Information Processing and Perception

This subject is not offered in 2014.

120 hours total commitment. Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.

The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the HDisability Liaison Unit websiteH: Hhttp://www.services.unimelb.edu.au/disability/H

This subject addresses information processing models of sensory perception and learning. It will introduce the topic of brain function, the way language is processed in the brain, and the impact of sensory and/or language impairment on development. It will consider models of speech perception and the impact of deafness on how we hear and process sound. The impact of otitis media and auditory processing disorders on language development, learning and implications for classroom management will be explored. Students studying hearing impairment will learn to interpret audiological test results and understand the fitting and use of sensory aids and other assistive listening devices. Students studying language delays/disorders will learn about the range of language disorders evident in school age children.

On completion of this subject, students should be able to:

• Demonstrate an understanding of information processing theory and its relationship to the development of speech and language;
• Demonstrate an understanding of cognitive, neurological and physiological functions of the brain during auditory perception and language processing;
• Demonstrate an understanding of the models of speech perception and their relationship to language development;
• Demonstrate an understanding of the impact of otitis media and auditory processing disorders on language development;
• Comprehend the functions and components of assistive listening devices;
• Interpret the acoustical properties and representations of speech;
• Demonstrate an understanding of the impact of room acoustics on the learning environment.

• A written essay 2500 words (50%: due end of semester)
• A written take-home exam (50%: due end of semester)

This subject is not available as a breadth subject.

On completion of this subject, students should be able to:

• Identify how a sensory and/or language impairment impacts on the ability to process information;
• Apply an understanding of the cognitive, neurological and physiological basis of spoken language to models of teaching practice;
• Interpret audiometric information;
• Evaluate a range of assistive devices;
• Evaluate the acoustic environment of the classroom .