First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Psychology
Course unit
PSP3049114, A.A. 2018/19

Information concerning the students who enrolled in A.Y. 2018/19

Information on the course unit
Degree course Second cycle degree in
PS1978, Degree course structure A.Y. 2017/18, A.Y. 2018/19
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Number of ECTS credits allocated 6.0
Type of assessment Mark
Department of reference Department of General Psychology
E-Learning website
Mandatory attendance No
Language of instruction Italian
Single Course unit The Course unit can be attended under the option Single Course unit attendance
Optional Course unit The Course unit can be chosen as Optional Course unit

Teacher in charge LUCIA COLOMBO

ECTS: details
Type Scientific-Disciplinary Sector Credits allocated
Core courses M-PSI/01 General Psychology 6.0

Course unit organization
Period First semester
Year 1st Year
Teaching method frontal

Type of hours Credits Teaching
Hours of
Individual study
Lecture 6.0 42 108.0 No turn

Start of activities 01/10/2018
End of activities 18/01/2019
Show course schedule 2019/20 Reg.2017 course timetable

Examination board
Board From To Members of the board
8 2019 01/10/2019 30/09/2020 COLOMBO LUCIA (Presidente)
7 2018-1 01/10/2018 30/09/2019 COLOMBO LUCIA (Presidente)

Prerequisites: Basic knowledge of cognitive psychology and psychology of language or psycholinguistics.
Students who did not make any previous language exam might read:

Eysenck, M.W. & Keane, M.T. (2015). Cognitive Psychology: A student's handbook. 7th Edition. Chapt. 9-11. A summary of the main themes investigated in the psychology of language.
Possibly we also suggest:
-Baddeley, A., (1995). "Human Memory" Ch. 3 e 4.
-Bishop, D.V.M. (1997). "Uncommon understanding: Development and disorders of language understanding in children." Psychology Press, Hove.
Target skills and knowledge: Aim of the course is to provide a knowledge base on cognitive processes involved in using language, and their specificity and applications to other domains. More specifically it intends to provide knowledge about the different levels of analysis involved in language investigation and use (phoneme/letter, words, sentences) and on the comprehension and production processes involved at the different levels. Moreover the student is expected to acquire the main characteristics of developmental disturbances like developmental dyslexia, and the Specific Language Impairment, and of acquired deficits as well, like aphasia and dementia, and their relation to cognitive processes. Coherently with the Course of Study's objectives the student should be able to solve new problems in applied field, in particular of developmental and acquired linguistic deficits, in second language learning and in the analysis of the cognitive processes involved in a non psychological domain, like music processing.
THe student should be able to communicate the knowledge acquired in an effficient, organic and synthetic way, both orally and in writing, and to learn new more complex and spcific information connected to the studied subjects.
Examination methods: The exam is written and consists in four questions with open responses. The time conceded is one hour. The student will choose three questions and in order to pass the exam each response has to be evaluated as sufficient. In order to obtain this the essay should be written in a clear, well-articulated and organic way, consiedring the key points of the subject and neglecting redundant or non essential parts. The final mark is given by the average of the marks to the three responses.
Possibly there will be during the course partial evaluations for attendees that will partially substitute the final exam.
Assessment criteria: Evaluation is based on the comprehension of the topics, on the ability to examine issues in depth and to make inferential reasoning, on the detailed acquisition of specific and in-depth contents and methods. Positive evaluations will be given to students with crtical abilities , the ability to sinthesize concepts and mastery of language.
Course unit contents: -Aspects and levels involved in language
-Description of the different disciplines that study language
-Speech perception.
-THe development of language
-Models of spoken word recognition
-Visual letter and word recognition in reading.
-WOrd production. Production models
-Working memory in comprehension and production
-Syntax processing from a psycholinguistic point of view.
Conceptual and semantic memory models
-Developmental language disturbances
-Acquired language disturbances: different types of aphasia
-Language in dementia
.Cognitive -linguistic applications
Planned learning activities and teaching methods: The course will consist in lectures and practice lessons during which the notions presented during lectures will be reviewed.

Students who attend regularly iwll be required to study research articles and prepare reports, to be presented in classroom. Also, exams simulations will be carried out.
Additional notes about suggested reading: For attendees the following articles will have to be studied:
1- Aphasia syndromes, chapters from the book: Obler, Gjerlain, Language and the brain, 1999.
2- Gervain & Werker (2013). Prosody cues word order in 7-month-old bilingual infants.
3- Pennington & Bishop (2009) Relations among speech, language, and reading disorders. Annual Review of Psychology, 60, 283-306.
4- Rayner, Schotter, Masson, Potter, Treiman (2016). So much to read, so little time: How do we read and can speed reading help? Psychological Science in the Public Interest, 17, 4-34.
5- Samuel (2011) Speech perception, Annual Review of Psychology,62, 49-72.

For non attendees, one of the two textbooks in the references.

For consultation:
-Baddeley, A., (1995). "Human Memory" Ch. 3 e 4.
-Bishop, D.V.M. (1997). "Uncommon understanding: Development and disorders of language understanding in children." Psychology Press, Hove.
-Eysenck, M.W. e Keane, M.T. (2008). Cognitive Psychology
Textbooks (and optional supplementary readings)
  • Denes, Gianfranco, Parlare con la testa: le basi neurologiche e la struttura del linguaggio. Bologna: Zanichelli, 2009. tutto il testo Cerca nel catalogo
  • Denes, Gianfranco, Talking heads: the neuroscience of language. Hove: New York, Psychology Press, 2011. - XIV, 2011. Cerca nel catalogo

Innovative teaching methods: Teaching and learning strategies
  • Lecturing
  • Laboratory
  • Working in group
  • Peer feedback
  • Use of online videos

Innovative teaching methods: Software or applications used
  • Moodle (files, quizzes, workshops, ...)
  • Kaltura (desktop video shooting, file loading on MyMedia Unipd)
  • Camtasia (video editing)

Sustainable Development Goals (SDGs)
Quality Education