HUMAN HIGHER CORTICAL FUNCTIONS



HUMAN HIGHER CORTICAL FUNCTIONS

CLP 6307

SYLLABUS

SPRING 2006

Mondays, 12:00pm – 3:00pm, Room G103 HPNP

Course Organizer: Russell M. Bauer, Ph.D.

Office: 3158A HPNP

Contact Information: 273-6455; rbauer@phhp.ufl.edu

Office Hours: By appointment (e-mail Chris Poynor cpoynor@phhp.ufl.edu ] to schedule

an appointment)

General Course Information

This course will introduce the student to human brain-behavior relationships and other topics relevant to the biological basis of complex behavior. It is designed to introduce the student to normal and abnormal brain functioning from a systems perspective. Cognitive, sensory, motor, and emotional signs, symptoms, and syndromes that arise from various forms of central nervous system disease will be examined and the functional anatomy underlying complex behavior will be described. Classical syndromes in neuropsychology, behavioral neurology, and neuropsychiatry will be presented.

Students who enroll in this course come from a variety of graduate programs and educational disciplines including clinical psychology, psychology, education, neurosciences, communicative disorders, health science, and rehabilitation science. The benefit maximally from lecture and reading material, students should have some background in biology, physiological psychology and/or cognitive psychology.

The course consists of topical lectures given by faculty of the University of Florida Center for Neuropsychological Studies. This multidisciplinary center is devoted to clinical and research studies in human neuropsychology, and to training students, interns, and postdoctoral associates in neuropsychological science and practice. The topical outline for the course is listed below.

Successful completion of the course should allow students to (a) learn about basic structural and functional systems of the brain; (b) recognize and identify the functional brain systems involved in complex behaviors such as language, memory, spatial ability, and attention; (c) develop the ability to recognize the major signs and symptoms of CNS impairment; and (d) develop an appreciation of the exquisite complexity of higher brain functions.

Course Requirements

Enrolled students are expected to attend weekly classes and to complete assigned readings. Readings will consist of articles and chapters selected by the course instructors. Articles/chapters will be posted electronically (in .pdf form, so students must have access to Adobe Reader or Acrobat) at the following URL:

Students should click the link “Human Higher Brain Function Spring 2006” to access the articles. There is no assigned book.

We will also endeavor to make handouts/slides available to students in advance of the date of the lecture. Assuming faculty cooperation, slides will be posted to the same website for downloading. Students are strongly encouraged to bring printed slides to class to facilitate note-taking.

There will be a midterm examination (March 6, 2006) and a final examination (April 24, 2006). The midterm will assess knowledge of material discussed up to (and including) the February 27 class meeting, and the final will assess knowledge of material discussed between the midterm and the end of the course. Students must make prior arrangements with the Course Organizer if they must miss the in-class examinations.

Additional Learning Opportunities

Students are invited to attend the weekly meetings of the Center for Neuropsychological Studies, heald in the Third Floor Educational Conference Room at the Malcolm Randall Veterans’ Administration Medical Center. Meetings are held from 1:15 – 2:30 on Fridays. Because this meeting occurs in a hospital setting, attendees should observe appropriate dress code.

Students are also encouraged to attend Neurology Grand Rounds (Tuesdays, 10:30am – 12:00 pm) in the same room as the Center for Neuropsychological Studies meeting. Since these meetings involve a direct interview and presentation of a live patient, attendees dress as if they were seeing patients themselves.

Class Schedule (full references for assigned readings are listed at the end of the syllabus)

Date Topic and Reading Faculty

January 9 Course Introduction Bauer

History and Principles of Neuropsychology Heilman

Neuroanatomy Overview Bauer

Assigned Reading: Tranel (1992); Heilman & Valenstein (2003);

Feinberg & Farah (2003)

January 16 NO CLASS – Martin Luther King Holiday

January 23 Subcortical Brain Anatomy and Systems TBA

Lateralization of Function in the Brain Fennell

Assigned Reading:

January 30 Dementia Syndromes Price

Aging/Mild Cognitive Impairment

Assigned Reading:

February 6 Epilepsy and Behavior Loring

Epilepsy Syndromes Eisenschenk

Assigned Reading:

February 13 Emotional Disorders and the Brain Bowers

Disorders of Emotional Communication Rosenbek

Assigned Reading:

February 20 Attentional Disorders/Neglect Heilman

Intentional Disorders

Assigned Reading:

February 27 Frontal Lobe Disorders Bauer

Neuropsychiatric Disorders Cheong

Assigned Reading:

March 6 MID TERM EXAMINATION

March 13 NO CLASS – Spring Break

March 20 Callosal Disorders Valenstein

The Agnosias Bauer

Assigned Reading: Bauer, 2005

March 27 Anatomy of Memory Bauer

Memory Disorders and Amnesia

Assigned Reading: Bauer, in press

April 3 Movement Disorders: Structure and Function TBA

Assigned Reading:

April 10 Aphasic Syndromes Nadeau

Acquired Disorders of Reading and Writing Conway

Assigned Reading:

April 17 Traumatic Brain Injury in Adults Demery

Traumatic Brain Injury in Children Heaton

Assigned Reading:

April 24 FINAL EXAMINATION

Course Policies

Attendance is expected. Students needing to miss class for personal or professional reasons should consult with the instructor prior to the date on which they will be unable to attend. Students are expected to complete assigned readings prior to coming to class.

Grades

The final grade will be determined by averaging the students’ scores on the two examinations and expressing that average as the percentage of the total possible points. A = 90-100%, B+ = 87-89, B = 80-86%; C+ = 77-79, C = 70-76%, D+ = 67-69; D = 60-66%, E = 59% or below. Scores will be rounded to the nearest percent (rounded up or down, whichever is closest) for grade determination.

Students with Disabilities

Students requesting classroom accommodation must first register with the Dean of Students, Office of Student Disability Services. That office will provide documentation to the student regarding allowable accommodations. The student must then provide this documentation to the Instructor when requesting accommodation.

References for Assigned Readings

Week 1:

Tranel, D. (1992). Functional neuroanatomy: Neuropsychological correlates of cortical and subcortical damage. In S.C. Yudofsky and R.E. Hales (Eds.), The American Psychiatric Press Textbook of Neuropsychiatry, pp. 57-88. Washington, DC: American Psychiatric Press.

Heilman, K.M., & Valenstein, E. (2003). Introduction. In K.M. Heilman & E. Valenstein (Eds.), Clinical Neuropsychology (4th Ed.), pp. 1-13. New York: Oxford University Press.

Feinberg, T.E. & Farah, M.J. (2003). The development of modern behavioral neurology and neuropsychology. In T.E. Feinberg & M.J. Farah (Eds.), Behavioral Neurology and Neuropsychology (2nd Ed.), pp. 3-21. New York: McGraw-Hill.

Rev 1/8/06

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