Semester: SPRING 2003
Meeting Time: TUESDAYS, 10:10am-12noon
Course Prerequisites: W1010 or W2450 and instructor's permission.
Instructor: Jennifer A.
Office Hours: THURSDAYS, 2-4pm, rm. 316, or by appointment (x4-7560)
The field of cognitive neuropsychology serves as an interface between cognitive psychology (the study of information processing) and neuroscience (the study of the physical brain). In this course, we first will examine traditionally-defined topics in cognitive psychology (e.g., visual perception, attention, executive function, memory, motor control, language, consciousness), and address: (a) how available cognitive theories have shaped the investigation of cognitive disorders in brain damaged patients, and (b) how the resulting neurological data has shaped (or reshaped) cognitive theory. Although the focus of this course will be on findings from studies of cognitive disorders in patients with localized brain damage, we will also seek converging evidence from complementary techniques that allow examination mind-brain relationships in normal individuals, including functional neuroimaging (e.g., PET, fMRI) and neuromonitoring (e.g., ERP).
CLICK HERE FOR SYLLABUS & WEEKLY ASSIGNMENTS (including .pdf articles)
Each week by Thursday morning (12 p.m.), the next week's readings (selected chapters from the Handbook, plus empirical articles) and weekly questions (to guide your reading) will be posted on the website and put on reserve in the PSYCH LIBRARY (4th floor Schermerhorn Hall). Two copies of each article will be on reserve. Articles can be photocopied in the library. It may be possible to download some articles (.pdf format) from e-journals on the CU website. If you are not familiar with how to do this, please let me know.
HELPFUL WEB LINKS FOR IMPROVING/REFRESHING YOUR NEUROANATOMY
GENERAL ANATOMY: http://www9.biostr.washington.edu:80/cgi-bin/DA/PageMaster?atlas:Neuroanatomy+ffpathIndex/Splash^Page+2
GLOSSARY OF NEUROSCIENCE AND PSYCHOLOGY TERMS: http://faculty.washington.edu/chudler/gloss.html
SEARCH ENGINE FOR NEUROSCIENCE LINKS OF INTEREST: http://www.neuroguide.com/
FREE MEDLINE FOR DOING REFERENCES SEARCHES: http://www.ncbi.nlm.nih.gov/pubmed/
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Weekly written assignments (50%). To guide your reading of the weekly assigned articles, you will be given a short set of questions (2-4) concerning the reading material for the upcoming class. You should read each of the questions, use them as guides for your reading, and be prepared to discuss them in the following class.
You are also required tosubmit at least one "question" of your
own about that topic.
This question should not simply request clarification of a detail from one of the papers (e.g., What does the graph on page 4 mean?), although these types of questions are welcome during class time. Rather, your submitted question should demonstrate a deeper understanding of the strengths and weakness of the research in the assigned readings and consider possibilities for extensions and future research (e.g., Could the memory deficit demonstrated by patient MR be accounted for by a deficit in attention?). Particularly good questions are those that could be the basis for a research project.
The typed and stapled assignments are to be turned in at the end of class. During class, you can discuss questions that came up while reading the articles, including the question you generated for the assignment.
Assignments will be assigned number grades according to the thoughtfulness, creativity and clarity conveyed in your answer and question. Remember, spelling and grammar do count. Late assignments will not be accepted.
You can drop your two lowest assignment grades and you do not have to submit one of these assignments during the week that you are presenting.
You are required to meet with me twice regarding your presentation.
The first meeting will take place approximately 1 week prior to your presentation.
You should come to the first meeting prepared with 3 things.
The second meeting will take place the week of the presentation. During this meeting, we will discuss the organizational plan for your presentation and I can provide you with whatever supplementary materials that might be appropriate. The more prepared you are for this meeting, the more constructive the help that I can give you.
Although most presentations will start out as somewhat lecture-like, they are mainly designed to be a set-up of the main topics and identification of critical issues that require clarification and development by the group as whole. This does not mean that you always have to be saying something but, at the very least, I expect you to attend all classes, stay attentive and mindful for their entirety, attempt to answer some questions I pose and occasionally pose some of your own.