Cognitive Neuroscience

The course will provide a thorough introduction to the relationship between cognitive and emotional processes and brain function. As an extension of course 3 (biological psychology), students will gain a better understanding of the brain's structures, functions and the various functional networks in the brain. In this context, relevant neuroscientific methods are introduced, such as electrophysiological recordings (EEG), structural magnetic resonance imaging (MRI), functional magnetic resonance imaging (fMRI), near-infrared spectroscopy (fNIRS) and transcranial electrical brain stimulation (e.g. transcranial magnetic stimulation (TMS)). Students become familiar with these measurement techniques through lectures, laboratory exercises and some demonstrations. Using classical examples and examples from current research, students will learn to identify different networks in the brain. This knowledge will also relate to clinical problems, where it is natural.

Students will complete research-based course assignments, where they will work in groups on problems that are thematically linked to either PRPSY303 or PRPSY304. As the basis for the course assignments is often based on experimental methods with associated statistics, a separate course in statistics will be given.

Theme 1: Methodology (part 3): Experimental methods and statistics (3 credits)

Students will be introduced to key research designs/paradigms and gain experience in analysing and interpreting experimental research data. ANOVA for factorial designs and repeated measures will be emphasized in the teaching. The teaching will be closely related to cognitive neuroscience.

Theme 2: Cognitive neuroscience (6 credits)

• Introduction to neuroscience methods and theories
• Cognitive functions such as visual and auditory perception, motor actions, language, memory, executive functions and memory
• Neuroanatomical localization of these functional networks
• Brain development and neuroplasticity
• Causes of neurological disorders after stroke and corresponding symptoms,
• Cognitive aspects of psychiatric and neurological disorders
• Demonstrations and laboratory exercises of methods used in research, such as functional magnetic resonance imaging (fMRI), functional near-infrared spectroscopy (fNIRS), electroencephalogram (EEG)/event-related potentials (ERP) or transcranial magnetic stimulation.

Topic 3: Topic paper/Article paper/Academic writing (6 credits)

Half of the cohort will write a topic paper in groups - on a topic related to either biological psychology or cognitive neuroscience. Potential supervisors suggest possible topics and whether the assignment should be theoretical, empirical or a work as a research assistant. Students can make their own suggestions, and these are assessed by the course coordinator.

The purpose of the course assignment is to give students the opportunity to immerse themselves in specific topics related to PRPSY303 or PRPSY304. Students receive feedback on their completed course assignment from the individual tutor - and also from the course coordinator at a separate, mandatory one-day course assignment seminar.

The other half of the cohort will write an article assignment in groups - on a topic related to either biological psychology or cognitive neuroscience. Students who wrote an article assignment in PRPSY302 will write a course assignment in PRPSY304, and vice versa. In the article assignment, the students must assess two or three articles on a topic from biological psychology or cognitive neuroscience against each other, and there is a requirement for both theory and empirical evidence in the assignment.

The purpose of the article assignment is for students to practice reading articles critically. Students receive feedback from the course coordinator on the assignment through a separate, mandatory one-day article seminar.

In connection with writing the assignment, the library offers an introduction to the reference management tool EndNote or another reference program.

Knowledge

Upon completion of the course, the candidate should be able to:

- understand basic aspects of cognitive neuroscience covering the relationship between structure and function with regard to memory, executive functions, memory, perception, language, emotions and psychopathology

- understand how and where these functions are located and how they are lateralized - understand how a brain injury can interfere with these functions

- understand basic neuroscientific models of language in healthy individuals, language disorders such as stuttering and dyslexia, and neurologically based language disorders such as aphasia

- explain basic methodological approaches within current neuroscientific methods such as EEG/ERP, TMS, fMRI or fNIRS.

- understand the criteria for internal and external validity of experiments

- understand common statistical methods for analyzing experimental studies, including applications and underlying expectations

- be able to define and distinguish between types of experimental designs and their analytical implications (factorial designs, repeated measures, multivariate analyses)

- be able to plan, organize and structure a scientific article

Skills

On completion of the course, the candidate should be able to:

- conduct and analyse simple neuroscience experiments

- show the localization of central brain structures and what kind of functions are associated with these structures using electronic brain atlases

- perform and interpret analyses of simple experimental designs using standard software

- apply the methods communicated in theme 1 in new problems

- describe and communicate experiments, results and conclusions in the form expected in a scientific oral presentation and a scientific publication

General competence

Upon completion of the course, the candidate should be able to:

- reflect on ethical aspects of research with regard to the handling of subjects, the conduct of experiments, and ethical issues related to the publication of results

- reflect on the possibilities and limitations of experimental designs, and how violations of statistical assumptions can lead to erroneous conclusions