|Psycholinguistics and Language Development||1023PDLG|
|1||Undergraduate||Speech Therapy||8 ects|
|Learning Period:||Language of Instruction:||Total Hours:|
|Learning Outcomes of the Curricular Unit:|
|LO1. To demonstrate familiarity with concepts, theoretical perspectives and empirical evidences in the field of psycholinguistics|
LO2. To describe and to explain the cognitive processes involved in spoken and written language production and comprehension
LO3. To describe and to explain language development and its biological, cognitive and social bases
LO4. To describe and to explain how to learn how to read and spell and its cognitive prerequisites
LO5. To understand the cognitive processes involved in the use and acquisition of language, and to integrate and apply this knowledge in the study and assessment of language disorders
LO6. To develop oral and written communication skills
LO7. To develop a critical attitude and self-criticism, as well as to adopt ethical and deontological values
|S1. Psycholinguistics and Language Processing|
1.1 The Psychology of Language
1.2 Spoken Words Perception and Recognition
1.4 Language Production
1.5 Reading and Writing
S2. Language Acquisition
2.1 Language Acquisition Theories
2.2 The Foundations of Language
2.3 Models of Language Development
S3. Written Language Development
3.1 Writing Systems
3.2 Cognitive Conditions for Learning to Read and Spell
3.3 Emergent Literacy
3.4 Developmental Models of Learning to Read and Spell
|Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:|
|This course was designed with respect to knowledge and skills needed by speech-language therapists in the field of language acquisition and language processing. Structured in 3 unites of study (S), the syllabus contents were defined from the 7 learning outcomes (LO) previously established, and focus on the development and expansion of knowledge and skills in the following areas: cognitive processes involved in spoken and written language production and comprehension; biological, cognitive and social bases for language acquisition; reflexive, collaborative, investigative and ethical work. There is, thus, a total coherence and correspondence between the syllabus and the learning outcomes, namely:|
S1 –LO1, LO2, LO5 and LO7;
S2 – LO1, LO3, LO5, LO6 and LO7;
S5 – LO1, LO4, LO5, LO6 and LO7.
|Teaching Methodologies (Including Evaluation):|
|During contact hours (organized in lectures and theoretical-practical classes), the following teaching methodologies will be used: expository (lectures), participatory and active. Non-contact hours are dedicated to student’s autonomous work.|
The evaluation of this curricular unit can be continuous or final (end-of-semester, supplementary and special exams periods). In a continuous evaluation, the student must guarantee the minimum attendance defined in UFP Regulatory Standards, and must be approved in the following elements: active participation during contact hours (10%), written test (50%), group assignment (20%) and individual assignment (20%). Students who fail the continuous evaluation can apply to a final written exam (100%). In order to obtain the ECTS credits of this curricular unit, student must successfully achieve the learning outcomes and skills defined for this curricular unit, and get a final average of at least 9.5.
|Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:|
|The adopted teaching methodologies are aligned with the learning outcomes (LO) defined for this curricular unit, in order to allow the student to be informed about facts and procedures in the field of language acquisition and language use, to understand concepts and theoretical models about cognitive processing, and to apply and build knowledge in this area of activity (reproductive and productive skills, respectively). In this context, the articulation of expository methodology, that will allow the theoretical presentation and the development of the syllabus, with more practical methodologies, that will foster critical discussion of the issues and activities requiring observation and analysis of spoken and written linguistic corpus in different stages of development, will be promoted. This articulation will encourage active learning in order to allow a deeper understanding of the topics under study, as well as the integration of theory with practice, providing analysis grids of language disorders from the normal development and processing. In particular, the expository methodology, through the presentation and systematization of the topics, will allow conceptual and theoretical development; the participatory methodology, through critical analysis of case studies and the promotion of guided thematic debates, and the active methodology, through the conduction of individual and small groups assignments under supervision, will enable the development of assessment skills of language abilities of children and adults. The non-contact hours will be devoted to autonomous work of the student, in which the reading of the recommended bibliography and the conduction of proposed activities (individually and in group) are expected as a mean to consolidate and apply the knowledge and to develop skills and competencies in this field. The combination of these different methodologies will allow the student to achieve the LO proposed for this curricular unit, that articulate knowledge, skills and competencies. This consistency between the LO and the teaching methodologies (and evaluation) adopted is achieved as follows: LO1, LO2, LO3 and LO4 – Expository, participative and active methods (written test, individual assignment, group assignment and active participation during contact hours); LO5, LO6 and LO7 – Participative and active methods (individual assignment, group assignment and active participation during contact hours).|
|Blakemore, S. J. & Frith, U. (2009). O cérebro que aprende: Lições para a Educação. Lisboa: Gradiva.|
Castro, S. L. & Gomes, I. (2000). Dificuldades de aprendizagem da língua materna. Lisboa: Universidade Aberta.
Gaskell, M. G. (Ed.) (2007). The Oxford handbook of psycholinguistics. Oxford: Oxford University Press.
Goswami, U. (2008). Cognitive development. The learning brain. Hove: Psychology Press.
Harley, T. A. (2008). The psychology of language. From data to theory (3ª ed.). Hove: Psychology Press.
Morais, J. (1997). A arte de ler: Psicologia cognitiva da leitura. Lisboa: Edições Cosmos.
Peixoto, V. (2007). Perturbações da comunicação. Importância da deteção precoce. Porto: Edições UFP.
Pinker, S. (2007). The language instinct. How the mind creates language (ed. rep.). New York: Harper Perennial Modern Classics.
Sim-Sim, I. (1998). Desenvolvimento da linguagem. Lisboa: Universidade Aberta.