Module Catalogue 2018/19

SPE2043 : Brain and Behaviour II

  • Offered for Year: 2018/19
  • Module Leader(s): Dr Nicole Lallini
  • Lecturer: Dr Elaine Lopez, Dr Janet Webster, Dr Christos Salis, Dr Nick Riches, Dr Cristina McKean
  • Owning School: Education, Communication & Language Sci
  • Teaching Location: Newcastle City Campus
Semester 1 Credit Value: 20
ECTS Credits: 10.0
Pre Requisites
Pre Requisite Comment


Co Requisites
Co Requisite Comment



•To understand the processes involved in the production and comprehension of single words and sentences
•To understand theoretical models of neuropsychology
•To understand the relationship between brain and behaviour and how to study that relationship
•To understand the different types of memory and their impairment
•To understand the assessment of different memory impairments and what impact they can have on speech and language performance and therapy
•To understand the impairment of perception and what impact it has on speech and language performance and therapy

In relation to HCPC Standards of Proficiency, this module addresses aspects of the following standards but is not the only module to do so:
13.8 understand linguistics and phonetics, psycholinguistics, sociolinguistics and all levels of typical processing
13.10 understand psychology as relevant to lifespan development and change, normal and impaired communication and psychological and social wellbeing
13.11 understand sociology in relation to the practice of speech and language therapy, including its application to educational, health and workplace settings and within multi-cultural contexts
14.7 be able to administer, record, score and interpret a range of published and self-generated assessment tools to describe and analyse service users’ abilities and needs using, where appropriate, phonetic transcription, linguistic analysis, instrumental analysis and psycholinguistic assessment (covered throughout the programme)
14.16 be able to apply knowledge of communication impairment, linguistics, phonetics, psychology and medical sciences to the identification, assessment and differential diagnosis of a range of communication disorders

Outline Of Syllabus

Memory and Cognition
1.       Introduction to clinical neuropsychology
2.       Introduction to brain behaviour relationships
3.       Episodic memory and amnesia
4.       Semantic memory and semantic dementia
5.       Short term memory and short term memory disorders
6.       Object recognition and visual agnosia
7.       Auditory word recognition and word deafness
8.       Cognition and language: the modularity debate
9.       Specific language impairment: linguistic and general processing explanations
10.       Autism: implications or our understanding of child development

1. Introduction to psycholinguistics
2. Morphological processing
3. The mental lexicon
4. Models of single word production
5. Single word comprehension
6. Sentence production (1): models
7. Sentence production (2): planning in real time
8. Sentence comprehension (1): models
9. Sentence comprehension (2): dealing with syntactic complexity
10. Discourse processing
11. Discussion session

1.Remembering names and faces
2.Contextual prerequisites for understanding
3.Memory span

Learning Outcomes

Intended Knowledge Outcomes

At the end of the module students will have:
1.An understanding of the processes involved in single word/sentence production/comprehension
2.Acquired a working knowledge of theoretical models relevant to the analysis of word/sentence production/comprehension.
3.Acquired a working knowledge of aspects of cognition and neuropsychological impairments relevant to clinical practice;
4.An understanding of theoretical models relevant to neuropsychology
5.Familiarity with the diagnostic signs and symptoms and assessment methods for neuropsychological impairments

Intended Skill Outcomes

1.Identify functional models and cognitive architecture theories relevant to neuropsychology
2.Recognise presenting signs and symptoms of neuropsychological disorders in patients
3.Identify appropriate clinical assessments to quantify and describe presenting behaviours
4.Differentially diagnose underlying causes of similar presenting behaviours
5.Assimilate spoken and written descriptions of experimental methodology and design
6.Interpret the results of psycholinguistic experiments, both in a visual and numerical format
7.Compare and contrast different models of psycholinguistic processing
8.Apply psycholinguistic models to language disorders.

Graduate Skills Framework

Graduate Skills Framework Applicable: Yes
  • Cognitive/Intellectual Skills
    • Critical Thinking : Present
    • Active Learning : Present
    • Numeracy : Present
    • Literacy : Present
    • Information Literacy
      • Source Materials : Present
      • Synthesise And Present Materials : Present
      • Use Of Computer Applications : Present
  • Self Management
    • Planning and Organisation
      • Decision Making : Present
    • Personal Enterprise
      • Independence : Present
      • Problem Solving : Present
  • Interaction
    • Communication
      • Written Other : Assessed
    • Team Working
      • Collaboration : Present
      • Relationship Building : Present
  • Application
    • Occupational Awareness : Assessed
    • Commercial Acumen
      • Governance Awareness : Present
    • Social Cultural Global Awareness : Present
    • Legal Awareness : Present

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Guided Independent StudyAssessment preparation and completion140:0040:00N/A
Scheduled Learning And Teaching ActivitiesLecture111:0011:00Pyscholinguistic
Scheduled Learning And Teaching ActivitiesLecture102:0020:00Memory and Cognition
Guided Independent StudyDirected research and reading1123:00123:00N/A
Scheduled Learning And Teaching ActivitiesPractical32:006:00N/A
Teaching Rationale And Relationship

Memory and Cognition:
Lectures to introduce and explain theories related to neuropsychology; explain different neuropsychological impairments, their assessments and diagnosis and what impact they might have on speech and language performance and therapy. Practicals to apply the knowledge acquired in lectures regarding visual and auditory recognition and memory to real-life situations.

Lectures to introduce basic psycholinguistic concepts. Supporting worksheets on Blackboard to check understanding of key concepts and to provide opportunities for practising the description and labelling of speech errors. Optional group tutorial available to address any particular issues that arise during the lectures.

Reading Lists

Assessment Methods

The format of resits will be determined by the Board of Examiners

Description Length Semester When Set Percentage Comment
Written Examination901A50Memory and Cognition Exam: open book, multiple choice
Written Examination901A50Psycholinguistics Exam
Assessment Rationale And Relationship

Memory and Cognition:
The multiple choice questions present students with issues from the theoretical background underpinnings (knowledge outcomes 1 and 2) and case scenarios (knowledge outcome 3) to test out understanding of differential diagnostic and assessment issues.

Students must provide short answers on 6 topics from a choice of 10. This format allows an evaluation of both range and depth of learning. Range of learning is important as students need a broad theoretical base to prepare them for their case-based studies. Depth of learning is also required as students need to be able to use psycholinguistic models to diagnose and treat language disorders.


Past Exam Papers

General Notes


Disclaimer: The information contained within the Module Catalogue relates to the 2018/19 academic year. In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described. Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, and student feedback. Module information for the 2018/19 entry will be published here in early-April 2018. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.