Degree | Type | Year | Semester |
---|---|---|---|
4315497 Communication and Language Disorders | OB | 0 | 1 |
There are no prerequisites
The goal of this course is to update the knowledge of the functional neuroanatomy of language and communication. For this purpose, we need to understand both the underlying neurobiological mechanism and the genetic and epigenetic mechanisms involved in the related disorders, as well as the crucial role of interactions between genome and environmental risk factors and between the genome and protective environments. It is also necessary to understand the maturation of the nervous system throughout the life span, the experience-dependent functional reorganization and the recent neurochemical advances on communication and language disorders
Unit 1: The Genomics of cognitive capacities.
Unit 2: Genomics and Epigenomics in language and communication disorders.
Unit 3: Genomics and Epigenomics in Intellectual disability.
Unit 4: Advances in functional neuroanatomy of audition, language and communication.
Unit 5: Brain development throughout the life span
Unit 6: Experience-dependent functional reorganization.
Unit 7: Advances in neurochemistry of communication and language disorders
The teaching methodology is based on different types of training activities. Depending on the case, master classes, seminars, supervised and autonomous activities will be carried out.
N.B. The proposed teaching and assessment methodologies may experience some modifications as a result of the restrictions on face-to-face learning imposed by the health authorities. The teaching staff will use the Moodle classroom or the usual communication channel to specify whether the different directed and assessment activities are to be carried out on site or online, as instructed by the Faculty.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Exposition | 4.5 | 0.18 | 1, 12, 11 |
Master classes | 27 | 1.08 | 1, 7, 6, 12, 11, 9, 8 |
Type: Supervised | |||
Tutorials (on line and one-to-one) | 7.5 | 0.3 | |
Type: Autonomous | |||
Documentation | 8 | 0.32 | 3, 4, 13, 10, 8, 14 |
Preparing oral presentation | 7 | 0.28 | 1, 5, 15, 2, 6, 11, 14 |
Reading scientific texts | 40.5 | 1.62 | 7, 2, 6, 12, 13, 14 |
Study | 40.5 | 1.62 | 1, 12, 13, 8 |
Writing and preparing reports | 15 | 0.6 | 1, 7, 5, 15, 2, 6, 9 |
Assessment (learning evidences)
According to “The assessment guidelines of the Faculty of Psychology”, which are in https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html , the subject will be assessed based on the following learning evidences (EV):
EV1: Critical analysis of bibliographic sources (team-based work) (25 % of the final grade). The assignment is scheduled for week 8
EV2 (40% of the final grade): Written report about a relevant question on Neurobiology of Audition, language and communication.
EV2a: Documentation report containing the bibliographic resources that will be used to elaborate the writing report. (10% of the final grade). The assignment is scheduled for week 11
EV2b: Written report about a relevant question on Neurobiology of Audition, language and communication (maximum 5 pages). (30 % of the final grade). The assignment is scheduled for week 16.
EV3: Oral presentation and defense of the elaborated report. (30% of the final grade) The oral presentation is scheduled for week 17
EV4: Attendance (5% of the final grade)
Total grade
The total grade is obtained from the weighted average of EV1 to EV4 grades.
Reassessment
Subject passed
The subject will be considered passed when the weighted average of all grades (EV1 to EV4) is equal to or greater than 5 (out 10) or its reassessment grade is 5.
Definition of “Non-assessable student”
Students who have not performed any of the written reports (EV2a or EV2b) or have completed learning evidences with a weight equal or lower than 40,5 % for the whole subject will be marked as "Non-assessable" Grade.
Synthesis test
For students with 2ª or later enrollment, the same continuous assessment will be followed, so it is NOT expected that there will be an assessment using a single non-recoverable synthesis test.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
EV1: Critical analysis of bibliographic sources | 25 | 0 | 0 | 7, 3, 14 |
EV2a: Documentation report containing the bibliographic resources | 10 | 0 | 0 | 7, 3, 4, 14 |
EV2b: Written Report ( max 5 sheets) | 30 | 0 | 0 | 1, 5, 3, 4, 15, 2, 12, 11, 13, 9, 10, 8 |
EV3: Oral presentation and defense | 30 | 0 | 0 | 1, 5, 2, 6, 12, 11, 8 |
EV4: Attendance | 5 | 0 | 0 | 1, 8 |
BIBLIOGRAPHY
Caspi A; Moffitt TE (2006) Gene-environment interactions in psychiatry: joining forces with neuroscience. Nat Rev Neurosci. 7(7): 583-590.
Fisher, S. E. (2016). Evolution of language: Lessons from the genome. Psychonomic Bulletin & Review, 1–7.
Ghosh A, Michalon A, Lindemann L, Fontoura P, Santarelli L (2013) Drug discovery for autism spectrum disorder: challenges and opportunities. Nat Rev Drug Discov. 12(10):777-90
Kleim, J. A. & Jones, T. A. (2008). Principles of experience-dependent neural plasticity: implications for rehabilitation after brain damage. Journal of Speech, Language, and Hearing Research, 51, 225-239.
Lieberman P (2013) Synapses, Language, and Being Human. Science. 342(6161):944-945
Marotta R, Risoleo MC, Messina G, Parisi L, Carotenuto M, Vetri L, Roccella M (2020) The Neurochemistry of Autism. Brain Sci. 10(3):163
Montanari M, Martella G, Bonsi P, Meringolo M (2022) Autism Spectrum Disorder: Focus on Glutamatergic Neurotransmission. Int J Mol Sci. 23(7): 3861
Narbona, J. & Crespo-Eguílaz, N. (2012). Plasticidad cerebral para el lenguaje en el niño y el adolescente. Revista de Neurología, 54 (Supl. 1), 127-130.
Newbury DF, Monaco AP, Paracchini S.(2014) Reading and language disorders: the importance of both quantity and quality. Genes. 5(2):285-309.
Norton ES, Beach SD, Gabrieli JD (2015) Neurobiology of dyslexia. Current Opinion in Neurobiology, 30: 73-38.
Poeppel D (2014) The neuroanatomic and neurophysiological infrastructure for speech andlanguage. Current Opinion in Neurobiology, 28: 142-149.
Purves D, Augustine GJ, Fitzpatrick D, Hall WC, Lamantia A-S, Mcnamara JO, Williams, S. Neurociencia (3ª Ed, 2007). Buenos Aires: Editorial Médica Panamericana. Capítulos 21, 22, 23 y 24
Simmons, D (2008) Behavioral genomics. Nature Education 1(1):54.
OTHER BIBLIOGRAPHY
Bates E, Roe K (2001) Language development in children with unilateral brain injury. En: Nelson, C. A.; Luciana, M. (Eds). Handbook of developmental Cognitive Neuroscience. The MIT Press. Pp. 281-308.
Bavelier D, Neville HJ (2002) Cross-modal plasticity: Where and how? Nature Reviews Neuroscience, 3: 443-452
Canitano R (2014) New experimental treatments for core social domain in autism spectrum disorders. Front Pediatr. 2:61
Dror, AA, Avraham KB. (2009) Hearing loss: Mechanisms revealed by genetics and cell biology. Annu. Rev. Genet. 43: 411-437
Heimler B, Weisz N, Collignon O (2014) Revisiting the adaptive and maladaptive effects of crossmodal plasticity. Neuroscience, 283: 44-63.
Kral A, Sharma A (2012) Developmental neuroplasticity after cochlear implantation. Trends in Neurosciences, 35(2): 111-122.
Marcus G, Rabagliati H (2006) What developmental disorders can tell us about the nature and origins of language. Nat Neurosci. 9(10): 1226-1229.
Matsunaga E, Okanoya K (2014) Cadherins: potential regulators in the faculty of language. Curr Opin Neurobiol, 28:28-33
Small SL, Llano DA (2009) Biological approaches to aphasia treatment. Curr Neurol Neurosci Rep. 9(6):443-50
Spooren W, Lindemann L, Ghosh A, Santarelli L (2012) Synapse dysfunction in autism: a molecular medicine approach to drug discovery in neurodevelopmental disorders. Trends Pharmacol Sci.33(12):669-84
White EJ, Hutka SA, Williams LJ, Moreno S (2013) Learning, neural plasticity and sensitive periods: implications for language acquisition, music training and transfer across the life span. Frontiers in Systems Neuroscience, 7, Article 90
Wong PC, Morgan-Short K, Ettlinger M, Zheng J (2012) Linking neurogenetics and individual differences in language learning: the dopamine hypothesis. Cortex 48(9):1091-10
Search engine (Edge, Google, ...)
Text Editor (Word, ...)
Presentation Designer (PowerPoint, ...)
Online teaching (Teams, ..)
Campus Virtual UAB (Moodle): Basic communication tool and material repository.