Course Information
TitleΝευρογλωσσολογία / Neurolinguistics
CodeΓλ 558
SchoolEnglish Language and Literature
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
Course ID600004026


Registered students: 9
OrientationAttendance TypeSemesterYearECTS
GlōssologíaElective CoursesWinter/Spring-7.5

Class Information
Academic Year2017 – 2018
Class PeriodWinter
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
Course Type 2021
Specific Foundation
Course Type 2016-2020
  • Scientific Area
  • Skills Development
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
The course is also offered to exchange programme students.
Language of Instruction
  • English (Instruction, Examination)
Learning Outcomes
By the end of this course students: 1. should be able to discuss major claims about neurolinguistic processing and discuss how these claims impact our understanding of and approach to language 2. should be familiarzied with the loci of language impairment in acquired language disorders, including Broca's aphasia and primary progressive aphasia, and neurodevelopmental disorders, including Developmental Language Disorder and Autism Spectrum Disorder, in monolingual and bilingual individuals 3. should be able to understand the basics of neurocognition, including basic knowledge of brain anatomy and neuroimaging methods 4. should be efficient in reading, critiquing, and discussing original neurolinguistic research articles 5. should have acquired the nessecary methodological and statistical skills that will allow them to conduct novel research in the field and write a master's thesis on a selected topic in the field of neurolinguistics
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Work in teams
  • Work in an interdisciplinary team
  • Generate new research ideas
  • Design and manage projects
  • Appreciate diversity and multiculturality
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
The course offers an introduction to the mechanisms underlying our ability to speak and understand language. Topics discussed include the brain bases of morphological processing at the word level, language production and comprehension at the syntax-prosody interface, executive functions and bilingualism effects on the linguistic and cognitive abilities of adults with aphasia, and children with neurodevelpomental disorders (Developmental Language Disorder, Autism Spectrum Disorder). The course also draws on a range of state-of-the-art functional neuroimaging techniques (MRI, tDCS and EEG/ERP) in language production and comprehension. Finally, special attention will be attributed to the way models of linguistic computations and representations can inform, and be informed by, our understanding of the brain, as well as to up-to-date experimental methodologies used in the field of neurolinguistic research (self-paced reading/listening, eye-tracking, cross-modal priming).
neuroimaging, acquired and neurodevelopmental language disorders, interfaces in language processing, novel research design, data analysis & interpretation
Educational Material Types
  • Notes
  • Slide presentations
  • Video lectures
  • Audio
  • Multimedia
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Course Organization
Reading Assigment
Written assigments
Student Assessment
Students will be assessed on an oral presentation and analysis of a research article, and a written essay at the end of the course.
Student Assessment methods
  • Written Assignment (Summative)
  • Performance / Staging (Formative)
Course Bibliography (Eudoxus)
Hillis, A. (2002). The Handbook of Adult Language Disorders. New York, NY: Psychology Press.
Additional bibliography for study
Ahlsén, E. (2006). Introduction to neurolinguistics. Amsterdam/Philadelphia: John Benjamins. Ansaldo, A. I. , Marcotte , K., Scherer , L. , & Raboyeaua, G. (2008). Language therapy and bilingual aphasia: Clinical implications of psycholinguistic and neuroimaging research. Journal of Neurolinguistics 21, 539–557. Aron, A. R. (2007). The neural basis of inhibition in cognitive control. Neuroscientist, 13 (3), 214-228. Costa, A. & Sebastián-Gallés, N. (2014). How does the bilingual experience sculpt the brain? Nature Reviews-Neuroscience, vol. 15, 336-345. Fabbro, F. (1999). The neurolinguistics of bilingualism. Sussex: Psychology Press. Mesulam M. M. (1982). Slowly progressive aphasia without generalized dementia. Annals of Neurology, 11, 592–598. Novick, J. M., Kan, I. P., Trueswell, J. C., & Thompson-Schill, S. L. (2009). A case for conflict across multiple domains: Memory and language impairments follow damage to ventrolateral prefrontal cortex. Cognitive Neuropsychology, 26 (6), 527-567. Novick, J. M., Trueswell, J. C., & Thompson-Schill, S. L. (2005). Executive control and parsing: reexamining the role of Broca’s area in sentence comprehension. Cognitive, Affective, & Behavioral Neuroscience, 5, 263-281. Paradis, J. (2007). Bilingual children with specific language impairment: Theoretical and applied issues. Applied Psycholinguistics 28, 551–564. Perani, D., & Abutalebi, J. (2005). The neural basis of first and second language processing. Current Opinion in Neurobiology, 15, 202-206. Peristeri, E., & Tsimpli, I. M. (2013). Pronoun processing in Broca’s aphasia: Discourse–syntax effects in ambiguous anaphora resolution. Aphasiology, 27 (11), 1381-1407. Sabourin, L. (2014). fMRI Research on the Bilingual Brain. Annual Review of Applied Linguistics, 34, 1–14. van der Lely, H. K. & Pinker, S. (2014). The biological basis of language: insight from developmental grammatical impairments. Trends in Cognitive Sciences, 18 (11), 586-595. Schwartz, Myrna F., Dell, Gary S., Martin, Nadine, Gahl, Susanne, & Sobel. P. (2006). A case-series test of the interactive two-step model of lexical access: Evidence from picture naming. Journal of Memory and Language, 54, 228-264. Tse, C.-Y., Lee, C.-L., Sullivan, J., Garnsey, S.M., Dell, G.S., Fabiani, M., & Gratton, G. (2007). Imaging cortical dynamics of language processing with the event-related optical signal. Proceedings of the National Academy of Sciences of the United States of America, 104, 17157-17162.
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