The course is aimed to make the students understand and master the theoretical principles underlying neurobiological and functional cognitive activity. The course will also provide operational skills in order to understand the diagnostic criteria of some of the major acquired and evolutive cognitive disorders. To this aim, for each disorder we will outline the neurobiological basis and the clinical and behavioral diagnostic criteria.

The course will address the following topics: 
1. Introductory remarks about the notions of association and dissociation in neuropsychology. 
2. Disorders of oral language: aphasia.
3. Dementia.
4. Acquired and evolutive attention disorders. 
5. Acquired disoders of reading and writing. 
6. Evolutive dyslexia and other Specific Learning Disorders (calculation, spelling, writing). 
7. Specific Language Impairment.  

None.

- The student will master the basic notions of the neuro-functional organization of cognitive processes;
- The student will demonstrate an understanding of neuropsychological models presented in the course;
- The student must show the ability to implement the theoretical models into diagnostic practice with respect to the major acquired and evolutive neuropsychological disorders;
- The student must be able to critically evaluate a neuropsychological profile, identifying weaknesses and strengths of a patient.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Five lectures will be taught by Professor Manuela Berlingeri.

Teaching

18 two-hours lectures.

Attendance

Attendance is optional but is highly recommended.

Course books

Vallar G., Papagno C. (Eds., 2011). Manuale di neuropsicologia.Clinica ed elementi di riabilitazione. 2° ed. Bologna: Il Mulino (chapters:  I, II, VI, VII, VIII, XII, XVIII).[MV1] (122 pages).

Concerning Specific learning disorders: http://www.snlg-iss.it/cms/files/Cc_Disturbi_Apprendimento_sito.pdf (60 pages).

Concerning Specific Language impairment: Sabbadini, L. (2013). Disturbi specifici del linguaggio, disprassie e funzioni esecutive. Milano: Springer-Verlag. (chapters 5 and 6) (40 pages).

Assessment

A written test consisting of two open questions and a critical evaluation of a clinical-diagnostic profile.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

Non-attending students must refer exclusively to the books listed in the bibliography. Non-attending students will have the same requirements as attending students.

Attendance

Attendance is optional.

Course books

Non-attending students must refer exclusively to the books and chapters listed in the course books section.

Assessment

There are no differences with respect to the requirements for attending students.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

None.