Universität Wien

200082 SE Vertiefungsseminar: Geist und Gehirn (2025S)

Speech and language pathology

4.00 ECTS (2.00 SWS), SPL 20 - Psychologie
Prüfungsimmanente Lehrveranstaltung

Vertiefungsseminare können nur für das Pflichtmodul B verwendet werden! Eine Verwendung für das Modul A4 Freie Fächer ist nicht möglich.

Dieses Vertiefungsseminar kann für alle Schwerpunkte absolviert werden.
Moodle
Mi 30.04. 13:15-16:30 PC-Seminarraum 1, Kolingasse 14-16, OG01

An/Abmeldung

Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").

Details

max. 20 Teilnehmer*innen
Sprache: Englisch

Lehrende

Termine (iCal) - nächster Termin ist mit N markiert

  • Mittwoch 05.03. 13:15 - 14:45 Seminarraum 9, Kolingasse 14-16, OG01
  • Mittwoch 19.03. 13:15 - 16:30 PC-Seminarraum 1, Kolingasse 14-16, OG01
  • Mittwoch 02.04. 13:15 - 16:30 PC-Seminarraum 1, Kolingasse 14-16, OG01
  • Mittwoch 07.05. 13:15 - 16:30 PC-Seminarraum 1, Kolingasse 14-16, OG01
  • Mittwoch 28.05. 13:15 - 16:30 PC-Seminarraum 1, Kolingasse 14-16, OG01
  • Mittwoch 11.06. 13:15 - 16:30 PC-Seminarraum 1, Kolingasse 14-16, OG01
  • Mittwoch 18.06. 13:15 - 16:30 PC-Seminarraum 1, Kolingasse 14-16, OG01

Information

Ziele, Inhalte und Methode der Lehrveranstaltung

Learning objectives:

In this seminar, students will gain knowledge on the behavioural and neurobiological characteristics underlying speech and language impairments. Although both acquired and developmental disorders are dealt with, special emphasis shall be put on the development of these impairments in children. After this class, students will be capable of distinguishing the most common speech and language disorders since they will have sufficient knowledge to (theoretically) diagnose and assess them. Additionally, they will be able to classify speech and language disorders based on their major neurobiological characteristics.

Course description: The seminar, which will take place entirely in English and will be co-taught by Dr Sabrina Turker. It provides an introduction to speech-language-pathology and in-depth lectures to all frequently encountered speech and language disorders in children and adults. There are no prerequisites for taking this seminar. Solid knowledge of spoken and written English is, however, required.

Session 1 (March 5, 2025):
Organizational session - discussion of literature, filling presentation slots, assessment criteria etc.

Session 2 (March 19, 2024):
• The study of language: an introduction
• Acquired speech and language disorders in children and adults
o Aphasia
o Dysarthria
o Apraxia of speech

Sessions 3 (April 2, 2025):
• Developmental language disorders in children
o Developmental language disorder / specific language impairment
(Presentation 1)
o Developmental dyslexia (Lese-Rechtschreibschwäche/Legasthenie)
(Presentation 2)

Session 4 (April 30, 2025):
• Speech and language impairments in other disorders
o Autism spectrum disorders
o Attention deficit (hyperactivity) disorder
(Presentation 3)
o Down Syndrome
o Williams Syndrome
(Presentation 4)

Session 5 (May 7, 2025):
• Speech and language impairments in other disorders
o Dementia
(Presentation 5)
o Parkinson’s disease
(Presentation 6)

Session 6 (May 28, 2025):
• Neurobiological characteristics of speech and language disorders
• Non-invasive brain stimulation as a tool for targeted pre- and intervention of speech and language disorders
(Presentations 7 & 8)

Session 7 (June 11, 2025):
• The genetic culprits of speech and language disorders
• Revision and preparation for oral exam

Session 8 (June 18, 2025): Oral exams

Art der Leistungskontrolle und erlaubte Hilfsmittel

The grade will be based on 1) the oral presentation of a scientific article (40% of grade), 2) an oral exam designed to assess integration and understanding of the material presented in the course and of mandatory readings (40% of grade) and 3) class participation (20% of grade).

Mindestanforderungen und Beurteilungsmaßstab

To pass this seminar, students will be required to present a scientific paper (40%), pass an oral exam (40%) and participate actively in the seminar, asking questions and contributing to discussions (20%). Also, to receive credit for the seminar, students cannot miss more than one session and can only deregister within the first 2 days after the first session– this is October 11th! After that, deregistrations will result in an insufficient grade. Moreover, should students miss a session, they will be asked to complete an extra assignment on the topic of the missed lecture.

Based on the achieved points for their presentation, active participation and the oral exam (total: 100 points / 100%), students will be graded after the following scheme:

• 100 – 88% = 1 (Sehr gut)
• 87 – 75% = 2 (Gut)
• 74 – 62% = 3 (Befriedigend)
• 62 – 50%= 4 (Genügend)
• 49 – 0% = 5 (Nicht Genügend)

Prüfungsstoff

The content of the lectures, the readings and the discussions that take place during the seminar will be relevant for the oral exam.

Literatur

Examples of mandatory readings (scientific articles – full list will be distributed in the first class):

Dyslexia:
Lohvansuu, K., Torppa, M., Ahonen, T., Eklund, K., Hämäläinen, J. A., Leppänen, P. H., & Lyytinen, H. (2021). Unveiling the mysteries of dyslexia—Lessons learned from the prospective Jyväskylä longitudinal study of dyslexia. Brain sciences, 11(4), 427. https://doi.org/10.3390/brainsci11040427

Developmental Language Disorder:
Ullman, M. T., Earle, F. S., Walenski, M., & Janacsek, K. (2020). The neurocognition of developmental disorders of language. Annual review of psychology, 71(1), 389-417. https://doi.org/10.1146/annurev-psych-122216-011555
Dementia:
Kempler, D., & Goral, M. (2008). Language and dementia: Neuropsychological aspects. Annual review of applied linguistics, 28, 73-90. https://doi.org/10.1017/S0267190508080045

Non-invasive brain stimulation:
Turker, S., & Hartwigsen, G. (2022). The use of noninvasive brain stimulation techniques to improve reading difficulties in dyslexia: A systematic review. Human Brain Mapping, 43(3), 1157-1173. https://doi.org/10.1002/hbm.25700

Examples of recommended readings:
Martin, K. C., Ketchabaw, W. T., & Turkeltaub, P. E. (2022). Plasticity of the language system in children and adults. Handbook of clinical neurology, 184, 397-414. https://doi.org/10.1016/B978-0-12-819410-2.00021-7

Paul, R., Norbury, C. & C. Gosse (2018). Language disorders from infancy through adolescence: assessment and intervention: Listening, Speaking, Reading, Writing, and Communicating. 5th edition. St. Louis: Mosby/Elsevier.

Snowling, M. J., Hulme, C., & Nation, K. (2020). Defining and understanding dyslexia: past, present and future. Oxford review of education, 46(4), 501-513. https://doi.org/10.1080/03054985.2020.1765756

Zuordnung im Vorlesungsverzeichnis

Letzte Änderung: Di 04.03.2025 00:02