07/01/19 Changes from last year What is cognitive neuroscience? - PDF document

07/01/19 Changes from last year What is cognitive neuroscience? • Some changes due to last year’s course feedback • A relatively new discipline of science • Please give constructive feedback, it is very Cognitive Neuroscience • Addresses the question of how ~1.4 important for course development J kilograms of brain tissue make it possible • Course forms a continuum with the course for humans to perceive, think, feel, pursue “Structure and Function of the Human Brain” and goals, and move about subsequent advanced course by Sams • Methodological advances (non-invasive – It is assumed anatomical structures, functioning of neurons, etc. basic concepts have been introduced Iiro P. Jääskeläinen, Ph.D. brain research methods, including suitable – focus on this course on higher cognitive functions Brain and Mind Laboratory data-analysis algorithms) together with Department of Neuroscience and Biomedical Engineering – flipped-class method to facilitate learning theoretical framework(s) constitute the key Aalto University School of Science – Assessment/grading based only 40% on exam to progress in cognitive neuroscience From early attempts to present The learning goals of this course Why study cognitive neuroscience? • Cognitive neuroscience is an exciting area • Knowledge learning outcomes: of basic research • 1) Command of basic terminology and concepts • Application areas of cognitive neuroscience regarding the higher cognitive functions (listed in include: chapters 6-13 of the course textbook) so that one can seek further information and study – Provides more refined theoretical and independently in this area after the course, 2) experimental basis for clinical research (e.g., understanding how knowledge of these functions demantias, neuropsychiatric disorders) has developed as well as strengths and – Algorithms for artificial intelligence/robotics etc. limitations of the research methods/approaches – Helps develop/refine man-machine interfaces NT HFA with which the knowledge has been achieved – Potential in helping resolve open questions in other areas, e.g. social sciences Timetable of the course (option I) The learning goals of this course Course requirements (option I) • Today: brief introduction to course materials, Transferable skills learning outcomes: • Reading the textbook “Introduction to Cognitive topics etc., selection of presentation topics, • 3) learn to use valid search engines and databases (i.e., Neuroscience” Chs 6-13 (exam based on this book) and two presentations by me google scholar and pubmed) to look up research reports • Preparing in teams three concise 15-20 min on one’s topic of presentation, 4) recognizing one’s own • Two weeks from now: the first presentations presentations on selected topics of cognitive strengths and areas of development in oral presentation and discussion neuroscience (covered in the book) skills (succinct 15-20 min presentation) in English, 5) development of group work skills, via gaining experience • Each student will present once (whole team goes to – All students of a particular team come to front, the in group work as presentations are assembled together, idea is to involve whole team in discussion front) and help the other students to prepare their 6) recognition of challenges and possibilities in presentation (materials and help from me and Vesa) • Three weeks from now: more presentations multicultural working skills (since international master’s program there is possibility for this as more than half of • Grading partly based on quality of presentations • Four weeks from now: the last presentations the students are from some other country there is most • Rationale: learning by preparing the presentations – 1/2-page learning diaries with Qs: chance to get likely heterogeniety in each group). (active / problem-based learning), teamwork, getting higher grade if return at least 3 via email to me • NB: option two via writing an essay practice on oral presentations and Vesa 1

07/01/19 Grading of the course (option I) Learning diaries • 40% based on exam • At least from three sessions needed • 40% based on presentation (how successful • About half a page in length in deepening learning in the area as rated by peer students) • Deadline Friday the same week as the respective session • 20% based on quizzes on prior reading assignments (last three contact sessions) • What did I learn today? • Returning learning diaries (of good quality) • What was surprising? after at least three sessions will result in • What did I not understand? (in form of Qs) rounding up of grade J – We try to give feedback! Grade (1-5) How to get the book Course requirements (option II) Timetable of the course (option II) • Reading the textbook “Introduction to Cognitive • Today: brief introduction to course materials, Neuroscience” Chs 6-13 (exam based on this book) topics etc., selection of presentation topics • Writing a 10-page essay (including references, font for option I can give ideas for selection of 12) on selected topic of cognitive neuroscience topic of essay (covered in the book) • Grading based on the arithmetic average of the • Essay should be completed within grading of the essay and the book exam reasonable amount of time from the exam • Rationale: learning by preparing the essay (active / • Those with option II are welcome to come problem-based learning) and listen to oral presentations of students • Due to time limitations not possible to take in more two, three and four weeks from now, but this than 27 students to option I. Option II was created to is not mandatory for students with option II The book “Introduction to cognitive neuroscience” is freely downloadable from: get everyone the chance to take this course http://bookboon.com/en/textbooks/healthcare-science/introduction-to-cognitive-neuroscience Presentation topics Presentation topics and reading Selective filtering by sensory neurons during attention Use of movies as stimuli in neuroimaging studies • The first five chapters of the book give general assignments linked Disturbances of attention in neurological patients background information on history of cognitive Eye-movements and attention Shifting of attention neuroscience, anatomical structures of the brain, Red color: presentations today (by me) • Presentations are distributed across sessions so Learning by conditioning Yellow color: presentations on Jan 22 rd research methodology, and how neural cells that for: Human memory systems White color: presentations on Jan 29 th Schemas and long-term memory function (now assumed that students are familiar Green color: presentations on Feb 5 th – 1 st session (two weeks from now): memory and Neuroanatomy of memory with this from previous course, so no Developmental plasticity: pruning learning, plasticity. Please read the respective Plasticity and recovery from brain damage presentations on these -- and if not, please read chapters 7 and 8 of the book prior to session (flipped Neuroanatomy of language Neuroanatomy of emotions class approach) these chapters) N400 response to semantic incongruence Dimensional models of emotions Motor theory of speech perception Discrete emotions in the brain – 2 nd session: speech and language, executive • “Higher” cognitive functions are covered in the Semantic concepts in the brain Both of us disgusted my insula functions Please read the respective chapters 9-10 of Constituents of executive functions Emotional conditioning in amygdala last eight chapters: attention, memory & the book prior to session (flipped class approach) Neuropsychological tests measuring Theory of mind learning, plasticity, speech and language, executive functions Neuroanatomy of social cognition – 3 rd session: emotions, social cognition, and Prefrontal cortex and executive functions Consciousness as awareness of external executive functions, emotions, social cognition, consciousness Please read the respective chapters stimuli Temporal receptive windows and executive and consciousness (presentations by students Consciousness as self-awareness 11-13 of the book prior to session (flipped class functions Neurochemistry of executive functions approach) will be on these topics) 2

07/01/19 Disturbances of attention in Eye-movements and attention Shifting of attention neurological patients • Cerebral basis of shifting of attention between various tasks Human memory systems Learning by conditioning Schemas and long-term memory • How can one remember all the details that accumulate over one’s lifespan? • In this presentation, it is explained how storage into and retrieval of information from long-term memory is based on schemas, and how this explains the • Short-term and long term memory seemingly unlimited capacity of human systems, how is it possible to memorize long-term memory such vast amounts of information that humans are able to? Plasticity and recovery from Developmental plasticity: Neuroanatomy of memory brain damage pruning • Description of patient cases where • The brain is not fixed: reorganization of the memory is lost (in multiple ways) following brain following brain damage or loosing a focal brain damage/lesions sense 3