Curricular Unit:Code:
Language Processing897PLIN
Year:Level:Course:Credits:
1PostgraduateLanguage Development and Disorders (Psycho and Neurolinguistic Development)4 ects
Learning Period:Language of Instruction:Total Hours:
Portuguese52
Learning Outcomes of the Curricular Unit:
This curricular unit aims to support and foster advanced independent innovative research in the field of language processing. Students are expected to create new body of knowledge by discussing chosen topics drawn from recent research in the field. Students are also expected to have an ability to apply relevant cognitive and psycholinguistic concepts to their topics of interest.
Syllabus:
Advanced topics in psycholinguistics will be addressed. These topics, and the consequent data analysis and discussion, are selected based on the student’s topics of interest that are relevant to his/her doctoral project.
Topics may include (among others): mental architecture for language and mental lexicon; theories of language processing and memory mechanisms; speech production; recognition and speech comprehension; reading and writing; neurocognitive approach to (developmental and acquired) spoken and written language disorders.
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
The syllabus, being research-oriented, is adequate to the pursuit of the learning objectives defined for this curricular unit, as they deepen recent psycholinguistic topics, articulating this knowledge with the presentation of examples of research studies and of methodologies.
Teaching Methodologies (Including Evaluation):
The curricular unit is organized in a seminar format, based on the collective discussion of texts and/or work materials related to the syllabus contents. The proposed topics will be put into practice, analyzed and critically evaluated. Students are also trained to assess the outcome of these procedures.
Method of evaluation: The evaluation takes into account attendance and participation in the seminar.
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The teaching methodologies adopted are aligned with the learning outcomes defined for the curricular unit, aiming to deepen and build knowledge in this field of study. Adopting a seminar format, emphasis is given to the analysis and debate of the topics under study, aiming to stimulate the student's research, critical spirit and methodological awareness, as well as provide new directions for research.
Reading:
Fernández, E. M., & Cairns, H. S. (Eds.) (2017). The handbook of psycholinguistics. New York: Wiley-Blackwell.
Harley, T. A. (2013). The psychology of language. From data to theory (4ª ed.). Hove: Psychology Press.
Hillis, A. E. (Ed.) (2015). The handbook of adult language disorders (2ª ed.). New York: Psychology Press.
Paul, R., Norbury, C., & Gosse, C. (2017). Language disorders from infancy through adolescence (5ª ed.). Missouri: Elsevier.
Pinker, S. (2015). The language instinct. How the mind creates language. New York: Penguin Group.
Perera, J., Aparici, M., Rosado, E., & Salas, N. (Eds.) (2016). Written and spoken language development across the lifespan. Essays in honour of Liliana Tolchinsky. New York: Springer.
Poibeau, T., & Villavicencio, A. (Eds.) (2017). Language, cognition, and computational models. Cambridge: Cambridge University Press.
A bibliografia poderá ainda ser complementada em função dos temas de investigação abordados no seminário.