Last modified: 23 Jul 2024 10:43
This course focuses on two broad areas of psycholinguistic research. The first half of the course covers developmental disorders of reading skills in children. The second half of the course provides an introduction to bilingualism research and covers key questions in the field.
| Study Type | Undergraduate | Level | 4 |
|---|---|---|---|
| Term | First Term | Credit Points | 15 credits (7.5 ECTS credits) |
| Campus | Aberdeen | Sustained Study | No |
| Co-ordinators |
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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 | 50 | |
|---|---|---|---|---|
| Assessment Weeks | Feedback Weeks | |||
| Feedback | Word Count | 1200 | ||
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
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| Assessment Type | Summative | Weighting | 10 | |
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| Assessment Weeks | Feedback Weeks | |||
| Feedback |
2x Discussion Boards (5% each) |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
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| Assessment Type | Summative | Weighting | 40 | |
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| Assessment Weeks | Feedback Weeks | |||
| Feedback | ||||
| Knowledge Level | Thinking Skill | Outcome |
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There are no assessments for this course.
| Assessment Type | Summative | Weighting | 100 | |
|---|---|---|---|---|
| Assessment Weeks | Feedback Weeks | |||
| Feedback | ||||
| Knowledge Level | Thinking Skill | Outcome |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Understand | Understand and evaluate research on differences in processing of online speech (language comprehension) between monolinguals and bilinguals |
| Conceptual | Evaluate | Critically evaluate the effectiveness of interventions for developmental disorders of reading and language. |
| Conceptual | Evaluate | Understand and critically evaluate research on differences in online language production in monolinguals and bilinguals |
| Conceptual | Analyse | Understand and critically evaluate the implications of differences in linguistic proficiency between monolinguals and bilinguals for every-day memory |
| Conceptual | Analyse | Critically evaluate the evidence for underlying deficits that might lead to 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. |
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