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Institute of Cognitive Science Course List

Provided below are descriptions of courses that fulfill cognitive science requirements. Background courses, which do not count toward certificate or Ph.D. requirements, are also described. Some courses taught on an ad hoc basis may not appear in this list; ICS students will be notified of these classes. An asterisk indicates that only some sections of this course, depending on content and/or instructor, count toward the certificate.

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Department:
Institute of Cognitive Science
Computer Science
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Linguistics
Philosophy
Psychology
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xxxx-3 Issues and Methods in Cognitive Science. This course is the required cognitive science introductory course. It is typically offered during the spring semester, and the offering department varies. Consult the official ICS course list each semester. (Cross-listed as CSCI 6402, EDUC 6504, LING 6200, PHIL 6310, and PSYC 6200) Instructors: J Martin; M Eisenberg

xxxx-1 Readings and Research in Cognitive Science. Topics and the offering department vary each semester. Sample topics include "State of the Art in Knowledge-Building Environments" and "The Essential Role of Cultural Symbols, Representations, and Objects in Human Cognition." (Cross-listed as CSCI 7762, EDUC 6505, LING 7762, PHIL 7310, and PSYC 7762).

xxxx-1-1 Topics in Cognitive Science. This interdiscipinary graduate seminar is a requirement of the Ph.D. in Cognitive Science. Interdiscipinary reading of innovative theories and methodologies of cognitive science. Students participate in the ICS Distinguished Speakers series that host internationally recognized cognitive scientists who share and discuss their current research. Session discussions include analysis of leading edge and controversial new approaches in cognitive science. (Cross-listed as PSYC 7775, LING 7775, CSCI 7772, EDUC 7775, SLHS 7775, PHIL 7810)

xxxx-2-2 Cognitive Science Practicum. This course is designed for advanced graduate students pusuing a joint Ph.D. in an approved core discipline and cognitive science. Over the course of a year you will independently create and execute an interdisciplinary research project in cognitive science that integrates at least two areas within the cognitive sciences, e.g., Psychology, Computer Science, Linguistics, Education, Philosophy, Speech/Language/Hearing Science. Students will need to get commitments from two mentors from two different departments for their project. (Cross-listed as PSYC 7415-7425, LING 7415-7425, PHIL 7415-7425, EDUC 6506-6516, CSCI 7412-7422.)

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Interdisciplinary Courses

CSCI-5832-3 Natural Language Processing. This course examines a range of issues involved in the creation of computer programs that can interpret, generate, and learn natural language. Among the issues that will be discussed are syntactic processing, semantic interpretation, metaphor, discourse/text processing, knowledge representation, and the acquisition of grammatical and lexical knowledge. The construction of a substantive working system will be required as a course project. Instructor: J Martin

CSCI-6838-3 User Interface Design. This course covers techniques for creating and evaluating effective user interfaces for computing systems and introduces relevant findings and theory from psychology and human factors, as well as imple-mentation methods. Instructors: C Lewis; T Sumner

CSCI-7000-4 Computer Science: The Canon. This will be a "great works" seminar-style course, focusing on readings that constitute the historical core of computer science. Authors will include Turing, Von Neumann, Gödel, Lovelace, Babbage, Boole, Leibniz, and Shannon. Very likely we will also look at more recent works by Newell and Simon, Brooks, Minsky and Papert, Backus, McCulloch and Pitts, and Wiener, among others. These readings will be wide-ranging, and a high level of academic curiosity and mathematical fearlessness will be assumed. Students will also have the chance to suggest their own candidates for "classic" status. You should think of this course as an opportunity to encounter, consider, and discuss the ideas that have collectively formed the tradition in which you are working. Prerequisites: Graduate standing. Instructor: M Eisenberg

CSCI-7782-3 Topics in Cognitive Science. This course addresses a different set of topics each year. For each topic one or two faculty members present background material and current research.

Approved Courses

CSCI-5582-3 Artificial Intelligence. This course offers an overview of AI methods, theories, and applications and introduces students to AI programming. The relationship between AI and psychology, linguistics, and philosophy is explored. Same as ECEN 5583. Prerequisite: CSCI 3245 or equivalent. Instructors: M Eisenberg; J Martin

CSCI-5622-3 Machine Learning. Trains students to build computer systems that learn from experience. Includes the three main subfields: supervised learning, reinforcement learning and unsupervised learning. Emphasizes practical and theoretical understanding of the most widely used algorithms (neural networks, decision trees, support vector machines, Q-learning). Covers connections to data mining and statistical modeling. A strong foundation in probability, statistics, multivariate calculus, and linear algebra is highly recommended. Prerequisites: Graduate standing or consent of instructor. Instructors: Grudic and Mozer

CSCI 5722 (3). Computer Vision. Explores algorithms that can extract information about the world from images or sequences of images. Topics covered include: imaging models and camera calibration, early vision (filters, edges, texture, stereo, optical flow), mid-level vision (segmentation, tracking), vision-based control, and object recognition. Prerequisites: Recommended prereq., probability, multivariate calculus, and linear algebra. Instructor: J. Mulligan

CSCI 6302 (3). Speech Recognition and Synthesis.

Introduction to automatic speech recognition and understanding, conversational agents, dialogue systems, and speech synthesis/text-to-speech. Topics include the noisy channel model, Hidden Markov Models, A* and Viterbi decoding, language modeling (N-grams, entropy), concatenative synthesis, text normalization, dialogue and conversation modeling. Prerequisites CSCI 5832, and graduate standing or instructor consent.

CSCI-6446-3 Chaotic Dynamics. This course explores the various ways to use a computer to investigate the behavior of a dynamic system. It covers the standard computational and analytical tools used in nonlinear dynamics, together with their underlying theory, and concludes with a brief review of leading-edge chaos research. Examples of important topics and techniques are: phase-space representation, interpretation, and surfaces of section; steady-state solutions and limit sets; numerical integration; time and frequency domain analysis; bifurcation diagrams; fractals, fractal dimension, and the link between fractals and chaos; etc. Students, working singly and in groups, construct their own computational tools and use them to explore interesting chaotic systems, ranging from mechanical pendulums to biological populations to electronic circuits. Same as CSCI 4446. Instructor: E Bradley

CSCI 6622 (3). Advanced Machine Learning.

Covers advanced theoretical and practical topics in machine learning and latest developments in the field. Students conduct original research, either applied or theoretical, and present their results. Prerequisites: CSCI 5622 or consent of instructors: Mozer and Grudic

CSCI-7212-3 Topics in Symbolic Artificial Intelligence. Topics vary from year to year. Possible topics include qualitative reasoning; search; knowledge representation and natural language processing; deduction, planning, problem solving and automatic programming; instruction and cognitive models; vision and speech; learning, induction and concept formation. Prerequisites: CSCI 5582 or instructor consent, CSCI 5592 recommended. Instructors: G. Fischer; J Martin

CSCI-7222-3 Topics in Nonsymbolic Artificial Intelligence. Topics vary from year to year. Possible topics include massively parallel, connectionist AI systems for memory, learning, perception, problem-solving, language processing, sequential thought, and motor control; cognitive models; pattern recognition, image processing, and machine vision; signal and speech processing; control theory and robotics; and neural models. Prerequisites: CSCI 5582 or instructor consent, CSCI 5592 recommended. Instructor: M Mozer

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Background Course

EDUC 3202-3 Introduction to Artificial Intelligence. This is an undergraduate course and includes a survey of AI techniques of knowledge representation, search, learning, and natural language processing. The course also includes an introduction to AI programming in LISP. Prerequisites: CSCI 3155 and CSCI 3104.

Approved Courses

EDUC 5105-3  Teaching for Understanding.  Introduces the knowledge base on effective teaching practices, and the theories and research that support these practices.  Explores the impact of theory and research on classroom instruction.  Emphasizes generic and subject-specific practices that foster conceptual understanding.

EDUC 6318-3 Psychological Foundations of Education.* This course surveys results of psychological inquiry by emphasizing applications to educational practices. Major topics include motivation, behavior, learning, develop-ment, and individual differences. Instructors: S Guberman; P Langer ; S. Jurow, B. Kirshner

EDUC 6328-3 Advanced Growth and Development.

Introduces students to recent theoretical and research advances in the study of children’s cognitive, social, and emotional development, with an emphasis on their implications for children’s learning in and out of school.  Prereq., EDUC 6318 or instructor consent.  Instructor: S Guberman

EDUC 6338-3 Cognitive Processes in Education. This course reviews methods and results of research on human cognition with implications for instruction and other educational practices. Prerequisite: EDUC 6318 or permission of the instructor. Instructor: M Nathan

EDUC 6358-3 Children's Thinking. The experimental psychology of thinking is studied with emphasis on differences between children and adults in modes of thought. Topics include memory, concept acquisition, strategies, problem solving, and originality. Instructor:

EDUC-8135-3 Seminar on Research on Teaching. Substantive and methodological issues that underlie contemporary research on teaching. Explores areas of research on teaching including effective teacher behavior, classroom management, student mediation of teaching, teacher cognition, and pedagogical expertise. Instructor: H Borko

EDUC-8145-3 Seminar: Research on Teacher Education and Learning to Teach. Substantive and methodological issues that underlie current research, and in-depth analysis of exemplary research programs on teacher education and learning to teach. Explores theory, research, and policy related to the participants, curriculum, content, and contexts. Instructor: H Borko

NOTE:  EDUC 8135 and 8145 will be combined and offered as one class under 8145 effective 05/06.

EDUC 8348 Seminar in Human Development: Culture, Cognition, and Schooling. In this advanced seminar, we will focus on sociocultural approaches to understanding children's development and learning in both school and out-of-school settings. Building on the work of Vygotsky, we will begin by examining some of the major concepts in sociocultural theory, including learning in the zone of proximal development, Leontiev's activity theory, the development in children of academic and everyday concepts, and the nature of discourse in classrooms and other settings. We then will apply these concepts to examine issues related to learning in classrooms (e.g., reform-based math and science instruction, group differences in achievement) and children's learning outside of school (e.g., in work, play, and informal educational venues).

Students should expect to do a substantial amount of reading, participate in class and e-mail discussions, write several brief papers, prepare a topic for class presentation, and complete a term project (the nature of which will be negotiated with the instructor). Instructor: S. Guberman, B. Kirshner

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Select the course number for a complete description.

Interdisciplinary Courses

LING 5300-3 Research in Psycholinguistics. This course is an introduction to current research in human language processing designed for graduate students in linguistics, psychology, and computer science. The first third of the course is an overview of research methods and topics in the area. The latter two-thirds are in-depth looks at several specific topics. Prerequisite: Basic acquaintance with either linguistics, psychology, or computer science. Instructors: D Jurafsky; L Menn

LING 6260-3 Knowledge Representation and Language Structure. This course will examine parallels between natural language structures and categories and knowledge representation formalisms current in cognitive science, specifi-cally addressing the evidence for a language-like model of knowledge and the distinction between universal and language-particular features. This course is offered for graduate students in linguistics, psychology, computer science, and philosophy with a cognitive science specialization. Prerequisites: One graduate course in a related field and consent of the instructor.

LING 7200-3 Computational Methods in Linguistics. Computational speech and text corpora analysis (search tools, statistics, script writing), foundations of linguistics theory (regular and context-free grammars, the Chomsky hierarchy), and an overview of common algorithms (transduction, parsing, connectionism). Prerequisites: CSCI 1200 or basic computer programming ability. Instructor: D Jurafsky

LING 7560-3 Language Acquisition. Theories and research methods in first-language acquisition of phonology, morphology, syntax, semantics, and pragmatics. Prerequisites: LING 5410, 5420, 5430 or instructor consent (ICS students encouraged); may be counted as an advanced course depending on the depth of the student's research paper. Instructor: L Menn

Approved Courses

LING 5450-3 Syntactic Analysis.  This course introduces the diverse constructs used by formal models of syntax to represent the relationship between meaning and syntactic structure. It focuses on the following aspects of the form-meaning interface: the relationship between verb meaning and verb

morphosyntax, the relationship between thematic relations and grammatical relations, the relationship between dependency and constituency, the relationship between syntactic category and functional category, the relationship between semantic and syntactic heads, and the relationship between discourse and syntax. Class members will assess the performance of these models by using them to describe (a) basic syntax in diverse languages, including so-called free word-order languages, and (b) idiomatic patterns in various languages.

Prerequisites: LING 5420 or instructor consent; LING 5430 recommended. Instructor: L Michaelis

LING 6000-3 Linguistics for Cognitive Scientists. This course is designed to introduce graduate students from related disciplines to the properties of natural languages and to the findings of linguistic theory, with particular reference to implications for cognitive science. The course explores the various levels at which language is structured: sounds, words, sentences, and discourses; the different kinds of organizing principles operating at each level; and the major theoretical approaches to the phenomena. This course is not open to linguistics students (except as auditors).

LING 7410-3 Phonological Theory. Topics studied include phonetic and (morpho-) phonological representation: distinctive features, segments, prosodic struc-tures, and morphological structures, as well as phonological processes and their interaction, and naturalness conditions. Instructor: A Bell

LING 7420-3 Syntactic Theory. This course covers various topics in syntactic theory. Instructors: B Fox; L Michaelis

LING 7430-3 Semantic Theory. Current developments in the theory of linguistic semantics are studied: truth-conditional theories, generative linguistic theories, and semantic theories of communicative competence. Students integrate these theories in the development of a combined theory of semantics and pragmatics.

LING-7800-2 Topics in Linguistics&emdash;Intonation. This course will cover selected theories and methods of the study of intonation, both its form and function. It will begin with three introductory topics: the theory and practice of the Pierrehombert-Beckman accent-based transcription of English intonation, cross-language comparison of intonation form and function, and the interaction of intonational prominence and domains with syntax, semantics, and pragmatics. Additional topics will depend on the interests and background of the participants. Prerequisites: Advanced graduate standing. Some advanced background in phonology, syntax, semantics, and pragmatics (e.g. from Ling 7410, Ling 7420, or Ling 7430) is desirable. ICS students with interests in language processing related to intonation are welcome and encouraged. Instructor: A Bell

Background Courses

LING 2000-3 Introduction to Linguistics. This is an undergraduate course that introduces students to the study of language as structural systems. Principles of sound patterns, word formation, meaning, and sentence structure are studied. Some attention is given to language acquisition, psycholinguistics, language families, dialects, historical change in languages, and different language types.

LING 3430-3 Semantics. This is an undergraduate course that focuses on the theoretical and practical study of meaning in natural language. Both semantic theories and semantic phenomena from diverse languages are considered. This course does not treat techniques for improving the use of language.

LING 4220-3 Psycholinguistics. This undergraduate course studies the processes of perceiving speech and interpreting it as meaningful and of expressing communicative intentions as utterances. Roles of the brain and of perceptual and motor systems are emphasized. Writing, gestural, and animal communicative systems are also treated. Same as PSYC 4220. Prerequisites: LING 2000, PSYC 1001.

LING 4560-3 Language Development. This undergraduate course emphasizes acquisition of language by young children; language development in later years and into adulthood is also treated. Particular attention is given to roles of environment and of neurophysiological endowment in learning to communicate with words, sentences, and narratives. Same as CDSS 4560 and PSYC 4560. Prerequisites: LING 2000 and PSYC 1001.

LING 5030-3 Linguistic Phonetics. This course is an introduction to practical and theoretical aspects of phonetics, provides training in recognition and production of speech sounds, and lectures on fundamentals of articulatory, acoustic, and auditory phonetics. An experimental project in instrumental phonetics is required. Same class as LING 4030-3 but with more demanding assignments. Instructors: A Bell; Lise Menn

LING 5420-3 Morphology and Syntax. This course introduces the principles of word formation and sentence structure. It covers major morphological and syntactic structures found in the world's languages and methods for describing grammatical structures and includes practice in analyzing data from a variety of languages.

LING 5430-3 Semantics and Pragmatics. This course explores the fundamental concepts of semantics and pragmatics, including theories of communication and meaning representation, conversational implicatures, speech acts, and discourse structure. Prerequisites: LING 5420 or instructor consent.

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Approved Courses

PHIL 5300-3 Philosophy of Mind. This course discusses problems in the philosophy of mind, including the mind-body problem, knowledge of other minds, compatibility of free will and determinism, with such concepts as action, intention, desire, enjoyment, memory, imagination, dreaming, and knowledge. The course is offered in conjunction with PHIL 4300. A background in symbolic logic strongly recommended. Instructors: D Stoljar; A Vineuza

PHIL 5340-3 Epistemology. This course studies some of the main topics of theory of knowledge, such as evidence, justification, prediction, explanation, skepti-cism, and concept acquisition. Offered in conjunction with PHIL 4340. Instructor: M Tooley

PHIL 5360-3 Metaphysics. The course covers traditional and contemporary theories of the basic categories of reality and the human relationship to it, including universals, substance identity, change, mind and body, free will, and modality. Offered in conjunction with PHIL 4360. Instructors: G Bealer; C Clelland; G Oddie; D Stoljar; M Tooley; A Vineuza

PHIL 5390-3 Philosophy and Psychological Theory. Conceptual problems in psychological theories (e.g., issues such as models, metaphysical view, value assumptions, theory in psychotherapy) are studied through selected readings in both philosophy and psychology. Offered in conjunction with Phil 4390&endash;3. Instructor: G Stahl

PHIL 5400-3 Philosophy of Science This course examines major concepts and problems of scientific thought: explanation, confirmation, causality, measurement, and theory construction. Same as PHIL 4400. Instructors: L Bovens; C Clelland; S Leeds; G Oddie

PHIL 5490-3 Philosophy of Language. This course examines theories and problems regarding the nature of language and its relationship to reality. Concepts discussed include sense, reference, conventions, intentions, and their relationship to science and to social life. Relevant literature includes readings in Frege, Russell, Quine, Putnam, Kripke, and Chomsky. Same as PHIL 4490. Background in symbolic logic strongly recommended. Instructor: A Vinueza

PHIL 6300-3 Seminar in Philosophy of Mind. Topic varies with instructor. Instructors: G Bealer; A Vinueza

PHIL 6340-3 Seminar in Epistemology. Topic varies. The course includes the main topics of epistemology, such as skepticism, foundations of knowledge, perception, introspection, belief, certainty, and analytic&endash;synthetic distinctions. Instructor: M Huemer

PHIL 6380-3 Seminar in Metaphysics. Topic varies with instructor. The course examines traditional and contemporary theories of the basic categories used to describe nature and the human relationship to it, including such concepts as substance, identity, space and time, causality, determination, and systematic ontology. Instructors: G Bealer; C Clelland; G Oddie; S Leeds

PHIL 6400-3 Seminar in Philosophy of Science. Topics vary. The course covers topics connected with development and nature of science; structure of scientific theories, testing of hypotheses and the theory of decisions in science and ethics. Instructors: C Clelland; S Leeds

PHIL 6490-3 PHIL-6490-3 Seminar in Philosophy of Language. Topics vary but usually include some of the main topics in the philosophy of language, such as meaning and theories of meaning, translation, speech acts, rules of language, references, relevance of psycholinguistics, language and thought, and language and ontology

Background Courses

PHIL 2440-3 Symbolic Logic. This is the first course in mathematical logic. Topics include sentential logic, the logic of quantification, and some of the basic concepts and results of metalogic (interpretations, validity, and soundness).

PHIL 3480-3 Critical Thinking in Philosophy. The course introduces critical reasoning through a discussion of several major philosophical issues and arguments and stresses rigorous analysis of concepts and evaluation of inferences and arguments. Approved for Arts and Sciences core curriculum: critical thinking.

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Interdisciplinary Courses

PSYC 5175-3 Introduction to Cognitive Simulation. This course is geared toward psychology, linguistics, neuroscience, etc., students (undergraduates and graduates) who do not have the prerequisites for CSCI 5622 but would like to learn about cognitive modeling, computer simulations, and connectionist models. Prerequisite: Instructor consent. Instructor: R O'Reilly

PSYC 5300-3 Research in Psycholinguistics. Same as Linguistics 5300.

PSYC 7281-2 Mathematical Theories in Psychology.* This is a seminar on selected topics in psychological theory. Specific topics vary depending on interests of students and instructors. Recent seminars have been interdisciplinary in focus; topics have included text processing, problem solving, and simulation models of cognitive process. Instructors: T Landauer; P Polson 

Approved Courses

PSYC 5145-4 Cognitive Psychology Advanced course in human cognitive processes.  Focuses on attention pattern recognition.  Memory, learning, language, visual thought, reasoning, problem solving, and decision making.  Discusses major theories and ideas in terms of he research they have inspired.  Emphasis varies with instructor.  One lab per week: research project required.

PSYC-5185-3 Cognitive Processes in Reading. The course will focus on the development of reading skills in young children. The core readings for the course will be from a report by the National Research Council Committee on the Prevention of Reading Difficulties in Young Children, released on March 18, 1998. This report and related papers commissioned by the Committee will be available on disk and down loadable from the instructor's home page. We will begin with a discussion of the typical pattern and basic mechanisms of reading development, and then move to biological and environmental risk factors for reading disabilities, preschool intervention programs, and remediation programs for disabled readers in the schools. We will also consider the broad social and political context of reading and language instruction (i.e., the "reading wars"). The course counts toward a minor in Cognitive Psychology, and is designed to be useful for students in CDSS, Education, and Linguistics, as well as all areas of Psychology. Instructor: R Olson

PSYC 5665-3 Proseminar: Advanced Experimental Psychology. The main purpose of this proseminar is to provide beginning graduate students with a basic introduction to cognitive psychology. This course focuses on basic cognitive functions that enable higher level thinking processes, namely, attention, pattern recognition, imagery, working and long-term memory, and language. (The higher level thinking processes themselves, such as problem solving, reasoning, and judgment and decision making, will be covered in a companion proseminar, PSYC 5815). The course also examines various forms of individual and developmental differences in these basic cognitive functions.

The major focus of the seminar is recent theoretical and empirical developments and current controversies in the field. In particular, the course will closely examine recent progress in cognitive neuroscience and computational modeling and their implications for important theoretical questions in cognitive psychology. Although the course is mainly organized by content areas (e.g., attention, memory, etc.), the interrelationships among these different areas will also be emphasized.

This is a discussion-oriented, not lecture-oriented, course. The participants are expected to read the assigned readings carefully before each meeting and actively participate in the seminar discussions. The other major requirement of the seminar is several short paper assignments (approximately 5 double-spaced pages in length) that ask you to integrate, synthesize, and/or critically analyze different viewpoints expressed in the assigned readings.

Students who are not currently in the Cognitive program but are interested in cognitive psychology are encouraged to take the seminar. Instructors: A Miyake; W Kintsch

PSYC 5685-3 Proseminar: Advanced Experimental Psychology. This is an advanced and intensive survey of topics in experimental psychology. General areas include sensation, perception, history, and theory. Instructor: L Harvey

PSYC-5741-4 General Statistics. Surveys probability and statistics in psychology. Prerequisite: Instructor consent. Instructors: G McClelland; C Judd

PSYC-5751-4 General Statistics. Continuation of PSYC 5741. Prerequisite: Instructor consent. Instructor: G McClelland

PSYC 5765-3 Issues and Methods in Cognitive Psychology. This course provides an introduction to research in Cognitive Psychology. Emphasis is on research methods including topics such as design and analysis of Cognitive Psychology experiments, special problems in the analysis of experimental data (e.g., the analysis of response times), and methods for research on Human-Computer technologies. The course is designed for graduate students in Cognitive Psychology, but graduate students from other fields are welcome with permission of the instructor.

PSYC 5815-3 Proseminar: Advanced Experimental Psychology.  Provides an advanced and intensive survey of topics in experimental psychology.  General areas are language and high-level thinking.  Meets seven weeks in the term.  May be repeated up to 4 total credit hours. Prerequisite: Instructor consent. 

PSYC 7215-2 Seminar: Experimental Psychology This advanced seminar deals with different specialized topics, at the discretion of the instructor, in different years. The topics chosen are within the broad range of experimental psychology. Prerequisite: Instructor consent. Instructors: R O'Reilly; A Miyake

PSYC 7315-2 Advanced Research Seminar on Human Memory. This course addresses topics in experimental psychology of human memory. The content varies from semester to semester, depending on interests of faculty and students. A sample topic is long-term retention of skills. Prerequisite: Graduate standing in psychology or related discipline. Instructors: L Bourne; A Healy

Background Courses

PSYC 4136-4 Judgment and Decision Making. Same as Psych 5135

PSYC 4145-4 Advanced Cognitive Psychology. This undergraduate course introduces students to the study of cognitive processes of human beings: memory, conceptual behavior, and thinking. Emphasis of the course varies with instructor. Same as PSYC 5145. Prerequisites: PSYC 1001, 2101, or consent of instructor.

PSYC 4165-4 Psychology of Perception. This undergraduate course covers analysis of peripheral and central mechanisms involved in the transduction and interpretation of experience. Special attention is given to vision and audition; major theories in these areas are discussed in terms of the research they inspired. Prerequisites: PSYC 1001, 2101.

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Approved Courses

SLHS 5242-3 - Language Disorders in School-Age Children. Addresses the nature, assessment, and treatment of developmental language disorders in school-age  children. Prereq., graduate standing and undergraduate background in SLHS.

SLHS 5282-3 - Acquired Cognitive Disorders

 Explores the theoretical bases and clinical management of cognitive disorders related to  speech-language and communication.

SLHS 5293-3 - Acquired Language Disorders in Adults. Introduces the neural bases and medical etiologies of acquired language disorders in adults, explores the ways in which normal language processing may become disordered, and studies  current methods, of evaluation and treatment design. Prereq., graduate standing.

SLHS 5302-3 - Phonological Disorders. Provides overview of phonological development, perception, and production. Presents factors related to articulation, and focuses on critical evaluation of traditional and phonological based assessment and intervention procedures. Includes coverage of phonological awareness, metaphonological skills as related to literacy.

SLHS 5576-2. Communication Neuroscience. Provides an introduction to the neuroanatomy and neurophysiology of speech production and perception. Considers how speech and language are represented in, and controlled by, the central nervous system. Emphasizes the mechanisms underlying the communication process and discusses relevant neuropathologies.

SLHS 5612-3 - Learning Disabilities. Focuses on the nature, assessment, and treatment of learning disabilities and their relation to language disorders. Prereq., SLHS 5242 or 5293.

SLHS 8206-3. Perception/Production Theories in Human Communication  Sciences and Disorders. Advanced seminar in perception/ production theories in human communication sciences and disorders. Designed to familiarize students with current perception theories related to the auditory/visual system and production theories related to the motor/auditory/visual system. Prereq., doctoral student standing or instructor  consent.

SLHS 7000-3. Research Designs in Human Communication Sciences and Disorders. Advanced seminar in psychoacoustic/speech science research designs, efficacy, ethnographic, single-subject, quasi-experimental, and experimental designs. Designed to familiarize  students with terminologies and research designs frequently used in  speech-language-hearing areas. Prereq., basic statistics.

SLHS 7100-3. Cognitive Bases of Human Communication and Its Disorders. Explores major cognitive theories, including theories of Semantic Memory, Lexical Access, Information Processing, Connectionism, as well as theories of the Development of Cognition and their relationship to children and adults with communicative disorders.

Background Courses

SLHS 2010-3 Science of Human Communication.

Discusses how human communication (the process by which a thought is transmitted from the brain of a speaker to the brain of a listener) involves a complex interaction of acoustics, anatomy, physiology, neurobiology, and psychology. Approved for Arts and Sciences core curriculum: natural science.

SLHS 3136-5. Speech and Hearing Science.

 Examines the anatomical and physiological components of the human speech and hearing mechanism-respiration, phonation, articulation, and audition. Integrates acoustics of sound production, transmission, and auditory perception. Labs include making clinically relevant measurements, e.g., respiratory function, vocal pitch, and intensity. Prereqs., EPOB  3420 or PSYC 2012 and 2022 and SLHS 2010.

SLHS 4502-3. Language Disorders - Child and Adult.

Language disorders can result from problems with cognitive, linguistic, and/or discourse processing. Addresses the theoretical framework of language dysfunction while drawing upon real clinical examples of language disorders that have been observed in children and adults. Prereq., SLHS 4560.

SLHS 4560-3. Language Development.

 Covers the development of language in childhood and into adult life, emphasizing the role of environment and biological endowment in learning to communicate with words, sentences,  and narratives. Prereqs., PSYC 1001 and LING 2000. Same as LING 4560 and PSYC 4560.

SLHS 4576-2. Communication Neuroscience

Students may petition the ICS Curriculum Committee to accept courses in other departments in which an ICS faculty member resides.

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