PROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION
Programme title:
MSc in Neuroscience, Language and Communication
Final award (BSc, MA etc):
MSc
(where stopping off points exist they should be
detailed here and defined later in the document)
UCAS code:
(where applicable)
Intake cohort(s) to which this
programme specification is applicable:
From 2013 intake onwards
(e.g. from 2015 intake onwards)
Awarding institution/body:
University College London
Teaching institution:
University College London
Faculty:
Brain Sciences
Parent Department:
Division of Psychology and Language Sciences
(Human Communication Science)
(the department responsible for the administration of
the programme)
Web page address:
None, this programme is no longer open for applications
(if applicable)
Method of study:
Full-time/Part-time
Full-time/Part-time/Other
Length of the programme:
1 Year Full-time/ 2 Years Part-time
(please note any periods spent away from UCL, such
as study abroad or placements in industry)
Level on Framework for Higher
Education Qualifications (FHEQ)
(see Guidance notes)
Relevant subject benchmark statement
(SBS)
(see Guidance notes)
Masters Level (Level 7)
at date of production – no relevant post-graduate benchmark
Brief outline of the structure of the
programme / its assessment:
(see guidance notes)
Board of Examiners:
All students complete three mandatory modules PALSG101
(assessed by unseen written exam), PALSG102 (assessed by
unseen written exam and coursework) and PLING121 (assessed by a
take-home exam). Students choose four optional modules from a
prescribed list, each is assessed by a 3,000 word essay. All students
complete a 10,000 research project.
Mandatory modules (120 credits)
Optional modules (60 credits)
PALSG101 – 15 credits
PALSG102 – 30 credits
PLING121 – 15 credits
HCSCGH98 – 60 credits
PALSG103 – 15 credits
PALSG201 – 15 credits
PALSG202 – 15 credits
PALSG203 – 15 credits
PALSG208 – 15 credits
PALSG301 – 15 credits
PALSG302 – 15 credits
PALSG303 – 15 credits
PLING156 – 15 credits
i) Name of Board of Examiners:
MSc in Neuroscience, Language and Communication
Professional body accreditation
(if applicable):
Date of next scheduled
accreditation visit:
EDUCATIONAL AIMS OF THE PROGRAMME:
The programme will: (a) give students an understanding of the theoretical disciplines underpinning the study of
language and human communication and of brain and language relations (b) develop students ability to evaluate
theories and to construct and test hypotheses about language and human communication, its acquisition,
development and impairments; (c) familiarise students with experimental methodologies and experimental design
and improve their skills in data analysis.
PROGRAMME OUTCOMES:
The programme provides opportunities for students to develop and demonstrate knowledge, understanding and
skills in the following areas:
A: Knowledge and understanding
Knowledge and understanding of:
1. Theories and models essential to the
study of language and human
communication, its acquisition,
development and impairments.
2. Brain and language relations
3. How to evaluate current research and
identify key issues for future research
4. Basic principles of syntax
5. Basic principles of experimental
design, descriptive statistics,
statistical tests, computerised data
management and statistical analysis
6. Principles of qualitative data analysis
appropriate to different types of
language and speech data.
Intellectual (thinking) skills:
Critical evaluation of theories and the
understanding of what constitutes
empirical evidence for a hypothesis.
b) Critical evaluation of different
research methods used across a
range of disciplines in the study of
language and human communication.
c) The use of theoretical frameworks to
describe and explain data.
d) Development of reasoning skills, the
generation of ideas, rationale and
arguments.
a)
Teaching/learning methods and strategies:
(1) Through direct teaching in all modules, student-led
seminars in option modules, and the research project.
Students are encouraged to undertake independent
reading to broaden their knowledge and understanding
across the range of topics.
(2) Through direct teaching, guided and independent
reading of current research papers
(3) Through seminars in critical analysis of research
papers during the second term of Research Design
module; oral presentations and discussion of research
project designs, and the supervised research project.
(4) Through direct teaching and tutorials in the
Introduction of syntax module.
(5) Through direct teaching, guided practice and project
work
(6) Through direct teaching and exercises in
Conversation analysis module
Assessment:
Students are assessed through a combination of unseen
examination, take home examination, essay and
research project. The research project plays a major role
in the assessment as it counts for 40% of total marks.
B: Skills and other attributes
Teaching/learning methods and strategies:
(1) through lectures, seminars and class discussion in all
core and option modules.
(2) through sessions on critical analysis in second term
of Research Design module.
(3) through feedback on essays which focuses attention
on how arguments should be constructed and relevant
evidence produced.
(4) through the planning and execution of the research
project which involves the critical evaluation of the
relevant literature; identifying research questions;
designing of the study; collecting and analysing data;
drawing out theoretical implications from the results and
relating the interpretation of the results to the literature.
(5) through oral presentations of research project plans,
with discussions that focus attention on how hypotheses
are developed and the appropriate methods of
investigation.
Assessment:
For essays, marks are awarded for critical evaluation
and reasoning. The project involves precise data
description and analysis, problem solving, hypothesis
formation and testing. Assessment of intellectual skills
is a major component of the marks awarded for the
research project.
C: Skills and other attributes
Practical skills (able to):
a) read contemporary journal articles
b) read journal articles about brain
imaging
c) analyse language samples,
experimental results; identify major
brain regions.
d) carry out literature searches using
library catalogues and on-line
catalogues
e) use data bases, word-processing
programmes and statistical packages.
f) undertake statistical analysis of data
g) apply for ethical approval
h) interact affectively with other
professionals, with different
institutions and organisations, and
participants in research studies.
Teaching/learning methods and strategies:
(1) through guided and independent reading of research
papers
(2) through class discussion, presenting research papers
in seminars, and formal presentation of project plans.
(3) through reports and exercises in modules in
Introduction to Syntax, Conversational Analysis and
Speech Processing
(4) through demonstrations in the departmental library
through lectures and practical demonstrations in
Research Methods module; writing essay and writing
project.
(5) through lectures and practical sessions in Research
Methods and statistics.
(6) by completing ethical approval forms under
supervision; supervised research project and interaction
with students and staff on course.
(7) through project work
Assessment:
Assessed by unseen examination, essays, written
report, and research project. (d-h) are essential for the
successful completion of the research project.
D: Skills and other attributes
Transferable skills (able to):
a) communicate effectively in writing
b) communicate effectively orally in
formal and informal situations
c) carry out independent research
d) apply acquired theoretical knowledge
and intellectual skills to reading and
evaluating new research
e) assess the strength of evidence and
understand how data can be
interpreted in different ways.
f) prepare papers for publication and
revise drafts appropriately
g) manage time and organise resources
effectively
h) use computer resources and
information technology
Teaching/learning methods and strategies:
(1) through class discussions, formal presentation of
project plans presenting research papers in
seminars, and essay writing (with feedback) and project
writing
(2) through guided and independent reading of current
research papers
(3) through highlighting research methodology used in
published studies during lectures; project supervision
sessions (developing ideas, discussing current research,
discussing appropriate research methodology and
interpretation of findings)
(4) managing deadlines of essay submission and
keeping to a timetable for the research project
(5) in Research Methods module, essay writing, data
analysis and writing of research project, and use of
email
Assessment:
All assessment methods require transferable skills
The following reference points were used in designing the programme:
 the Framework for Higher Education Qualifications:
(http://www.qaa.ac.uk/en/Publications/Documents/Framework-Higher-Education-Qualifications-08.pdf);
 the relevant Subject Benchmark Statements:
(http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements);
 the programme specifications for UCL degree programmes in relevant subjects (where applicable);
 UCL teaching and learning policies;
 staff research.
Please note: This specification provides a concise summary of the main features of the programme and the
learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes
full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes,
content and teaching, learning and assessment methods of each course unit/module can be found in the
departmental course handbook. The accuracy of the information contained in this document is reviewed by the
University and may be checked by the Quality Assurance Agency for Higher Education.
Programme Organiser(s)
Name(s):
Dr Andrea Santi
Date of Production:
June 2011
Date of Review:
October 2014
Date approved by Head of
Department:
October 2014
Date approved by Chair of
Departmental Teaching
Committee:
Date approved by Faculty
Teaching Committee
October 2014
November 2014