Cognitive neuroscience

Activity type

Psicologia dello sviluppo e dell'educazione

SSD

M-PSI/04

Year

2nd year

Semester

1st semester

CFU

3

Hours distribution

24 classroom hours

Lecturers

ALLEGRA CATTANI

Activity type

Psicologia generale, fisiologica e psicometria

SSD

M-PSI/01

Year

2nd year

Semester

1st semester

CFU

3

Hours distribution

24 classroom hours

Lecturers

MARIALUISA MARTELLI

General aims
The course is divided into two parts. The first part will deal with learning disorders aiming to provide basic information on developmental disorders of written language (dyslexia and dysgraphia) as well as on disorders of numerical skills and calculation. The course will focus on the analysis of the learning disorders of written language. The main models of these disorders will be illustrated. Studies on English-speaking children will be presented as well as recent studies which compare languages with different degrees of orthographic complexity. Main models of disorders in number and calculation skills will also be presented. Special attention will be given to issues on the comorbidity of learning disabilities. Examples of comorbidity will be provided and models of comorbidity will be presented. In a second part, learning disorders will be explained in the context of genetic syndromes, autism spectrum disorders, as well as newly emerging specific learning disorders (developmental topographic disorientation, developmental prosopagnosia and aphantasia).

Specific aims
Knowledge and understanding
The student will acquire basic knowledge on the characteristics of learning disturbances of written language (dyslexia and dysgraphia) and calculation. In particular, the student will acquire information of the differentiation between disturbances in irregular (such as English) and regular (such Italian) orthographies.

Learning skills
In addition to basic reference texts, the student will be requested to read key scientific papers. This experience will foster his/her skills to read the scientific literature autonomously.

Knowledge and understanding
The student will acquire basic knowledge on the characteristics of learning disturbances as well as current knowledge of their underlying brain mechanisms. In particular, the student will acquire information of the differentiation between disturbances and their co-morbidities.

Applying knowledge and understanding
The main diagnostic instruments will be illustrated. The student will learn to administer and score these instruments through cases illustrated during the class. Some rehabilitative trainings for these disturbances will also be presented.

Making judgements
Through the participation to the main course the student will learn to interpret reports of cases with developmental disturbances in learning disabilities.

Communication skills
Through the participation the student will learn to write reports on cases of children with learning disabilities.

Learning skills
Apart from basic reference texts, the student will be requested to read key scientific papers. This experience will foster his/her skills to read the scientific literature autonomously

There are no prior knowlefge required to enroll to the class

Module 1 Covers the theoretical models for the learning disorders and their scientific basis and methods, as well as the disturbances comorbidity.

Module 2 Reviews the learning disorders in the assessment practice and rehabilitation recommendations.
Module 2 is offered by Prof Anna Pecchinenda and will cover the following topics:

Introduction to Learning Disorders (chapters 1 and 2 also covered in module 1)

Neurobiological basis (chapters 3 and 4)

Comorbidity (chapter 5)

Dyslexia (chapter 10)

Autism Spectrum Disorder (chapter 13)

Pennington, B. F., McGrath, L. M., & Peterson, R. L. (2019). Diagnosing learning disorders: From science to practice (3rd ed.). Guilford Press.

Additional papers will be provided during class

Module: LEARNING DISORDERS I
N/D
Module: LEARNING DISORDERS II
N/D

Instruction and assessment are delivered in English through in-person lectures. Students are strongly encouraged to attend classes.

Attending in presence is strongly reccomended

he written examination consists of open-ended questions designed to assess the knowledge and competencies acquired in the topics covered in both modules.

The examination is a joint assessment comprising six questions in total: three questions related to Module 1 and three questions related to Module 2. The examination is considered passed only if the student achieves a passing grade in both modules.

Module 1
Categorise and list the subsets of neurodevelopmental disorders

Module 2
Present the multilevel approach in interpreting comorbidities in the
context of RD and ADHD disorders.

Module: LEARNING DISORDERS I
N/D
Module: LEARNING DISORDERS II
N/D