Aims

To provide in depth knowledge of current thinking and theories in cognitive neuroscience, with particular reference to:
(a)       Methods of cognitive neuroscience;
(b)       Higher order perception
(c)       Models of attention
(d)       Learning and memory
(e)       Action control
(f)       Executive function and frontal lobes

Outline Of Syllabus

Topics to be covered are: methods of cognitive neuroscience (psychophysics, computer modelling, animal research, neurology, non-invasive brain imaging); higher order perception (object recognition, literacy, face processing, agnosias); models of attention ( bottom-up attention, top-down attention, attentional networks, visual search, neglect); learning and memory (models of memory, memory circuits, amnesias, encoding and retrieval); Action control (the motor system, control of movement, neural prosthetics, motor deficits); executive function and frontal lobes (frontal lobe anatomy, action selection, value representation, evaluation of action consequences, higher order cognitive dysfunction).

Teaching Rationale And Relationship

The lectures, the essential and additional reading, and the associated handouts form the core factual content of the course. Lectures and related video material are combined to increase diversity of materials. Each topic will be broken into smaller sub-sections which have topic related questions at the end, which students are asked to answer before accessing sample answers for comparison. 2 relevant papers will need to be read by the students after key content has been taught and they are encouraged to write an essay related to one of the papers. They will be given guidance on essay writing in an interactive session. The papers used are key recent papers that have influenced thinking in the respective area of research. This allows the students to understand the methods used to investigate a research question, and develop skills in absorbing new information, and learn to think critically. Group discussion in interactive sessions will foster deep learning, and train oral scientific communication skills

Assessment Rationale And Relationship

The Examination will be comprised of two components; 45 MCQ questions and 3 short answer question which they have to answer.
The multiple choice element of the examination will provide information about the depth and breadth of the students’ knowledge base and will specifically assess knowledge, independent learning and understanding of material relevant to the module.
The short answer questions will be used to assess knowledge, independent learning and understanding of the material relevant to the module, the ability to integrate this material and to communicate clearly, and the ability for critical thought.

Students will also have the opportunity to engage in Formative Practice. In this optional exercise, students will take part in two seminars to develop essay writing skills. They will read an assigned article for each seminar and be invited to submit a short essay on the specified article. This will be submitted and the module leader will provide detailed feedback on the essay. This will help prepare students for the essay component of the exam.

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 Winter vacation. Coursework with submission dates after the Winter vacation will either be submitted at an earlier date or at the same time remotely. The assessment format will not normally vary from the original to ensure learning outcomes are met. Any changes to the original format must meet module learning outcomes and be approved by the school.

If the module is failed or deferred students will resit failed or deferred assessments in the same format during the August resit period.