Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| COGNITIVE NEUROLOGY and IMAGING TECHNIQUES | - | Fall Semester | 2+2 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Second Cycle (Master's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Talat BULUT |
| Name of Lecturer(s) | Assist.Prof. Talat BULUT |
| Assistant(s) | |
| Aim | This course aims to inform students of the Cognitive Neuroscience techniques and methods used in the intervention of speech and language disorders, and to provide students with knowledge and skills on the use of brain stimulation techniques in rehabilitation of speech and language disorders. |
| Course Content | This course contains; Relationship between SLT and Cognitive Neuroscience,Overview of recording and stimulation techniques used in Cognitive Neuroscience,Speech and language impairments and fMRI,Speech and language impairments and EEG/ERPs,Transcranial magnetic stimulation, working principle and safety,Use of transcranial magnetic stimulation in rehabilitation of aphasia,Use of transcranial magnetic stimulation in fluency disorders,Use of transcranial magnetic stimulation in other SLT-related areas (dysphasia, dyslexia, autism, etc.),Transcranial direct current stimulation, working principle and safety ,Use of transcranial direct current stimulation in rehabilitation of aphasia ,Use of transcranial direct current stimulation in fluency disorders ,Use of transcranial direct current stimulation in other SLT-related areas (dysphasia, dyslexia, autism, etc.) ,Student presentations,Student presentations. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Relationship between SLT and Cognitive Neuroscience | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 2 | Overview of recording and stimulation techniques used in Cognitive Neuroscience | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 3 | Speech and language impairments and fMRI | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 4 | Speech and language impairments and EEG/ERPs | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 5 | Transcranial magnetic stimulation, working principle and safety | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 6 | Use of transcranial magnetic stimulation in rehabilitation of aphasia | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 7 | Use of transcranial magnetic stimulation in fluency disorders | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 8 | Use of transcranial magnetic stimulation in other SLT-related areas (dysphasia, dyslexia, autism, etc.) | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 9 | Transcranial direct current stimulation, working principle and safety | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 10 | Use of transcranial direct current stimulation in rehabilitation of aphasia | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 11 | Use of transcranial direct current stimulation in fluency disorders | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 12 | Use of transcranial direct current stimulation in other SLT-related areas (dysphasia, dyslexia, autism, etc.) | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 13 | Student presentations | |
| 14 | Student presentations |
| Resources |
| 1- Stemmer, B., & Whitaker, H. A. (Eds.). (2008). Handbook of the neuroscience of language. Academic Press. 2- Gazzaniga, M., & Ivry, R. B. (2013). Cognitive Neuroscience: The Biology of the Mind: Fourth International Student Edition. WW Norton. 2- Ward, J. (2015). The student's guide to cognitive neuroscience. Psychology Press. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Interdisciplinary collaboration skills. | X | |||||
| 2 | Knowledge on basic area of expertise. | X | |||||
| 3 | Ability to describe anatomy and physiology of language, speech, hearing and swallowing mechanisms. | X | |||||
| 4 | Ability to explain typical language and speech development. | X | |||||
| 5 | Ability to carry out evaluation and therapy processes on individuals with speech and language disorders. | X | |||||
| 6 | Ability to use formal and informal assessment tools. | X | |||||
| 7 | Ability to explain and apply learning theories related to cognitive, communicative, emotional, psycho-motor and social development. | X | |||||
| 8 | Ability to communicate with and provide counselling to families. | ||||||
| 9 | Ability to plan, execute and report scientific research. | X | |||||
| 10 | Ability to comply with social, scientific and professional ethical principles. | X | |||||
| 11 | Ability to describe conditions/diseases that can cause language and speech disorders in children and adults. | X | |||||
| 12 | Ability to identify and analyze the grammatical features of language samples of individuals with language and speech problems. | X | |||||
| 13 | Ability to independently determine learning needs and objectives and continue professional development through out life | X | |||||
| 14 | To conduct research about language and speech therapy taking social, scientific, cultural and ethical values into account through stages of data collection, interpretation, application and disseminating research results. | X | |||||
| 15 | Ability to prepare and carry on individualized therapy plan for conditions requiring speech and language therapy (fluency disorders, acquired neurogenic disorders, developmental language and speech disorders, voice disorders, swallowing disorders, speech voice disorders, resonance disorders, etc.). | X | |||||
| 16 | Ability to follow the state-of-the-art technology and scientific developments in the field of speech and language therapy an uses this up-to-date information and technology in their clinical and academic endeavors. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 4 | 56 | |||
| Guided Problem Solving | 14 | 4 | 56 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 10 | 20 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 1 | 4 | 4 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 20 | 1 | 20 | |||
| General Exam | 20 | 1 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 176 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(176/30) | 6 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| COGNITIVE NEUROLOGY and IMAGING TECHNIQUES | - | Fall Semester | 2+2 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Second Cycle (Master's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Talat BULUT |
| Name of Lecturer(s) | Assist.Prof. Talat BULUT |
| Assistant(s) | |
| Aim | This course aims to inform students of the Cognitive Neuroscience techniques and methods used in the intervention of speech and language disorders, and to provide students with knowledge and skills on the use of brain stimulation techniques in rehabilitation of speech and language disorders. |
| Course Content | This course contains; Relationship between SLT and Cognitive Neuroscience,Overview of recording and stimulation techniques used in Cognitive Neuroscience,Speech and language impairments and fMRI,Speech and language impairments and EEG/ERPs,Transcranial magnetic stimulation, working principle and safety,Use of transcranial magnetic stimulation in rehabilitation of aphasia,Use of transcranial magnetic stimulation in fluency disorders,Use of transcranial magnetic stimulation in other SLT-related areas (dysphasia, dyslexia, autism, etc.),Transcranial direct current stimulation, working principle and safety ,Use of transcranial direct current stimulation in rehabilitation of aphasia ,Use of transcranial direct current stimulation in fluency disorders ,Use of transcranial direct current stimulation in other SLT-related areas (dysphasia, dyslexia, autism, etc.) ,Student presentations,Student presentations. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Relationship between SLT and Cognitive Neuroscience | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 2 | Overview of recording and stimulation techniques used in Cognitive Neuroscience | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 3 | Speech and language impairments and fMRI | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 4 | Speech and language impairments and EEG/ERPs | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 5 | Transcranial magnetic stimulation, working principle and safety | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 6 | Use of transcranial magnetic stimulation in rehabilitation of aphasia | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 7 | Use of transcranial magnetic stimulation in fluency disorders | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 8 | Use of transcranial magnetic stimulation in other SLT-related areas (dysphasia, dyslexia, autism, etc.) | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 9 | Transcranial direct current stimulation, working principle and safety | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 10 | Use of transcranial direct current stimulation in rehabilitation of aphasia | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 11 | Use of transcranial direct current stimulation in fluency disorders | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 12 | Use of transcranial direct current stimulation in other SLT-related areas (dysphasia, dyslexia, autism, etc.) | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 13 | Student presentations | |
| 14 | Student presentations |
| Resources |
| 1- Stemmer, B., & Whitaker, H. A. (Eds.). (2008). Handbook of the neuroscience of language. Academic Press. 2- Gazzaniga, M., & Ivry, R. B. (2013). Cognitive Neuroscience: The Biology of the Mind: Fourth International Student Edition. WW Norton. 2- Ward, J. (2015). The student's guide to cognitive neuroscience. Psychology Press. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Interdisciplinary collaboration skills. | X | |||||
| 2 | Knowledge on basic area of expertise. | X | |||||
| 3 | Ability to describe anatomy and physiology of language, speech, hearing and swallowing mechanisms. | X | |||||
| 4 | Ability to explain typical language and speech development. | X | |||||
| 5 | Ability to carry out evaluation and therapy processes on individuals with speech and language disorders. | X | |||||
| 6 | Ability to use formal and informal assessment tools. | X | |||||
| 7 | Ability to explain and apply learning theories related to cognitive, communicative, emotional, psycho-motor and social development. | X | |||||
| 8 | Ability to communicate with and provide counselling to families. | ||||||
| 9 | Ability to plan, execute and report scientific research. | X | |||||
| 10 | Ability to comply with social, scientific and professional ethical principles. | X | |||||
| 11 | Ability to describe conditions/diseases that can cause language and speech disorders in children and adults. | X | |||||
| 12 | Ability to identify and analyze the grammatical features of language samples of individuals with language and speech problems. | X | |||||
| 13 | Ability to independently determine learning needs and objectives and continue professional development through out life | X | |||||
| 14 | To conduct research about language and speech therapy taking social, scientific, cultural and ethical values into account through stages of data collection, interpretation, application and disseminating research results. | X | |||||
| 15 | Ability to prepare and carry on individualized therapy plan for conditions requiring speech and language therapy (fluency disorders, acquired neurogenic disorders, developmental language and speech disorders, voice disorders, swallowing disorders, speech voice disorders, resonance disorders, etc.). | X | |||||
| 16 | Ability to follow the state-of-the-art technology and scientific developments in the field of speech and language therapy an uses this up-to-date information and technology in their clinical and academic endeavors. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |