 | Study programme 2021-2022 | Français | |
 | Language and Communication Disorders | ||
Programme component of Master's in Psychology : Specialist Focus à la Faculty of Psychology and Education |
| Code | Type | Head of UE | Department’s contact details | Teacher(s) |
|---|---|---|---|---|
| UP-M2-MPSYFS-037-M | Optional UE | VERHAEGEN Clémence | P362 - Métrologie et Sciences du langage |
|
| Language of instruction | Language of assessment | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Credits | Weighting | Term |
|---|---|---|---|---|---|---|---|---|---|
| Français | 15 | 15 | 0 | 0 | 0 | 5 | 5.00 | 2nd term |
| AA Code | Teaching Activity (AA) | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Term | Weighting |
|---|---|---|---|---|---|---|---|---|
| P-SMSL-228 | Language and Communication Disorders | 15 | 15 | 0 | 0 | 0 | Q2 | 100.00% |
| Programme component |
|---|
Objectives of Programme's Learning Outcomes
- Analyse a situation (individually or collectively) in reference to relevant theories and methodological approaches within psychology.
- Master and appropriately mobilise knowledge and methodological approaches to understand and explain the normal/atypical/pathological functioning of individuals, groups or organisations.
Learning Outcomes of UE
Reflexive analysis of the relationships between langage disorders and neuropsychological disorders.
Content of UE
1) Theoretical information about langage and communication disorders : descriptive and cognitive analyses.
2) Researches about the relationships between langage impairment and neuropsychological alterations.
Prior Experience
Neuropsychological disorders.
Type of Assessment for UE in Q2
- Presentation and/or works
Q2 UE Assessment Comments
Not applicable
Type of Assessment for UE in Q3
- Presentation and/or works
Q3 UE Assessment Comments
Not applicable
Type of Teaching Activity/Activities
| AA | Type of Teaching Activity/Activities |
|---|---|
| P-SMSL-228 |
|
Mode of delivery
| AA | Mode of delivery |
|---|---|
| P-SMSL-228 |
|
Required Reading
| AA | |
|---|---|
| P-SMSL-228 |
Required Learning Resources/Tools
| AA | Required Learning Resources/Tools |
|---|---|
| P-SMSL-228 | power-points cases analyses |
Recommended Reading
| AA | |
|---|---|
| P-SMSL-228 |
Recommended Learning Resources/Tools
| AA | Recommended Learning Resources/Tools |
|---|---|
| P-SMSL-228 | Not applicable |
Other Recommended Reading
| AA | Other Recommended Reading |
|---|---|
| P-SMSL-228 | Majerus, S., Van der Kaa, M.A., Renard, C., Van der Linden, M., & Poncelet, M. (2005). Treating verbal short-term memory deficits by increasing the duration of temporary phonological representations: A case study. Brain and Language, 95(1), 174-175. Martin, N., Dell, G. S., Saffran, E., & Schwartz, M. (1994). Origins of paraphasias in deep dysphasia: Testing the consequences of a decay impairment to an interactive spreading activation model of lexical retrieval. Brain and Language, 47(1), 609-660. Verhaegen, C., Piertot, F., Poncelet, M. (2013). Dissociable components of phonological and lexical-semantic short-term memory and their relation to impaired word production in aphasia. Cognitive Neuropsychology, 30 (7-8), 544-563. Marton, K., Campanelli, L., Scheuer, J., Yoon, J., and Eichorn, N. Executive function profiles in children with and without specific language impairment, Riv Psicolinguist Appl., 12(3): 57-73. Mazeaux, M. (1999). Dysphasies, troubles mnésiques, syndrôme frontal chez l'enfant. Paris : Masson Majerus, S. (2010). Les multiples déterminants de la mémoire à court terme verbale : Implications théoriques et évaluatives. Développements, 4, 5-15. |
Grade Deferrals of AAs from one year to the next
| AA | Grade Deferrals of AAs from one year to the next |
|---|---|
| P-SMSL-228 | Authorized |