processed centrally and profs informed of dates, so we don’t get buried under medical details
It does mean we have to track attendance. Fortunately, medical certs are processed centrally and profs informed of dates, so we don’t get buried under medical details
February 12, 2025 at 9:33 AM
Profs can set a ‘participation’ component in assessment when they design courses. Students who don’t participate get lower grades.
It does mean we have to track attendance. Fortunately, medical certs are processed centrally and profs informed of dates, so we don’t get buried under medical details
It does mean we have to track attendance. Fortunately, medical certs are processed centrally and profs informed of dates, so we don’t get buried under medical details