Class Thought, Language and Problem Solving

  • Presentation


    The topics under discussion in this curricular unit are assumed to have a fundamental role in this
    formation by describing the relationship between the higher cognitive processes of thought and
    language with problem solving, thus contributing to a better understanding of communication
    skills and social interaction. Thus, a higher work load was defined for this curricular unit to
    accomplish the learning goals.

  • Code


  • Syllabus


    1. Thought
    1.1. Conceptual foundations
    1.2. Mental representations, concepts and categories
    1.3. The process of Thought throughout the life span
    1.4. Thought and metacognitive processes
    1.5. Thought and reasoning
    1.6. Relationship between Thought and Language
    2. Language
    2.1. Conceptual foundations
    2.2. Framing Language in human phylogenetic development
    2.3. Biological, cognitive and social fundamentals

    2.4. Acquisition and development of Language
    2.4.1. Theoretical Paradigms
    2.4.2. Speech comprehension and recognition, vocabulary acquisition and language production
    2.4.3. Reading and writing
    2.4.4 Normative and dysfunctional functioning
    3. Applications of knowledge related to Thought and Language
    3.1. Individual differences
    3.2. Developmental dimensions
    3.3. Implications for learning
    4. Problem solving
    4.1. Understanding the problem, producing and evaluating strategies
    4.2. Facilitators and obstacles: the role of heuristics

  • Objectives


    This curricular unit intends to promote: 1) The ability to frame theoretical and empirical knowledge
    of Thought and Language in the disciplinary domain of human cognition; 2) The knowledge and
    critical analysis of the conceptual foundations of Thought and Language as structuring elements
    of social interaction and communication; 3) The knowledge concerning the role of thought in
    Problem Solving and its direct relation with learning; 4) The development of an integrated
    comprehension of the processes of Thought and Language, throughout the life span; 5) The
    knowledge related to the processes inherent in the acquisition and development of Language; 6)
    The acquisition of skills to foster appropriate Problem Solving strategies, in different contexts; 7)
    The understanding of the applications of research about processes of thought and language in the
    scope of normative and dysfunctional functioning.

  • Teaching methodologies and assessment

    Teaching methodologies and assessment

    The curricular unit is organized in theory-practical classes, where the programmatic contents are presented and articulated with an active and participative learning through activities of different natures, such as, critical analysis of scientific articles, visualization and discussion of video elements, replication of experimental methodologies and practical exercises. 

  • References


    Ambridge, B. & Rowland. C. F. (2013). Experimental methods in studying child language
    acquisition. WIREs Cognitve Science. doi: 10.1002/wcs.1215
    Anderson, J. (2010). Cognitive psychology and its implications (7th Ed.). New York: Worth
    Manktelow, K. (2012). Thinking and reasoning. Sussex: Psychology Press.
    Sim-Sim, I. (1998). O desenvolvimento da linguagem. Lisboa: Universidade Aberta.
    Sternberg, R. J., & Sternberg, K. (2012). Cognitive Psychology (6th Ed.). Belmont:

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