160124 VO Patholinguistics (2020W)
Patholinguistics: Language disturbances and the language/brain interface
Labels
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
Details
Language: English
Examination dates
Lecturers
Classes (iCal) - next class is marked with N
Digital
- Monday 05.10. 11:00 - 12:30 Digital
- Monday 12.10. 11:00 - 12:30 Digital
- Monday 19.10. 11:00 - 12:30 Digital
- Monday 09.11. 11:00 - 12:30 Digital
- Monday 16.11. 11:00 - 12:30 Digital
- Monday 23.11. 11:00 - 12:30 Digital
- Monday 30.11. 11:00 - 12:30 Digital
- Monday 07.12. 11:00 - 12:30 Digital
- Monday 14.12. 11:00 - 12:30 Digital
- Monday 11.01. 11:00 - 12:30 Digital
- Monday 18.01. 11:00 - 12:30 Digital
- Monday 25.01. 11:00 - 12:30 Digital
Information
Aims, contents and method of the course
Assessment and permitted materials
a final written exam of 50 questions about the entire semester shall be administered, in a one hour testing time. Students who would volunteer for minor tasks (3 of them) during the course time shall het 15 points towards their final assessment
Minimum requirements and assessment criteria
Minimal requirement: 60 %
Examination topics
The course shall consist of three basic teaching packages: brain and language (aphasia and neurological language disorders); developmental linguistic pathology (SLI, Williams, Down, Asperger syndromes); conversational psychopathology (psychotic talk, breakups of schizophrenic conversation, the issue of relevance and phoricity).
Reading list
Papers to be discussed
Bishop, D. (2001). Genetic and environmental risks for specific language impairment in children. Philos. Transc. Royal Soc., B, 356, 369-380
Gopnik, M.Crago, M. B.: Familial Aggregation of a Developmental Language Disorder. Cognition, 1991. 39, 150.
Karmiloff-Smith, A. (1998). Development itself is a key to understanding developmental disorders.Trends in Cognitive Sciences 2, 389398
Liegeois, F. Connelly, A. Cross, J. Boyd, S. Gadian, S. Vargha-Kadem, F. (2004). Language reorganization in children with early-onset lesions of the left hemisphere. Brain, 127, 12291236
Marcus, G. F. and Fisher, S. E. (2003). FOXP2 in focus: what can genes tell us about speech and language? Trends in Cognitive Sciences, 7, 257-262.
Pinker, S. (1991). Rules of language. Science, 253, 530-555
Pléh, Cs. (2006). Using Hungarian language to clarify language-thought relations in impaired populations. Hungarian Studies, 20, 233-244
Rochester, S. R. Martin, J. R. Thurston, S. (1977). Thought-process disorder in schizophrenia: The listener’s task. Brain and Language, 4, 95114.
Schnell, Zs, Herold, R., Tényi, T. and Varga, E (2019). Fuzzy Boundaries and Fuzzy Minds, In: Furkó, P, et al (eds.). Fuzzy Boundaries in Discourse Studies, Palgrave Macmillan (2019) pp. 181-211
Ullman M.T. (2004). Contributions of memory circuits to language: the declarative/procedural model. Cognition,92, 231-70.
van der Lely, H.K.J. and Pinker, S. (2014). The biological basis of language: insight from developmental grammatical impairments. Trends in Cognitive Sciences, 14, 586-595Background reading list is provided on Moodle.
Bishop, D. (2001). Genetic and environmental risks for specific language impairment in children. Philos. Transc. Royal Soc., B, 356, 369-380
Gopnik, M.Crago, M. B.: Familial Aggregation of a Developmental Language Disorder. Cognition, 1991. 39, 150.
Karmiloff-Smith, A. (1998). Development itself is a key to understanding developmental disorders.Trends in Cognitive Sciences 2, 389398
Liegeois, F. Connelly, A. Cross, J. Boyd, S. Gadian, S. Vargha-Kadem, F. (2004). Language reorganization in children with early-onset lesions of the left hemisphere. Brain, 127, 12291236
Marcus, G. F. and Fisher, S. E. (2003). FOXP2 in focus: what can genes tell us about speech and language? Trends in Cognitive Sciences, 7, 257-262.
Pinker, S. (1991). Rules of language. Science, 253, 530-555
Pléh, Cs. (2006). Using Hungarian language to clarify language-thought relations in impaired populations. Hungarian Studies, 20, 233-244
Rochester, S. R. Martin, J. R. Thurston, S. (1977). Thought-process disorder in schizophrenia: The listener’s task. Brain and Language, 4, 95114.
Schnell, Zs, Herold, R., Tényi, T. and Varga, E (2019). Fuzzy Boundaries and Fuzzy Minds, In: Furkó, P, et al (eds.). Fuzzy Boundaries in Discourse Studies, Palgrave Macmillan (2019) pp. 181-211
Ullman M.T. (2004). Contributions of memory circuits to language: the declarative/procedural model. Cognition,92, 231-70.
van der Lely, H.K.J. and Pinker, S. (2014). The biological basis of language: insight from developmental grammatical impairments. Trends in Cognitive Sciences, 14, 586-595Background reading list is provided on Moodle.
Association in the course directory
MA1-M1
Last modified: Fr 12.05.2023 00:17
The course shall consist of three basic teaching packages: brain and language (aphasia and neurological language disorders); developmental linguistic pathology (SLI, Williams, Down, Asperger syndromes); conversational psychopathology (psychotic talk, breakups of schizophrenic conversation, the issue of relevance and phoricity).Weekly distance lectures with PPTs uploaded, accompanied by reading discussions one week in each package. Lectures shall be distance organized. Reading discussions if possible, shall be organized in person in Vienna.