Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| COGNITIVE NEUROLOGY and IMAGING TECHNIQUES | - | Spring 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 | Disiplinlerarası çalışabilme becerisi. | ||||||
| 2 | Temel uzmanlık alan bilgileri. | ||||||
| 3 | Dil, konuşma, işitme ve yutma mekanizmasının anatomi ve fizyolojisini betimleyebilme becerisi. | ||||||
| 4 | Tipik dil ve konuşma gelişimini açıklayabilme becerisi. | ||||||
| 5 | Dil ve konuşma bozukluğu olan bireyi tanılama ve terapi süreçlerini uygulayabilme becerisi. | ||||||
| 6 | Formal ve informal değerlendirme araçlarını kullanabilme becerisi. | ||||||
| 7 | Bilişsel, iletişimsel, duygusal, psikomotor ve sosyal gelişim ile ilgili öğrenme teorilerini açıklayabilme ve uygulama becerisi. | ||||||
| 8 | Ailelerle iletişim kurma ve danışmanlık yapma becerisi. | ||||||
| 9 | Bilimsel araştırma planlayabilme, yürütebilme ve raporlaştırabilme becerisi. | ||||||
| 10 | Toplumsal, bilimsel ve mesleki etik ilkelere uyma becerisi. | ||||||
| 11 | Çocuklarda ve yetişkinlerde dil ve konuşma bozukluklarına yol açabilen durumları/hastalıkları betimleyebilme becerisi. | ||||||
| 12 | Dil ve konuşma sorunu olan bireylerin dil örneklerinin dil bilgisel özelliklerini belirleme, analiz etme becerisi. | ||||||
| 13 | Bağımsız olarak öğrenim gereksinimlerini ve amaçlarını belirleyebilme ve kendini mesleki anlamda yaşam boyu geliştirme becerisi | ||||||
| 14 | Dil ve konuşma terapisi alanı ile ilgili araştırma yürütme, verilerin toplanması, yorumlanması, uygulanması ve duyurulması aşamalarında toplumsal, bilimsel, kültürel ve etik değerleri gözeterek denetleyebilme ve bu değerleri öğretebilme. | ||||||
| 15 | Dil ve konuşma terapisi gerektiren (akıcılık bozuklukları, edinilmiş nörojenik bozukluklar, gelişimsel dil ve konuşma bozuklukları, ses bozuklukları, yutma bozuklukları, konuşma sesi bozuklukları, rezonans bozuklukları, vb.) durumlara yönelik bireyselleştirilmiş terapi planı geliştirebilme ve uygulayabilme becerisi. | ||||||
| 16 | Dil ve konuşma terapisi alanına özgü güncel teknolojiyi ve bilimsel gelişmeleri takip edebilme ve bu güncel bilgileri ve teknolojiyi mesleki ve akademik çalışmalarında kullanabilme becerisi | ||||||
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 | - | Spring 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 | Disiplinlerarası çalışabilme becerisi. | ||||||
| 2 | Temel uzmanlık alan bilgileri. | ||||||
| 3 | Dil, konuşma, işitme ve yutma mekanizmasının anatomi ve fizyolojisini betimleyebilme becerisi. | ||||||
| 4 | Tipik dil ve konuşma gelişimini açıklayabilme becerisi. | ||||||
| 5 | Dil ve konuşma bozukluğu olan bireyi tanılama ve terapi süreçlerini uygulayabilme becerisi. | ||||||
| 6 | Formal ve informal değerlendirme araçlarını kullanabilme becerisi. | ||||||
| 7 | Bilişsel, iletişimsel, duygusal, psikomotor ve sosyal gelişim ile ilgili öğrenme teorilerini açıklayabilme ve uygulama becerisi. | ||||||
| 8 | Ailelerle iletişim kurma ve danışmanlık yapma becerisi. | ||||||
| 9 | Bilimsel araştırma planlayabilme, yürütebilme ve raporlaştırabilme becerisi. | ||||||
| 10 | Toplumsal, bilimsel ve mesleki etik ilkelere uyma becerisi. | ||||||
| 11 | Çocuklarda ve yetişkinlerde dil ve konuşma bozukluklarına yol açabilen durumları/hastalıkları betimleyebilme becerisi. | ||||||
| 12 | Dil ve konuşma sorunu olan bireylerin dil örneklerinin dil bilgisel özelliklerini belirleme, analiz etme becerisi. | ||||||
| 13 | Bağımsız olarak öğrenim gereksinimlerini ve amaçlarını belirleyebilme ve kendini mesleki anlamda yaşam boyu geliştirme becerisi | ||||||
| 14 | Dil ve konuşma terapisi alanı ile ilgili araştırma yürütme, verilerin toplanması, yorumlanması, uygulanması ve duyurulması aşamalarında toplumsal, bilimsel, kültürel ve etik değerleri gözeterek denetleyebilme ve bu değerleri öğretebilme. | ||||||
| 15 | Dil ve konuşma terapisi gerektiren (akıcılık bozuklukları, edinilmiş nörojenik bozukluklar, gelişimsel dil ve konuşma bozuklukları, ses bozuklukları, yutma bozuklukları, konuşma sesi bozuklukları, rezonans bozuklukları, vb.) durumlara yönelik bireyselleştirilmiş terapi planı geliştirebilme ve uygulayabilme becerisi. | ||||||
| 16 | Dil ve konuşma terapisi alanına özgü güncel teknolojiyi ve bilimsel gelişmeleri takip edebilme ve bu güncel bilgileri ve teknolojiyi mesleki ve akademik çalışmalarında kullanabilme becerisi | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |