Subject

Anatomy, Physiology and Neurology of Language

  • code 10172
  • course 4
  • term
  • type op
  • credits 6

Main language of instruction: Catalan

Other languages of instruction: Spanish

Teaching staff

Head instructor

Office hours

The office hours will be Monday from 11:30 am to 12 am. 

Must make an appointment by emailing salbareda@uic.es

Introduction

In this course the theoretical basis to know the anatomy involved in the creation and perception of sound will be given. It will deep in the functioning of the organs involved in speech and hearing. Special importance to the function of brain in the interpretation of hearing and speech production.

The course will done the theoretical basis, but with the aim of seeking practical applications.

It will be remarkable that is a subject oriented for future teachers. Therefore didactic resources around hearing and speech will be offered.

Pre-course requirements

It's no necessary any pre-couse requirements.

Objectives

The objectives of the course are:

  • Know the physiology and anatomy involved in the proces of hearing and speaking.
  • Recognize the implications of the brain that causes language. 
  • Identify organs, bones and muscles involved in phonation and hearing. 
  • Acquire resources to apply course content to the classroom.

Competences / Learning outcomes of the degree programme

  • CG-01 - To integrate information and communication technologies in teaching and learning activities, teaching management and professional development.
  • CG-02 - To communicate clearly and correctly in the language of instruction (Catalan and Spanish), orally and in writing, in accordance with level C1 in the Common European Framework of Reference for languages (CEFR).
  • CG-03 - To be able to communicate in English at level B1, according to the Common European Framework of Reference for languages (CEFR).
  • CG-04 - To promote and facilitate attention to the unique educational needs of students, gender equality, fairness and respect for human rights, in the contexts of learning and social harmony, both in the school and in relation to the surroundings.
  • CG-09 - To be familiar with the elements that make up creativity, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-10 - To be familiar with the elements that make up entrepreneurial spirit, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-11 - To be familiar with the elements that make up the quality-based approach, the different levels of proficiency and how to develop this skill as much as possible.
  • CEM-08 - To promote educational actions in values oriented towards preparing an active, democratic citizenship.
  • CEM-15 - To be familiar with the characteristics of these students, as well as of their motivational and social contexts.
  • CEM-25 - To understand the basic principles and fundamental laws of the experimental sciences (physics, chemistry, biology and geology).
  • CEM-39 - To be familiar with the mathematics curriculum.
  • CEM-43 - To develop and assess the curriculum contents through the relevant teaching resources, and to promote basic skills among the pupils.
  • CEM-44 - To understand the basic principles of the sciences of language and communication.
  • CEM-62 - To acquire practical knowledge of the classroom and its management.
  • CEM-63 - To know and apply processes of interaction and communication in the classroom, and master the social skills and abilities required to promote a classroom environment fomenting learning and harmony.
  • CET-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
  • CET-2 - Pedagogical responsibility: to have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
  • CET-3 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
  • CET-4 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
  • CET-5 - Collaboration with colleagues in the profession: to have the knowledge and skills required to make a professional contribution to the teaching environment in the school, in professional relationships, and to achieve a good school organization.
  • CET-6 - Collaboration with the professional environment at the school: to have the knowledge and skills required to establish good relations with the people and institutions dedicated to child welfare or belonging to the school's professional environment.
  • CET-7 - To promote responsibility in terms of professional development: to analyse, reflect on and develop points of view about the profession and teaching skills, to know how to make these clear and how to bring them up to date.

Learning outcomes of the subject

1 - Identifies and analyzes the neurobiological bases of disorders of hearing and language.

3 - Know the processes involved in language development.

27 - describes and relates the concepts of hearing, language, speech and language.

28 - Know the general structure of the nervous system and the physiology of hearing to understand the importance of neurophysiology in auditory and language development.

29 - Learn about the development of auditory mechanisms.

32 - Learn the basic principles of neurophysiology of language.

Syllabus

  • General Concepts: hearing, speech and language. Methods of study. 
  • Biophysics of sound. 
  • Sound waves: propagation and reception of sound. 
  • Applied Acoustics. 
  • Neurophysiology. General structure of the nervous system. Central nervous system. Cerebral hemispheres and cortical areas. Peripheral nervous system. Autonomic nervous system. 
  • Anatomy of the ear. The external ear. The inner ear. 
  • Listen and physiology of hearing: auditory development mechanisms. 
  • Theories that explain the frequency discrimination. 
  • Cortical areas of spoken and written language. Involvement of motor pathways in the language. 
  • Functional disorders of hearing and exploration.
  • Set of organs of voice and speech: the respiratory system and general concepts about breathing. 
  • Functional anatomy of the larynx. Mechanisms of phonation. 
  • Neuroscience of language: functional anatomy of the cerebral cortex. Cerebral asymmetry and dominance. Lateralization of language. Wernicke-Geschwind model. Language and cognition. Shannon theory. Disorders of speech and language.


Chapter   2. L'oïda. Anatomia i fisiologia
      Material
            T. 2. L'oïda. Anatomia i fisiologia t.2.loida.pptx 

Chapter  3. Biofísica del so
      Material
            La percepción acústica dialnet-lapercepcionacustica-4293906.pdf 
            Sons i sorolls guia_sons_i_soroll_milloraqualitatacustica.pdf 
            Tema 3. Biofísica del so t3.biofisicadelso.pdf 

Chapter  4. Respiratori i estructures de la fonació
      Material
             t.4.respiratoriiveu.pdf 

Chapter  Articles de recerca
      Material
             basesneurobiologicas...dislexia.pdf 
             percepcio?auditiva.pdf 
             evaluaciondelprocesoauditivoenninoscontranstornosdelenguaje.pdf 
             procesamientoauditivoeneltrastornoespecificodellenguaje.pdf 
             trastornosespecificosdellenguaje.estudiosconmagnetoencefalografia.pdf 
             marcadoresneurocognitivosentel-buizayotros-art.pdf 

Chapter  5. Neurologia de l'audició. Transtorns d'audició
      Material
             t.5.neurologiadelaudicioitranstrons.pdf 

Chapter  6. Neurologia i transtorns del llenguatge
      Material
             t.6.neurologiaitranstornsdelllenguatge.pptx 

Chapter  1. Neurofisiologia
      Material
            1. Neurofisiologia 1.neurofisiologia.pdf 

Teaching and learning activities

In person

COMPETENCESMETHODOLOGYTRAINING ACTIVITY
CEM-08 Case studies
Presentation methods / lecture
Practical classes
Group study and work
CEM-15 Project-based learning
Case studies
Practical classes
Seminar-workshops
CEM-25 Project-based learning
Problem-solving exercises
Practical classes
Theory classes
CEM-39 Cooperative learning
Problem-solving exercises
Group study and work
Seminar-workshops
CEM-43 Case studies
Seminar-workshops
CEM-44 Cooperative learning
Learning contract
Practical classes
Seminar-workshops
CEM-62 Project-based learning
Presentation methods / lecture
Practical classes
Theory classes
CEM-63 Project-based learning
Learning contract
Case studies
Practical classes
Seminar-workshops
CET-1 Presentation methods / lecture
Theory classes
CET-2 Case studies
Presentation methods / lecture
Theory classes
Seminar-workshops
CET-3 Project-based learning
Presentation methods / lecture
Theory classes
Individual / independent study and work
CET-4 Project-based learning
Practical classes
CET-5 Cooperative learning
Group study and work
CET-6 Cooperative learning
Project-based learning
Practical classes
CET-7 Cooperative learning
Project-based learning
Individual / independent study and work
Group study and work
CG-01 Problem-based learning
Problem-solving exercises
Practical classes
CG-02 Case studies
Seminar-workshops
CG-04 Case studies
Problem-solving exercises
Practical classes
Seminar-workshops
CG-09 Cooperative learning
Project-based learning
Group study and work
CG-10 Project-based learning
Group study and work
CG-11 Project-based learning
Individual / independent study and work

Evaluation systems and criteria

In person

L’assignatura comprova l’adquisició de les competències per part dels alumnes a través d’ímputs pràctics i teòrics.

És necessari assistir a un 80% de les classes presencials per ser avaluat.

El pes de cada una de les activitats de l’assignatura és el següent:

Activitat

% del pes

Tipus d’activitat

data

Assistència i participació a l’aula

15 %

Treball individual i col·lectiu a l’aula. Puntualitat i atenció.

Aportacions i grau d’implicació

Diàriament

Treball de recerca individual

20 %

Lectura i comentari d’articles científics i estudi de casos.

Periòdiques

Porta foli de la menció

30 %

Individual

18 de gener

Proves escrites

35 %

Individual

7 de novembre

16 de gener

 

LEARNING OUTCOMESEVALUATION SYSTEM
1Objective tests
Activity design
3Objective tests
Performance test
27Projects
Objective tests
28Projects
Objective tests
29Projects
Objective tests
32Objective tests
Self-evaluation

Bibliography and resources

  • Bear MF, Connors BW, Paradiso MA. (1996) Neuroscience: exploring the brain. Williams &Wilkins.
  • Junque C, Bruna O y Mataró M. (2005). Neuropsicología del Lenguaje. Masson, Barcelona.
  • Junqué C y Barroso J (2009). Manual de Neuropsicología. Madrid. SíntesisPsicología.
  • Kolb B y Whishaw I.Q (2006): Neuropsicología Humana. Ed. Médica Panamericana
  • Purves D, Auguste GJ, Fitzpatrick D, Katz LC, LaMantia AS, McNamara JO. (2001) Invitación a la neurociencia. Ed Médica Panamericana. Buenos Aires

  • Rodríguez S, Smith-Agreda JM. (1999) Anatomia de los órganos del lenguaje, visión y audición. Ed. Médica Panamericana, Buenos Aires. 

  • Seikel JA, King DW, Drumright DG. (1997) Anatomy and Physiology for speech, language and hearing. Expanded ed, Singular Publishing Group, San Diego.

  • Tirapu Ustárroz J, Ríos Lago M, Maestú Unturbe F. (2008). Manual de Neuropsicología. Barcelona. Viguera Editores.

Teaching and learning material

      Websites
            El color del so (2009) http://youtu.be/Xxh0Xe1Kc5Y 
            Neil Harbisson http://youtu.be/ygRNoieAnzI 
            Ones a l'entorn http://youtu.be/k0gYxCsX5KA 
            Vesalio https://www.youtube.com/watch?v=0n6L27XgoYM 
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