PL3CAA-Theoretical and Clinical Aspects of Anomia

Module Provider: Clinical Language Sciences
Number of credits: 10 [5 ECTS credits]
Level:6
Terms in which taught: Autumn term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Module version for: 2016/7

Module Convenor: Dr Arpita Bose

Email: a.bose@reading.ac.uk

Summary module description:
Theoretical and Clinical Aspects of Anomia

Aims:
Anomia is a universal symptom of many communication disorders (e.g., aphasia) and is among the most prevalent signs cognitive decline (e.g., dementia). This module will explore anomia from theoretical perspective by studying word production models (cognitive and psycholinguistic theories) relating it to the applied aspect of language impairments in aphasia (linguistic symptoms associated with aphasias, including phonological, morphological, lexical, and semantic disorders) and other neurogenic language disorders (e.g., various types of dementias). The content of the course will focus on evaluating various word production models, understanding clinical manifestations of anomia and various error types and their underlying linguistic and cognitive origin, familiarization with various tasks and methodologies used in naming studies in aphasia as well as the convergence of theory and practice.

Assessable learning outcomes:
By the end of this module it is expected that the student will be able to:
• Discuss, evaluate, and critique various theoretical models of word production and their implications for anomia in aphasia and dementias;
• Critically evaluate various tasks and methodologies for studying anomia and demonstrate theoretical and clinical significance of them
• Identify and articulate various linguistic and cognitive factors that contribute to naming difficulties
• Demonstrate in-depth knowledge to analyze various types of naming errors and relate it to underlying linguistic and cognitive deficits in aphasia and dementias.
• Organise their knowledge and articulate their arguments effectively in writing, in assessed coursework (assessed essay on a chosen title).

Additional outcomes:
The module also aims to:
• Increase awareness of contrasting research methodologies used in the field, specifically group studies and single case study research, and the strengths and weaknesses of these paradigms.
• Enhance critical analytical skills and academic writing abilities through the coursework, and further develop their bibliographic and IT skills by use of indicated resources.

Outline content:
Week1: Cognitive and psycholinguistic models of word production (compare and contrast, debate relative strength and weakness of the models based on clinical profile of patients), application of these models for studying anomia. Week 2: Tasks/methods to study naming in disordered populations (e.g., picture naming, verbal fluency etc). Theoretical and clinical aspects of each tasks and how different methods/tasks taps into different linguistic/cognitive processes. Week 3: Variables affecting naming, relationship between linguistic processes and word impairments, types of anomia, types of errors.
Week 4: Types of errors (contd: word vs nonword errors); interpretation of error types in light of linguistic/cognitive deficits. Week 5: Anomia in different neurological conditions.

Brief description of teaching and learning methods:
Five weeks, each week a 3 hour block of teaching will include lectures, seminar based on research papers, and small group work. Seminars will consist of student led discussion. Students are expected to have read the papers before the seminar so that they can contribute to the discussion and evaluation of the accounts.

Contact hours:
  Autumn Spring Summer
Lectures 8
Seminars 7
Guided independent study 85
       
Total hours by term 100.00
       
Total hours for module 100.00

Summative Assessment Methods:
Method Percentage
Written exam 80
Report 20

Other information on summative assessment:
They receive feedback on the marking criteria on their coursework.

Formative assessment methods:
•I provided detailed marking criteria for each coursework. I give them example of what constitutes a distinction, merit and pass category.
•I have uploaded the university marking guidelines on the BB side.
•Using previous years student coursework, I give them example of what constitutes a distinction, merit and pass category.
•For their presentations, they receive peer feedback in class and from me on post-it notes.
•For the essay coursework, they receive written feedback from me on their essay plan.

Penalties for late submission:
The Module Convenor will apply the following penalties for work submitted late, in accordance with the University policy.

  • where the piece of work is submitted up to one calendar week after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for the piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
  • where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

  • The University policy statement on penalties for late submission can be found at: http://www.reading.ac.uk/web/FILES/qualitysupport/penaltiesforlatesubmission.pdf
    You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

    Length of examination:

    Requirements for a pass:
    A mark of 40% overall.

    Reassessment arrangements:
    Students will re-submit coursework by September.

    Additional Costs (specified where applicable):

    Last updated: 21 December 2016

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