| Course title | Phylogenetic and ontogenetic development of human speech |
|---|---|
| Course code | USS/XGFYO |
| Organizational form of instruction | no contact |
| Level of course | Doctoral |
| Year of study | not specified |
| Semester | Winter and summer |
| Number of ECTS credits | 7 |
| Language of instruction | Czech, English |
| Status of course | Compulsory-optional |
| Form of instruction | Face-to-face |
| Work placements | This is not an internship |
| Recommended optional programme components | None |
| Lecturer(s) |
|---|
|
| Course content |
|
unspecified
|
| Learning activities and teaching methods |
| unspecified |
| Learning outcomes |
|
The objective of the discipline is to provide a deep insight into the issue of phylogeny and ontogeny of human speech in the context of historical and contemporary knowledge integrating psychological, sociological, linguistic and other aspects of research in this area with an emphasis on direct application of published scientific findings in special education and speech-language pathology. In the area of speech phylogeny, focus is on the historical development of oral communication, development of graphical and symbolic communication, basic theories and hypotheses in the area of speech phylogeny, chronological perspective of speech phylogeny in the context of research in anthropology, sociology and speech-language pathology, comparison of knowledge about phylogeny and their application in speech ontogeny. The discipline also includes a detailed overview of the issue of human speech ontogeny in the context of psychomotor development and its deviations and specific features in individuals with various forms of health disability or disadvantage, individuals from a different cultural or language environment, and other aspects - application of knowledge about medical and psychological disciplines, terminology and classification of the stages of speech ontogeny - comparison of approaches to selected classification systems, basic stages of speech ontogeny (classification according to the language levels of disrupted communication ability, chronological development) - comparison of selected concepts, preverbal stage and early vocalization, speech development and transitional stage, critical stages of speech ontogeny. Physiological speech development with respect to psychomotor development and possibilities of its stimulation, significant personalities and literature. List of recommended literature and materials: BANICH, M. T., MACK, M. (Eds.) (2003). Mind, Brain, and Language. Multidisciplinary Perspectives. New York: Psychology Press, 2003. ISBN 978-0-8058-3328-7 BURGOON, J. K., GUERRERO, L. K., FLOYD, K. (2016). Nonverbal communication. London: Routledge, Taylor & Francis Group, xvii, 509 stran. ISBN 978-0-205-52500-3. BUSS, David M., ed. (2015). The handbook of evolutionary psychology. 2nd ed. Hoboken, New Jersey: Wiley, 2 svazky. ISBN 978-1-118-75588-4.
|
| Prerequisites |
|
unspecified
|
| Assessment methods and criteria |
|
unspecified
|
| Recommended literature |
|
|
| Study plans that include the course |
| Faculty | Study plan (Version) | Category of Branch/Specialization | Recommended semester | |
|---|---|---|---|---|
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC22) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC21) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC24) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC23) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC21) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC19) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC23) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC20) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC22) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC19) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC20) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC24) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |