Achtung! Das Lehrangebot ist noch nicht vollständig und wird bis Semesterbeginn laufend ergänzt.
160124 VO Patholinguistik (2020W)
Patholinguistics: Language disturbances and the language/brain interface
Labels
An/Abmeldung
Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").
Details
Sprache: Englisch
Prüfungstermine
Lehrende
Termine (iCal) - nächster Termin ist mit N markiert
Digital
- Montag 05.10. 11:00 - 12:30 Digital
- Montag 12.10. 11:00 - 12:30 Digital
- Montag 19.10. 11:00 - 12:30 Digital
- Montag 09.11. 11:00 - 12:30 Digital
- Montag 16.11. 11:00 - 12:30 Digital
- Montag 23.11. 11:00 - 12:30 Digital
- Montag 30.11. 11:00 - 12:30 Digital
- Montag 07.12. 11:00 - 12:30 Digital
- Montag 14.12. 11:00 - 12:30 Digital
- Montag 11.01. 11:00 - 12:30 Digital
- Montag 18.01. 11:00 - 12:30 Digital
- Montag 25.01. 11:00 - 12:30 Digital
Information
Ziele, Inhalte und Methode der Lehrveranstaltung
Art der Leistungskontrolle und erlaubte Hilfsmittel
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
Mindestanforderungen und Beurteilungsmaßstab
Minimal requirement: 60 %
Prüfungsstoff
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).
Literatur
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.
Zuordnung im Vorlesungsverzeichnis
MA1-M1
Letzte Änderung: 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.