LING40250 Grad Language Impairment

Academic Year 2021/2022

The module explores the human language faculty from the point of view of language impairment. Both acquired impairment (such as aphasia) and developmental impairment (such as Specific Language Impairment) are examined. As a result the module also explores the various ways brain activity is monitored and understood. Other areas where language is impaired or develops in some 'unusual' way (such as in Autism and various genetic syndromes) or in 'exceptional' circumstances (such as with isolated children, blind children) are examined in order to determine what factors lead to the impairment of language. The effect of personality problems such as schizophrenia and age related diseases such as Alzheimer's disease on language is also looked at.

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Curricular information is subject to change

Learning Outcomes:

Explain the role of various regions of the brain in the comprehension and production of language
Distinguish language impairments from other cognitive impairments which affect areas related to the language faculty
Distinguish between developmental and acquired language impairment
Describe the causes and characteristics the various types of aphasia
Analyse the various theories of agrammatism and paragrammatism
Understand the distinction between a modular and a connectionist approach to language

Indicative Module Content:

Brain function
Language in brain
Agrammatism
Paragrammatism
Aphasia

Student Effort Hours: 
Student Effort Type Hours
Lectures

20
Specified Learning Activities

60
Autonomous Student Learning

120
Total

200
Approaches to Teaching and Learning:
Lectures will involve discussion as well as information delivery.
There are no tutorials in this module.
Assessments must demonstrate critical thinking and good written communication.
 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Attendance: attendance and participation Throughout the Trimester n/a Graded No

10
Essay: 3,000 word essay Week 12 n/a Graded No

50
Essay: 3,000 word essay Week 7 n/a Graded No

40

Carry forward of passed components
No
 
Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Self-assessment activities

How will my Feedback be Delivered?

Feedback after submission

Barrett, M. (1999) The Development of Language.
Bishop, D. (1997) Uncommon Understanding.
Bishop, D. and K. Mogford (1993) Language Development in Exceptional Circumstances.
Caplan, D. (1987) Neurolinguistics and Linguistic Aphasiology: an introduction.
Greenfield, S. (2000) The Private Life of the Brain.
Harley, T. (2001) Psychology of Language.
Leonard, L. (1998) Children with Specific Language Impairment.
Obler, L. & K. Gjerlow (1999) Language and the Brain.
Smith, N. and I-M. Tsimpli (1995) The Mind of a Savant.
Tartter, V. (1986) Language Processes.
Tartter, V. (1988) Language Processing in Atypical Populations.
Wilson, R. & F. Keil (1999) The MIT Encyclopaedia of Cognitive Sciences.