200166 SE Anwendungsseminar: Klinische Psychologie und Gesundheitspsychologie (2024W)
Speech and language pathology
Prüfungsimmanente Lehrveranstaltung
Labels
Anwendungsseminare können nur fürs Pflichtmodul B verwendet werden! Eine Verwendung fürs Modul A4 Freie Fächer ist nicht möglich.
An/Abmeldung
Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").
- Anmeldung von Mo 02.09.2024 09:00 bis Mi 25.09.2024 09:00
- Abmeldung bis Fr 11.10.2024 12:00
Details
max. 20 Teilnehmer*innen
Sprache: Englisch
Lehrende
Termine (iCal) - nächster Termin ist mit N markiert
This blocked seminar will take place over six 3-hour sessions from 13:15-16:30 on the following dates:
October 9, October 23, November 6, November 20, December 11, January 8, January 22
- Mittwoch 09.10. 13:15 - 16:30 PC-Seminarraum 3, Kolingasse 14-16, OG02
- Mittwoch 23.10. 13:15 - 16:30 PC-Seminarraum 3, Kolingasse 14-16, OG02
- Mittwoch 06.11. 13:15 - 16:30 PC-Seminarraum 3, Kolingasse 14-16, OG02
- N Mittwoch 20.11. 13:15 - 16:30 PC-Seminarraum 3, Kolingasse 14-16, OG02
- Mittwoch 11.12. 13:15 - 16:30 PC-Seminarraum 3, Kolingasse 14-16, OG02
- Mittwoch 08.01. 13:15 - 16:30 PC-Seminarraum 3, Kolingasse 14-16, OG02
- Mittwoch 22.01. 13:15 - 16:30 PC-Seminarraum 3, Kolingasse 14-16, OG02
Information
Ziele, Inhalte und Methode der Lehrveranstaltung
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)
• 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.25700Examples 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
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.25700Examples 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: Mo 07.10.2024 12:46
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 (October 9, 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 2 (October 23, 2024):
• Developmental language disorders in children
o Developmental language disorder / specific language impairment
(Presentation 1)
o Developmental dyslexia (Lese-Rechtschreibschwäche/Legasthenie)
(Presentation 2)
Session 3 (November 6, 2024):
• 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 4 (November 20, 2024):
• Speech and language impairments in other disorders
o Dementia
(Presentation 5)
o Parkinson’s disease
(Presentation 6)
Session 5 (December 11, 2024):
• 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 6 (January 8, 2024):
• The genetic culprits of speech and language disorders
• Revision and preparation for oral exam
Session 7 (January 22, 2024): Oral exams