The initial mother-baby/infant is a subject of research interest of all areas in Psychology and its importance for the development of the infant and for the attachment bond is consensus among Ethologists. The ethological approach offers an important theoretical contributions to the study of these early exchanges and methodological contributions through methods of direct observation of different aspects of this relationship. In addition, learn to use modern tools, used by Behavioral researchers around the world, will be of great value to students with research interests centered on social relations, and specifically on the mother-baby/infant relationship. To present the ethological approach to study of the early mother-infant interactions, focusing on the contribution of researches with non-human primates and, in a broader perspective, compared to the maternal care in humans. The discipline will also have practical classes, in which the students will learn about methods of investigating the mother-infant interactions through direct observation, especially videotape data, ant to use modern software of video analysis (Observe XT) to quantify and measure diverse aspects of mother-infant interaction. It is expected that in the end of the course, students can be able to plan and conduct a research in this area. Institute of Psychology (IP) São Paulo main campus Mother-infant interactions in an ethological perspective: historical bases and contributions from comparative approach; Parental investment, maternal styles of care, attachment, and parent-offspring conflict; Mother-infant initial interactions and their implications for the attachment bound and infant’s development; Proximate and ultimate causes of variation in maternal care; Models of parental practices in humans; Methods of observation to investigate mother-infant interactions; Process of design and conducting investigation on social interactions though direct observation; Introduction to software tools to encode and measure observational data in video (Observer). Michele Pereira Verderane 22 PSE5942 8 Participation in class, oral presentation, and written report. http://www.ip.usp.br/psiclin/index.php?option=com_content&view=frontpage&lang=en

Over the last two decades, Experimental Psychology and Behavioral Neurosciences have benefited intensely from research in Cognitive Psycholinguistics. The present discipline is rooted in solid field experience and aims at introducing students to the main contemporary paradigms and publications, helping them to plan and conduct experiments, and publish research findings in the area. The Cognitive Neuropsycholinguistics Laboratory provides equipment and support for research and development in the areas of sensory impairments (deafness and blindness), motor impairments (cerebral palsy, muscular dystrophy), language disorders (aphasia, dyslexia), as well as a vast arsenal of instruments for assessment and intervention in language development and disorders in speech, sign language, reading and spelling, that are typical of those disorders. Introducing students to t theoretical approaches and experimental designs for research in cognitive psycholinguistics. Teaching them to use instruments to assess and intervene in developmental parameters of cognitive competencies involving speech, sign language, reading and spelling in the school setting, and to use instruments and procedures for differential diagnosis and treatment of language impairments and disorders involving speech, sign language, reading and spelling in daily practice. Teaching students to plan and conduct experimental studies in speech, sign language, reading and spelling. Institute of Psychology (IP) São Paulo main campus 1- Hemispheric specialization, structure and processing of language and imagery.2- Iconic and linguistic representation and processing. Phonics and imagery. 3- Reception, processing, and expression on speech, sign language, and writing. 4- Memory structure and processes. Sensorial memory: iconic and echoic. Working memory. Long term memory. 5- Information rehearsal. Storage and retrieval processes. Phonological loop. Visoespatial sketchboard. Fading, displacement, and consolidation processes. 6- First language development and disorders in speech and sign language. 7- Second language development and disorders in speech and writing: Deaf literacy acquisition and disorders. 8- Neuropsychological assessment and intervention in brain lesion. 9- Neuropsychological assessment in sensory impairments, as well as in motor and language disorders. 10- Information processing in Deafness (congenital versus acquired), dyslexia (developmental versus acquired), cerebral palsy, aphasias (global, subcortical, Broca, Wernicke, transcortical). 11- Assessment and intervention in language disorders involving phonetics, phonology, orthography, lexical and memory processes. 12- Phonetics, phonology, and orthography of Brazilian Portuguese: pronunciation and spelling. 13- Waveform analyses in speech production as a means of assessing phonological and lexical reading processes. 14-Assessment and intervention in developmental and acquired dyslexia and dysorthography. 15- Assessment and intervention in in deaf and hearing aphasics. Fernando Cesar Capovilla 22 PSE5819 8 Two Exams: one mid-term exam, and one final exam. http://www.ip.usp.br/psiclin/index.php?option=com_content&view=frontpage&lang=en