麻豆传媒高清版

Overview

Although the precise plan may vary from year to year, topics covered will typically include: language acquisition and developmental disorders; language understanding and speaking; reading and its disorders; multilingualism; linguistic relativity; language innateness.

Assessment Strategy

-good -B+ to B- Work displays sound knowledge and understanding, but with some limitations. There is evidence of background study. The work has a defined and logical structure, but with some weaknesses in the way in which arguments are presented. There is some original interpretation and demonstration of links between topics. The work is presented carefully with accurate communication and few factual or computational errors.

-excellent -A* to A- Work displays comprehensive knowledge and detailed understanding, reflecting extensive background study. The work is highly focussed, well structured, logically presented, and with defended arguments. The work contains original interpretation, and new links between topics are developed. The work is presented to a high standard, with accurate communication and no factual or computational errors.

-another level-C- to C+ Work displays only knowledge of key areas/principles, with limited evidence of original interpretation or relevant background study. The work contains some irrelevant material and weaknesses in structure. Arguments are presented, but they lack coherence. The work contains factual or computational errors with little evidence of problem solving.There are weaknesses in the standard of the presentation and its accuracy.

Learning Outcomes

• Be able to identify and discuss the major issues and any associated theories and findings concerning how humans learn, understand, produce, and mentally represent language, both in spoken and written form.

• Debate whether language can tell us more about the human mind, including its possible effects on perception and other non-linguistic cognition.

• Show an ability to describe and debate the foundations of language at both cognitive and neurobiological levels.

• Show an understanding of common language disorders in the context of typical language processing, including associated causal hypotheses and debates.

• Show an understanding of the key debates surrounding the uniqueness of language to humans.