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Title: 1


1
Introduction, History and Issues
  • Lecture 1
  • May 15th, 2006

2
Instructor
  • Vedran Lovic, M.A.
  • Tel. 905-828-5297
  • vedran_at_psych.utoronto.ca
  • Office 1015
  • Office Hours M1-2
  • Preferred mode of communication is e-mail
  • I will make an effort to answer your e-mails
    within 24h
  • If you do not hear from me after 24h, please
    e-mail me again
  • Please insert PSY393 in the subject line
  • Please use formal language in your e-mails
  • For example, do not write anything like the
    following r u goin to cover ch 3 in class
    tomorrow or r we responsible for it. also,..

3
Teaching Assistant
  • Noam Miller
  • noam.miller_at_utoronto.ca
  • Office 1015K
  • Office hours after the term test and by
    appointment
  • Do not contact Noam regarding the lectures

4
Course Synopsis
  • In this course we will examine the relationships
    between brain and behaviour
  • Initial lectures will be a general introduction
    to neuroanatomy and methods used by
    neuropsychologists 
  • This will be followed by lectures focusing on
    specific brain functions, such as motor
    functions, object recognition, memory and so on  
  • Throughout the course we will learn about the
    relationships between brain and behaviour from
    brain injury cases (e.g., head injuries, strokes,
    tumors etc.) as well as from research done on
    intact individuals

5
Objectives
  • At the end of the course you will
  • have an understanding of how the brain is
    organized
  • have and understanding of certain behaviours and
    cognitive functions
  • how scientific research is conducted and
    presented
  • students interested in pursuing neuropsychology
    or neurology studies will find the course
    particularly useful

6
Objectives
  • I would like you to learn about neuropsychology
    (content info)
  • I would also like you to learn how to do certain
    things
  • How to write better
  • How to evaluate evidence (regardless of what the
    subject area is)

7
Course Format
  • Classes will consist of
  • lectures
  • videos demonstrating impairments in cognitive
    abilities outlined in lectures
  • Lectures will be based on
  • textbook and extra material
  • Students are strongly encouraged to attend
    lectures
  • Lectures will be done using PowerPoint
    presentations which will be available on the
    course web site after each lecture

8
Textbook and Readings
  • Banich, M.T. (2004). Cognitive Neuroscience and
    Neuropsychology, 2nd edition. New York Houghton
    Mifflin Company. (Approximate price 114.00)
  • Read the assigned readings before each lecture
  • The Banich textbook is detailed and will require
    you to remember and integrate information
  • You should pay close, but not exclusive,
    attention to the material that overlaps with
    lecture material

9
Web Page
  • www.erin.utoronto.ca/w3psy295/psy393.htm
  • Login psy393
  • Password 20061

10
Grading
  • Term Test 35
  • Short Assignment 20
  • Final Exam 45

11
Test Final Exam
  • Term test/exam will be based on
  • the material from the textbook
  • lectures
  • videos
  • The tests will consist of
  • multiple-choice questions (30 mostly based on
    Banich)
  • matching questions (based on Banich and lectures)
  • shorter and longer questions
  • diagram requiring you to label brain parts
  • The shorter and longer questions will require
    students to recite information but also integrate
    knowledge analytically. Please see question
    examples on the web
  • Final exam will not be cumulative

12
Prerequisites
  • PSY201, PSY270/PSY290/PSY295.
  • Students from various backgrounds (cognitive
    psychology or physiological psychology) will have
    an equal opportunity to do well in the course.
  • If you run into trouble and need information
    about studying, preparing for exams, note taking
    or time management, free workshops and advice are
    available from the Academic Skills Centre

13
Make-ups
  • For this particular course, there will be NO
    make-up tests.
  • If you miss one of the term tests without a
    legitimate excuse, you will receive a mark of
    zero for that term test.
  • If you do have a legitimate excuse (e.g.,
    doctors note please see Calendar, Section 6),
    your final exam will be worth 80.
  • If you submit medical documentation make sure it
    contains the statement "This student was unable
    to write the test (or submit term work by the
    last day of classes, if applicable) on (date) for
    medical reasons".
  • You are advised to see your physician within one
    day of the missed test. Many physicians will not
    provide documentation retroactively.

14
Schedule
15
Short Paper
  • Purpose
  • advance your knowledge of one of the topics
    covered in class (e.g., attention, memory,
    language etc.)
  • improve your writing abilities
  • You will achieve this by assessing a case study
    in conjunction with a general reading, related to
    the case study
  • You will
  • summarize the case studys findings
  • synthesize what these finding tell us about a
    particular function (e.g., memory), and explain
    how the findings fit into the broader context of
    the general reading (and the Banich textbook -
    optional)
  • we would like to hear your opinions on these
    findings (questions, comments, criticisms etc.)

16
Short Paper
  • Your paper will be graded on
  • content (65)
  • style (35 )
  • A selection of general readings is provided on
    the course web page (and listed in your syllabus)
  • You will find an appropriate case study on your
    own and have it approved by me
  • The paper should be written in APA style and 1500
    to 2000 words in length (not including the cover
    page, abstract or the reference section)
  • The paper is due June 21st, at the beginning of
    the class
  • Papers submitted after 1015 will be considered
    late
  • Late penalty is 5 per day
  • The last day to hand in papers is June 23rd
  • E-mail copies of your paper will not be accepted

17
Short Paper
  • Vision and Agnosias
  • Farah, M.J. Aguirre, G.K. (1999). Imaging
    visual recognition PET and fMRI studies of the
    functional anatomy of human visual recognition.
    Trends in Cognitive Sciences, 3(5), 179-186
  • Case study ???

18
Short Paper General Organization
  • Title page
  • Abstract (120 words)
  • Paper proper (1500-2000 words)
  • References

19
Title Page
The Effects of Ovariectomy 1
Running Head THE ROLE OF ESTROGEN IN ANXIETY
The Effects of Ovariectomy and Estrogen
Replacement on Anxiety in Female Rats Robert
Modavi University of Toronto
20
Abstract
  • Separate page (page 2)
  • Abstract is not an introduction to your paper
    (many students treated as if it is)
  • Brief and comprehensive summary of the entire
    study (introduction, arguments, issues,
    conclusions)
  • 120 words

21
Paper Proper
  • Introduction (250 words)
  • Summaries/arguments (1000 words)
  • Conclusions/Discussions (250 words)

22
Introduction
  • Dual purpose to indicated your topic and the way
    you are going to approach it
  • Start general provide a general context (e.g.,
    visual recognition)
  • Narrow the focus of your discussion ? your
    specific topic ? prosopagnosia case study
    contrasted against what is known about visual
    recognition
  • End with specific and explicit explanation of
    what your paper is about
  • Make sure you define things in your introduction
    (e.g., prosopagnosia etc)

General
Specific
Funnel Approach Introduction
23
Paper Body
  • Organize material into paragraphs
  • Case study summary
  • summarize only the relevant information
  • Omit non-relevant information
  • Summary of the relevant aspects of the review
  • Summarize the relevant information
  • Compare the two

24
Conclusions
  • Restate the purpose (specific)
  • Then discuss the implications (general)
  • What are your opinions on this issue and
    information presented?

Specific
General
Reverse Funnel Approach Conclusion
25
General
Specific
Specific
General
26
References
  • Separate page
  • All citations in the text, should appear in the
    reference section
  • Double space throughout, with no extra spaces
    between references
  • Only the first line is not indented
  • Alphabetize by the first author
  • If more then 6 authors, then put et al. after
    the 6th authors name
  • In text, if there is 1 or 2 authors, always list
    them
  • In text, if there are 3, 4 or 5 authors, list all
    of them the first time, then use first authors
    name followed by et al.
  • In text, if there are 6 or more authors, use the
    first authors name followed by et al.

27
Writing Style
  • The purpose of scientific writing is to
    communicate ideas
  • This communication should be clear, unambiguous
    and easy to read
  • In literature and philosophy language is not
    always clear and things can be interpreted in
    several ways
  • Therefore, for this course, and in psychology in
    general, the writing style should be laconic
    concise, clear and forceful

28
Writing StyleUse of Slang and Contractions
  • Do not use slang or colloquial language
  • The patient suffered from amnesia. This
    conditions is really hard on the person and his
    family.
  • Do not use contractions (e.g., dont, cant
    etc.)

29
Writing StyleChoose Clear and Plain Words
  • Use words based on their primary meaning
  • Avoid using a thesaurus (especially if you are
    going to use it incorrectly)

30
Avoid Unnecessary Qualifiers
  • They devised an extremely elegant hypothesis to
    explain their data.
  • They devised an elegant hypothesis to explain
    their data.
  • Males and females performed very differently.
  • Males and females performed differently.

31
Paragraphs
  • Create clear paragraphs organized around specific
    ideas/arguments

32
Be Concise
  • During the period of time that she was
    periodically monitored her condition improved.
  • While she was monitored, her condition improved.
  • These children do not develop cognitive abilities
    in the childhood years, which greatly affects
    them in later life.
  • These children do not develop cognitive
    abilities. This affects them in adulthood.
  • The type of memory that was measured in this
    study was declarative memory.
  • The researchers measured declarative memory.

33
Choose Active Over Passive Verbs
  • The data were collected and analyzed by the
    researchers.
  • The researchers collected and analyzed the data.
  • The patient was examined by the doctor.
  • The doctor examined the patient.

34
Grammar/Punctuation
  • A panda walks into a café. He orders sandwich,
    eats it, then draws a gun and fires two shots in
    the air.
  • Why? ask the confused waiter, as the
    panda makes towards the exit. The panda produces
    a badly punctuated wild life manual and tosses it
    over his shoulder.
  • I am a panda, he says, at the door. Look it
    up.
  • The waiter turns to the relevant entry and,
    sure enough, finds an explanation.
  • Panda. Large black-and-white bear-like mammal,
    native to china. Eats, shoots and leaves.

35
What is Neuropsychology?
  • Neuropsychology is a study of relation between
    (human) brain function and behavior
  • Neurology is a branch of medical science that
    deals with the nervous system, both normal and
    diseased
  • Neuroscience is the study of molecular basis of
    nervous system function by scientists who mainly
    use non-human animals
  • Psychology is the study of behavior more generally

36
The Brain and Neuron Hypotheses
  • The brain hypothesis the idea that brain is the
    source of behavior
  • The neuron hypothesis the idea that the unit of
    brain structure and function is the neuron

37
Early History
  • Egyptians packed mummies with organs thought to
    be important in the afterlife (as they were
    important in life)
  • Heart, liver, lungs etc.
  • But - NO BRAIN

38
Ancient Greece
  • Alcmeon of Croton (500 B.C.) - brain hypothesis
  • Empedocles (490-430 B.C.) cardiac hypothesis
  • Plato (427?-347 B.C.) rational part of the soul
    in the brain
  • Aristotle (384-322 B.C.) heart/cardiac
    hypothesis
  • Hippocrates (460-377 B.C.) and Galen (129-210
    A.D.) clinicians behavioral deficits
    associated with brain damage senses lead to the
    brain

39
Darwin and Materialism
  • Russell Wallace and Charles Darwin
  • Materialism the idea that rational behavior can
    be fully explained by the working of the nervous
    system without any need to refer to a nonmaterial
    mind
  • Common decent
  • Through the evolution, different species
    developed unique characteristics, yet they
    retained many common traits (e.g., the brain)
  • Since the brain controls the behavior of
    non-human animals, the brain also controls human
    behavior
  • How does the brain control the behavior?

40
Phrenology
  • Franz Joseph Gall (1758-1828) and Johann Casper
    Spurzheim anatomists
  • Pyramidal tract connections from cortex to the
    spinal cord suggesting that cortex sends
    instructions to the spinal cord to command the
    movement of muscles (also known as the
    corticospinal pathway)
  • Corpus callosum large pathway connecting two
    hemispheres
  • phrenology relationship between the skulls
    surface and underlying cortex and individuals
    faculties
  • LOCALIZATION OF FUNCTION hypothetically, the
    control of each kind of behavior by a different
    specific brain area

41
Phrenology
  • Evidence anecdotes, paintings etc.
  • Cases of patricide
  • 25 murderers
  • No interest in brain injury cases

42
Problems with Phrenology
  • Incorrect assumption that the size of the skull
    accurately reflects the size of the underlying
    brain. Skull thickness is variable.
  • No scientific analysis of the psychological
    factors. No reason to think that there is a
    faculty of secretiveness, amativeness, etc.
  • Today we still dont know what the basic
    personality traits are
  • Methods were not scientific - anecdotal,
    personal, no independent analysis of faculties
    and skull protuberances, etc. Techniques were
    entirely correlational.

43
Anti-Localization
  • Pierre Flourens
  • Lesioning different parts of the cortex and
    observing the changes in behavior
  • Most animals eventually recovered no
    localization cortex works as a whole
  • He did find that brain stem had specialized
    functions e.g., breathing and that the
    cerebellum is important for coordination
  • Problems choice of animals and behaviors
    selected for observations

44
Broca Localization of Language
  • Paul Broca (1824-1880)
  • 1861, Non-fluent patient
  • Laborgne, a.k.a. Tan
  • Did he have good-comprehension?
  • Did he have any other deficits?
  • Right hemiplegia paralysis of the right side of
    the body

45
Broca Localization of Language
  • Autopsy Tan had damage of the third
    convolution in the left frontal cortex
  • Broca found additional 8 cases exemplifying
    similar effects
  • Lateralization of function functions can be
    localized to one side of the brain
  • Brocas aphasia expressive, or non-fluent,
    aphasia that is chiefly defect of speech
  • Presenting argument behavior, such as language,
    is controlled by a specific brain area and (2)
    destroying the area selectively destroys he
    behavior strict localizationist

46
Wernicke Multiple Language Areas
  • Carl Wernicke (1833-1892)
  • Aphasic patients - Fluent with poor comprehension
  • Poor repetition
  • Did they have any other deficits?
  • No contralateral hemiplegia
  • brain damage in posterior temporal lobes
  • Wernickes aphasia/fluent aphasia/sensory aphasia

47
Electrophysiological Confirmation of Localization
  • Gustav Theodor Fritsch (1838-1929) and Eduard
    Hitzig (1838-1907)
  • Mechanical irritation of the soldiers brains
    caused twitching in contralateral limbs
  • Electrical stimulation of cortex of dogs
  • Localization of motor control topographical
    representation of body parts.
  • Conclusion these parts of the brain control the
    movement of particular parts of the body
    function is localized here

48
Antilocalizationists
  • Friedrich L. Goltz (1834-1902) dog lesions
    same same areas the Fritsch and Hitzig stimulated
    dogs could move!!!!
  • Problems with Fritsch Hitzig claims???
  • cortex NECESSARY and SUFFICIENT for movement
    not true

49
Hughlings-JacksonHierarchical Organization
  • Hierarchical organization principle of cerebral
    organization in which information is processed
    serially, with each level of processing assumed
    to represent the elaboration of some hypothetical
    process
  • Nervous system is arranged in functional
    hierarchy (the spinal cord, the brain stem and
    the forebrain)
  • Herbert Spencers ideas of evolution ? injury
    leads to dissolution
  • Higher level controls more complex behavior
    through lower levels
  • Distributed systems mediation of behavior by
    neurons and connections between neurons that are
    located in different areas of the brain
  • How does this model fit with Fritsch Hitzig and
    Goltz findings?

50
The Neuron Doctrine
Camillo Golgi (1843-1926)
Santiago Ramon y Cajal (1852-1934)
  • The neuron doctrine the idea that the
    nervous system is composed of discrete,
    autonomous units, or neurons, that can interact
    but are not physically connected

51
Modern Developments
  • Neurosurgery (Wilder Penfield and Herber Jasper)
  • Psychometrics and statistical evaluation (e.g.,
    Individual differences the bell-shaped curve
    Neuropsychological tests IQ Memory)
  • Rise in technology (ability to visualize living
    brains)
  • MRI, fMRI, PET, ERP etc.
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