Code | Name of the Course Unit | Semester | In-Class Hours (T+P) | Credit | ECTS Credit |
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DKT206 | NEUROSCIENCE | 4 | 2 | 2 | 5 |
GENERAL INFORMATION |
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Language of Instruction : | Turkish |
Level of the Course Unit : | BACHELOR'S DEGREE, TYY: + 6.Level, EQF-LLL: 6.Level, QF-EHEA: First Cycle |
Type of the Course : | Compulsory |
Mode of Delivery of the Course Unit | - |
Coordinator of the Course Unit | Assist.Prof. DENİZ YILDIZ |
Instructor(s) of the Course Unit | |
Course Prerequisite | No |
OBJECTIVES AND CONTENTS |
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Objectives of the Course Unit: | Bu ders ile; Öğrencilerin, sinirbilimi ve dil bozuklukları hakkında bilgi edinmelerini sağlamak amaçlanmaktadır. |
Contents of the Course Unit: | Bu ders; Nörodilbilime giriş ve nörodilbilimin tarihçesi, Afaziye giriş, Afazinin anatomik bölgelerle bağlantısı, Afazi sınıflandırması, Dilin nörolojik görüntülenmesi (PET ve FMRI), Santral işlemleme ve bozuklukları, Morfoloji ve sözdizimi ve bozuklukları, Bellek ve dil, Okuma ve yazma bozuklukları, Nörodilbilimsel dil işlemleme modelleri konularını içermektedir. |
KEY LEARNING OUTCOMES OF THE COURSE UNIT (On successful completion of this course unit, students/learners will or will be able to) |
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Explain the basic concepts of neurolinguistics. |
Describes PET, FMRI, ERP techniques. |
Discriminates between different regions of the brain according to their functions in language processing. |
WEEKLY COURSE CONTENTS AND STUDY MATERIALS FOR PRELIMINARY & FURTHER STUDY |
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Week | Preparatory | Topics(Subjects) | Method |
1 | Literature Reading, Individual Research | Neurolingustics definition, Historical background, Brain basics | Lecture, Discussion, Case Study |
2 | Literature Reading, Individual Research | Localization of Language Processes | Lecture, Discussion, Case Study |
3 | Literature Reading, Individual Research | Brain Study Methods: Lesion Study, Neuroimaging, Electrophysiology | Lecture, Discussion, Case Study |
4 | Literature Reading, Individual Research | History of Neurolingustics | Lecture, Discussion, Case Study |
5 | Literature Reading, Individual Research | Aphasiology | Lecture, Discussion, Case Study |
6 | Literature Reading, Individual Research | Neurolingustics theories: Models of Language Processing (Lichtheim's House Model, Wernicke-Gescheind Model of Language) | Lecture, Discussion, Case Study |
7 | Literature Reading, Individual Research | Lateralization of Language: Split Brain Experiments | Lecture, Discussion, Case Study |
8 | - | MID-TERM EXAM | - |
9 | Literature Reading, Individual Research | Phonological Processing | Lecture, Discussion, Case Study |
10 | Literature Reading, Individual Research | Syntactical Processing | Lecture, Discussion, Case Study |
11 | Literature Reading, Individual Research | Semantic Processing: Sentence comprehension | Lecture, Discussion, Case Study |
12 | Literature Reading, Individual Research | The Dual Stream Model of the Functional Anatomy of Language | Lecture, Discussion, Case Study |
13 | Literature Reading, Individual Research | Resolving Ambiguities and Anomalies | Lecture, Discussion, Case Study |
14 | Literature Reading, Individual Research | Bilingualisim | Lecture, Discussion, Case Study |
15 | Literature Reading, Individual Research | Review | Lecture, Discussion, Case Study |
16 | - | FINAL EXAM | - |
17 | - | FINAL EXAM | - |
SOURCE MATERIALS & RECOMMENDED READING |
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Stemmer, B., & Whitaker, H. A. (Eds.). (1998). Handbook of neurolinguistics. Academic Press Torun, Ş. (2018). Beyin ve Dil-İşlevsel Nöroanatomi. Detay Yayıncılık Korkmaz, B. (2005). Dil ve Beyin Çocuklarda Dil ve Konuşma Bozuklukları. YÜCE YAYINLARI |
ASSESSMENT |
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Assessment & Grading of In-Term Activities | Number of Activities | Degree of Contribution (%) | Description |
Level of Contribution | |||||
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0 | 1 | 2 | 3 | 4 | 5 |
KNOWLEDGE |
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Theoretical |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Has the basic information on the science of language and speech in order to identify and interpret necessary approaches for his/her patients.
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2 |
KNOWLEDGE |
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Factual |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Identifies the main phenomenons, principles, processes and practices of language and speech science, explains the methods in the field and makes a basic level of analysis and evaluation.
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3 |
SKILLS |
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Cognitive |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Has the ability to plan a proper language and speech therapy program via his/her theoretical and practical knowledge.
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1 |
SKILLS |
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Practical |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
To prepare the language and speech therapy profession according to ethical rules, assimilate the multidisciplinary approach, to prepare the necessary screening programs for healthy and / or problem groups in accordance with contemporary medical rules, to evaluate the patients with language and speech disorders, to identify the problems, and to find appropriate re / habilitation programs have the skills to prepare, determine the necessary tools and apply them.
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3 |
OCCUPATIONAL |
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Autonomy & Responsibility |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Collaborates with main medical fields.
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4 | |||||
2 |
Evaluates and interprets the problems about language and speech disorder of his/her patients guided by relevant specialist, asks consultation from other departments in case of need.
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3 |
OCCUPATIONAL |
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Learning to Learn |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
In addition to measuring the effectiveness, continuity and quality of the services related to language and speech therapy, it also conducts training and practice studies on language and speech science.
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2 |
OCCUPATIONAL |
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Communication & Social |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Performs his/her duties of expertise in the eyes of judicial authorities and private and government agencies.
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1 |
OCCUPATIONAL |
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Occupational and/or Vocational |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Enables the development of professional standards and policies, determines planning and execution of the assessment and rehabilitation approaches, identifies the efficient applications of new knowledge-based methods and programs and contributes to improve professional and technical standarts.
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4 |
WORKLOAD & ECTS CREDITS OF THE COURSE UNIT |
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Workload for Learning & Teaching Activities |
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Type of the Learning Activites | Learning Activities (# of week) | Duration (hours, h) | Workload (h) |
Lecture & In-Class Activities | 14 | 4 | 56 |
Preliminary & Further Study | 14 | 1 | 14 |
Land Surveying | 0 | 0 | 0 |
Group Work | 0 | 0 | 0 |
Laboratory | 0 | 0 | 0 |
Reading | 14 | 2 | 28 |
Assignment (Homework) | 0 | 0 | 0 |
Project Work | 0 | 0 | 0 |
Seminar | 0 | 0 | 0 |
Internship | 0 | 0 | 0 |
Technical Visit | 0 | 0 | 0 |
Web Based Learning | 14 | 1 | 14 |
Implementation/Application/Practice | 0 | 0 | 0 |
Practice at a workplace | 0 | 0 | 0 |
Occupational Activity | 0 | 0 | 0 |
Social Activity | 0 | 0 | 0 |
Thesis Work | 0 | 0 | 0 |
Field Study | 0 | 0 | 0 |
Report Writing | 0 | 0 | 0 |
Final Exam | 1 | 1 | 1 |
Preparation for the Final Exam | 4 | 2 | 8 |
Mid-Term Exam | 1 | 1 | 1 |
Preparation for the Mid-Term Exam | 4 | 1 | 4 |
Short Exam | 0 | 0 | 0 |
Preparation for the Short Exam | 0 | 0 | 0 |
TOTAL | 66 | 0 | 126 |
Total Workload of the Course Unit | 126 | ||
Workload (h) / 25.5 | 4,9 | ||
ECTS Credits allocated for the Course Unit | 5,0 |