Title: 1
1Introduction, History and Issues
2Instructor
- 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,..
3Teaching 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
4Course 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
5Objectives
- 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
6Objectives
- 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)
7Course 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
8Textbook 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
9Web Page
- www.erin.utoronto.ca/w3psy295/psy393.htm
- Login psy393
- Password 20061
10Grading
- Term Test 35
- Short Assignment 20
- Final Exam 45
11Test 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
12Prerequisites
- 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
13Make-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.
14Schedule
15Short 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.)
16Short 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
17Short 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 ???
18Short Paper General Organization
- Title page
- Abstract (120 words)
- Paper proper (1500-2000 words)
- References
19Title 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
20Abstract
- 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
21Paper Proper
- Introduction (250 words)
- Summaries/arguments (1000 words)
- Conclusions/Discussions (250 words)
22Introduction
- 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
23Paper 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
24Conclusions
- 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
25General
Specific
Specific
General
26References
- 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.
27Writing 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
28Writing 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.)
29Writing 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)
30Avoid 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.
31Paragraphs
- Create clear paragraphs organized around specific
ideas/arguments
32Be 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.
33Choose 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.
34Grammar/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.
35What 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
36The 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
37Early 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
38Ancient 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
39Darwin 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?
40Phrenology
- 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
41Phrenology
- Evidence anecdotes, paintings etc.
- Cases of patricide
- 25 murderers
- No interest in brain injury cases
42Problems 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.
43Anti-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
44Broca 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
45Broca 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
46Wernicke 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
47Electrophysiological 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
48Antilocalizationists
- 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
49Hughlings-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?
50The 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
51Modern 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.