Last modified: 23 Jul 2024 10:43
By the end of the course, students will have a greater understanding of two broad area of psycholinguistic research: developmental disorders of reading and language, and current topics in bilingualism research
| Study Type | Postgraduate | Level | 5 |
|---|---|---|---|
| Term | First Term | Credit Points | 15 credits (7.5 ECTS credits) |
| Campus | Aberdeen | Sustained Study | No |
| Co-ordinators |
|
||
The first half of the course covers three developmental disorders of reading and language: Developmental dyslexia, reading comprehension impairment, and developmental language disorder (sometimes known as specific language impairment). The lectures will focus on research into the cognitive mechanisms that might underlie these disorders, as well as evaluating the success of evidence-based interventions.
The second half of the course covers three topics in bilingualism research: language comprehension, language production and memory in bilinguals. The lectures will cover key research in these domains and will ask students to critically evaluate the evidence reviewed in the lectures.
Information on contact teaching time is available from the course guide.
| Assessment Type | Summative | Weighting | 100 | |
|---|---|---|---|---|
| Assessment Weeks | Feedback Weeks | |||
| Feedback | ||||
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Analyse | Critically evaluate the evidence for underlying deficits that might lead to developmental disorders of reading and language. |
| Conceptual | Analyse | Understand and critically evaluate the implications of differences in linguistic proficiency between monolinguals and bilinguals for every-day memory |
| Conceptual | Evaluate | Understand and critically evaluate research on differences in online language production in monolinguals and bilinguals |
| Conceptual | Evaluate | Critically evaluate the effectiveness of interventions for developmental disorders of reading and language. |
| Conceptual | Understand | Understand the typical trajectory of reading and language development in children and how it might best be supported. |
| Conceptual | Understand | Understand and evaluate research on differences in processing of online speech (language comprehension) between monolinguals and bilinguals |
There are no assessments for this course.
| Assessment Type | Summative | Weighting | 100 | |
|---|---|---|---|---|
| Assessment Weeks | Feedback Weeks | |||
| Feedback | ||||
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
|
|
||
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Analyse | Critically evaluate the evidence for underlying deficits that might lead to developmental disorders of reading and language. |
| Conceptual | Analyse | Understand and critically evaluate the implications of differences in linguistic proficiency between monolinguals and bilinguals for every-day memory |
| Conceptual | Evaluate | Understand and critically evaluate research on differences in online language production in monolinguals and bilinguals |
| Conceptual | Evaluate | Critically evaluate the effectiveness of interventions for developmental disorders of reading and language. |
| Conceptual | Understand | Understand the typical trajectory of reading and language development in children and how it might best be supported. |
| Conceptual | Understand | Understand and evaluate research on differences in processing of online speech (language comprehension) between monolinguals and bilinguals |
We have detected that you are have compatibility mode enabled or are using an old version of Internet Explorer. You either need to switch off compatibility mode for this site or upgrade your browser.
