Cognitive Neuroscience 365
This course examines the way in which brain function influences mental processes and overt action. We will consider a range of cognitive functions, primarily from the perspective of neuroscience and draw on such related disciplines as cognitive psychology and computational analysis as needed. The functions to be reviewed include perception, attention, memory, and thinking.
Sarah
Raskin
Office LSC 208
Extension 2342
Readings:
Gazzaniga,
M., Ivry, R., & Mangun, G. (1998). Cognitive Neuroscience: The Biology of the Mind. New York: W.W. Norton and Co.
Spitzer,
M. (1999) The Mind Within The Net. Cambridge,
MA: MIT Press.
Squire, L.
and Kosslyn, S. (1998). Findings and Current Opinion in Cognitive Neuroscience.
Cambridge, MA: MIT Press.
Articles
distributed in class.
This
course examines the way in which brain function influences mental processes and overt
action. We will consider a range of cognitive
functions, primarily from the perspective of neuroscience and draw on such related
disciplines as cognitive psychology and computational analysis as needed. The functions to be reviewed include perception,
attention, memory, and thinking.
Date
Topic
Reading
Sept 1
Introduction
GIM Chapter 2
Churchland,
P., & Sejnowski, T. (1991). Perspectives on
Cognitive Neuroscience. In R.
Lister & H. Weingartner (Eds.): Perspectives on Cognitive Neuroscience. New
York: Oxford University Press.
Sept 8
Methodology
GIM Chapter 3 & G Chapters 1,2
Posner, M.
& Raichle, M. (1994). Images of Mind. New York: Scientific American Library:
Images of the Brain.
Cabeza,
R. & Nyberg, L. (1997). Imaging
Cognition: An empirical review of
PET studies with normal subjects. Journal of Cognitive Neuroscience, 9,
1-26.
Sept 15
Attention
GIM Chapter 6
Pardo, J., Fox, P., & Raichle, M. (1991). Localization of a human
system for sustained attention by positron emission tomography. Nature, 349,
61-64.
Posner,
M. (1995). Attention in
Cognitive Neuroscience: An Overview. In M. Gazzaniga (Ed.): The Cognitive Neurosciences.
Cambridge, MA: MIT Press.
Sept 22
Perception
GIM Chapter 4
Kaas, J. (1989).
Why does the brain have so many visual areas? Journal of Cognitive Neuroscience, 1,
121-135.
Maunsell, J.
(1995). The brain’s visual world: Representation of visual targets in
Sadato, N.,
Pascual-Leone, A., Grafman, J., Ibanez, J., Deiber, M., Dold, G., &
Exam 1 Distributed
September 29
Perceptual Cognition GIM
Chapter 5
Moscovitch, M.,
Behrmann, M. & Winocur, G. (1994). Do PETS have long or short ears? Mental imagery and
neuroimaging. Trends in Neuroscience, 17, 292-294.
Recanzone, G.
(1998). Rapidly induced auditory plasticity: The ventriloquiam aftereffect. Proceedings of the National Academy of
Sciences, 95, 869-875.
October 6 Reading
Fiez, J. &
Petersen, S. (1998). Neuroimaging studies of word reading. Proceedings of the National
Academy of Sciences. 95, 914-921.
Plaut, D., &
Shallice, T. (1993). Deep dyslexia: A case study of connectionist
Kosslyn, S. &
Koenig, O. (1992). Wet Mind: Reading. New
York: The Free
October 20
Language
GIM Chapter 8
Ojemann, G.,
Ojemann, J., Lettich, E., & Berger, M. (1989). Cortical language localization in left,
dominant hemisphere. Journal of Neurosurgery, 71, 316-326.
Zurif, E. (1984).
Neurolinguistics. In M. Gazzaniga (Ed.): Handbook of Cognitive Neuroscience. New
York: Plenum Press.
Damasio, H.,
Grabowski, T., Tranel, D., Hichwa, R., & Damasio, A. (1996). A neural basis for
lexical retrieval. Nature, 380, 399-486.
October 27
Movement
GIM Chapter 10
Georgopoulos, A.
(1997). Neural Networks and Motor Control. The Neuroscientist, 3, 52-60.
Kelso, J. &
Tuller, B. (1984). A dynamical basis for action systems. In M. Gazzaniga (Ed.): Handbook
of Cognitive Neuroscience. New York: Plenum Press.
Exam 2 Distributed
November 3
Memory
GIM Chapter 7
Squire, L. (1992).
Declarative and nondeclarative memory: multiple brain systems supporting learning and
memory. Journal of Cognitive Neuroscience, 4, 232-243.
Metcalfe, J.,
Cottrell, G., & Menci, W. (1992). Cognitive Binding: a computational-modeling analysis
of a distinction between implicit and explicit memory. Journal of Cognitive
Neuroscience, 4, 290-298.
Ungerleider, L.
(1995). Functional Brain imaging studies of cortical mechanisms for memory. Science,
270, 769-775.
November 10
Executive Functions
GIM Chapter 11,
Posner, M. &
Raichle, M. (1994). Images of Mind. New York: Scientific American Library. Chapter 6.
Dehaene, S., &
Changeux, J. (1991). The
Wisconsin Card Sorting Test: Theoretical analysis and modeling in a neuronal network. Cerebral
Cortex, 1, 62-79.
Milner, B. &
Petrides, M. (1984). Behavioral effects of frontal-lobe lesions in man. Trends in Neuroscience, November. 403-407.
November 17
Emotion, Consciousness
GIM
Chapter 14
Farver, I. &
Churchland, P. (1995). Consciousness and the Neurosciences. In M. Gazzaniga (Ed.): The
Cognitive Neurosciences. Cambridge, MA: MIT Press.
LeDoux, J. In
search of an emotional system in the brain: Leaping from fear to emotion and
consciousness. In M. Gazzaniga (Ed.): The Cognitive Neurosciences. Cambridge, MA:
MIT Press.
Lane, Reiman,
Bradley, Lang, Ahern, Davidson, & Schwartz. (1997). Neuranatomical correlates of
pleasant and unpleasant emotion.Neuropsychologia, 35, 1137-1444.
December 1
Brain Disorders
SK Chapters 28, 29
Posner, M. &
Raichle, M. (1994). Images of Mind. New York:
Andreasen, N.
(1997). Linking mind and brain in the study of mental illnesses.
Hasselmo, M.
(1994). Runaway synaptic modification in models of cortex:
Implications for Alzheimer's disease. Neural
Networks, 7, 13-40.
Hoffman, R., &
Dobscha, S. (1989). Cortical pruning and the development of schizophrenia: A computer
model. Schizophrenia Bulletin, 15, 477-490.
December 8
Plasticity
GIM Chapter 12
Raichle, M., Fiez,
J., Videen, T., MacLeod, A., Pardo, J., Fox, P., & Petersen, S. (1994).
Practice-related changes in human brain functional anatomy during nonmotor learning. Cerebral
Cortex, 4, 8-26.
Levitt, P. (1995).
Experimental approaches that reveal principles of cerebral cortical development. In M.
Gazzaniga (Ed.): The Cognitive Neurosciences. Cambridge, MA: MIT Press.
Stein, D. &
Glasier, M. (1992). An overview of developments on recovery from brain injury. In: D. Rose
and D. Johnson (Eds.) Recovery from brain damage. New York: Plenum Press.
Paper due
Exam 3 Distributed
Grading will be based on:
1. Three equally
weighted take-home exams (20 points each).
2. Class
presentation. Each student will be expected
to make a presentation to the class on a scheduled topic.
You must meet with me beforehand in order to have your choice of materials and
presentation approach approved (15 points).
3. Class
participation. You will be expected to
actively participate in class discussion each week (5 points).
4. Paper on one
brain disorder or dysfunction in the form of a study you would like to perform. You must take into account neuroscience,
cognitive science and modelling data in your paper. You
will present your hypotheses on October 20. The
final paper will be due November 17 (20 points; 5 points will be deducted for each day it
is late).
If you will be
unable to take a scheduled examination you must contact me by telephone at least 24 hours
before the scheduled time of the exam.
To send mail to me, click here: sarah.raskin@mail.trincoll.edu
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