PSY3018 : The Damaged Brain: Case Studies in Neuropsychology
- Offered for Year: 2017/18
- Module Leader(s): Dr Quoc Vuong
- Owning School: Psychology
- Teaching Location: Newcastle City Campus
|Semester 1 Credit Value:||10|
The primary aims of this module are :
(1) Introduce students to the principles and methods of neuropsychology
(2) Introduce case studies as an experimental approach
(3) Demonstrate how the damaged brain in combination with recent brain imaging techniques can inform students about cognitive functions in areas such as vision, language, motor control and conscious awareness
(4) Develop critical analysis and oral communication skills
This module introduces students to the growing field of neuropsychology which examines the relationship between brain structures and functions such as vision, language, motor control, and conscious awareness. As the title suggests, the module focuses on (1) how brain damage leads to deficits in these functions, and (2) how case studies can inform researchers about how the brain works in neurologically healthy people. For example, in prosopagnosia, lesions to the temporal lobes can lead to a profound inability to visually recognize faces (even of the individual’s own face!) but with no impaired vision. Students will critically examine neurological case studies, and learn how this method complements more recent brain imaging techniques in both healthy and damaged brains.
Outline Of Syllabus
The specific themes covered in this module are:
(1) History and development of neuropsychology
(2) Review of brain anatomy
(3) Using case studies to understand the undamaged brain
(4) Case studies across different possible functions
Vision: e.g., prosopagnosia – impairment in face recognition
Language: e.g., aphasia – deficits in language production
Memory: e.g., amnesia – memory loss following brain damage
Motor control: e.g., apraxia – deficits in motor control
(5) Imaging the healthy and damaged brain – introduction to the different techniques to see the brain (e.g., magnetic resonance imaging)
(6) Methods of assessing impact of brain damage on functions, and methods of rehabilitation
|Guided Independent Study||Assessment preparation and completion||1||3:00||3:00||Presentation preparation|
|Scheduled Learning And Teaching Activities||Lecture||12||1:00||12:00||N/A|
|Guided Independent Study||Directed research and reading||1||20:00||20:00||Read assigned articles|
|Scheduled Learning And Teaching Activities||Practical||3||1:00||3:00||N/A|
|Scheduled Learning And Teaching Activities||Small group teaching||9||1:00||9:00||Includes presentations|
|Guided Independent Study||Student-led group activity||1||3:00||3:00||Presentation preparation in group|
|Guided Independent Study||Independent study||1||50:00||50:00||Revise lecture notes|
Teaching Rationale And Relationship
The lectures are needed to discuss the underlying principles and methodology of neuropsychology (ILO 1-4). The seminars allow students to discuss specific case studies, develop presentation skills, and provide time for individual presentations (ILO 5-6). The private study provides student with the opportunity to evaluate the evidence and carry out further reading as they see fit.
The format of resits will be determined by the Board of Examiners
|Oral Presentation||10||1||M||10||In class presentation. Presentation will 10-20 minutes depending upon student numbers.|
Assessment Rationale And Relationship
The unseen exam will assess (1) students’ understanding of the principles of neuropsychology; (2) their ability to critically interpret case studies covered in lectures and tutorials; and (3) their abilities to generalize knowledge to new case studies not covered during the course of the module (ILO 1-4).
The individual presentations will provide students (1) the opportunity to research their own case study; (2) the opportunity to critique other peoples’ interpretations; (3) the opportunity to practice oral presentation; and (4) receive feedback.
FMS Schools offering Semester One modules available as ‘Study Abroad’ will, where required, provide an alternative assessment time for examinations that take place after the Christmas vacation. Coursework with submissions dates after the Christmas vacation will either be submitted at an earlier date or at the same time remotely.
The form of assessment will not vary from the original.