Click here to see LaB courses taken by recent Language and Brain Grad
students
Summer 2008
Summer A
Department of Communication Sciences and Disorders
SPA 4004
Language Development
M-F Period 3, TUR 2336
Instructor: Dr. Bonnie Johnson
In this undergraduate
course we will explore the fundamental stages and processes of speech and
language development. We will study components of the speech and language
system (phonology, semantics, syntax, and pragmatics). We will examine the
course of development of these components. We will also discuss the biological
bases of language and compare theories that attempt to account for speech and
language development. Although our primary focus will be on typical patterns of
development, we will also touch on development of language in special
populations.
Summer B Term (June 30-August 6, 2008)
Department of Communication Sciences and Disorders
SPA 2109 Language
Breakdown and the Brain. (Summer B)
M-F Period 4, CSE E119
Instructors:
Sarah Key-DeLyria, Dr. L. Altmann
This course introduces the structure of the brain
particularly as it is related to language, followed by discussions of the
impact of damage to the brain on language and cognition. We also discuss
language development in normally developing children, as well as those with
genetic differences that affect language use, such as dyslexia, specific
language impairment, Williams Syndrome and Down Syndrome.
Other topics covered include types of brain damage and the importance of neuroplasticity to learning and treatment. Emphasis is on
learning scientific terms, concepts and theories, and being able to reason from
these about various language disorders or the effects of different types of
damage.
SPA 4104
Neurological Bases of Communication (Summer B)
M-F
Period 3, Turlington 2346.
Instructor: Dr. Lisa Edmonds
This
introductory course presents fundamental concepts and basic information about
the anatomy and physiology of the human nervous system with specific focus on neuroanatomy and processes related to communication and
other cognitive-linguistic functions as well as an introduction to basic
information related to clinical neuroradiology.
Communication/cognition in aging and neuroplasticity
in recovery will also be considered.
Clinical case presentations, including case history,
neurological exam results, behavioral symptoms, and lesion information will be
used to explore clinically relevant issues and to develop basic differential
diagnosis skills. Clinical cases will focus on speech, language, and cognitive
disorders.
Department of Neuroscience
GMS 6705:
Functional Human Neuroanatomy
Louis A. Ritz, PhD – Dept of Neuroscience, ritz@mbi.ufl.edu, 4 credits
Functional Human Neuroanatomy
is a graduate level course offered by the Department of Neuroscience. This
course is modeled after the Medical Neuroscience course, taken by 1st
year medical students, and will cover topics related to the neuroanatomical
underpinnings of central nervous system function and behavior. Functional Human
Neuroanatomy is an intense 6 week course organized with both lecture and lab
experiences. Lectures will include topics such as cellular neuroscience,
systems neuroscience, and higher cortical functions. The anatomy lab will
provide students with an extensive opportunity for a hands-on experience with
human brains and brain sections. This course is geared for clinical- or
research-oriented graduate students as well as pre-professional undergraduate
students who have an interest in medicine or brain-related research (see
prerequisites below).
Course Description: Functional Human Neuroanatomy is
a Summer B, 4 credit-hour class that will run from June 30 to August 6, 2008.
Lab introductions will be given in the morning, followed by structured lab
time. Lectures will take place in the afternoon. This is a challenging class;
we strongly discourage taking any other
courses while taking this class. Those actively working in a research lab or
with clients should expect to have limited time for research.
For registration, please contact BJ Streetman in the Dept of Neuroscience – streetman@mbi.ufl.edu
·
COM IDP students
must register for the Summer C section, for funding considerations. Other
students can register for the Summer B section. Contact BJ with questions.
EDF 6215: Ed Psych:
Learning Theory (Web-Based course)
Dr. Tracy Linderholm
Students in this course will review the literature in
the learning theory domain and determine what types of educational practices
(e.g., instructional techniques, learning strategies) may be derived from them.
Learning theories covered include behaviorism, social cognitive theory, and the
cognitive view.
Classes for Fall 2008
Department of
Linguistics
LIN 2704 - Language, Thought and Action: Language as a
Cognitive System
Tuesdays Period 4,
Thursdays Periods 4-5, Anderson Hall 19
Instructor: Dr.
While language is a
fundamentally social behavior, the knowledge and use of language resides in
individual human minds and so one important part of understanding language as a
part of human society is to understand how language and human thought interact.
This course counts toward the GenEd Social and
Behavioral Sciences requirement by exploring this relationship between mind and
language, in other words covering the cognitive aspects of language. In this
course, you will be introduced to key themes and terminology in cognitive
science and linguistics through the reading and discussion of current
scientific papers covering research on a number of central topics. Specific
topics include:
•Animal communication
in the wild and in the lab •Embodied language: metaphors, concepts and words
•The impact of language on understanding space, time and color •Gesture,
language and sign •Language evolution •Nature vs. Nurture: On being human and
acquiring language
Approved for 3 Soc. Sciences General Education Credits.
Brain and Language LIN4790 (undergraduate)
*Prerequisite
:* LIN3010 or SPA 4004 or 4104 with permission of the instructor
Instructor: Dr. Edith Kaan
In this course, major
issues and terminology in brain and language research will be introduced.
Topics addressed include: brain imaging techniques, ERPs,
lesion studies, auditory perception, categorization in the brain, localizationist versus generalist approaches, symbolist
versus connectionist approaches, modularity, innateness, critical period,
lateralization, plasticity, hemispheric
specialization. Students will be familiarized with important controversies
related to these issues, and will learn to evaluate data from brain imaging
research. In laboratory/work group sessions, students will have the opportunity
to focus in on a particular topic
Lin4803/6804: Semantics 1 (Introduction to Semantics).
M8-10 periods, in
Instructor: Hana Filip
(hana.filip@gmail.com, http://plaza.ufl.edu/hfilip
COURSE DESCRIPTION:
The course is an introduction to linguistic meaning and its role in
communication. Students learn how diagnostic tests can be used to categorize
and separate various semantic phenomena (e.g., ambiguity and vagueness, entailment,
and presupposition), how basic set theory and logic can be used to specify
meanings and explain semantic phenomena.
The course will also examine the relationship between semantics and
pragmatics. The latter concerns the study of meanings that are determined by
linguistic communication in situated contexts, and that depend on the
assumptions and intentions of language users.
LIN 6707 - Advanced Psycholinguistics
(Wednesdays Periods
7-9, Turlington Hall 4104)
Instructor:
The goal of this
graduate course is to provide an up-to-date introduction of the study of
psycholinguistics, the discipline that stands at the crossroads of linguistics,
psychology and neuroscience. It
investigates and describes the mental processes involved in the acquisition,
production and comprehension of language.
It seeks answers to such questions as:
How do we produce, perceive and recognize speech? How do we comprehend words and
sentences? How do we acquire
language? How is linguistic knowledge
represented, structured and stored in our mind and brain, and how is it
utilized in the real-time processing of language?
Department of Communication Sciences and Disorders
SPA 2109 Language
Breakdown and the Brain.
T 8, R 8-9th
Periods, FAB 105
Instructor: Dr.
Lori Altmann
This course introduces
the structure of the brain particularly as it is related to language, followed
by discussions of the impact of damage to the brain on language and cognition.
We also discuss language development in normally developing children, as well
as those with genetic differences that affect language use, such as dyslexia,
specific language impairment, Williams Syndrome and Down Syndrome.
Other topics covered include types of brain damage and the importance of neuroplasticity to learning and treatment. Emphasis is on
learning scientific terms, concepts and theories, and being able to reason from
these about various language disorders or the effects of different types of
damage.
SPA 4004
Language Development
MWF Period 3, TUR 2318
Instructor: Dr. Bonnie Johnson
In this undergraduate
course we will explore the fundamental stages and processes of speech and
language development. We will study components of the speech and language
system (phonology, semantics, syntax, and pragmatics). We will examine the
course of development of these components. We will also discuss the biological
bases of language and compare theories that attempt to account for speech and
language development. Although our primary focus will be on typical patterns of
development, we will also touch on development of language in special
populations.
SPA 4104
Neurological Bases of Communication
T 6-7, R 6, Turlington 2349.
Instructor: Dr. Lisa Edmonds
This
introductory course presents fundamental concepts and basic information about
the anatomy and physiology of the human nervous system with specific focus on neuroanatomy and processes related to communication and
other cognitive-linguistic functions as well as an introduction to basic
information related to clinical neuroradiology. Communication/cognition
in aging and neuroplasticity in recovery will also be
considered.
Clinical case presentations, including case history,
neurological exam results, behavioral symptoms, and lesion information will be
used to explore clinically relevant issues and to develop basic differential
diagnosis skills. Clinical cases will focus on speech, language, and cognitive
disorders.
SPA 7938: Diagnosis and Treatment of Language and
Language-Based Literacy Disorders. Dr. Linda Lombardino. Pre-requisite: Permission of the instructor
Department of Psychology
EXP
3604: Cognitive Psychology
MWF 6, in
Instructor: Dr. Lise Abrams
This course is an introductory survey of human
cognitive abilities, including perceptual processes, attention, learning and
memory, language, and thinking. In addition to providing an overall
understanding of these topics, this course will examine the research
methodology used to study cognitive abilities, applications of these abilities
to everyday life, and current issues in the field of cognitive
psychology. Students will also gain first-hand experience with research
by studying, discussing, and writing about cognitive processes.
Department of Educational Psychology
EDF
6215: EdPsych: Learning
Theory
Dr. Tracy Linderholm
Students in this course will review the literature in
the learning theory domain and determine what types of educational practices
(e.g., instructional techniques, learning strategies) may be derived from them.
Learning theories covered include behaviorism, social cognitive theory, and the
cognitive view.
EDF ???? Cognitive Psychology of
Dr. David Therriault
EDF 7146: Cognitive
Development and Education
Section #3195, 3 Credit
Hours
W, Periods 7 -
9 (1:55—4:55)
Instructor: Bridget A. Franks, Ph. D.
Department of Educational Psychology
This course is a Doctoral-level seminar that explores
theory and research in cognitive development throughout the lifespan. It will give
students the opportunity to explore the relevance of a cognitive-developmental approach
to education in a variety of academic skill areas. Theories included will be: Piaget’s
Theory, Neo-Piagetian theories: Case, Fischer, Karmiloff-Smith; Information-Processing Approaches; Vygotsky’s Theory; Connectionist Models; Theory-theory
Approaches. Possible topics for discussion include brain development, memory,
language development, culture and cognitive development, self and identity,
dialectical thinking, social cognition, the development of scientific and
mathematical thinking, perceptual and conceptual processes in infancy,
reasoning and problem-solving, reading and inference-making, and reasoning
about values, and gender issues in cognition. Other topics consistent with
specific interests of students in the class will also be covered. For more
information, contact Bridget A. Franks, Dept. of Educational Psychology, 392-0725 ext. 234. Email: bfranks@coe.ufl.edu
Department of Clinical and Health Psychology
CLP 7934 Cognitive Bases
of Behavior
R 6-9
Instructor: Dr.
Russ Bauer
Permission of instructor required for enrollment.
CLP 7934 Adult
Neuropsychological Assessment
W 2-5
Instructor: Dawn Bowers
Permission of instructor required for enrollment.
Spring Language and Brain classes from Previous
years
Department
of Linguistics
LIN 6796-6842 COGNITIVE NEUROSCIENCE OF LANGUAGE
Graduate seminar. Undergraduates can take this class as an
independent study at the discretion of the instructor.
Instructor: Edith Kaan
Tuesdays 9-11 period, Room: Matherly 003.
This lecture/seminar course gives an overview of brain imaging techniques and
issues in language and brain research, focusing primarily on healthy adults. In
addition, the course aims to teach students how to critically evaluate the use
of brain imaging techniques such as fMRI and EEG to address psycholinguistic
issues, and to improve their oral presentation skills. Lectures address major
research questions and give an overview of current research in
psycholinguistics, neurolinguistics and cognitive neuroscience. In the second
half of the class, students present and discuss original research papers taken
from journals in these areas. Each week a different aspect of language
processing is dealt with: speech perception, word recognition, reading, word formation, sentence processing, discourse processing,
language production, language acquisition and bilingualism. Along the way, more
general issues will be addressed, including innateness, modularity, symbolic
versus connectionist models, and localizationalist
versus generalist approaches.
NOTE: This class has received ***** from previous LaB
students!
LIN 6932. Topics in Computational Linguistics.
* Instructor: Hana Filip
Time: T 7th /R 7-8, Norman G512
This course is an introduction to computational
linguistics, the primary concern of which is the study of human language from a
computational perspective. The course pursues two main goals. First, it surveys
topics in natural language processing, information extraction and information
retrieval, machine translation, natural language generation, and
computer-assisted language learning. The focus is on a limited set of
techniques applicable in morphology, syntax, and semantics (and ignoring the
large array of applications of phonetic topics in the computer analysis and
synthesis of speech). Second, the course is a computer literacy class, designed
toward enabling you to make a computer do exactly what you want it to, and to
this goal, some tools for the working computational linguist will be
introduced. In particular, the class focuses on the operating system Unix, which actually is a whole family of powerful operating
systems, all derived from the original Unix system developed by Bell
Laboratories (http://www.bell-labs.com/history/Unix/). Today, computers running
some form of Unix can be found everywhere: They are often the backbones of
university computing networks, global computer networks like the World Wide
Web, PCs often have Linux (a Unix-type operating system) or a variety of BSD
installed, and since the advent of OS X, Apple Macintoshes all run a form of
Unix, as well. Moreover, a host of free open software systems like FreeBSD, NetBSD or GNU all are varieties of a Unix-type operating
system. In short, Unix-based operating systems are now located everywhere that
people do serious tasks with powerful machines. The material taught in this
course is applicable to all of them. Therefore, students will be expected to
have access to a Macintosh computer with an OS X operating system, or some
other computer with a Terminal application, i.e., a terminal emulator, common
to Unix operating systems, that allows the user to
interact with a computer through a command line interface. On Mac OS X, for
example, the terminal application is located in the "Utilities"
folder. With your GatorLink account you can
(virtually any time) work at a computer in the cluster of Macintosh computers
located in Architecture 120, Norman G512 or Norman G514i. Although the course
involves use of various on-line computational linguistics tools, software and
corpora, the object of the course is not to provide instruction in writing
computer programs, and computer programming experience is not presupposed.
Evaluation for the course will be based on assigned homework, rather than on
examination.
Prerequisites: Instructor’s consent.
LIN 4701:
Psycholinguistics (taught by Dr.
MWF Period 6, Anderson Hall room 13
This course is an introduction to the field of psycholinguistics. As such, it
covers topics spanning all aspects of language processing. These include an
introduction to basic linguistic principles and psychological mechanisms,
language comprehension (from distinguishing sounds to understanding sentences
and discourses), language production and conversational interaction, language
acquisition processes and development, second language learning, biological
foundations of language, and the relationship between language, culture and
cognition.
Department
of Educational Psychology
EDF 3935/EDF 6938
Cross-Disciplinary Approaches to the Study of Reading
Undergrad and graduate students welcome
Instructor: Tracy Linderholm
Time/day: Periods 9-11, Wednesdays
The objective of the course is to introduce both undergraduate and graduate
students to the multiple disciplines that are involved in the study,
improvement and teaching of reading. Students will be exposed to the unique
goals and methodologies of these disciplines by hearing guest lecturers
describe their research. Guest lecturers are from the Brain Institute, Special
Education, the
Department
of Communication Sciences and Disorders
SPA 7937: Seminar
in Advanced Studies of Language and Literacy Development and Disabilities
Instructor: Linda J. Lombardino
Time: TBA (once/week)
Focus on contemporary theories, research on reading processes with typical and
disordered populations, and clinical applications in the areas of literacy for
typical and atypical learners with a emphasis on the nature of reading
disabilities, causal factors, and differential diagnosis of dyslexia.
SPA 5405: Language
Disorders II - School-age children.
Graduate class
Instructor: Bonnie W. Johnson
Time: MWF 9th period, FLO 0100
This course provides an in-depth examination of
classification, diagnostic and intervention issues and procedures for
school-age children with language disorders from kindergarten through
adolescence.
SPA 4004: Language
Development
Instructor: Bonnie W. Johnson
Time: M 6-8 period, LEI 0242
In this undergraduate course we will explore the
fundamental stages and processes of speech and language development. We will
study components of the speech and language system (phonology, semantics,
syntax, and pragmatics). We will examine the course of development of these
components. We will also discuss the biological bases of language and compare theories
that attempt to account for speech and language development. Although our
primary focus will be on typical patterns of development, we will also touch on
development of language in special populations.
Department
of Psychology
EXP 6099: Current
Issues in Cognitive and Sensory Processes (taught by Dr. Lise Abrams)
This course is an introductory survey of human cognitive abilities, including
perceptual processes, attention, learning and memory, language, and thinking.
In addition to providing an overall understanding of these topics, this course
will examine the research methodology used to study cognitive abilities, how
these abilities can be applied to everyday life, and current issues in the
field of cognitive psychology.
MW, Period 5, PSY 151
PSY 4930: Language
Production and Aging (taught by Dr. Lise Abrams)
This undergraduate seminar examines language production in younger and older
adults from a psychological perspective. We will read and discuss recent papers
that explore (but are not limited to) the following questions:
(1) What processes are involved in language production, and how do these
processes change with age?
(2) What do different methodologies (e.g., eye movements, picture naming, speech errors) tell us about language production in older
adults?
(3) How does production in normal aging differ from impaired populations (e.g.,
Alzheimer's patients)?
Wednesdays, Periods 9-11, PSY 129
DEP 4930:
Development of Language and Cognition (taught by Dr. Jeff Farrar)
This is an upper-level undergraduate seminar that covers conceptual issues in
language and thought in both typical and atypical conditions. It includes some
coverage of brain and language, 2nd language acquisition, WS, deafness, animal
language, etc.
MWF, Period 5, PSY 129
Department
of English
ENG 4935: The Brain
and the Book
Instructor: Norm Holland
Time: W 9-11 period, CBD 0312
-------------------------------------------------------------------------------------
Previous Course
Offerings (not offered Spring 2007)
Department of
Educational Psychology
EDF 6938:
Individual Differences in Reading Processes (taught by Dr. Tracy Linderholm)
Within the average¹ adult population, readers differ from one another on a
variety of cognitive factors and this, in turn, has an influence on reading
comprehension. In this course, students will learn about a variety of
individual-differences components that affect how smoothly the reading process
proceeds. These components include, but are not limited to, working-memory
capacity, general verbal skill (e.g., verbal SAT), and background knowledge.
The impact of these factors will then be inspected at several levels of
reading: sentence-level processing, inferential processing, the derivation of
themes, and metacognition/strategy execution.
EDF 6938: Cognitive
Psychology of Reading (taught by Dr. David Therriault)
This course is for Graduate students interested in the mental processes
involved in reading, including both decoding (i.e., word recognition) and
comprehension. It will draw heavily on the literature in cognitive psychology
and will involve reading mostly primary sources. Topics will include: 1.
General theories of text comprehension, including the works of Gernsbacher, Glenberg, Graesser,
Johnson-Laird, Kintsch & van Dijk, McKoon & Ratcliff, Trabasso,
van den Broek, Zwaan, and
other major researchers. 2. Decoding of words, including phonemic awareness and
its development, top-down vs. bottom-up processing, visual processing of
letters, and automaticity. 3. Cognitive processes in reading comprehension,
including construction of surface level, textbase,
and situation models. The construction of gists and
schemas, global and local coherence of text, online and offline inference
processes, and effects of working memory on comprehension processes. 4.
Methodologies in the study of reading, including think-aloud protocols,
reaction time-based measures, priming, eye-movement tracking, discourse
analyses, inconsistency paradigms, and neurological-imaging techniques. 5.
Synthesizing research, including readings and discussion on the current state
of cognitive research of reading and prospective areas of study.
EDF 6938:
Developmental Issues in the Cognitive Psychology of Reading (taught by Dr.
Bridget Franks)
In this course, students will consider the cognitive-developmental aspects of
reading skill acquisition. How do early cognitive and language skills interact
with both early and later-developing reading skills? Which aspects of brain
development are most salient for reading processes? Does reading alter
cognitive development? What is the relationship between reading and other
aspects of cognitive development, such as scientific reasoning, critical
thinking, and metacognition? Which theories of
cognitive development interact most with research in reading comprehension?
These and other questions, and the related research, will be discussed in this
seminar. This course will draw heavily on the literature in cognitive
development and cognitive psychology, and will involve reading mostly primary
sources. It will not focus on curriculum or teaching methods. Topics will
include: 1. Early cognitive processes important to
later reading comprehension, such as understanding event relations and causal
connections. 2. Early developmental processes in the decoding of words,
including phonemic awareness and developmental processes in word recognition.
3. Developmental aspects of cognitive processes in reading comprehension,
including textbase and situation models, gists, global and local coherence, naive theories of physical
and psychological causality, inference processes, and age-related effects of
working memory on comprehension processes. 4.
Department
of Linguistics
LIN 6932: Cognitive
Neuroscience of Language (taught by Dr. Edith Kaan)
This lecture/seminar course gives an overview of brain imaging techniques and
issues in language and brain research. In addition, the course aims to teach
students how to critically evaluate the use of brain imaging techniques such as
fMRI and EEG to address psycholinguistic issues, and to improve their oral
presentation skills. Lectures on Tuesdays address major research questions and
give an overview of current research in psycholinguistics, neurolinguistics and
cognitive neuroscience. On Thursday, students present and discuss original
research papers taken from journals in this area. Each week a different aspect
of language processing is dealt with: speech perception, word recognition,
reading, word formation, sentence processing,
discourse processing, language production, language acquisition and
bilingualism. Along the way, more general issues will be addressed, including
innateness, modularity, symbolic versus connectionist models, and localizationalist versus generalist approaches.
LIN 6932/LIN 6707:
Advanced Psycholinguistics (taught by Dr.
The goal of this course is to provide an up-to-date introduction of the study
of psycholinguistics, the discipline that stands at the crossroads of
linguistics, psychology and neuroscience. It investigates and describes the
mental processes involved in the acquisition, production and comprehension of
language. It seeks answer(s) to such questions as: How do we produce, perceive
and recognize speech? How do we comprehend words, phrases and sentences? How do
we acquire language? How is linguistic knowledge represented, structured and
stored in our mind, and how is it utilized in the real-time processing of
language?
LIN 4702C/6708C:
Methods in Psycholinguistics (taught by Dr. Edith Kaan)
Prereqs: Psycholinguistics (Lin4701) or Advanced
Psycholinguistics; Introduction to statistics (STA 2023) or the equivalent
Hands-on experience in designing, conducting and analyzing psycholinguistic
experiments (lexical decision, speech perception, self-paced reading).
LIN 4790: Brain and
Language (taught by Dr. Edith Kaan)
Prereq: Introduction to Linguistics (LIN 3010)
In this course, major issues and terminology in brain and language research
will be introduced. Topics addressed include: brain imaging techniques, ERPs, lesion studies, auditory perception, categorization in the brain, localizationist
versus generalist approaches, symbolist versus connectionist approaches,
modularity, innateness, critical period, lateralization, plasticity, and
hemispheric specialization. Students will be familiarized with important
controversies related to these issues, and will learn how to evaluate data from
brain imaging research. In laboratory/work group sessions, students will have
the opportunity to focus on a particular topic.
Department
of CSD/Linguistics
SPA 6938 (7415):
Neurolinguistics of Adult Language Disorders (taught by Dr. Lori Altmann)
Prereq: SPA 6410 (or equivalent) or LIN 6842
The primary objective of this course is to acquaint graduate students with the
constructs and phenomena that have informed the development of the
neuropsychological model of language, as well as research that has challenged
this model and its accounts of language disorders in adults. This course
focuses on the various aspects of language use that can be independently
dissociated from other aspects of language use, how these have traditionally
been accounted for in neurolinguistic theory, and new accounts of the same
phenomena. Offered in alternate years.
Other
Departments
Neuropsych testing of adults
Electives for a program in Language and Brain
CLP 6307: Human
Higher Cortical Function
CLP 7934: Subcortical Functional Cognition
CLP 7934: Subcortical Functions of Language
CLP 7934: Cognitive Bases of Behavior
CLP 7934: Experimental Methods in Clinical Neuropsychology (fMRI)
? 6705: Functional Human Neuroanatomy
DEP 4930: Development of Language and Thought
EDF 6938: Cognitive Psychology of Reading
EDF 6938: Developmental Issues in Cognitive Psychology of Reading
EDF 6938: Individual Differences in Reading Processes
EXP 4505: Human Memory
EXP 6099: Current Issues in Cognitive and Sensory Processes
EXP 6939: Language Production and Aging
LIN 6707: Advanced Psycholinguistics
LIN 6708: Methods in Psycholinguistics
LIN 6708: Sentence Comprehension
LIN 6796: Cognitive Neuroscience of Language
RSD 6110: Rehabilitation Science Theory and Application
RSD 6705: Rasch Analysis
SPA 6938: Controversies in Adult Language Disorders
SPA 7415: Neurolinguistics of Adult Language Disorders