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Superior Cognitive Functions: Thought

Code: 101714 ECTS Credits: 6
2025/2026
Degree Type Year
Logopedia OP 4

Contact

Name:
Paula Resina Curado
Email:
paula.resina@uab.cat

Teachers

Lucía López Baños

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

There are no prerequisites but it is advisable for students to have a good reading level in English.

 


Objectives and Contextualisation

This subject explores the knowledge of one of the most important cognitive functions:  human thought and the relationship with language. The general aim is to work in the development of critical thinking and relevants skills and knowledge for the professional practice as SLP. 


Learning Outcomes

  1. CM26 (Competence) Critically interpret the results of the evaluations carried out, relating them to alterations in thinking and memory and their effects on language.
  2. CM27 (Competence) Assess the results of research on the processes involved in thinking and memory.
  3. KM65 (Knowledge) Explain the effects of brain illnesses or traumatic brain injuries on memory and thinking processes.
  4. KM66 (Knowledge) Describe the processes and systems involved in memory and thinking.
  5. KM67 (Knowledge) Relate emotional and rational factors to reasoning and decision-making processes, and memory processes to language.
  6. SM48 (Skill) Correctly use the terminology and methodology of research on higher cognitive functions in the field of speech therapy.
  7. SM49 (Skill) Apply different strategies to enhance cognitive functions.
  8. SM50 (Skill) Propose appropriate designs to intervene in the different processes and phenomena involved in memory and thought.

Content

The syllabus of the subject Superior Cognitive Functions: Thought is structured around the following themes wich also include seminars and practical classes

Theme 1: Conceptual aspects of thought

Theme 2: Thinking and Language: Relationship

Theme 3: Thinking and Language: therapeutic skills

Theme 4: Language difficulties and thought



Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Lectures 24 0.96
Practical classes 12 0.48
Type: Supervised      
Group follow-up tutoring 8 0.32
Individualized tutoring 8 0.32
Type: Autonomous      
Autonomous activity 98 3.92

DIRECTED ACTIVITY

  • Theoretical classes, practical and seminars
  • Lectures with ICT support and debate in a large group
  • Practical classes to discuss basic concepts through small exercises
  • Seminars for discussion of cases or papers in small groups
  • Workshops for proposals for intervention or rehabilitation
  • Throughout the course, equal participation in class will be fostered.

SUPERVISED ACTIVITY

  • Individual tutoring with the teacher.
  • Follow-up tutoring in small groups.
  • Individual and group writing tasks
  • Tutoring of work (individual or group) in person and/or online.

AUTONOMOUS ACTIVITY

  • Document search, reading and synthesis.
  • Definition of search strategy in databases, close reading and preparation of synopses of the material read.
  • Preparation of reports and public presentation of papers.
  • Preparation of reports on individual or group practicals.

 

 

 

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Ev 1. What do we want to learn? 15 0 0 KM66, KM67
Ev 2. Intervention workshop 30 0 0 CM26, KM67, SM48, SM49, SM50
Ev 3 . Oral presentation 25 0 0 CM27, KM65, KM66, SM48, SM49
Ev 4. Learners experiences collection 30 0 0 CM26, KM66, KM67, SM48

The competencies of this subject will be evaluated by means of different pieces of evidence to be held in different weeks:

 


Evidence 1. What do we want to learn? 15% (In class, before the 1st evaluation period)

Evidence 2. 30 % intervention plan (In class, before the 2nd evaluation period)

Evidence 3. Oral presentation 25% (In class, before the 2nd evaluation period)

Evidence 4. Learners experiences collection 30% (Second Evaluation Period)

 

Evidence Code

Denomination

Weight

Format (oral, written or both)

Authorship (individual, group or both)

1. Via (face-to-face, virtual or both)

2. Feed-back

EV duration

EV1

Whats do we want to learn?

15

both

group

1. both

2. both, at week 6

 
It starts at week 1 and ends at week 5 with theexhibition. It is compulsory to go to the exhibition

EV2

Intervention workshop

30

both

both

1. both

2. both, at week 19

   It starts at week 5 and ends at week 16

EV3

Oral presentation

25

both

both

1. face to face

2. both, at week 19

  It starts at week 12 and ends at week 18 with the exhibition. It is compulsory to go to the exhibition

EV4

Learners experiences collection

30

written

individual

1. virtual

2. virtual,at week 20

 

   It starts at week 1 and ends at week 17

 

 

          

 

ASSESSMENT OF THE SUBJECT

It will be considered that a student has passed the subject if in the set of the 4 pieces of evidence he/she obtains a score equal or superior to 5,0, and at leastin the evidence 4 (learner's experiences collection)  obtains a mark of 3,0. Those students who do NOT present all the evidence will NOT pass the subject, although the total score is equal or superior to 5,0.

Students who have not attended any of the EV4 talks will not be ableto execute or recover the activities proposed in this talk. Ev4 consists of about 3-6 talks.


Once the subject has been passed (grade ≥ 5,0), the final grade can not be improved through works or other activities.

 A student who has presented pieces of evidence of learning with a weight equal to or greater than 4,0 points (40%) will be considered for evaluation.

Students who have not passed the course but in the continuous assessment have obtained a grade of 3.5 or higher but less than 5,0, can present to a new written test of the part not passed. To do this test or exam it is necessary that students have been previously evaluated in a set of activities, the weight of which equals a minimum of 2/3 of the total rating of the subject.

This new exam will consist of written questions corresponding to the evidence not approved, and does not serve to improve the final score of the subject if a student has already approved it. The maximum score that can be obtained in the subject in this new exam is 5,0.

No unique final synthesis test for students who enrol for the second time or more is anticipated

 

This subject does not consider single assessment.

THE TRANSLATION OF THE IN-PERSON ASSESSMENT TESTS WILL BE CARRIED OUT IF THE REQUIREMENTS ESTABLISHED IN ARTICLE 263 ARE MET AND THE REQUEST IS MADE ONLINE (E-FORM) DURING WEEK 4 (more information on the Faculty's website).

 

For this course, the use of Artificial Intelligence (AI) technologies is allowed exclusively for support tasks, such as bibliographic or information searches and text proofreading. The student must clearly identify which parts have been generated using this technology, specify the tools used, and include a critical reflection on how these tools have influenced the process and the final outcome of the activity. Lack of transparency in the use of AI in this graded activity will be considered a breach of academic honesty and may result in a partial or total penalty in the activity’s grade, or more serious sanctions in severe cases.

 

COPYING OR PLAGIARISM: According to Article 116, Section 10 Regulations UAB, if the student performs any irregularity (copy, plagiarism, impersonation or forgery of the signature on the face-to-face attendance list and/or other dishonest academic conduct...) that could lead to a significant variation of the qualificationof an act of evaluation, will be rated with 0,0 this act of evaluation. If there are several irregularities in the evaluation acts of the same subject, the final mark will be 0,0.

 

  “N.B. The proposed teaching and assessment methodologies may experience some modifications as a result of the restrictions on face-to-face learning imposed by the health authorities. The teaching staff will use the Moodle classroom or the usual communication channel to specify whether the different directed and assessment activities are to be carried out on-site or online, as instructed by the Faculty ”.

 

 

 


Bibliography

Basic bibliography

Boroditsky, L. (2011). How language shapes thought. Scientific American, 304(2), 62-65.

Cerezo, F. G. (2011). Psicología del pensamiento. Editorial UOC.

De Profesionales, F. E. D. A. (2013). La primera noticia. Estudio sobre los procedimientos profesionales, las vivencias y las necesidades de los padres cuando se les informa de que su hijo tiene una discapacidad o un trastorno del desarrollo.

Eussen, M. L., de Bruin, E. I., Van Gool, A. R., Louwerse, A., van der Ende, J., Verheij, F., ... & Greaves-Lord, K. (2015). Formal thought disorder in autism spectrum disorder predicts future symptom severity, but not psychosis prodrome. European child & adolescent psychiatry, 24(2), 163-172.

Lupyan, G., Rahman, R. A., Boroditsky, L., & Clark, A. (2020). Effects of language on visual perception. Trends in cognitive sciences.ç

Trejos, L. M. J. (2020). Análisis e interpretación de casos clínicos como herramienta para entender la teoría y desarrollar pensamiento crítico. Documentos de trabajo Areandina, (2).

 

Throughout the course, the teacher will provide another specific bibliography of some of the topics and seminars that are discussed in class.


Software

Not applicable


Groups and Languages

Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.

Name Group Language Semester Turn
(SCC) Clinical case seminars 111 Catalan first semester afternoon
(SCC) Clinical case seminars 112 Catalan first semester afternoon
(TE) Theory 1 Catalan first semester afternoon