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COURSE SYLLABUS
COURSE SYLLABUS
COURSE SYLLABUS
COURSE SYLLABUS
COURSE SYLLABUS
COURSE SYLLABUS
COURSE SYLLABUS
COURSE SYLLABUS
COURSE SYLLABUS
COURSE SYLLABUS
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COURSE SYLLABUS

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  • 1. PP7040 Cognitive & Affective Basis of Behavior -Spring 2010 – Dodzik, Peter Page 1 Argosy University COURSE SYLLABUS PP7040 Cognitive & Affective Basis of Behavior Faculty Information Faculty Name: Peter Dodzik, PsyD, ABPdN, ABPN Campus: Schaumburg Contact Information: Office Phone: (847) 969-4935 Home Phone: (312) 933-8769 pdodzik@argosy.edu Office Hours: Thursdays 8:00 to 5:00pm or Fridays by appointment Short Faculty Bio:Associate Professorof Clinical Psychology at the American School of Professional Psychology at Argosy University, Schaumburg Campus. He received his Doctorate in Clinical Psychology with specializations in Neuropsychology and Geropsychology from the Florida School of Professional Psychology in 2000 and his master's in Clinical Psychology from the University of Sarasota in 1998. Dr. Dodzik completed his Fellowship in Neuropsychology at Fort Wayne Neurological Center in Fort Wayne,Indiana. Prior to joining Argosy University, Dr. Dodzik taught courses at Indiana University School of Medicine and supervised graduate students at Adler School of Professional Psychology.He is currently the director of Pediatric Neuropsychology at Fort Wayne Neurological Center in Fort Wayne,Indiana and Clinical Assistant ProfessorofMedicine at Indiana University Medical School in Fort Wayne,IN. Dr. Dodzik specializes in pediatric and neuropsychologicalassessment and sleep medicine. In addition to his clinical activities, Dr. Dodzik is currently involved in research related to pharmacological treatment of Alzheimer's disease and Vascular Dementia, surgical treatment for Parkinson's disease,and assessment of Developmental Dyslexia and ADHD. Dr. Dodzik has published and presented in the area of neuropsychologicalassessment and Sleep Medicine, including two book chapters in Sleep Psychiatry, on Dementia and ADHD with Sleep Disorders. His current teaching areas include Psychopathology,Cognitive and Affective Processes,and special topics in Pediatric Neuropsychology,Malingering and Neuroanatomy/Neuropathology. Dr. Dodzik is licensed to practice clinical psychology in Illinois and Indiana. Course Information Course Description: This course will provide a basic overview of the cognitive functions and brain & behavior relationships. Students will learn the functional aspects ofcognition and the hierarchical control of brain systems over behavior. In addition, the neural substrates ofemotion will be integrated into the course using the primary texts and supplemental research from articles that will be made available on reserve in the library. In addition, students will explore the role of neurosciences in the formation of theories of cognition and emotion and learn how treatment and assessment are conducted in these areas. This is a survey and applied course and as such will utilize multiple formats including lecture, discussions,video presentations and case studies. Course Pre-requisites: PP 7051 Biological Basis of Behavior Term: Spring 2010 Class Day/Time: PP 7040 – All Sections; Wednesday 12:00 – 2:45pm and Wednesday 9:00 – 11:45am, Friday 9:00-11:45am Course Length: 15 Weeks Contact Hours: 45 Hours
  • 2. PP7040 Cognitive & Affective Basis of Behavior -Spring 2010 – Dodzik, Peter Page 2 Credit Value: 3 credits Required Textbook(s) Eysenck, M.W., & Keane, M.T. (2005). Cognitive Psychology: A Student’s Handbook,5th Edition. Psychology Press Limited: Philadelphia, PA. ISBN: 9781841693590 Gazzaniga, M.S. (1998). The Mind’s Past. University of California Press: Berkeley, CA. ISBN: 9780520224865 Ledoux, J., (1996). The Emotional Brain. Touchstone: New York, NY. ISBN: 9780641919749 LeDoux, J., (2002). Synaptic Self. Viking Press: New York, NY (Chapters on Reserve – ppg. 200-234). ISBN: 9780142001783 Carter, R. (1999). Mapping the Mind. University of California Press: Berkeley, CA. ISBN: 9780520224612 Please note that I use a fair amount of material from each text and all are relatively inexpensive by graduate text standards. A copy of the texts will be placed on reserve in the library. The reading assignments are a combination of functional relatedness and consistency of work load. Most weeks will consist of 70 to 90 pages of reading. The exception is The Mind’s Past, which will be discussed in seminar style on week 14. Technology The following technology may be required in order to complete the course: Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office: Acrobat (full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape Navigator 4.08; Norton Antivirus. Program Outcomes Goal 1: Students will demonstrate competency in their understanding of the scientific foundations of clinical psychology by their ability to identify, select and apply the most relevant scientific research to clinical topics. Goal 2: Students will demonstrate competency in their ability to research and evaluate clinical questions by the application of the scientific method, when applicable; by contributing to the existing and evolving body of knowledge and research methods in professional psychology; and by critically evaluating the current body of knowledge in professional psychology that serves as a foundation for practice. Goal 3: Students will demonstrate fundamental competencies in assessment through effective evaluation and conceptualization of all relevant dimensions of their clients with an
  • 3. PP7040 Cognitive & Affective Basis of Behavior -Spring 2010 – Dodzik, Peter Page 3 emphasis on the use of the most appropriate assessment techniques and understanding of psychopathology, and accurately communicate their findings in a professional manner. Goal 4: Students will demonstrate fundamental competencies in establishing and maintaining effective and ethical collegial and client relationships in professional settings. Goal 5: Students will demonstrate basic intervention competencies by applying appropriate and efficacious therapeutic interventions according to a theoretical and methodological orientation, an assessment of client intervention needs, and by demonstrating the capacity to self observe and self critique the outcomes of their interventions. Goal 6: Students will demonstrate basic competency in practice with clients from diverse backgrounds by appreciating human diversity and integrating that appreciation into the selection, application and interpretation of their psychological assessment techniques and intervention. Goal 7: Students will demonstrate competency in the areas of supervision and consultation by evaluating, selecting, and applying effective consultation and supervision models to practice. Course Objectives - Students will understand the basic principles of brain/behavior relationships. - Students will understand the strengths and weaknesses of using neuroscientific principles to explain behavior. - Students will be able to identify brain areas and systems responsible for cognitive functions as well as those related to emotional regulation. - Students to be able to demonstrate this knowledge through multiple methods (applied, through testing and discussion. - This course is considered to be an advance course related to the following Program Objectives: o Objective 2  Will acquire and demonstrate an understanding of and competence in the current theoretical and research foundations of clinical psychology and the relevant body of knowledge of applied psychology. o Objective 3  Develop a broad perspective of psychological assessment as a generic process,with an emphasis on multimodal approaches,which take in consideration the context of diversity variables. SuggestedReadings Scholarly Articles:
  • 4. PP7040 Cognitive & Affective Basis of Behavior -Spring 2010 – Dodzik, Peter Page 4 Rohling, M.L., Green, P., Allen, L. & Iverson, G.L. (2002) Depressive symptoms and neurocognitive test scores in patients passing symptom validity tests. Archives of Clinical Neuropsychology, 17 (3), 205-222 Canessa, N., Gorini, A., Cappa, F. Piattelli-Palmarini, M., Danna, M., Fazio, F. & Perani, D. (2005). The Effect of Social Content on Deductive Reasoning: An fMRI Study, Human Brain Mapping, 26, 30-43. Hickok, G. (2000). Speech Perception, Conduction Aphasia, and the Functional Neuroanatomy of Language. In Grodziksky, Y., Shapiro, L & Swinney, D., Language and the Brain. Academic Press, San Diego, CA., pp. 87-104. Hickok, G., (2001). Functional Anatomy of Speech Perception and Speech Production: Psycholinguistic Implications. Journal of Psycholinguistic Research, Vol 30, No. 3, 225-235 Hickok, G., Poeppel, D., (2000). Towards a Functional Neuroanatomy of Speech Perception. Trends in Cognitive Sciences, Vol 4, No. 4, 131-138 Spivey, M., Richardson, D., & Gonzalez-Marquez, M. (2005). On the spatial and image-schematic underpinnings of real-time language processing. In R. Zwaan & D. Pecher (Eds.), The Grounding of Cognition: The Role of Perception and Action in Memory, Language, and Thinking. pp 246-281 Cambridge University McKee, R., Squire, L. (1992). Equivalent forgetting rates in long-term memory for diencephalic and medial temporal lobe amnesia. The Journal of Neurosciences, Vol 12, No. 10, 3765-3772. Nelson , C.A. (2001). The development and neural bases of face recognition. Infant and Child Development, 10, 3-18. Monchi, O., Petrides, M., Petre, V., Worsley, K., Dagher, A. (2001). Wisconsin Card Sorting Revisited: Distinct Neural Circuits Participating in Different Stages of the Task Identified by Event-Related Functional Magnetic Resonance Imaging. The Journal of Neuroscience, 21(19):7733- 7741 Lappe, M. Bremmer, F., van den Berg, A. (1999). Perception of Self- motion from Visual Flow. Trends if Cognitive Sciences, Vol 3, 329-336. Eden, G.F.; Jones, K.M.; Cappell, K.; Gareau, L.; Wood, F.B.; Zeffiro, T.A.; Dietz, N.A.E.; Agnew, J.A.; Flowers, D.L. (2004). Neural Changes following Remediation in Adult Developmental Dyslexia. Neuron 44 (3): 411-422.
  • 5. PP7040 Cognitive & Affective Basis of Behavior -Spring 2010 – Dodzik, Peter Page 5 Zanjonc, R.B. (1985). Feeling and Thinking. American Psychologist 35: 151-175. Lazarus, R.S. (1982). Thoughts on the Relations Between Emotion and Cognition. American Psychologist 37 (1982): 1019-1024. Zajonc, R.B. (1984). On the Primacy of Affect. American Psychologist 39: 117-123. Lazarus, R.S. (1984). On the Primacy of Cognition. American Psychologist 39: 124-129. Rossi, S., Cappa, S., Babibni, C., et al. (2001). Prefrontal Cortex in Long Term Memory: an “Interference” Approach Using Magnetic Stimulation. Nature Neuroscince, 9: 948-952. Fletcher, P. & Henson, R. (2001). Frontal Lobes and Human Memory. Insights from Functional Neuroimaging. Brain, 124: 849-881. Kerns, J., Cohen, J., Mac Donald, A., Cho, R., Stenger, A., Carter, C. (2004). Anterior Cingulate Conflict Monitoring and Adjustments in control. Science, 303: 1023-1028. Recommended Text: Cabeza, R.,Kingstone, A. (2001). Handbook of Functional Neuroimaging of Cognition. MIT Press,Cambridge, MA. Supplemental Texts (Optional): I routinely pull information from chapters in each required and recommended texts that are not assigned for reading, but I also use the following texts to build lecture notes and keep current in the field. You are welcome to purchase any that you wish. Anderson, N. (2001). Brave New Brain: Conquering Mental Illness in the Era of the Genome. Oxford Press:London. Benarroch,E., Westmoreland, B., Daube, J.,Reagan, T., Sandok, B. (1999). Medical Neurosciences (4th ).Lippincott Williams & Wilkons Press:Philadelphia, PA. Damasio, A. (1999). The Feeling of What Happens: Body and Emotion in the Making of Consciousness. Harcourt Brace.New York,NY. Lichter, D.,Cummings, J. (2001) Frontal-Subcortical Circuits in Psychiatric and Neurological Disorders.Guilford Press,London, UK Assignment Table
  • 6. PP7040 Cognitive & Affective Basis of Behavior -Spring 2010 – Dodzik, Peter Page 6 Topics Readings Assignments 1  Go over the syllabus, grading system and general structure for the course.  Discussion Topic:Course Introduction (Readings: Eysenck Chapter 1)  Basic Visual Perception (Readings: Eysenck Chapter 2) Your reading assignments will be presented at that time. I will also make available the additional readings for your perusal 2 Visual Perception and Recognition, additional readings given in class Eysenck & Keane Chapters 3 & 4 Quiz 1 3 Attention and Working Memory Eysenck & Keane Chapters 5 & 6 Quiz 2 4 Lont Term Memory, neural substrates,LTP and pathological conditions Eysenck & Keane Chapters 7 &8 Quiz 3 5 Mental Images, Conceptions and representations Eysenck & Keane Chapter 9 Quiz 4 6 Langauge perception, production, comprehension and reading. Supplimental imaging and articles discussed Eysenck & Keane Chapters 10 ,11, 12 Quiz 5 7 Brief Review if time. Problem solving and Executive Functions Eysenck & Keane Chapters 13, 14 (2000) & 16 Quiz 6 8 Midterm MIDTERM 9 TBA Ledoux, J., (1996) – Chapters 1 &2 LeDoux, J., (2002) – Chapter 1 Carter,R. (1999) – Chapter 3 10 TBA Ledoux, J., (1996) – Chapters 3 & 4 Carter,R. (1999) – Chapter 3 Quiz 7 11 TBA Ledoux, J., (1996) – Chapters 5 & 6 Quiz 8 12 TBA Ledoux, J., (1996) – Chapters 7 & 8 Quiz 9 13 TBA Ledoux, J., (1996) – Chapter 9 LeDoux, J., (2002) – Chapters 8, 10, & 11 Carter,R. (1999) – Chapter 8 Quiz 10 14 Review if time Gazzaniga, M.S. (1998) – Entire book No Quiz 15 Final Exam FINAL Grading Criteria Grading Requirements Project/Assignment % of Grade or Point Value (instructor to decide this) Midterm 30% Final Exam 30% Weekly Quizzes 30% Class Participation 10%
  • 7. PP7040 Cognitive & Affective Basis of Behavior -Spring 2010 – Dodzik, Peter Page 7 Grading Scale There will be a midterm and final exam covering the readings, lectures and discussions. The final exam will not be cumulative, but rather will focus on the material from the second half of the course. The format will be multiple choice and fill-in-the-blank. Weekly quizzes will be given over the material from the previous week. Each quiz will be 8 – 12 questions consisting of true/false, multiple choice and fill-in-the-blank items. There will be quizzes on all weeks except the first, mid-term, final and second review week (10 Total) Class Participation: Students will be expected to be prepared to discuss the readings in class and ask relevant questions both about theoretical and practical issues. Since this will be a class involving thinking about complex material, weekly participation and attendance is expected. I grade participation in the following and amazingly scientific way: Attend all classes and be alert – 80% Attend all classes,be alert, and make occasional relevant remark – 90% Attend all classes,be alert, and make frequent, relevant remarks and questions – 100% Deductions occur for missed classes and general inactivity. The Gazzaniga and LeDoux (Synaptic Self) texts will also provide students with an opportunity for extra credit. This is solely voluntary. A paper topic will be given on the second week of class. Students who complete the paper on this text will be eligible for up to 5% extra credit. Library Extra Credit Up to 5% A 100 – 93 A- 92 – 90 B+ 89 – 88 B 87 – 83 B- 82 – 80 C+ 79 – 78 C 77 - 73 C- 72 – 70 D+ 69 – 68 D 67 – 63 D- 62 – 60 F 59 and below
  • 8. PP7040 Cognitive & Affective Basis of Behavior -Spring 2010 – Dodzik, Peter Page 8 All resources in Argosy University’s online collection are available through the Internet. The campus librarian will provide students with links, user IDs, and passwords. Library Resources: Argosy University’s core online collection features nearly 21,000 full-text journals and 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. Many titles are directly accessible through the Online Public Access Catalog at http://library.argosy.edu. Detailed descriptions of online resources are located at http://library.argosy.edu/misc/onlinedblist.html. In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Online Public Access Catalog. Catalog searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians. Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach students fundamental and transferable research skills. The tutorial consists of five modules where students learn to select sources appropriate for academic-level research, search periodical indexes and search engines, and evaluate and cite information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosy.edu/infolit/ Academic Policies Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism. Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison
  • 9. PP7040 Cognitive & Affective Basis of Behavior -Spring 2010 – Dodzik, Peter Page 9 report to your instructor. This comparison detects papers that share common information and duplicative language. Americans with Disabilities Act Policy It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request. Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner. The Argosy University Statement Regarding Diversity Argosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds.
  • 10. PP7040 Cognitive & Affective Basis of Behavior -Spring 2010 – Dodzik, Peter Page 10 Acknowledgement of Syllabus Content I have read and understand the course syllabus for _______________________________________at Argosy University, Schaumburg Campus, which is being taught by _______________________ I hereby agree to the terms stated in this syllabus. Signature Date

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