Introduction to Clinical Neuropsychology 2500-EN-PS-CS4-02
Seminarium (SEM) Semestr zimowy 2023/24

Beaumont, G., (2008). Introduction to Neuropsychology 2nd ed.

Chapter: The Discipline of Neuropsychology (3-21).

Chapter: The Structure of the Central Nervous System (22-41).

Darby, D., Walsh, K. (2005). Walsh’s Neuropsychology. A Clinical Approach 5th edition.

Chapter 1. History of neuropsychology (1-31).

Chapters 3, 4, 5, 6, 7 (65-307).

Jagaroo, V., Santangelo, S.L., (2016). Neurophenotypes. Advancing Psychiatry and Neuropsychology in the “OMNICS” Era.

Kozak, M.J., Cuthbert, B.N. (2016). The NIMH Research Domain Criteria Initiative: Background, Issues, and Pragmatics. Psychophysiology, 53, 286-297.

S. Laureys & G. Tononi (2009). The Neurology of Consciousness. Cognitive Neuroscience and Neuropathology. Amsterdam: Elsevier.

Chapter 3. Functional Neuroimaging (31-42).

Chapter 18. Neuroethics and Disorders of Consciousness: A Pragmatic Approach to Neuropalliative Care (234-244)

Robert M. Bilder, R.M. (2011). Neuropsychology 3.0: Evidence-Based Science and Practice. J. Int. Neuropsychol. Soc., 17, 7–13

Additional literature:

Sporns O. Tononi G., Edelman G.M. (2000). Connectivity and complexity: the relationship between neuroanatomy and brain dynamics. Neural Networks, 13, 909-922.

Azmita E.C. (2007). Cajal and brain plasticity: Insigts relevant to emerging concepts of mind. Brain Research Reviews, 55, 595-405.

Berntson, G., Cacioppo, (2009)(Eds) Handbook of neuroscience for the behavioral sciences. New Jersey, John Wiley & Sons (vol. I & II).

Gazzaniga, Michael S.; Ivry, Richard B.; Mangun, George R. (2009). Cognitive Neuroscience: The Biology of the Mind (3rd ed.). New York: W.W. Norton

Gazzaniga, Michael S. (2011). Who's in charge? Free will and the science of the brain. New York, NY: HarperCollins.

Participation in the course, passing 3 tests, and essay on neuropsychological topic.

• Three tests: 50% of the final grade; passing criterion: minimum grade 3 from each test (grading scale 2-5)

• Essay on selected topic: 30% of the final grade; passing criterion: minimum 3 from the essay (grading scale 2-5)

• Course participation: 20% of the final grade (10% other students + 10% instructor evaluations); passing criterion: final grade minimum 3 (grading scale 2-5)

The course participation grade will include the evaluation of active and meaningful participation in the course: giving short presentations, active and meaningful participation in discussion, creating an atmosphere where everyone can freely present their opinions.

No more than 2 unexcused absences permitted, additional absences only with formal excuse, however no more than 4 absences in total permitted.

Students must respect the principles of academic integrity. Cheating and plagiarism (including copying work from other students, internet or other sources) are serious violations that are punishable and the instructor will report all cases to the administration.

1. Explaining the course purposes and organization, Clinical Psychology specialization and Clinical Neuropsychology track programs, including summer practices. Discussing individual interests and experience of students in the field of psychology or clinical neuropsychology. Short 15-20 min introductory Test 0, without grades, to refresh knowledge on biological basis of behavior.

2. Discussing the Test 0 results, issues related to Tests 1, 2, 3 and an essay. Clinical neuropsychology as a scientific discipline. History and well known milestones in the field of Brain and Behaviour relationships and Neurosciences.

3. The main questions in neuropsychology, the main macromodels of the brain. (instructor materials).

4. Test 1: history of clinical neuropsychology; structure and function of the brain. Neuropsychology 3.0 – future directions.

- G. Beaumont (2008). Introduction to Neuropsychology by. 2nd ed.Chapter The Discipline of Neuropsychology (3-21). Chapter. The Structure of the Central Nervous System (22-41).

- Darby, D., Walsh, K. (2005). Walsh’s Neuropsychology. A Clinical Approach 5th edition. Chapter 1. History of neuropsychology (1-31).

- Robert M. Bilder, R.M. (2011). Neuropsychology 3.0: Evidence-Based Science and Practice. J. Int. Neuropsychol. Soc., 17, 7–13

5. Neuropsychology 1.0, 2.0. Clinical neuropsychology as a part of evidence based medicine (EBM). (instructor materials)

6. Bioinformatics and clinical neuropsychology.

- Jagaroo, V., Santangelo, S.L., (2016). Neurophenotypes. Advancing Psychiatry and Neuropsychology in the “OMNICS” Era. (student presentations)

7. Research Domain Criteria (RDoC) and Clinical Neuropsychology.

- Kozak, M.J., Cuthbert, B.N. (2016). The NIMH Research Domain Driteria Initiative: Background, Issues, and Pragmatics. Psychophysiology, 53, 286-297. (student presentations, work in subgroups)

8. Understanding brain damaged patient. Consciousness vs. alertness, types of consciousness disorders. Brain stem functions. (instructor materials)

9. Test 2:

D. Darby, K. Walsh (2005). Walsh’s Neuropsychology. A Clinical Approach 5th edition (2005). Chapters 3, 4, 5, 6, 7 (65-307).

10. Automatic, subconscious aspects of cognitive processes and integration of perceptual information. Functions of subcortical structures. (instructor materials)

11. The role of neurotransmitter systems in behaviour regulation. (instructor materials)

12. Cortical systems of behaviour regulation and disordres 1. (instructor materials)

13. Ethical issues in working with brain damaged patients. (instructor materials)

- S. Laureys & G. Tononi (2009). The Neurology of Consciousness. Cognitive Neuroscience and Neuropathology. Amsterdam: Elsevier. Chapter 18. Neuroethics and Disorders of Consciousness: A Pragmatic Approach to Neuropalliative Care (234-244).

14. Test 3.

- S. Laureys & G. Tononi (2009). The Neurology of Consciousness. Cognitive Neuroscience and Neuropathology. Amsterdam: Elsevier. Chapter 3. Functional Neuroimaging (31-42). Chapter 18. Neuroethics and Disorders of Consciousness: A Pragmatic Approach to Neuropalliative Care (234-244).

15. Student presentation of essay topics. Discussion and consultation.

The scope and sequence of the above topics may be somewhat flexible depending on the work and needs of students participating in the course.

The instructor will use slide and audio-visual presentations, and provide available sources of professional knowledge (paper/e- books, journals). The students will be asked to actively participate in class, give short presentations, take part in discussion, search provided materials, co-work in small subgroups as well as work at home. Individual consultations on essays will be provided. Readings assigned to pre-lecture tests will expand and complement the issues discussed in the classes.