Introduction to Cognitive Neuroscience
| Module title | Introduction to Cognitive Neuroscience |
|---|---|
| Module code | NEU2003 |
| Academic year | 2024/5 |
| Credits | 15 |
| Module staff | Dr Federico Palmisani (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 0 | 11 | 0 |
| Number students taking module (anticipated) | 120 |
|---|
Module description
Memory, language, vision, and our conscious experience are central to our identity and are what make us uniquely human. When applied to health, developing, and testing hypotheses which explain the biological basis of these processes are fundamental to our understanding and clinical management of a wide range of neurological and psychiatric conditions. Neuroimaging and electrophysiological techniques like fMRI and EEG are central to research in cognitive neuroscience, while computerised neuropsychological testing provides a framework in which precise cognitive domains can be linked to specific neural pathways. This module will provide a thorough grounding in the methods and core concepts which help us understand the neural correlates of different cognitive functions.
This is an optional module for BSc Neuroscience and has no pre-requisite modules.
This module is not suitable for non-specialist students.
Module aims - intentions of the module
You will be introduced to the history and philosophy of cognitive neuroscience before exploring methods in cognitive neuroscience, memory, and other key cognitive processes, and how all of these are linked with the diagnosis and study of neurodegenerative disease.
The module will provide you with a thorough theoretical grounding in core cognitive neuroscience methods such as neuroimaging (fMRI), electrophysiology (EEG or TMS), genomics and computerised neuropsychological testing. Through understanding these methods, and through examination data from patient studies and studies of healthy participants, you will study cognitive neuroscience with a particular focus on different high cognitive functions such as memory, language, attention, social interaction and executive function. We will look closely at some neurodevelopmental and acquired cognitive disorders (for instance, ADHD, dyslexia and post-stroke hemineglect)
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Describe the historical and philosophical development of cognitive neuroscience.
- 2. Recognise some of the ethical issues raised by carrying out cognitive neuroscience experiments with human participants.
- 3. Discuss how key methodologies are applied in cognitive neuroscience.
- 4. Comprehend key theoretical concepts relating to different aspects of cognitive neuroscience such as, memory, language, attention, executive functionsand emotion.
- 5. Explain how cognitive neuroscience approaches neurodevelopmental disorders such as ADHD and dyslexia
- 6. Outline how cognitive neuroscience is applied to some post stroke conditions (e.g. hemineglect and aphasia)
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 7. Demonstrate a clear understanding of the principles underpinning data presentation within Cognitive Neuroscience.
- 8. Discuss how experiments involving humans contribute to our understanding of the brain
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 9. Communicate information orally with audio-visual aids
- 10. Synthesise relevant aspects of the scientific literature in the construction of written arguments
Syllabus plan
Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:
The module begins with an introductory workshop to outline its broad aims, weekly structure, and assessment processes.
Following this there will be a series of 1-hour lectures covering topics such as:
- History and philosophy of Cognitive Neuroscience
- Methods in cognitive neuroscience, including techniques such as neuroimaging (e.g., function magnetic resonance imaging), electroencephalography, and neuropsychological testing.
- Key theoretical concepts relating to, for example, memory, language, attention, executive functions, social interaction and emotion.
- Cognitive neuroscience applied to clinical principles: ADHD, dyslexia and post-stroke symptoms (hemineglect and aphasia)
Alongside lectures, a series of two-hour workshops will build upon lecture material and cover the critical analysis of scientific papers, presentation of scientific material and experimental design in cognitive neuroscience. These sessions will help you develop the skills needed for the assessments.
The skills and knowledge gain in this module will be assessed by an oral-presentation on an aspect of cognitive neuroscience and a written examination
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 32 | 118 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning & Teaching Activities | 20 | 10 x 2-hour workshops |
| Scheduled Learning & Teaching Activities | 12 | 12 x 1 hour lectures |
| Guided Independent Study | 15 | Lecture preparation and consolidation |
| Guided Independent Study | 24 | Workshop preparation |
| Guided Independent Study | 20 | Writing and preparing coursework |
| Guided Independent Study | 25 | Wider reading |
| Guided Independent Study | 34 | Revision |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Formative oral presentations (Group) | 2 x 2h | 9, 10 | Oral |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 40 | 60 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Oral presentation | 40 | 7 minutes | 2-9 | Written |
| Exam | 60 | 2-hours. Max 1000 words | 1-8, 10 | Written |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Oral presentation (40%) | 7-minute oral Presentation (40%) | 2-9 | Ref/Def Period |
| Exam (60%) | 2-hour exam (60%) | 1-8, 10 | Ref/Def Period |
Re-assessment notes
Students who are resubmitting an item of coursework as a result of referral in the module will submit during the ref/def period a new equivalent assessment e.g., presentation on a different topic, from the one originally assessed.
Please also refer to the TQA section on Referral/Deferral: http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/consequenceoffailure/
Indicative learning resources - Basic reading
“Writing for Science Students” – Boyle & Ramseyâ?¯ISBN-13:â?¯978-1137571519
Indicative learning resources - Web based and electronic resources
ELE – College to provide hyperlink to appropriate pages
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 5 |
| Available as distance learning? | No |
| Origin date | 11/02/2021 |
| Last revision date | 26/02/2024 |
