Study programme competencies |
Code
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Study programme competences
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A2 |
Coñecer e integrar os fundamentos psicolóxicos da Logopedia: o desenvolvemento da linguaxe, o desenvolvemento psicolóxico, a Neuropsicoloxía da linguaxe, os procesos básicos e a Psicolingüística. |
A28 |
Adquirir un coñecemento práctico en intervención logopédica (formación práctica en ámbitos escolares, clínico-sanitarios e asistenciais). |
B4 |
Aprender a aprender. |
B5 |
Aprender autonomamente, e motivarse para facelo de forma continuada. |
C6 |
Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse. |
C8 |
Valorar a importancia que ten a investigación, a innovación e o desenvolvemento tecnolóxico no avance socioeconómico e cultural da sociedade. |
Learning aims |
Subject competencies (Learning outcomes) |
Study programme competences |
A2 Understand and integrate the psychological foundations of Speech: language development, psychological development, Neuropsychology of language, the basic processes and Psycholinguistics. |
A2
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B4
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B4 Learn to learn. |
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B4
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B5 Learn independently, and motivate yourself to do it continuously. |
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B5
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C6 Critically assess the knowledge, technology and information available to solve the problems they face. |
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C6
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C8 Assess the importance of research, innovation and technological development in the economic and cultural advancement of society. |
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C8
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A28 Acquire a working knowledge in speech therapy (practical training in school settings, clinical-health and care). |
A28
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Contents |
Topic |
Sub-topic |
Item 1. Speech perception I:. Basic elements |
The stimulus. The acoustic signal: analysis of the acoustic signal. Phoneme perception |
Item 2. Speech perception II:. Mechanisms |
Mechanisms of speech perception. Cognitive Dimensions of speech perception. Physiology of Perception |
Item 3. The "learning" concept |
Behavioral definition.
cognitive Definition
Scope of the Learning Psychology |
Item 4. Classical Conditioning
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Elements of conditioning
Basic phenomena
Semantic conditioning
Intervention procedures |
Item 5. The "mediation" of meaning |
The "mediation" concept
The Osgood model
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Item 6. Instrumental Conditioning I: Elements and parameters |
Experiment and model of instrumental conditioning
The operant response
The reinforcement
Parameters of conditioning |
Item 7. Instrumental Conditioning II: Basic phenomena |
Acquisition
Extinction
Discrimination (Discrimination without error and concept formation)
Shaping by successive approximations |
Item 8. Skinner's model of "verbal behavior" |
General considerations
The functional analysis of verbal behavior
Kinds of verbal operant |
Planning |
Methodologies / tests |
Ordinary class hours |
Student’s personal work hours |
Total hours |
Case study |
10 |
10 |
20 |
Laboratory practice |
3.5 |
7 |
10.5 |
Guest lecture / keynote speech |
30 |
45 |
75 |
Objective test |
3 |
0 |
3 |
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Personalized attention |
4 |
0 |
4 |
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(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Case study |
Analyze and solve problems related to cases of psychological learning processes that were exposed during the keynote sessions |
Laboratory practice |
Practices carried out in both the lab and in class to reinforce knowledge and understanding of various topics of special interest |
Guest lecture / keynote speech |
Exposure of contents of each issue using multimedia resources (keynote speech) |
Objective test |
Test of between 15 and 20 multiple choice questions about the contents of issues that do not require case study |
Personalized attention |
Methodologies
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Case study |
Laboratory practice |
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Description |
Students are guided through the steps necessary to perform the analysis of the case by offering a final monitoring and correction.
Students about their work will be reported in practice. |
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Assessment |
Methodologies
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Description
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Qualification
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Case study |
Several cases of learning problems that students will evaluate and make a reasoned proposal for intervention from the content taught in the areas of conditioning will be presented |
20 |
Laboratory practice |
Attendance and participation in the labs, as well as expository and interactive classes |
30 |
Objective test |
Test of between 15 and 20 multiple choice questions about the contents of issues that have not been assessed in the proposed case study
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50 |
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Assessment comments |
Attendance, attitude and participation in classand lab may have a modulating effect of up to 10% of the final grade. The overall score is calculated by adding the scores of the objective test, the case studies, laboratory practices and the possible modulating effect of attendance, class participation and attitude and practices.
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Sources of information |
Basic
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Leahey, T. H. y Harris, R. J. ((1998)). Aprendizaje y cognición. Madrid: Prentice Hall
Klein, S. B. ((1994)). Aprendizaje: principios y aplicaciones. Madrid: McGraw-Hill
Coren, S., Ward, L. M. y Enns, J. T. ((2001, 5ª ed.)). Sensación y percepción. México: McGraw-Hill/Interamericana
Goldstein, E. B. ((2006)). Sensación y percepción. Madrid: Thomson |
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Complementary
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Ormrod, J. E. ((2005, 4ª ed.)). Aprendizaje humano. Madrid: Prentice-Hall
Tarpy, R. M. ((2000)). Aprendizaje: teoría e investigación contemporáneas. Madrid: McGraw-Hill
Puente, A. ((2003)). Cognición y aprendizaje: fundamentos psicológicos. Madrid: Pirámide
Moore, B. C. J. ((1982)). Introduction to Psychology of hearing. New York: Academic Press
Mazur, J. E. ((2002)). Learning and behavior. New Jersey: Prentice-Hall
Nilsson, L. G. y Rönnberg, J. ((2006)). Learning and memory. Hove, England: Psychology Press/Taylor & Francis (UK)
Domjan, M. y Bukhard, B ((2003, 5ª ed.)). Principios de aprendizaje y de conducta. Madrid: Thomson
Matlin, M. W. y Foley, H. J. ((1996)). Sensación y percepción. Madrid: Prentice-Hall
Marcos, J. L. ((2007)). Sistemas reflejos: investigación y aplicaciones. A Coruña: Universidade da Coruña |
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Recommendations |
Subjects that it is recommended to have taken before |
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Subjects that are recommended to be taken simultaneously |
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Subjects that continue the syllabus |
PROCESOS PSICOLÓXICOS BÁSICOS/652G04002 | PSICOLINGÜÍSTICA/652G04003 |
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