First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Psychology
APPLIED COGNITIVE PSYCHOLOGY
Course unit
BILINGUALISM AND COGNITION
PSP9086408, A.A. 2019/20

Information concerning the students who enrolled in A.Y. 2019/20

Information on the course unit
Degree course Second cycle degree in
APPLIED COGNITIVE PSYCHOLOGY
PS1978, Degree course structure A.Y. 2017/18, A.Y. 2019/20
N0
bring this page
with you
Number of ECTS credits allocated 6.0
Type of assessment Mark
Course unit English denomination BILINGUALISM AND COGNITION
Department of reference Department of General Psychology
Mandatory attendance No
Language of instruction Italian
Branch PADOVA
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

Lecturers
Teacher in charge FRANCESCA PERESSOTTI M-PSI/01

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

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

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

Calendar
Start of activities 02/03/2020
End of activities 12/06/2020
Show course schedule 2019/20 Reg.2017 course timetable

Syllabus
Prerequisites: Basic knowledge in cognitive psychology and research methods
Target skills and knowledge: Upon completion of the course, students will be able to:

- critically approach the concept of bilingualism and give an account of different types and degrees of bilingualism,

- demonstrate knowledge of different research fields in the area of cognitive processes of bilingualism,

- compare, evaluate methods for studying phenomena related to bilingualism, and

- critically review, cognitive, educational and emotive aspects of bilingualism
Examination methods: The exam consists of 40 multiple choice questions in 40 minutes of time.

According to the number of students attending the course, the evalutation would be based on written essays or other individual or group activities.
Assessment criteria: Students will be evaluated according to the rate of correct answers in the multiple choice test. The exam is passed with a rate of 55% correct answers.
Course unit contents: I principali argomenti trattati sono:

- Cogntive e neural processes of bilingualism
- Acquisition of multiple languages during development
- Consequences of bilingualism on the linguistic system
- Consequences of bilingualism on other cognitive domains.
Planned learning activities and teaching methods: Whenever possible, theoretical lessons will be paired with more practical classes
Additional notes about suggested reading: Study materials will be available on the moodle site. These are the materials used for lessons and some scientific articles (in English). The basic review articles that can be used for individual study are listes below.
Textbooks (and optional supplementary readings)
  • Kroll, Dussias, Bice & Perrotti, Bilingualism, Mind, and Brain. --: Annual Review of Linguistics, 2015. Vol 1 pp. 377-394
  • Brysbaert & Duyck, Is it time to leave behind the Revised Hierarchical Model of bilingual language processing after fifteen years of service?. --: Bilingualism: Language and Cognition, 2010. Vol 3, pp. 359–371
  • Costa & Sebastian_Galles, How does the bilingual experience sculpt the brain?. --: Nature Neuroscience, 2014. Vol 15, pp. 336-345
  • Bialystok, The Bilingual Adaptation: How Minds Accommodate Experience. --: Psychology Bulletin, 2017. Vol 143(3), pp. 233–262
  • Costa, Vivey & Corey, On Language Processing Shaping Decision Making. --: Current Directions in Psychological Sciences, 2017. Vol 26(2), pp. 146–151
  • Kovacs, Early bilingualism enhances mechanisms of false-belief reasoning. --: Developmental Science, 2009. Vol. 12(1), pp. 48–54

Innovative teaching methods: Teaching and learning strategies
  • Lecturing
  • Problem based learning
  • Case study
  • Interactive lecturing
  • Working in group
  • Questioning
  • Problem solving
  • Auto correcting quizzes or tests for periodic feedback or exams
  • Use of online videos
  • Loading of files and pages (web pages, Moodle, ...)

Innovative teaching methods: Software or applications used
  • Moodle (files, quizzes, workshops, ...)

Sustainable Development Goals (SDGs)
Good Health and Well-Being Quality Education Gender Equality Reduced Inequalities Sustainable Cities and Communities Peace, Justice and Strong Institutions