Language Acquisition and Processing
Code: 101730 ECTS Credits: 9| Degree | Type | Year |
|---|---|---|
| 2500893 Speech therapy | FB | 1 |
Contact
- Name:
- Alondra Elisa Camus Torres
- Email:
- alondra.camus@uab.cat
Teachers
- Melina Aparici Aznar
- Alondra Elisa Camus Torres
- Daniela Viviana Mieres Maldonado
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
There are no prerequisites for attending this course. However, we recommend a good command of orthography and grammar of student’s first language.
We recommend to follow the course Expressió oral i escrita offered by the faculty in the beginning of the semester. Reading in English is a plus.
Objectives and Contextualisation
The aim of this course is to provide students with basic knowledge about two basic subjects in psycholinguistics: how we acquire language in infancy and how we process language.
The main objectives of the subject are:
- Know the main theoretical frameworks in psycholinguistics
- Describe the features and functions of human language
- Understand the different phases of human language processing and know the internal representations associated with it.
- Know the stages in the acquisition of linguistic and communicative skills from infancy to adulthood
- Identify different data collection methods for the study of psycholinguistics
- Relate language development with cognitive and social development.
- Detect difficulties in first stages of language acquisition
Competences
- Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
- Adapt one's communication to various audiences in accordance with age, pathology, etc.
- Analyse and synthesise information.
- Demonstrate an understanding and correct use of the terminology and methodology of speech-therapy research.
- Evaluate the scientific production that supports speech therapists' professional development.
- Integrate the foundations of biology (anatomy and physiology), psychology (evolutionary processes and development), language and teaching as these relate to speech-therapy intervention in communication, language, speech, hearing, voice and non-verbal oral functions.
- Managing communication and information technologies.
- Take account of social, economic and environmental impacts when operating within one's own area of knowledge.
- Understand, integrate and relate new knowledge deriving from autonomous learning.
Learning Outcomes
- Analyse and synthesise.
- Assess and judge the adequacy of the methodology used in specific research.
- Correctly use the terminology and methodology characteristics of scientific research.
- Describe the basic mechanisms of communicative function in language and know how to apply this the conversational environment
- Describe the various psychological processes involved in the production and comprehension of discourse, and relate these.
- Identify and assess the adequacy of scientific productions on the acquisition and development of language.
- Identify key inputs from scientific processes related to psychological processes that support the professional development of speech therapists.
- Identify the psychological and psycholinguistic foundations of speech.
- Identify the social, economic and/or environmental implications of academic and professional activities within one's own area of knowledge.
- Identify, describe and relate the different phases of natural language processing in perception and production.
- Identify, describe and relate the different stages of language acquisition.
- Infer the implications of evolutionary-development processes on language, speech, hearing, voice and non-verbal oral functions.
- List and relate the features and functions of human language.
- Managing communication and information technologies.
- Understand, integrate and relate new knowledge deriving from autonomous learning.
- Use strategies appropriate to presenting oral arguments on issues covered in class.
- Weigh up the impact of any long- or short-term difficulty, harm or discrimination that could be caused to certain persons or groups by the actions or projects.
Content
PROCESSING
1. Language processing in perception
1.1. Understanding language
1.1.1. Speech perception in adults and children
1.1.2. Word storing and recognition
1.1.3. Language structure: syntactic processing
1.2. Communication and language
1.2.1. Pragmatics
1.2.2. Discourse comprehension
2. Language production
2.1. Speech production. Stages and spontaneous speech errors.
2.2. Production of written language
3. Language as a modular skill
3.1. Fundamental debates on cognition and language
ACQUISITION
4. Language acquisition
4.1. Theories on language acquisition
4.2. Methodology in psycholinguistics research
5. Stages of language acquisition
5.1. Pre-linguistic communication: intentional communication, speech perception skills in babies, adult adaptations
5.2. Lexical acquisition: first words, explosion of the lexicon, developmental phenomena in meaning acquisition
5.3. Phonological development: pre-linguistic behaviour, phonological development and simplifying procedures
5.4. Morpho-syntactic acquisition: telegraphic speech, morphology acquisition, simple sentences, complex sentences and sentence modalities.
5.5. Pragmatics development: conversational skills and speech acts
6. Language development beyond five years: late developments
6.1. Late semantic and pragmatic developments: non-literal meaning.
6.2. Late syntactic developments: compound sentences; complex syntactic structures.
6.3. Discourse building
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Master classes with the support of TIC and group discussion | 64.5 | 2.58 | 3, 16 |
| Workshop (Lab) | 8 | 0.32 | 1, 6, 3, 2 |
| Workshop classes (Seminar) | 6 | 0.24 | 1, 6, 7, 16, 2 |
| Type: Supervised | |||
| Individual attention to students | 10.5 | 0.42 | 1, 6, 7, 2 |
| Participation in discussions and other activities at the online campus. | 10 | 0.4 | 1, 15, 3, 14 |
| Type: Autonomous | |||
| Autonomous search of information | 20 | 0.8 | 1, 15, 6, 7, 14, 2 |
| Individual study and exam preparation | 50 | 2 | 1, 15 |
| Reading papers and book chapters | 48 | 1.92 | 1, 15, 7 |
- Master classes: the lecturer will provide theoretical content with the support of multimedia materials. Students are expected to participate in debates and other classroom activities.
- Workshop classes will deal with cases or experiments which students have to carry out and discuss.
- Online classroom: Moodle will be used to provide students with materials and assessment tests, as well as promote communication.
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.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Ev1 | 40% of the final score | 2 | 0.08 | 15, 5, 4, 13, 8, 6, 7, 11, 10, 12, 14 |
| Ev2 | 40% of the final score | 2 | 0.08 | 15, 5, 4, 13, 8, 6, 7, 11, 10, 12, 14 |
| Ev3 Brief reports | 20% of the final score | 4 | 0.16 | 1, 9, 3, 16, 2, 17 |
CONTINOUS EVALUATION
Evidences 1 and 2: There will be two multiple-choice examinations (1st and 2nd evaluation period, on-site examination). Each of them adds 40% to the final grade (40%+40%=80%). These examinations will be taken individually.
Evidence 3: The remaining 20% is the average grading of workshops. Workshops will be assessed by means of short questionnaires and brief reports (weeks 4, 5, 6, 7, 15, 16 and 17; on-site). A minimum of 4 evaluations must be submitted.
- Students with a grade of 5,0 or more will pass the course. In order to be assessed, the student must take part in the three assessment activities mentioned above and it is necessary to obtain a minimum score of 3,5 in EV1 and EV2.
- Any student that did not complete any examination or did not obtain a 3,5 in each assessment will NOT pass the course, even if the average of the qualifications reaches 5,0 or above.
- Any student that has presented a 40% of evaluation activities will be considered assessable.
Reassessment:
Students who throughout the continuous evaluation have performed evidences with a weight equal or greater than 2/3 of the total grade and have obtained a grade lower than 5,0 points and greater or equal to 3,5 points may opt for the recovery test.
The resit exam will consist of a written exam (or several in the case of resit of several evidences) of the learning evidences in which performance was unsatisfactory, to demonstrate that the minimum contents necessary to pass the subject have been achieved. It is necessary to pass this exam/s to pass the subject. The maximum grade that can be obtained from this exam(s) is 5,0 and will replace that of the original evidence(s) (as long as it is 4,9 or higher) to recalculate the final grade of the subject obtained in resit. If this grade is higher than 4,9, the subject will be passed. If the resit exam(s) is/are not passed, or the calculation of the final grade is lower than 5,0, the numerical grade prior to resit will be kept as the final grade.
The maximum mark that can be obtained in the subject in case of passing it in resit will be Pass (5,0).
SINGLE EVALUATION
In this course the student may choose to evaluate in a single session all the content of the course. It is mandatory to apply for this option within the period established by the faculty.
The single evaluation tests will consist of two oral tests, one on the content of Acquisition and the other on the content of Processing (40% and 40% of the final grade, respectively), and two tests of resolution of cases equivalent to the completion of the practices of the subject (20% weight of the final grade). The tests willtake place during the second evaluation period of the term (Week 19). If the student does not pass these tests, he/she may choose to recover them in the recovery period, under the same conditions as the students who follow the continuous evaluation (see Reassessment section).
The guidelines for assessment can be found here: https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
No unique final synthesis test for students who enrole for the second time or more is anticipated.
*Important. The examination forms will be in Catalan. Any student that wishes to take the exam in Spanish and meets the requirements established in article 263 must apply for it during week 4 through an e-form (more information in the School of Psychology web). Applications in other cases or periods will not be accepted.
Bibliography
Basic references:
Aparici, M. (2012). L’adquisició del llenguatge. A Ll. Barrachina, Ll. (coord.), M. Aparici & E. Noguera, Desenvolupament i Avaluació del llenguatge oral. Barcelona: Editorial UOC.
Soler, O. (coord.) (2006). Psicologia del Llenguatge. Barcelona: EdiUOC.
Complementary references:
Aguado, G. (1995) El desarrollo del lenguaje de 0 a 3 años. Ciencias de la Educación Preescolar y Especial.
Andreu, L.; Serra, J.M.; Soler, O.; Tolchinsky, L. (2013) Trastorns d'aprenentatge de l'escriptura i de les matemàtiques. Editorial UOC.
Aparici, M. & Igualada, A. (2019). El desarrollo del lenguaje y la comunicación en la infancia. Editorial UOC.
Bosch, L. (2006). Capacidades tempranas en la percepción del habla y su utilización como indicadores para la detección de trastornos. Revista de Logopedia, Foniatría y Audiología, 26 (1), 3-11.
Clemente, R. A. (1995) Desarrollo del lenguaje. Manual para profesionales de la intervención en ambientes educativos. Octaedro.
Ellis, A.W. (2016). Reading, Writing and Dyslexia (Classic edition). A cognitive approach. Routledge, Taylor and Francis Group.
Cuetos, F., González, J., y de Vega, M. (2015). Psicología del lenguaje. Editorial Médica Panamericana.
Garton, A. (1994) Interacción social y desarrollo del lenguaje y la cognición. Paidós.
Gràcia, M. (2003) Comunicacióny lenguaje en primeras edades. Intervención con familias. Editorial Milenio.
Karmiloff, K. & Karmiloff-Smith,A. (2001) Hacia el lenguaje. Morata (Original: Pathways to language.Cambridge University Press.)
López-Higes, R. (2003). Psicología del lenguaje. Piràmide.
López-Ornat, S. (2011). La adquisición del lenguaje, un resumen en 2011. Revista de investigación en Logopedia, 1,1 pp. 1-11.
Mariscal, S. i Gallo, M. P. (2014). Adquisición del lenguaje. Síntesis.
Moreno Ríos, S. (2005). Psicología del desarrollo cognitivo y adquisición del lenguaje. Biblioteca Nueva.
Owens, R. E. (2003). Desarrollo del lenguaje. Pearson/Prentice Hall.
Perera, J., Aparici, M., Rosado, E., Salas, N. (2016). Written and Spoken Language Development across the Lifespan. Springer.
Rondal, J.A. (1990). La interacción adulto-niño y la construcción del lenguaje. Trillas.
Serra, M., Serrat, E., Solé, M. R., Bel, A. y Aparici, M. (2000). La adquisición del lenguaje. Ariel.
Torrens, V. (ed.) (2018) La adquisición del lenguaje. Pearson.
Software
Not applicable
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (PLAB) Practical laboratories | 111 | Catalan | second semester | morning-mixed |
| (PLAB) Practical laboratories | 112 | Catalan | second semester | morning-mixed |
| (PLAB) Practical laboratories | 113 | Catalan | second semester | morning-mixed |
| (PLAB) Practical laboratories | 114 | Catalan | second semester | morning-mixed |
| (SEM) Seminars | 111 | Catalan/Spanish | second semester | morning-mixed |
| (SEM) Seminars | 112 | Catalan/Spanish | second semester | morning-mixed |
| (SEM) Seminars | 113 | Catalan/Spanish | second semester | morning-mixed |
| (SEM) Seminars | 114 | Catalan/Spanish | second semester | morning-mixed |
| (TE) Theory | 1 | Catalan/Spanish | second semester | morning-mixed |