42444 - Learning Processes and Disorders

Learning outcomes

The main expected learning outcomes are the following: - to gain knowledge about learning processes in typical and atypical populations - to acquire competencies in the strategies, methods and instruments for the assessment of learning disabilities (reading, writing and math disabilities, attention deficit hyperactivity disorder, developmental coordination disorder, etc).

Course contents

The course will take place during the second semester of 1°st year (Master in Cognitive Applied Psychology), from the end of February 2019 until May 2019 in Bologna, Department Of Psychology, School of Psychology and Education (address: via Filippo Re n.10). Timetable: monday 11:00-13:00, Tuesday and Wednesday: 9:00-11:00. Aula magna Via Filippo Re n.10. 

The course is organized in 2 teaching modules (Module 1: dott.ssa Paola Bonifacci - Monday-Tuesday, Module 2: Dott. Lorenzo Desideri, Wednesday). Contents of the 2 modules will be integrated and there will be a unique final exam.

In module 1 the following topics will be discussed: - Main learning paradigms (e.g. behaviorism, cognitivism, neurocontructivism) - Cognitive development in typical and atypical populations (intelligence, reading, writing, math, text comprehension, executive functions, motor coordination) - Learning disabilities in adulthood; –developmental trajectories of learning outcomes, from childhood to adulthood; - epigenesis and gene*environment interaction; –assessment of learning disabilities in bilingual language minority children.

In Module 2 applications of digital technologies (robotics, eye movements, software, speech based technologies) connected to the above described topics will be presented.

Readings/Bibliography

Main text: Vio, Lo Presti (2014). Diagnosi dei Disturbi Evolutivi. Modelli, criteri diagnostici e casi clinici. Edizioni Erikson. (Aggiornato al DSM-5)

Slides presented during lessons will be available on AMS Campus.

The following papers (download on AMS Campus) needs to be added to the study of the main text:

• For STUDENTS who do not participate to GROUP WORK, the following papers must be studied: 

  De Smedt, B., Noël, M. P., Gilmore, C., & Ansari, D. (2013). How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children's mathematical skills? A review of evidence from brain and behavior. Trends in Neuroscience and Education, 2(2), 48-55.

  Melby-Lervåg, M., & Hulme, C. (2013). Is working memory training effective? A meta-analytic review. Developmental psychology, 49(2), 270.

  Snowling, M. J., & Melby-Lervåg, M. (2016). Oral language deficits in familial dyslexia: A meta-analysis and review. Psychological Bulletin, 142(5), 498.

  Kroll, J. F., & Bialystok, E. (2013). Understanding the consequences of bilingualism for language processing and cognition. Journal of cognitive psychology, 25(5), 497-514.

  Sjöwall, D., Roth, L., Lindqvist, S., & Thorell, L. B. (2013). Multiple deficits in ADHD: executive dysfunction, delay aversion, reaction time variability, and emotional deficits. Journal of Child Psychology and Psychiatry, 54(6), 619-627.

   
• For students attending regularly lessons it is possible to dvelop a GROUP WORK based on the discussion of 6 papers arranged in a power point presentation. Further details and bibliography will be given during lessons. .

Other suggested books:

Hulme, Snowling (2008). Developmental Disorders of Language Learning and Cognition, Wiley-Blackwell

Teaching methods

Lessons will include the discussion of theoretical models of typical and atypical learning processes, behavioral outcomes and assessment guidelines. The course will be enriched by the discussion of clinical cases and presentation of assessment instruments. Slides will be available for students.

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Assessment methods

Acquired skills will be evaluated by means of a written exam with open questions. Evaluation is on a 30 point scale. The task will be divided in two sections. The first is made by 2 open questions on theoretical knowledge (causal models etc), for a maximum score of 10. Appropriate content, synthesis and usage of a specific lexicon will receive excellent scores. Intermediate to low scores will be given in the case of marginal inappropriateness or poor lexicon. Insufficient scores will be given in case of severe lack of knowledge. In the second section (maximum score 20) the student will be given the description of the cognitive profile of an hypothetical case of learning disability, and the request is to briefly define a functional profile and an hypothesis about diagnostic profile and remedial intervention. Critical reasoning and knowledge of diagnostic criteria will be considered as main criteria of evaluation.

Teaching tools

PC and projector, speakers, videos, paper and pencil tools.

Office hours

See the website of Paola Bonifacci

See the website of Lorenzo Desideri