Course Information
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
Course ID600013583

Programme of Study: PPS Tmīmatos PSychologías (2017-sīmera)

Registered students: 130
OrientationAttendance TypeSemesterYearECTS
KORMOSElective CoursesWinter/Spring-5

Class Information
Academic Year2020 – 2021
Class PeriodWinter
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
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
  • Greek (Instruction, Examination)
  • English (Instruction, Examination)
General Prerequisites
There are no prerequisites for this unit. It is suggested that students have successfully completed compulsory units of developmental psychology and have attended/ are attending relevant optional units.
Learning Outcomes
By the end of the unit, a student will be able to: • describe and analyze the course of typical language development at the levels of phonology, semantics, morphology, syntax and pragmatics • identify and differentiate mechanisms underlying language development and factors affecting it (individual – environmental) • critically approach theoretical frameworks and research evidence for the development of language comprehension and production skills • discuss language development in a bilingual - multilingual context, as well as in the wider sociocultural setting • analyze and combine theoretical suggestions and research findings, and indicate fields for future research and application of knowledge regarding language development • identify and differentiate the characteristics of key developmental language and speech disorders and discuss their detection and treatment
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Work in teams
  • Appreciate diversity and multiculturality
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
In this unit, the course of typical language development is analyzed, at the levels of phonology, morphology, syntax, semantics, and pragmatics, based on recent theoretical suggestions and research findings. Age-related changes in language production and comprehension skills are discussed. Mechanisms underlying language development and factors affecting it (individual, environmental) are also identified. Special emphasis is placed on language development during infancy and early childhood. Discussion is also held with regard to the effects of bilingualism on language and cognitive development. Finally, developmental language and speech disorders are described and their detection and treatment are discussed.
typical language development, theories of language development, linguistic levels, comprehension and production, bilingualism – multilingualism, developmental language and speech disorders
Educational Material Types
  • Slide presentations
  • Video lectures
  • Multimedia
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Laboratory Teaching
  • Use of ICT in Communication with Students
  • Use of ICT in Student Assessment
- Use of powerpoint and audio-visual material during lectures - Use of e-learning (moodle) for providing material to the students, as well as for assignments' submission and marking - Use of new technologies by students for assignments - Electronic communication with the students (via e-mail/ elearning)
Course Organization
Reading Assigment261
Written assigments261
Student Assessment
1. Written assignment (Obligatory – Group work; 40% of the final grade): Review of the recent literature regarding a given topic and presentation of selected studies in the form of a literature taxonomy table. Discussion of findings and conclusions. Indication of limitations of the studies and fields of future research and applications. 2. Final written exams (60% of the final grade)
Student Assessment methods
  • Written Exam with Multiple Choice Questions (Summative)
  • Written Exam with Short Answer Questions (Summative)
  • Written Exam with Extended Answer Questions (Summative)
  • Written Assignment (Summative)
Course Bibliography (Eudoxus)
Μότσιου, Ε. (2017). Εισαγωγή στην ανάπτυξη της γλώσσας. Εκδόσεις Open University Press Ράλλη, Α. (2019). Γλωσσική Ανάπτυξη: Βρεφική, παιδική & εφηβική ηλικία. Αθήνα: Gutenberg. Νικολόπουλος, Δ. (Επιμέλεια – Συλλογικό έργο, 2016). Γλωσσική Ανάπτυξη και Διαταραχές. Εκδόσεις: Μοτίβο Εκδοτική.
Additional bibliography for study
Berk, L. (2015). Ανάπτυξη του Παιδιού. Εκδοτικός Όμιλος ΙΩΝ. Berk, L. (2019). Αναπτυξιακή Ψυχολογία: Η προσέγγιση της δια βίου ανάπτυξης. Αθήνα: Πολιτεία. Bishop, D. V., & Snowling, M. J. (2004). Developmental dyslexia and specific language impairment: Same or different?. Psychological Bulletin, 130(6), 858. Chrysochoou, E., & Bablekou, Z. (2011). Phonological loop and central executive contributions to oral comprehension skills of 5.5 to 9.5 years old children. Applied Cognitive Psychology, 25(4), 576-583. Chrysochoou, E., Bablekou, Z., Kazi, S., & Tsigilis, N. (2018). Differences in Vocabulary Knowledge as a Function of Children's Oral Comprehension Performance in Greek: A Cross-Sectional Developmental Study. American Journal of Psychology, 131(2), 211-223. Chrysochoou, E., Bablekou, Z., Masoura, E., & Tsigilis, N. (2013). Working memory and vocabulary development in Greek preschool and primary school children. European Journal of Developmental Psychology, 10(4), 417-432. Chrysochoou, E., Bablekou, Z., & Tsigilis, N. (2011). Working memory contributions to reading comprehension components in middle childhood children. The American journal of psychology, 124(3), 275-289. Feldman, R. S. (2010). Εξελικτική Ψυχολογία: Δια βίου ανάπτυξη - Τόμος Α. (Επιμ. Η. Μπεζεβέγκης). Εκδόσεις Gutenberg. Gathercole, V. C. M., & Thomas, E. M. (2009). Bilingual first-language development: Dominant language takeover, threatened minority language take-up. Bilingualism, 12(2), 213. Hoff, E. (2006). How social contexts support and shape language development. Developmental review, 26(1), 55-88. Hoff, E. (2013). Language development. Cengage Learning. Hoff, E., Core, C., Place, S., Rumiche, R., Señor, M., & Parra, M. (2012). Dual language exposure and early bilingual development. Journal of Child Language, 39(1), 1. Karmiloff-Smith, A. (2018). Development itself is the key to understanding developmental disorders. In A. Karmiloff-Smith, M. S. C. Thomas, M. H Johnson (Eds), Thinking Developmentally from Constructivism to Neuroconstructivism (pp. 97-117). Routledge. Lantolf, J. P., Thorne, S. L., & Poehner, M. E. (2015). Sociocultural theory and second language development. Theories in second language acquisition: An introduction, 1, 207-226. Lightfoot, C., Cole, M., & Cole, S. (2014). Η ανάπτυξη των παιδιών. Εκδόσεις Γ. Δαρδανός – Κ. Δαρδανός Ο.Ε. - Κεφάλαιο 7 Norbury, C.-F., Tomblin, J. B., & Bishop, V. M. (2014). Κατανοώντας τις Αναπτυξιακές γλωσσικές διαταραχές. Gutenberg Pancsofar, N., & Vernon-Feagans, L. (2006). Mother and father language input to young children: Contributions to later language development. Journal of Applied Developmental Psychology, 27(6), 571-587. Παπαηλιού, Χ. (2005). Η ανάπτυξη της γλώσσας. Αθήνα: Παπαζήσης. Patrick, B. (2012). Ψυχολογία της γλώσσας: Γνωστική προσέγγιση της παραγωγής των λέξεων (Επιμ. Σ. Τάνταρος). Gutenberg. O κατάλογος εμπλουτίζεται κατά τη διάρκεια του εξαμήνου The list is being enriched throughout the semester
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