Developmental Cognitive Neuroscience
Informacje ogólne
Kod przedmiotu: | 2500-EN-F-209 |
Kod Erasmus / ISCED: |
14.4
|
Nazwa przedmiotu: | Developmental Cognitive Neuroscience |
Jednostka: | Wydział Psychologii |
Grupy: |
Biological Bases of Behavior basket Elective courses electives for 4 and 5 year |
Punkty ECTS i inne: |
(brak)
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Język prowadzenia: | angielski |
Rodzaj przedmiotu: | fakultatywne |
Pełny opis: |
(tylko po angielsku) Infancy and early childhood is a period of most dramatic changes in brain organization. The majority of perceptual, motor and cognitive skills emerge during this period. A large proportion of our knowledge about the world is based on developmental achievements from it. Throughout the course we will look at basic concepts and key studies in the area of Developmental Cognitive Neuroscience. That is, the study of associations between cognitive and brain development, with particular emphasis on changes in functional brain organization. |
Literatura: |
(tylko po angielsku) Obligatory textbook in full: Johnson M. & de Haan M. (2015). Developmental Cognitive Neuroscience, 4th Ed. Oxford: Wiley. (earlier edition from 2010 is also acceptable. Full list of topics: 1. Developmental change. Genes, cells and brain. Gottlieb, G. (2007). Probabilistic epigenesis. Developmental Science, 10(1), 1–11. http://doi.org/10.1111/j.1467- 7687.2007.00556.x 2. Biological brain development. Stiles J. (2008). The fundamentals of brain development. Cambridge: Harvard University Press. (Chapters 8, 9, 10) 3. Vision, orienting, attention. Richards, J. (2011). Infant attention, arousal, and the brain. [In:] Oakes L. (ed.). Infant Perception and Cognition: Recent Advances. Oxford: OUP (pages 27-49, available on GoogleBooks). 4. Perceiving and acting in a world of objects. Kaufman, J., Csibra, G., & Johnson, M. H. (2005). Oscillatory activity in the infant brain reflects object maintenance. Proceedings of the National Academy of Sciences of the United States of America, 102(42), 15271–4. http://doi.org/10.1073/pnas.0507626102 5. Social brain I. Johnson, M. H., Senju, A., & Tomalski, P. (2015). The twoprocess theory of face processing: Modifications based on two decades of data from infants and adults. Neuroscience & Biobehavioral Reviews, 50, 169–179. http://doi.org/10.1016/j.neubiorev.2014.10.009 6. Social brain II. Blakemore, S.-J., & Mills, K. L. (2014). Is adolescence a sensitive period for sociocultural processing? Annual Review of Psychology, 65(August 2013), 187–207. http://doi.org/10.1146/annurev-psych-010213-115202 7. Learning & Memory. de Haan, M., Mishkin, M., Baldeweg, T., & Vargha-Khadem, F. (2006). Human memory development and its dysfunction after early hippocampal injury. Trends in Neurosciences, 29(7), 374–81. http://doi.org/10.1016/j.tins.2006.05.008 Turk-Browne, N. B., Scholl, B. J., & Chun, M. M. (2008). Babies and brains: habituation in infant cognition and functional neuroimaging. Frontiers in Human Neuroscience, 2(December), 16. http://doi.org/10.3389/neuro.09.016.2008 8. Emerging language. Kuhl, P. K. (2010). Brain Mechanisms in Early Language Acquisition. Neuron, 67(5), 713–727. http://doi.org/10.1016/j.neuron.2010.08.038 9. Prefrontal cortex, planning, working memory. Finlay, B. L., Darlington, R. B., & Nicastro, N. (2001). Developmental structure in brain evolution. The Behavioral and Brain Sciences, 24(2), 263–278; discussion 278–308. http://doi.org/10.1017/S0140525X01003958 10. Attention revisited. Amso, D., & Scerif, G. (2015). The attentive brain : insights from developmental cognitive neuroscience. Nature Reviews, 16(10), 606–619. http://doi.org/10.1038/nrn4025 11. Multisensory processing. Brain networks revisited. Power, J. D., Fair, D. a., Schlaggar, B. L., & Petersen, S. E. (2010). The Development of Human Functional Brain Networks. Neuron, 67(5), 735–748. http://doi.org/10.1016/j.neuron.2010.08.017 12. Atypical development. Johnson, M. H., Gliga, T., Jones, E., & Charman, T. (2015). Annual Research Review: Infant development, autism, and ADHD - early pathways to emerging disorders. Journal of Child Psychology and Psychiatry, 56(3), 228–247. http://doi.org/10.1111/jcpp.12328 13. Early adverse environment. Tomalski, P., & Johnson, M. H. (2010). The effects of early adversity on the adult and developing brain. Current Opinion in Psychiatry, 23(3), 233–8. http://doi.org/10.1097/YCO.0b013e3283387a8c 14. Models of functional brain development. Johnson, M. H. (2011). Interactive Specialization: A domaingeneral framework for human functional brain development? Developmental Cognitive Neuroscience, 1(1), 7–21. http://doi.org/10.1016/j.dcn.2010.07.003 15. What next? Neuroconstructivism. Sirois, S., Spratling, M., Thomas, M. S. C., Westermann, G., Mareschal, D., & Johnson, M. H. (2008). Précis of Neuroconstructivism: How the Brain Constructs Cognition. Behavioral and Brain Sciences, 31(03), 321–31; discussion 331–56. http://doi.org/10.1017/S0140525X0800407X |
Efekty uczenia się: |
(tylko po angielsku) After the course you will: know fundamental processes of structural and functional brain development understand the complex relationships between biologically-driven mechanisms and experience-dependent processes be able to explain basic concepts related to neurocognitive development (experimental paradigms, research methods) be able to explain, using examples, the relationships between selected domains of cognitive development and changes in functional brain networks be able to explain atypical and abnormal development in terms of developmental trajectories of neural systems be able to communicate acquired knowledge of functional brain development in English be able to independently collate and critically evaluate original research papers in English from the area of developmental cognitive neuroscience |
Metody i kryteria oceniania: |
(tylko po angielsku) Essay and written exam 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 instructors are required to report all cases to the administration. |
Właścicielem praw autorskich jest Uniwersytet Warszawski.