1. CARLOS ALBIZU UNIVERSITYSAN JUAN CAMPUS<br />MASTER SYLLABUS<br />PSYF-548: HIGHER FUNCTIONS: COGNITION, PERCEPTION AND MEMORY<br />CREDITS: 3CONTACT HOURS: 45<br />COURSE DESCRIPTION<br />The purpose of this course is to discuss different theories of cognition, perception and memory. The utility of these theories as well as their limitations will be discussed. <br />PRE-REQUISITES<br />NONE<br />COURSE OBJECTIVES<br />The specific objectives of the course are:<br />Expose the student to the basic concepts of modern cognitive science as well as its historical development.<br />Expose the student to different theories about higher cortical functions. <br />Offer an ample and integrative vision of the various cognitive sciences and related areas.<br />Familiarize the student with the basic neuropsychological principles in the study of perception, memory and cognition.<br />REQUIRED TEXT BOOKS<br />Banich, M. (2004). Cognitive Neuroscience and Neuro Psychology. Boston: <br />Pearson. ISBN 0 618 12210 9.http://www.amazon.com/Cognitive-Neuroscience-Neuropsychology-Student-Text/dp/0618122109/ref=sr_1_1?ie=UTF8&s=books&qid=1264717774&sr=8-1<br />ITINERARY OF CLASS UNITS<br />Unit 1: Introduction to the nervous system. <br />Unit 2: Nervous system<br />Unit 3: Cortical maps<br />Unit 4: First examination<br />Unit 5: Perception and agnosia<br />Unit 6: Attention and attention deficits<br />Unit 7: Memory and memory disorders<br />Unit 8: Emotion<br />Unit 9: Second examination<br />Unit 10: Learning and language<br />Unit 11: Executive functions<br />Unit 12: Cephaleas and cortical dysrithmia<br />Unit 13: Course integration<br />Unit 14: Final examination<br />COURSE CONTACT HOURS <br />Professors who teach the course must divide the contact hours the following way:<br />Face-to-face time in the classroom must not be less than 40.0 hours (16 classes, 2.5 hours each class).<br />For the remaining hours (≥ 10.0 hours), students will conduct research projects or homework outside the classroom. These projects or homework will include, but are not limited to, case discussions, critical analysis (articles, movies, DVD), case studies and interviews.<br />METHODOLOGY<br />The professor who offers the course will select the specific methodology. These<br /> methodologies could include but would not be limited to: conferences by the professor, conferences by invited speakers, group discussion of assigned readings, class research projects, student presentations, individual meetings with students and working sub-groups in the classroom.<br />EDUCATIONAL TECHNIQUES<br /> <br />The professor who offers the course will select the specific educational techniques. These techniques could include but would not be limited to: debates, practical demonstrations, films/videos, simulations, slide shows and forums.<br />EVALUATION<br />The specific evaluation criteria are:<br />First Exam 30%<br />Second Exam 30%<br />Third Exam35%<br />Assistance5%<br />RESEARCH COMPETENCIES<br />Although this course has been designed to develop mainly clinical skills, it also intends to develop the following research competencies for Ph.D. and Psy.D. students:<br />The student will examine the empirical literature on the different cortical functions and their relationship with cognitive, perceptual, emotion and memory process.<br />Analysis of the research literature on the neural bases of a wide variety of mental functions.<br />Analysis of the variables that affect cognition, perception, emotion and memory. <br />ATTENDANCE POLICY<br />Class attendance is mandatory for all students. After two unexcused absences, the student will be dropped from the class, unless the professor recommends otherwise. When a student misses a class, he/she is responsible for the material presented in class. <br />AMERICANS WITH DISABILITIES ACT (ADA)<br />Students that need special accommodations should request them directly to the professor during the first week of class.<br />COURSE UNITS<br /> TC 2 quot;
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UNIT 1: INTRODUCTION TO THE NERVOUS SYSTEM TC 2 quot;
<br />Upon successful completion of this unit students will know the structures of the nervous systems and their functions.<br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit students will be able to:<br />Identify the structures of the nervous system and identify its main functions.<br />Explain the Broadmann Map.<br />Identify the functions of the brain such as: association, motor, visual and olfactory. <br />ASSIGNED READINGS:<br />Banich, M.T. (2004)<br />Chapter 1- Introduction to the nervous system<br />UNIT 2: NERVOUS SYSTEM<br />Upon successful completion of this unit students will understand the electrochemical system of the cortex.<br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit students will be able to:<br />Describe the chemoelectrical process of the encephalon and its effects on behavior.<br />Define of action potentials, brain electrical activity, CT scan, MRI, PET scan and brain mapping.<br />ASSIGNED READINGS:<br />Banich, M.T. (2004)<br />Chapter 2- Nervous system<br />UNIT 3: CORTICAL MAPS<br />Upon successful completion of this unit, students will know methods of cortical location. <br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit students will be able to:<br />Describe the cortical organization, its divisions and subdivisions.<br />Explain the concept of International System 10-20.<br />Explain the concept of the Broadmann Map and its specific areas.<br />ASSIGNED READINGS:<br />Banich, M.T. (2004)<br />Chapter 4- Cortical maps<br />UNIT 4: FIRST EXAMINATION<br />UNIT 5: PERCEPTION AND AGNOSIA<br />Upon successful completion of this unit students will understand the concepts of perception and agnosia.<br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit students will be able to:<br />Discuss the theories of perception and agnosia.<br />Explain the concepts of perception, cortical location, visual agnosia and auditive agnosia. <br />ASSIGNED READINGS:<br />Banich, M.T. (2004)<br />Chapter 6- Object Recognition<br />UNIT 6: ATTENTION AND ATTENTION DEFICITS<br />Upon successful completion of this unit students will know the different theories of attention and attention disorders. Topics like the cortical attention web and attention deficit theories will be discussed.<br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit students will be able to:<br />Discuss the dynamics of attention processes.<br />ASSIGNED READINGS:<br />Banich, M.T. (2004)<br />Chapter 8 – Attention<br />UNIT 7: MEMORY AND MEMORY DISORDERS TC 2 quot;
<br />Upon successful completion of this unit students will know the concepts and theories related to memory and memory disorders. Students will be introduced to the etiology of memory disorders. Cortex and memory, amnesia, dementia and Alzheimer Syndrome will be some of the areas discussed.<br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit students will be able to:<br />1. Describe the cortex areas related to memory processes<br />2. Explain memory disorders and their etiology<br />ASSIGNED READINGS:<br />Banich, M.T. (2004)<br />Chapter 10-Memory <br />UNIT 8: EMOTION<br />Upon successful completion of this unit students will understand the concept of subcortical web of emotion and will be introduced to emotion pathologies. Topics like emotion theories, emotion web, anatomic structures, depression, anxiety and schizophrenia will be discussed.<br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit students will be able to:<br />1. Understand the dynamics of emotion.<br />2. Explain concepts like anatomic structures, depression, anxiety and schizophrenia<br />ASSIGNED READINGS:<br />Banich, M.T. (2004)<br />Chapter 12-Emotions<br />UNIT 9: SECOND EXAMINATION<br />UNIT 10: LEARNING AND LANGUAGE<br />Upon successful completion of this unit students will understand learning theories and the cortical dynamics involved in each one. The structures involved in language will also be discussed.<br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit students will be able to:<br />Discuss the learning theories and explain the cortical dynamics involved in language and learning.<br />Describe the concepts of cortical levels, dyslexia, aphasia, learning and aging.<br />ASSIGNED READINGS:<br />Banich, M.T. (2004)<br />Chapter 9-Language<br />UNIT 11: EXECUTIVE FUNCTIONS<br />Upon successful completion of this unit students will understand the executive functions of the brain: planning and using previous information to execute an action.<br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit students will be able to:<br />Explain the potential of the frontal lobe and its functions.<br />Explain the concepts of self-criticism, abstract thinking, insight and flexibility.<br />ASSIGNED READINGS:<br />Banich, M.T. (2004)<br />Chapter 11-Executive Functions<br />UNIT 12: FREQUENT NEUROPSYCHOLOGICAL DYSFUNCTIONS FOUND IN CLINICAL PRACTICE<br />Upon successful completion of this unit students will understand the most recent findings related to the etiology of generalized cognitive and neuropsychological disorders.<br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit students will be able to:<br />Identify the different clinical manifestations of dementing, demyelinating and brain syndromes resulting from substance abuse or exposure to toxins.<br />Define the concepts of: dementia, demyelization, and brain syndromes.<br />ASSIGNED READINGS:<br />Banich, M.T. (2004)<br />Chapter 14-Generalized Cognitive Disorders<br />UNIT 13: COURSE INTEGRATION<br />Upon successful completion of this unit students will understand importance of seen the brain as multiple systems working together<br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit students will be able to:<br />Identify the different brain system, it functions and deficit manifestations.<br />Differentiated between some of the mayor neurological disorder discussed in classroom<br />UNIT 14: FINAL EXAMINATIONl2 quot;
Error! Bookmark not defined.<br />REFERENCES<br />Banich, Marie T. (2004) Cognitive Neuroscience and Neuropsychology. Boston: <br /> Pearson TC 3 quot;
<br />Banich, M.T. (2004). Neuropsychology: The neural bases of Mental Function. Boston: Houghton Mifflin Co.<br />Banich, M.T. (2003). Cognitive Neuroscience and Neuropsychology. Boston: Houghton Mifflin Co.<br />Gazzanig, M.S., et al. (2009) Cognitive Neuroscience: The biology of the Mind. New York: Norton & Company<br />Goldenberg, G., and Millar, B.L., (2008) Neuropsychological and Behavioral Neurology: Handbook of Clinical Neurology. Alton, IL: Elsevier. <br />Larner, A. J. (2008). Neuropsychological Neurology. Cambridge: Cambridge University Press.<br />Tomasello, M. (1999). The cultural origins of human cognition. Boston: Harvard University Press.<br />Rodríguez-Arocho, W. (1995). La investigación cognoscitiva en Puerto Rico: Hacia una integración de sus hallazgos. Revista Puertorriqueña de Psicología, 9, 71-95.<br />Revised by: Maribella Gonzalez Viruet, Ph.D. (January, 2010)<br />