Language Neuroscience (ICS-Católica) - 2nd semester
Code
7220911676
Academic unit
Faculdade de Ciências Sociais e Humanas
Department
Linguística
Credits
5
Teacher in charge
Alexandre Castro Caldas (ICS-Católica), Ana Mineiro (ICS-Católica), Filipa Ribeiro (ICS-Católica), Sofia Lynce de Faria (ICS-Católica)
Weekly hours
1,5 letivas + 0,5 tutorial
Teaching language
Objectives
- To know the various topics that refer to language in a neurobiological perspective;
- Acquire critical sense regarding the topics developed in the syllabus;
- To know in a practical way the methods used in the study of language in the
brain.
Prerequisites
Subject matter
1.1. Language evolution in humans
1.2. Language and neuroscience
1.3. Different modalities in human language
2.1. Fundamental topics on the neurobiology of human language
2.2.Hemispheric specialization for language
2.3. Language and higher cognitive functions
2.4. Language and lesion
3.1. Behavioural methods for language study
3.2. Neuroimage as an important tool to understand language
We will study the neural basis of language and other higher level cognitive functions.
In particular, we ask how humans produce and understand sentences. How do we
order words in grammatical ways? How do we understand the different meanings
that are conveyed by different sentence structures?These different paths are
connected by common themes including the role of the frontal cortex in sequencing
and language processing, the interaction between language and other cognitive
functions (particularly executive function), and the role of language experience in
shaping language use.
Bibliography
Benitez Burraco, A., Mineiro, A., & Castro Caldas, A. (2014). The emergence of
modern communication in primates: a computational approach. In O. Pombo & N.
Gonthier (Eds), The Evolution of Social Communication in Primates: a
multidisciplinary approach, Series Interdisciplinary Evolution Research (pp. 289-312).
New York: Springer.
Corina, D. P., San Jose, L., Ackerman, D., Guillemin, A., & Braun, A. (2000). A
comparison of neural systems underlying human action and American Sign Language
processing. Journal of Cognitive Neuroscience, supplement, 414-447.
Castro-Caldas A. (2016). What the illiterate brain tells the deaf brain, In M.
Marschark & P. Spencer (Eds), The Oxford Handbook of Deaf Studies in Language:
Research, Policy, and Practice (pp. 288-296). New York: Oxford University Press.
Stemmer, B., & Whitaker, H. (2008). Handbook of the Neuroscience of Language. San
Diego, USA: Elsevier.
Teaching method
Teaching methodologies will alternate between lectures and practical activities. If
necessary, students will have tutorial supervision.
The teaching will be theoretical-practical and module 3 will be elaborated through
seminars with specialists in the area.
Evaluation method
The evaluation will be based on students' participation in class (30%) and a 20-
question multiple-choice test covering all the syllabus. Students who fail or seek to
improve their grade will be set a 40-question multiple-choice exam, which will be
rated 100%.