| Study programme competencies |
|
Code
|
Study programme competences
|
| 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 |
| Learning outcomes |
Study programme competences |
| 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 |
A2
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|
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| Adquirir un coñecemento práctico en intervención logopédica (formación práctica en ámbitos escolares, clínico-sanitarios e asistenciais) |
A28
|
|
|
| Aprender a aprender |
|
B4
|
|
| Aprender autonomamente, e motivarse para facelo de forma continuada |
|
B5
|
|
| Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse |
|
|
C6
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| Valorar a importancia que ten a investigación, a innovación e o desenvolvemento tecnolóxico no avance socioeconómico e cultural da sociedade |
|
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C8
|
| 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
|
Elements of conditioning
Basic phenomena
Semantic conditioning
Intervention procedures |
Item 5. The "mediation" of meaning |
The "mediation" concept
The Osgood model
|
| 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 |
Competencies |
Ordinary class hours |
Student’s personal work hours |
Total hours |
| Case study |
A28 B5 |
12.5 |
25 |
37.5 |
| Guest lecture / keynote speech |
B4 |
9 |
27 |
36 |
| Supervised projects |
C6 C8 |
4 |
16 |
20 |
| Objective test |
A2 |
2 |
13 |
15 |
| |
| Personalized attention |
|
4 |
0 |
4 |
| |
| (*)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 |
| Guest lecture / keynote speech |
Exposure of contents of each issue using multimedia resources (keynote speech) |
| Supervised projects |
Realización dun traballo que pode consistir na dirección dun seminario, a preparación dunha exposición teórica, revisións da literatura, resúmenes de lecturas complementarias... Valorarase ademáis se o traballo implica o seu desenvolvemento na aula (como seminario ou presentación oral). |
| Objective test |
Test of between 20 and 25 multiple choice questions about the contents of the topics discussed during the course |
| Personalized attention |
|
|
| 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. |
|
| Assessment |
|
Methodologies
|
Competencies |
Description
|
Qualification
|
| Objective test |
A2 |
Test of between 20 and 25 multiple choice questions about the contents of the topics discussed during the course |
60 |
| Supervised projects |
C6 C8 |
Elaboración e exposición dun traballo que se propondrá nas primeiras sesións e será supervisado ao longo do curso. Valórase con ata un 20% da calificación final a súa elaboración, e con ata outro 20 % a súa exposición.. |
40 |
| |
|
Assessment comments |
Attendance, attitude and participation in class and 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. If a student
does not attend classes (both expository and interactive teaching and /
or laboratory practices) and has granted the corresponding dispensation
of attendance to class, in such case, the objective test will have a
weight of 80% on the final grade. |
| Sources of information |
|
Basic
|
(). .
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
Myers, D. G. ((2011)). Psicología. Madrid: Editorial Médica Panamericana
Carroll, D. W. ((2006)). Psicología del lenguaje. Madrid: Thomson
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
|
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
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 |
| Basic Psychological Processes/652G04002 | | Psycholinguistics/652G04003 |
|
| Subjects that are recommended to be taken simultaneously |
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| Subjects that continue the syllabus |
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