.
Introduction to Neuroscience
Study Course Description
Course Description Statuss:Approved
Course Description Version:2.00
Study Course Accepted:02.02.2024 12:25:39
| Study Course Information | |||||||||
| Course Code: | KF_062 | LQF level: | All Levels | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Psychology | Target Audience: | Biology; Life Science; Public Health; Medicine; Pharmacy; Psychology; Medical Technologies; Clinical Pharmacy; Communication Science | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Agnese Ušacka | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Faculty of Social Sciences | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Dzirciema street 16, Rīga, szf rsu[pnkts]lv | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 8 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 16 | ||||
| Classes (count) | 4 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 8 | ||||
| Total Contact Hours | 24 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Students must have at least some knowledge of human anatomy and physiology. | ||||||||
| Objective: | Provide an in-depth insight into neuroscience; develop student's understanding of well-established theories that explain the neurophysiological foundations of the mind; explore possible research methods of the biology of the mind and the potential application of the acquired knowledge in various professional fields. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Foundations of the structure and the function of the brain. Neuronal electrochemical information processing. | Lectures | 1.00 | auditorium | |||||
| 2 | Research methods in neuroscience. Animal models, genetic methods, neuroimaging and computational modelling. | Lectures | 1.00 | auditorium | |||||
| 3 | Neurodevelopment during prenatal, childhood and adolescent periods. The psychological consequences of pathological development. | Lectures | 1.00 | auditorium | |||||
| 4 | Ageing processes in the brain. Etiology of neurodegenerative diseases and preventative interventions. | Lectures | 1.00 | auditorium | |||||
| 5 | Cognitive neuroscience: neurophysiological basis of higher and lower-level cognitive functions. | Lectures | 1.00 | auditorium | |||||
| 6 | Neuroendocrinology. Interplay between neural and hormonal processes. | Lectures | 1.00 | auditorium | |||||
| 7 | Clinical neuroscience: brain pathology as a cause of psychiatric disorders. | Lectures | 1.00 | auditorium | |||||
| 8 | Outstanding questions in neuroscience and application of obtained knowledge in a variety of professions. | Lectures | 1.00 | auditorium | |||||
| 9 | Research in neuroscience. Structuring hypotheses, methodology and interpretation of results. | Classes | 1.00 | auditorium | |||||
| 10 | Lifespan developmental neuroscience. | Classes | 1.00 | auditorium | |||||
| 11 | Neurophysiological basis of human mental processes and the consequences of the brain's pathology. | Classes | 1.00 | auditorium | |||||
| 12 | Looking forward into the future. Outstanding questions in neuroscience. | Classes | 1.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | 1) Students prepare a short presentation (around 10min long) about one of the lecture topics (determines 40% of the final grade). 2) Final assessment - open-ended question exam (determines 60% of the final grade). | ||||||||
| Assessment Criteria: | 1) In the presentations, students' level of understanding and knowledge about the chosen topic will be assessed; their ability to critically analyse and evaluate information related to the topic and the ability to create a clear and concise presentation will be assessed. 2) In the exam, students' level of understanding and knowledge will be assessed; their ability to use and navigate through the mechanisms and terminology of the field; as well as the ability to critically evaluate information and to identify possible knowledge applications. | ||||||||
| Final Examination (Full-Time): | Exam | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | Students will gain an understanding of the brain's developmental processes, its structure and function as it relates to mental processes. Students will gain knowledge of how cognitive functions emerge in the brain and how the brain's pathology leads to dysfunctions of the mind. Students will have an understanding of research methods in neuroscience and how research results are applied (e.g. in information technology, medicine, economics and other fields). | ||||||||
| Skills: | Students are able to describe the structure and function of the brain, its development. Students are able to identify how brain activity results in cognitive functions and what factors can influence them. Students have developed skills to navigate the neuroscience literature, critically evaluate it and make conclusions based on reasonable arguments. | ||||||||
| Competencies: | Students are able to use the acquired knowledge both in further studies, for example, master's or doctoral studies, and in professional areas - in academic settings, research and clinical settings. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Purves, D., Augustine, G. J., Fitzpatrick, D., Hall, W., LaMantia, A. S., & White, L. (2019). Neurosciences. De Boeck Supérieur. | ||||||||
| 2 | Amthor, F., Theibert, W. A. B., Standaert, D. G., & Roberson, E. (2020). Essentials of Modern Neuroscience. McGraw Hill Professional. | ||||||||
| 3 | Ward, J. (2020). The student's guide to cognitive neuroscience. Psychology press, NY. | ||||||||
| 4 | Higgins, E. S., & George, M. S. (2018). Neuroscience of clinical psychiatry: the pathophysiology of behavior and mental illness. Lippincott Williams & Wilkins. | ||||||||
| Additional Reading | |||||||||
| 1 | Collins, S. (2019). Neuroscience for learning and development: How to apply neuroscience and psychology for improved learning and training. Kogan Page Publishers. | ||||||||
| 2 | Ochsner, K., & Kosslyn, S. M. (Eds.). (2013). The Oxford handbook of cognitive neuroscience, Volume 2: The cutting edges (Vol. 2). Oxford University Press. | ||||||||
| 3 | Wixted, J. T., & Thompson-Schill, S. L. (2018). Stevens' Handbook of Experimental Psychology and Cognitive Neuroscience, Language and Thought (Vol. 3). John Wiley & Sons. | ||||||||
| 4 | Gazzaniga, M. S. (2014). The cognitive neurosciences. MIT press. | ||||||||
| 5 | Zelazo, P. D., Carlson, S. M., Kesek, A., Nelson, C. A., & Luciana, M. (2008). Handbook of developmental cognitive neuroscience. | ||||||||
| 6 | Osaka, N., Logie, R. H., Logie, R., & D'Esposito, M. (Eds.). (2007). The cognitive neuroscience of working memory. Oxford University Press, USA. | ||||||||
