Important notice
The course guide is provisional.
The PDF version of the course guide may take a few days to become available in the DDD.
Progress in the Cognitive Aspects of Communication and Language
Code: 45531Credits: 6
| Degree programme | Type | Course |
|---|---|---|
| Communication and Language Disorders | OP | 1 |
Contact lecturer
- Name :
- Melina Aparici Aznar
- Email :
- melina.aparici@uab.cat
Teaching staff
- Mario Figueroa González
- Daniela Mieres Maldonado
- Alondra Camus Torres
- Alba Lucas Pedro
- Andrea Miralda Banda
Group languages
You can consult this information at the end of the document.
Prerequisites
No prerequisites for enroling in this course.
Objectives
The goal of this course is to delve into the mutual influences between cognitive aspects and linguistic and communicative aspects.
On the one hand, the basic aspects of cognitive functioning and its development, as well as its evaluation, will be presented.
On the other hand, we will work on a series of topics that recent research has found relevant in the explanation of linguistic and communicative development and functioning, both typical and altered, and that, therefore, are of special interest in the evaluation, stimulation and intervention of linguistic and communicative skills: the relationships between memory and language, between executive functions and language, and between sociocognitive development and communicative skills, and the relationships of the socioeconomic and sociolinguistic environment with features of cognitive and linguistic development.
Learning outcomes
- CA07 (Clearly communicate conclusions and advanced knowledge about the cognitive aspects of communication and language to specialist and non-specialist audiences.) Clearly communicate conclusions and advanced knowledge about the cognitive aspects of communication and language to specialist and non-specialist audiences.
- CA08 (Make decisions and solve problems autonomously on the cognitive aspects of communication and language.) Make decisions and solve problems autonomously on the cognitive aspects of communication and language.
- KA08 (Acquire more profound knowledge of the processes involved in language acquisition) Acquire more profound knowledge of the processes involved in language acquisition
- KA09 (Acquire more profound knowledge of the cognitive aspects of communication and language) Acquire more profound knowledge of the cognitive aspects of communication and language
- SA11 (Use the evidence on the cognitive aspects of communication obtained by other professionals in scientific disciplines.) Use the evidence on the cognitive aspects of communication obtained by other professionals in scientific disciplines.
- SA12 (Intervene in the facilitators of the cognitive aspects of communication) Intervene in the facilitators of the cognitive aspects of communication
- SA13 (Use documentary sources to obtain relevant information on the cognitive aspects of communication.) Use documentary sources to obtain relevant information on the cognitive aspects of communication.
Contents
1. Cognitive processes: Models and assessment
2. Cognitive development and linguistic development
3. Linguistic and cognitive development in diverse contexts
4. Memory and language
5. Executive functions and language
6. Sociocognitive development
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Lessons, with activities on cases, papers or other materials | 31.5 | 1.26 | CA07, KA08, KA09, SA12, SA13 |
| course work preparation | 25 | 1 | CA07, CA08, SA11, SA13 |
| Group work preparation | 14.5 | 0.58 | CA07, CA08, SA11, SA13 |
| Reading and study | 76 | 3.04 | KA08, KA09, SA11, SA13 |
The course will be carried out combining lessons and the implementation of participatory activities in the classroom where problem solving, case studies, and discussions of papers or other materials will take place.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| EV2- Evaluation of participation in the lessons | 25% | 0 | 0 | CA07, KA08, KA09, SA12 |
| EV1 - Exam | 50% | 2 | 0.08 | KA08, KA09 |
| EV3- Presentation of a team work | 25% | 1 | 0.04 | CA07, CA08, SA11, SA13 |
The evaluation is carried out based on three pieces of evidence:
- An individual and written evaluation test (EV1), which will have a weight of 50% of the final grade.
- Participation in class sessions (in the discussions and activities that will be proposed in class) (EV2), which will have a weight of 25%.
- An oral presentation in a small group of a work on one of the topics that will be proposed (EV3), which will have a weight of 25%.
Feedback: For EV1 it will be offered, if requested, orally and individually in a tutoring session, once the grades are published. For EV2, feedback will be oral and in group, and will be carried out in the classroom or through a digital tool (as the case may be), in the same session or in the following session (depending on the type of activity carried out). For EV1, feedback will be offered, if requested, orally and in a small group, in a tutoring session, once the grades are published.
A student will be considered evaluable if he or she has delivered evidence of learning with a weight equal to or greater than 40% of the course’s grade (4 points).
In accordance with the Faculty's assessment guidelines, the course will be considered passed if the student has completed the three assessment evidences, obtained a weighted average score of 5 or higher, and achieved a score of 4 or higher on each evidence. Otherwise, the maximum grade for the course will be 4.5.
Those students who exceed the grade of 3.5 but do not obtain a 5, and who have completed at least 2 of the course evidences, will be eligible for resit. In this case, it will be necessary to resit the evidence that was not passed to obtain the maximum rating of 5. The EV2 cannot be recovered.
An evaluation using a single, non-recoverable synthesis test is NOT foreseen for students in their 2nd or later registration.
Use of AI is strictly prohibited. In this course, the useof Artificial Intelligence (AI) technologies is not allowed at any stage. Any work containing AI-generated content will be considered a breach of academic integrity and may result in partial or total penalties in the grade for the activity, or more severe disciplinary actions in serious cases.
Bibliography
Adamson, L. B., Bakeman, R., & Deckner, D. F. (2004). The development of symbol- infused joint engagement. Child Development, 75 (4), 1171–1187.
Adrien, T. V., Hirst, A., Tsai, A.-L., Chen, R., Hayes-Larson, E., Levy, S.-A., Zahodne, L., Crane, P. K., Peterson, R., Gilsanz, P., & Turney, I. (2023). 70 Childhood SES and Midlife CVD on Late-life Cognition. Journal of the International Neuropsychological Society, 29(s1), 375–375.
Aparici, M. (2011). Hi ha proves que les per sones que han adquirit un bon domini de dues llengües de manera precoç tenen avantatges cognitius, comparades amb les persones monolingües? A Strubell, M., Andreu, Ll. & Sintes, E. (coord.) (2011). Resultats del model lingüístic escolar català. L'evidència empírica. Linguamón-UOC.
Aparici, M. (2019). Desarrollo multilingüe. En M. Aparici & A. Igualada (2019). El desarrollo del lenguaje y lacomunicación en la infancia. Editorial UOC.
Costa, A. (2017). El cerebro bilingüe. La neurociencia del lenguaje. Debate.
Der Nederlanden, S. J., Schaeffer, J. C., Van Bakel, H. H. J. A., & Dirks, E. (2025). Socio-economic status and other potential risk factors for language development in the first year of life. Journal of Child Language, 52(1), 42–62.
D’souza, D., D’souza, H., & Karmiloff-Smith, A. (2017). Precursors to language development in typically and atypically developing infants and toddlers: the importance of embracing complexity. Journal of Child Language, 44(3), 591–627.
Hoff, E. & Core, C. (2015). What Clinicians Need to Know about Bilingual Development. Seminars in Speech and Language, 36(2), 89-99.
Im-Bolter, N., Agostino, A., Owens-Jaffray, K. (2016). Theory of mind in middle childhood and early adolescence: different from before? Journal of Experimental Child Psychology, 149, 98–115.
Karmiloff-Smith, A. (1996). Más allá de la modularidad: Una perspectiva del desarrollo sobre la arquitectura de la mente. Cambridge University Press.
Luk, G., Anderson, J. A. E., & Grundy, J. G. (Eds.). (2023). Understanding Language and Cognition through Bilingualism (Vol. 64). John Benjamins Publishing Company.
Miller, S. E., & Marcovitch, S. (2012). How theory of mind and executive function co-develop. Review of Philosophy and Psychology, 3(4), 597–625.
Mundy, P., Block, J., Delgado, C., Pomares, Y., Van Hecke, A. V., & Parlade, M. V. (2007). Individual Differences and the Development of Joint Attention in Infancy. Child Development, 78(3), 938–954.
Nieva, S., Conboy, B., Aguilar-Mediavilla, E., & Rodríguez, L. (2020). Prácticas en logopedia infantil en entornos bilingües y multilingües. Recomendaciones basadas en la evidencia. Revista de Logopedia, Foniatría y Audiología, 40(4), 194-213.
Perszyk, D. R., & Waxman, S. R. (2018). Linking Language and Cognition in Infancy. Annual Review of Psychology, 69, 231–250.
Pickering, S. & Phye, G.D. (Eds.) (2008), Working Memory and Education (Educational Psychology). Academic Press.
Ruiz-Vargas, J.M. (2010). Manual de Psicología de la memoria. Síntesis.
Senter, R., & Chow, J. C. (2023). A Mixed-Methods Analysis of Speech-Language Pathologists' Executive Function Services. American Journal of Speech-Language Pathology, 32(6), 2734–2751.
Shokrkon, A., & Nicoladis, E. (2022). The Directionality of the Relationship Between Executive Functions and Language Skills: A Literature Review. Frontiers in Psychology, 13, 848696.
Smith, E. E. & Kosslyn, S. M. (2008). Procesos cognitivos: modelos y bases neuronales (M. J. Ramos Platón, Trad.). Pearson Prentice Hall.
Software
N/A
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (TEm) Theory (master) | 1 | Spanish | second semester | afternoon |