Columbia Psychology



Department of Psychology - Columbia UniversityCognitive NeuroscienceUN2430 / Course Syllabus / Fall 2018Instructor: Alfredo Spagna, Ph.D.Office: TBDClass Meets: Tuesday 11:40 AM - 12:55 PMOffice Hours: Tuesday 2 – 4PMRoom:Schermerhorn 501Email: as5559@columbia.eduTeaching Assistants: Basak Akdogan; Jorge Mallea; Waleed AliCourse Bulletin DescriptionThis course provides an in-depth survey of data and models of a wide variety of human cognitive functions. Drawing on behavioral, neuropsychological, and neuroimaging research, the course explores the neural mechanisms underlying complex cognitive processes, such as perception, memory, and decision making. Importantly, the course examines the logic and assumptions that permit us to interpret brain activity in psychological terms. PrerequisitesPSYC UN1001 The Science of Psychology, or an equivalent introductory course in psychology. Registration RestrictionsThis course replaces PSYC UN1010 Mind, Brain & Behavior. As such, students who have already taken PSYC UN1010 Mind, Brain & Behavior should not register for this course. Students will not receive credit for both PSYC UN1010 Mind, Brain & Behavior and PSYC UN2430 Cognitive Neuroscience towards the Psychology or Neuroscience & Behavior majors. Full DescriptionThis course aims to provide students with a strong foundation in the new field of Cognitive Neuroscience. A primary goal is to give students a full appreciation for how a variety of newly developed structural and functional neuroimaging techniques have revolutionized (and continue to revolutionize) our understanding of brain function by revealing how different cognitive functions are anatomically and physiologically represented in specific brain regions and networks. For each area of cognition covered, the course provides students with an historical perspective on the behavioral studies that led to the development of sophisticated behavioral models of cognition, followed by a review of results from functional neuroimaging and neuropsychological studies (i.e., studies of neurological patients or patients with psychiatric disorders). The data from both the behavioral and neurobiological sources are melded together for each topic to show our current thinking on how cognitive processes are instantiated in the brain, both in terms of how they are mapped onto specific brain networks and the nature of the calculations performed in the different nodes within these networks. Students will also participate in discussions of neuropsychological patient case studies with the goal of demonstrating how data from patients with specific types of brain damage provide important insights into the neural bases of normal cognitive function. For each topic, results from behavioral studies are combined with those from recent neurocognitive approaches, primarily neuropsychological and brain imaging studies, that reveal the underlying neural networks and brain mechanisms. The course begins with coverage of the evolution and foundations of the field of Cognitive Neuroscience and with an overview of the structural and functional brain-imaging techniques that made this field possible. We will then briefly review the basics of organization of the central nervous system (including neurons, synapses, and neuroplasticity).The next step will focus on basic sensory processing, with a major interest in the visual system (the most studied), and followed by hearing, touch, smell, and taste. We will then move “higher” in the hierarchy of cognitive processes and discuss, first, neurocognitive processes such as attention and consciousness, memory, and sleep; and then motivation, reward, decision making and social behavior. Learning Objectives On exams and in the written assignment, students will demonstrate their knowledge of:How cognitive neuroscience studies are conceptualized and conducted.How to select an appropriate neuroscientific methodology to answer a particular research question.The neurobiology of sensation and perception, and how this information is used to interact with the world.The leading models and theories of different cognitive functions. The neurobiological bases of typical and atypical cognitive functions, and how atypical cognitive function informs us about the nature of typical brain function. The implications of neuroscience research to real-world situations, e.g., health, policy, and education. Role of PSYC UN2430 in the curriculumPSYC UN2430 Cognitive Neuroscience is an intermediate-level lecture course, open to undergraduates and students in the Post-baccalaureate Psychology program. It fulfills the following degree requirements: For the Neuroscience & Behavior major, UN2430 Cognitive Neuroscience can be used to fulfill the P.2. Course in Neuroscience requirement or the P.4. Additional 2000-level Psychology Lecture course requirement, but not both (i.e., students wishing to use UN2430 Cognitive Neuroscience to fulfill the P.4. requirement must then take UN2450 Behavioral Neuroscience to fulfill the P.2. requirement). Please note that because of the significant overlap between this course and the previously offered PSYC UN1010 Mind, Brain & Behavior, students are not permitted to count both courses towards the major. Neuroscience & Behavior majors who have already taken PSYC UN1010 to fulfill their P.2. requirement should register for a different 2000-level course from the approved list to fulfill the P.4. requirement. For the Psychology major and concentration and for the post-baccalaureate certificate program, PSYC UN2430 Cognitive Neuroscience will meet the Group II (Psychobiology and Neuroscience) distribution requirement. Please note that because of the significant overlap between this course and the previously offered PSYC UN1010 Mind, Brain, & Behavior, Psychology majors and concentrators are not permitted to count both courses towards the major or concentration. Course websiteThe most up-to-date information, including changes to the syllabus or to the class schedule, announcements, lecture slides and additional materials are contained on the course website on CourseWorks (Canvas). Be sure you are familiar with it, that you are easily able to login to the website, and that you always have the lecture slides with you (whether printer or digital). If you have problems accessing the course website at any point during the semester, please let me know.ReadingsBrain and Behavior: A cognitive neuroscience perspective, by David Eagleman & Jonathan Downar. Oxford University Press, 1st Edition, 2015.Copies of this book are on reserve at the Science & Engineering Library in the Northwest Corner building. Call number: QP360.5 .E24 2016Additional Materials:Various supplemental materials will be provided by the instructor on the course website. Such material will be selected from:Hudspeth, A. J., Jessell, T. M., Kandel, E. R., Schwartz, J. H., & Siegelbaum, S. A. (Eds.). (2013).?Principles of neural science.Gazzaniga, M. S. (2004).?The cognitive neurosciences. MIT press.Grades Exam1: 20% of the final gradeExam 2: 20% of the final gradeExam 3: 40% of the final grade (cumulative) Written assignment: 20% of the final gradeExams will be a mix of multiple choice, fill-in, and short-answer questions. The majority of each test will focus on material covered in the lectures, and the corresponding sections in the textbook. While studying, try to emphasize understanding and critical thinking. Knowing key concepts and definitions is highly valued, of course, but successful students use that knowledge to scaffold a more comprehensive understanding of the material. This is highly advisable for these exams and in general for your career. Rather than simply “memorizing,” try to “understand” the material and use your Instructor and the TAs for clarification. Test questions will include more basic definitional / conceptual knowledge as well as application of that knowledge to new scenarios. Slides on the course website should be considered as a study aid, but they may not be “good enough” on their own unless you come to class and take notes. Sometimes I may have to skip slides in the posted lectures if we run out of time in class. If that happens, you should still read the relevant sections in the textbook, as the textbook material may be included in exams.Make-up exams will be allowed only with written justification (e.g., by your doctor or advising dean) and must be taken within one week after the exam. (Make-up exams will not be offered before the scheduled exam date.)Written assignment: This assignment is meant to be an opportunity for students to start learning more about specific topics of interest to them. At the beginning of the semester, you will be asked to choose one of the topics discussed in lectures (see the timeline) and to write a three-pages long paper (single-spaced) on that topic. Students who do best in this assignment will have spent a reasonable amount of time doing a thorough search of recent literature in their elected topic, carefully read those publications, and therefore expanded their knowledge on the topic beyond what can be provided during lectures or in the textbook. For example, if I were to choose “attention” as the topic of my assignment (chapter 8), I would be using this as an opportunity to carefully read the following publications ( ; (18)30630-5 ; (18)30636-6 ) and try to integrate that knowledge into my own personal baggage. You should describe what you learned, what it means, why it’s important, and what the implications are for real-world behavior. Papers written on topics related to psychology/neuroscience that we did not discuss in class will not be accepted; if you have doubts about the topic you are choosing, do not hesitate to contact me. Papers should be submitted through Courseworks (Canvas) by Tuesday, December 4th. Late papers will be marked down by 10% per day. More specific directions and a rubric will be discussed in class.Letter Grade Assignment (in between whole numbers? 0.5+ will be rounded up)97-100: A+???????????? 87-89: B+???????????????77-79: C+??????????????? 67-69: D+<60: F???????????????94-96: A?????????????????? 84-86: B????????????????? 74-76: C????????????????? 64-66: D90-93: A-???????????????? 80-83: B-????????????????70-73: C-? ?? 60-63: D-Class policies: Important Information below – please read carefully!Special needs: If you are a student with special needs and require any type of accommodation, please make an appointment with me before the first class to discuss your needs. You should also contact the office of Disability Services () before the first class to register for specific accommodations. If you have problems reading specific kinds of text (e.g., based on font or text size), please see me so I can make you exams (and a syllabus, and anything else you need) that you can more easily read.Religious observances: If you are going to miss class(es) due to religious holidays, you must notify me during the first week of class so that accommodations may be made.Academic integrity: As members of this academic community, we are responsible for maintaining the highest level of personal and academic integrity: “Each one of us bears the responsibility to participate in scholarly discourse and research in a manner characterized by intellectual honesty and scholarly integrity.… The exchange of ideas relies upon a mutual trust that sources, opinions, facts, and insights will be properly noted and carefully credited. In practical terms, this means that, as students, you must be responsible for the full citations of others’ ideas in all of your research papers and projects… [and] you must always submit your own work and not that of another student, scholar, or internet agent” (from the Columbia University Faculty Statement on Academic Integrity) . Cheating and plagiarism – whether intentional or inadvertent – is a serious violation of academic integrity. Plagiarism is the practice of claiming or implying original authorship of (or incorporating materials from) someone else’s written or creative work, in whole or in part, without adequate acknowledgement. If you have any questions about what constitutes plagiarism and/or how to properly cite sources, please come to me. I am more than happy to help. Similarly, if you put yourself in a situation in which you think your best option might be to cut some corners, see me. If you feel like you are falling behind, don’t understand the material, or are not confident about your ability to take tests, talk to me as soon as possible instead of taking measures that go against principles of academic integrity. We are here to learn, not to merely judge. It is a far better option to come talk to me than compromise your academic integrity and potentially put your academic standing in jeopardy. Sexual Respect: Any form of gender-based misconduct will not be tolerated. Columbia University is committed to fostering an environment that is free from gender-based discrimination and harassment, including sexual assault and all other forms of gender-based misconduct. Visit this website for more information: : Coming to class is meaningless if class time is spent inappropriately. Chatting with friends, watching videos online, and browsing social media are not appropriate activities for the classroom. Also, remember to silence your cell phone before class. Generally, eliminate distractions as much as possible to respect your classmates, as well as increase your chance of staying focused and learning the material during class.ScheduleThe calendar below details topics, readings, and assignments for each class period. Students are responsible to be prepared to discuss the assigned readings for each class period. Date(s)TopicReadingsSept 4Intro to the Course: Mind, Brain, BehaviorChapter 1Sept 6 – 11Organization of the human nervous system and basic functioningChapters 2-3(Chapter 4 is optional)Sept 13 – 18The visual system and human perceptionChapter 5Sept 20 - 25The “other” sensesChapter 6Sept 27Exam # 1Chapters 1 – 3, 5 – 6Oct 2 – 4From perception to action: The Motor SystemChapter 7Oct 9 – 11Attention and ConsciousnessChapter 8Oct 16 – 18Attention and Unconsciousness: SleepChapter 10Oct 23 - 25Memory, Learning, and ConsolidationChapter 9Oct 30 – Nov1 Language, Production, and ComprehensionChapter 11Nov 6No Classes ScheduledNov 8Review or catching upNov 13Exam # 2Chapters 7 – 11Nov 15 – 20How do we make decisions?Chapter 12Nov 22No Classes ScheduledNov 27 – 29How does the brain create emotions?Chapter 13Dec 4 – 6Why are some things rewarding?Chapter 14Dec 11 - 13Social CognitionChapter 15Final ExamCumulative (1,2,3,5-15)* SUBJECT TO CHANGES *Any changes will be announced in lecture and posted as an announcement on CourseWorks (Canvas). ................
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