ࡱ> e lTbjbj 4h]bh]bVLL L 8\ shllllS!!Hrrrrrrr$uxrz"SSz"z"rllr)))z"rllr)z"r))f llP o#h<wrr0 s i 8y$&8yxl,8yCl4!")" !"Y!!!rr&b!!! sz"z"z"z"8y!!!!!!!!!L B : 307 Human Neuropsychology Fall 2020 Online Instructor: James Danckert PAS 4040 Ext. 37014 Email:  HYPERLINK "mailto:jdancker@uwaterloo.ca" jdancker@uwaterloo.ca Weekly Office Hours via Webex: Fridays at 10:00 a.m. Teaching Assistants Allison Drody Webex hours: Thursdays 2:30 3:30 p.m. Email: acdrody@uwaterloo.ca Yadu Sivashankar Webex hours: Wednesdays 4:00 5:00 p.m. Email: ysivasha@uwaterloo.ca Course Web Page: Everything will be available on LEARN. Course Description and Aims The focus of this course is to develop broad based knowledge concerning human behaviour from a neuropsychological perspective: primarily, this means viewing behaviour through the lens of neuro, Dementias and logical damage. Basic research and clinical examples will be used to explore the brainbehaviour relationships inherent in vision and attention, memory, executive control, and beyond. Text book Cognitive Neuroscience, 4th Edition. Marie T. Banich and Rebecca J. Compton, Cambridge University Press. You can order the book through the UW Book Store ( HYPERLINK "https://wstore.uwaterloo.ca/" https://wstore.uwaterloo.ca/) or directly through  HYPERLINK "https://www.cambridge.org/ca/academic/subjects/psychology/cognition/cognitive-neuroscience-4th-edition?format=PB" Cambridge University Press. Alternatively, you can purchase an electronic version of the book from the following sites:  HYPERLINK "https://www.vitalsource.com/en-ca/products/cognitive-neuroscience-marie-t-banich-v9781108548755" Vital Source  HYPERLINK "https://www.redshelf.com/book/876907/cognitive-neuroscience-876907-9781108547659-marie-t-banich-rebecca-j-compton" Redshelf  HYPERLINK "https://www.ebooks.com/en-ca/book/95946495/cognitive-neuroscience/marie-t-banich/" Ebooks.com Assessment The in-person version of this class had three non-cumulative exams worth a total of 77% of the final grade. This online version of 307 will not have any exams. Instead, each weeks topic will have a quiz associated with it. The questions for the quizzes are drawn from the test bank associated with the text book and the mini-lectures (anything labelled Cool Tidbits will not be included in the quizzes). Ten of the 12 quizzes will contribute to your final grade. In other words, you can drop your worst two quiz results. Each of the 10 quizzes will be worth 6% of your final grade for a total of 60%. The final 40% of your grade will come from completing two assignments. Assignment #1 Representing science to the public. Its important in doing science (that is paid for largely through the public purse) that we communicate what we learn to the public. And as a writing exercise it poses challenges that are valuable in developing your writing skills. The goals of this assignment are: Develop a deep understanding of a specific scientific paper Develop critical reasoning skills through summarizing the paper Develop writing skills by translating the piece into a media representation of the science Heres what you need to do: Find a journal article relevant to the course broadly, something that relates brain to behaviour. PubMed is a good search engine for this kind of thing ( HYPERLINK "http://www.ncbi.nlm.nih.gov/pubmed" http://www.ncbi.nlm.nih.gov/pubmed), but you can use Google Scholar too. Summarize that article ~500 words what was their question, what did they do and how, what were the main findings and the authors interpretations Write a media representation (i.e., a newspaper piece) of the article ~800 words. Here are some thing to consider for this assignment: Who is your audience? How can you make the science relatable to that audience? People will only read something they think is relevant to their lives. How can you avoid jargon? How can your media piece go beyond the article? How can you maintain the truth of the article while still being engaging to your audience? To help you with this I will post two things up on LEARN a recent article from my lab ( HYPERLINK "https://www.tandfonline.com/doi/pdf/10.1080/02699931.2020.1763919?casa_token=6Anm9L4qqpIAAAAA:iA2DgusEQoy4VWJ32ljrh-f_Qww-MAef1gDW7QZxLB985ZPOLtUPl6KvtCKtVqO8QAol9X73SS2RnMs" Struk et al., 2020) and a  HYPERLINK "https://blogs.scientificamerican.com/illusion-chasers/the-boredom-paradox/" Scientific American blog post that discusses that article. You can use these as a guide to how to write your own media piece. Assignment #2 Make a Concept Map Take two topics touched on in this course (e.g., Attention and Memory) and build a Concept Map outlining how they may be linked. You should include the following levels: Behaviour Brain Structures/Networks Theories Seek original research articles (through PebMed or Google Scholar) to reference in your map. Heres a resource for making a good Concept Map:  HYPERLINK "https://www.youtube.com/watch?v=sZJj6DwCqSU&t=5s" https://www.youtube.com/watch?v=sZJj6DwCqSU&t=5s Participation in Experiments You can earn four percent (4%) in bonus marks from participation in experiments through the Research Experiences Group (see details below under Research Experiences Group (REG) Participation in Psychology Research). In this instance .5% can be earned by participating in one half hour experiment, so to get the full 4% you will need to complete 4 full hours of experiments (see details below). If you decide you do not want to participate in experiments you can complete an alternate assignment to be determined by Dr. Danckert (alternate assignments will each be worth 1% and typically consist of one page summaries of journal articles). Experimental credits must all be finalised by December 7th. Summary of Assessment for Grade 10 of 12 weekly quizzes each worth 6% 60% Assignment 1 (due date: October 19th) 20% Assignment 2 (due date: December 14th) 20% Bonus quiz (neuroanatomy see below) 5% Bonus marks REG participation 3% NOTE: Quizzes will be on LEARN each week I will give a period of time from Friday morning (9:00 a.m.) to the following Monday evening (11:00 p.m.) for you to complete them. This is intended to help you get into a routine with the class study for the topic, do the quiz, move on to the next weeks topic. Topics (note: I will have small videos to supplement the readings for each topic placed on LEARN) ** Read Chapter 1 (pp. 2 40) to brush up on your neuroanatomy. I will set a Bonus Quiz. ** Topic 1 History of Neuropsychology Chapter 2 (pp. 42 66) Topic 2 Methodology Chapter 3 (pp. 69 91) Topic 3 Vision Chapter 5 (pp. 136 155) Topic 4 Object Recognition Chapter 6 (pp. 169 190) Topic 5 Spatial Cognition Chapter 7 (pp. 199 214) Topic 6 Memory & Learning Chapter 9 (pp. 257 272; 278 293) Topic 7 Attention Chapter 10 (pp. 297 330) Topic 8 Executive Functioning Chapter 11 & 16 (pp. 333 365; 493 499) Topic 9 Emotion Chapter 12 (pp. 368 393) Topic 10 Brain Development Chapter 15 (pp. 456 470; 472 476; 485 489; 500 514) Topic 11 Psychopathology Chapter 14 (pp. 423 441) Topic 12 New Frontiers No set readings. Academic Integrity In order to maintain a culture of academic integrity, members of the University of ݮƵ are expected to promote honesty, trust, fairness, respect and responsibility. Check the  HYPERLINK "/academic-integrity/" Office of Academic Integrity website for more information. Discipline A student is expected to know what constitutes academic integrity to avoid committing an academic offence, and to take responsibility for his/her actions. [Check HYPERLINK "/academic-integrity/" the Office of Academic Integrityfor more information.] A student who is unsure whether an action constitutes an offence, or who needs help in learning how to avoid offences (e.g., plagiarism, cheating) or about rules for group work/collaboration should seek guidance from the course instructor, academic advisor, or the undergraduate associate dean. For information on categories of offences and types of penalties, students should refer to HYPERLINK "/secretariat-general-counsel/policies-procedures-guidelines/policy-71" Policy 71, Student Discipline. For typical penalties, check HYPERLINK "/secretariat-general-counsel/policies-procedures-guidelines/guidelines/guidelines-assessment-penalties" Guidelines for the Assessment of Penalties. Grievance A student who believes that a decision affecting some aspect of his/her university life has been unfair or unreasonable may have grounds for initiating a grievance. Read HYPERLINK "/secretariat-general-counsel/policies-procedures-guidelines/policy-70" Policy 70, Student Petitions and Grievances, Section 4. When in doubt, please be certain to contact the departments administrative assistant who will provide further assistance. Appeals A decision made or penalty imposed under HYPERLINK "/secretariat-general-counsel/policies-procedures-guidelines/policy-70" Policy 70, Student Petitions and Grievances(other than a petition) or HYPERLINK "/secretariat-general-counsel/policies-procedures-guidelines/policy-71" Policy 71, Student Disciplinemay be appealed if there is a ground. A student who believes he/she has a ground for an appeal should refer to HYPERLINK "/secretariat-general-counsel/policies-procedures-guidelines/policy-72" Policy 72, Student Appeals. Accommodation for Students with Disabilities Note for students with disabilities:  HYPERLINK "/disability-services/" AccessAbility Services, located in Needles Hall, Room 1401, collaborates with all academic departments to arrange appropriate accommodations for students with disabilities without compromising the academic integrity of the curriculum. If you require academic accommodations to lessen the impact of your disability, please register with HYPERLINK "/disability-services/" AccessAbility Servicesat the beginning of each academic term. Mental Health Support All of us need a support system. The faculty and staff in Arts encourage students to seek out mental health support if they are needed. On Campus Counselling Services:  HYPERLINK "mailto:counselling.services@uwaterloo.ca" counselling.services@uwaterloo.ca / 519-888-4567 ext. 32655  HYPERLINK "https://feds.ca/feds-services/uw-mates" MATES: one-to-one peer support program offered by Federation of Students (FEDS) and Counselling Services Health Services Emergency service: located across the creek form ݮƵ Centre Off campus, 24/7  HYPERLINK "http://www.good2talk.ca/" Good2Talk: Free confidential help line for post-secondary students. Phone: 1-866-925-5454 Grand River Hospital: Emergency care for mental health crisis. Phone: 519-749-4300 ext. 6880  HYPERLINK "http://www.here247.ca/" Here 24/7: Mental Health and Crisis Service Team. Phone: 1-844-437-3247  HYPERLINK "http://www.ok2bme.ca/" OK2BME: set of support services for lesbian, gay, bisexual, transgender or questioning teens in ݮƵ. Phone: 519-884-0000 extension 213 Full details can be found online on the Faculty of Arts  HYPERLINK "/arts/get-mental-health-support-when-you-need-it" website Download  HYPERLINK "/arts/sites/ca.arts/files/uploads/files/counselling_services_overview_002.pdf" UݮƵ and regional mental health resources (PDF) Download the  HYPERLINK "/watsafe/" WatSafe app to your phone to quickly access mental health support information Territorial Acknowledgement We acknowledge that we are living and working on the traditional territory of the Attawandaron (also known as Neutral), Anishinaabe and Haudenosaunee peoples. The University of ݮƵ is situated on the Haldimand Tract, the land promised to the Six Nations that includes ten kilometres on each side of the Grand River. For more information about the purpose of territorial acknowledgements, please see the  HYPERLINK "https://www.caut.ca/docs/default-source/professional-advice/list---territorial-acknowledgement-by-province.pdf?sfvrsn=12" CAUT Guide to Acknowledging Traditional Territory (PDF). Academic freedom at the University of ݮƵ  HYPERLINK "/secretariat/policies-procedures-guidelines/policy-33" Policy 33, Ethical Behaviour states, as one of its general principles (Section 1), The University supports academic freedom for all members of the University community. Academic freedom carries with it the duty to use that freedom in a manner consistent with the scholarly obligation to base teaching and research on an honest and ethical quest for knowledge. In the context of this policy, 'academic freedom' refers to academic activities, including teaching and scholarship, as is articulated in the principles set out in the Memorandum of Agreement between the FAUW and the University of ݮƵ, 1998 (Article 6). The academic environment which fosters free debate may from time to time include the presentation or discussion of unpopular opinions or controversial material. Such material shall be dealt with as openly, respectfully and sensitively as possible. This definition is repeated in Policies 70 and 71, and in the Memorandum of Agreement, Section 6. Sona Participation and Research Experience Marks Information and Guidelines Experiential learning is considered an integral part of the undergraduate program in Psychology. Research participation is one example of this, article review is another.A number of undergraduate courses have been expanded to include opportunities for Psychology students to earn grades while gaining research experience. Since experiential learning is highly valued in the Department of Psychology, students may earn a "bonus" grade of up to 3% in this course through research experience. Course work will make up 100% of the final mark and a "bonus" of up to 3% may be earned and will be added to the final grade if/as needed to bring your final grade up to 100%. The two options for earning research experience grades; participation in ONLINE (web-based) research studies, and article review; are described below. Students may complete any combination of these options to earn research experience grades. Option 1: Participation in Psychology Research Research participation is coordinated by the Research Experiences Group (REG). Psychology students may volunteer as research participants for online (web-based) studies conducted by students and faculty in the Department of Psychology. Participation enables students to learn first-hand about psychology research and related concepts. Many students report that participation in research is both an educational and interesting experience. Please be assured that all Psychology studies have been reviewed and received ethics clearance through a University of ݮƵ Research Ethics Committee. How to earn extra marks for your Psychology course(s) this term by participating in studies ... You will earn "credits" which will be converted to "marks" (1 credit = 1%) You can schedule your ONLINE studies using the "Sona" website. FOR THE FALL 2020 TERM ALL OF YOUR CREDITS can be earned through ONLINE and REMOTELY/ONLINE OPERATED (replaces in-lab) studies. Educational focus of participation in research To maximize the educational benefits of participating in research, students will receive feedback information following their participation in each study detailing the following elements: Purpose or objectives of the study Dependent and independent variables Expected results References for at least two related research articles Provisions to ensure confidentiality of data Contact information of the researcher should the student have further questions about the study Contact information for the Director of the Office of Research Ethics should the student wish to learn more about the general ethical issues surrounding research with human participants, or specific questions or concerns about the study in which s/he participated. Participation in ONLINE studies has increment values of .25 credits for each 15-minutes of participation. Researchers will record students participation, and at the end of the term, the REG Coordinator will provide the course instructor with a credit report of the total credits earned by each student. How to participate? Study scheduling, participation and grade assignment is managed using the SONA online system. All students enrolled in this course have been set up with a SONA account. You must get started early in the term. For instructions on how to log in to your SONA account and for a list of important dates and deadlines please, as soon as possible, go to: HYPERLINK "/research-experiences-group/welcome-research-experiences-group-and-sona/sona-information"Participating/SONA information: How to log in to Sona and sign up for studies *** Please do not ask the Course Instructor or REG Coordinator for information unless you have first thoroughly read the information provided on this website.*** More information about the REG program in general is available at:  HYPERLINK "/research-experiences-group/welcome-research-experiences-group-and-sona/sona-information" Sona Information on the REG Participants website or you can check the  HYPERLINK "/research-experiences-group/sites/ca.research-experiences-group/files/uploads/files/sona_faq_for_fall_2019.pdf" Sona FAQ on the REG website homepage for additional information. Option 2: Article Review as an alternative to participation in research Students are not required to participate in research, and not all students wish to do so. As an alternative, students may opt to gain research experience by writing short reviews (1 to 2 pages) of research articles relevant to the course. The course instructor will specify a suitable source of articles for this course (i.e., scientific journals, newspapers, magazines, other printed media). You must contact your TA to get approval for the article you have chosen before writing the review. Each review article counts as one percentage point. To receive credit, you must follow specific guidelines. The article review must: Be submitted before the  HYPERLINK "http://www.quest.uwaterloo.ca/undergraduate/dates.html" last day of lectures. Late submissions will NOT be accepted under ANY circumstances. Be typed Fully identify the title, author(s), source and date of the article.A copy of the article must be attached. Identify the psychological concepts in the article and indicate the pages in the textbook that are applicable. Critically evaluate the application or treatment of those concepts in the article. If inappropriate or incorrect, identify the error and its implications for the validity of the article. You may find, for example, misleading headings, faulty research procedures, alternative explanations that are ignored, failures to distinguish factual findings from opinions, faulty statements of cause-effect relations, errors in reasoning, etc. Provide examples whenever possible. Clearly evaluate the application or treatment of those concepts in the article. 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