nireEHU 
Gaia
Joera eta Aurrerapen Berriak Neurozientzia Kognitiboan
Gaiari buruzko datu orokorrak
- Modalitatea
- Ikasgelakoa
- Hizkuntza
- Ingelesa
Irakasgaiaren azalpena eta testuingurua
'Hot' research themes from cognitive neuroscience will be addressed. Review articles will be assigned to read. In the second half there will be student presentations of articles from the primary literature dealing with a specific research questionIrakasleak
| Izena | Erakundea | Kategoria | Doktorea | Irakaskuntza-profila | Arloa | Helbide elektronikoa |
|---|---|---|---|---|---|---|
| CARREIRAS VALIÑA, MANUEL FRANCISCO | Euskal Herriko Unibertsitatea | Itzal Haundiko Ikertzailea | Doktorea | Elebakarra | Arloa ez dago adierazita edo behin-behinekoa da | manuelfrancisco.carreiras@ehu.eus |
| MAGNUSON , JAMES | BCBL- Basque Center on Cognition, Brain and Language | Besteak | Doktorea |
Gaitasunak
| Izena | Pisua |
|---|---|
| CE1. Adquisición de conocimientos avanzados sobre temas avanzados en neurociencia cognitiva | 25.0 % |
| CE2. Conocer las principales metodologías en el estudio de temas avanzados sobre neurociencia cognitiva. | 25.0 % |
| CE3. Aplicar los conocimientos adquiridos de forma creativa para identificar problemas y plantear diseños de investigación sobre los temas discutidos en el curso. | 25.0 % |
| CE4. Identificación de los sistemas y procesos en temas avanzados en neurociencia cognitiva. | 25.0 % |
Irakaskuntza motak
| Mota | Ikasgelako orduak | Ikasgelaz kanpoko orduak | Orduak guztira |
|---|---|---|---|
| Magistrala | 10 | 10 | 20 |
| Gelako p. | 10 | 10 | 20 |
| Ordenagailuko p. | 10 | 25 | 35 |
Ebaluazio-sistemak
| Izena | Gutxieneko ponderazioa | Gehieneko ponderazioa |
|---|---|---|
| Azalpenak | 50.0 % | 50.0 % |
| Lan praktikoak | 50.0 % | 50.0 % |
Irakasgai-zerrenda
We will provide an overview on the recent trends and advances in Cognitive Neuroscience.The overarching goal of this course is that the student acquires a critical view of the field. Relevant papers will be discussed in groups.
We will discuss recent hot topics in the field. Some themes in past years were: What is the function of the brain's reading circuitry? Is there a bilingual or multilingual advantage in cognitive/executive function or language learning? Can Cognitive Neuroscience inform Education? What are current verbal memory models and how do they match up against the evidence?
Bibliografia
Nahitaez erabili beharreko materiala
There is no textbook for this class; papers will be provided at the beginning of the course, along with an outline of the topics to be covered in each half of the course.Oinarrizko bibliografia
Friederici, A. (2009. Pathways to language: fiber tracts in the human brain. Trends in Cognitive Sciences, 13, 175-181Gallese, V., & Goldman, A. (1998). Mirror neurons and the simulation theory of mind reading. Trends in Cognitive
Science, 2, 493-501.
Henson, R. (2005). What can functional neuroimaging tell the experimental psychologist? The Quarterly Journal of
Experimental Psychology, 58A(2), 193-233.
Kotz, S., & Schwartze, M. (2010). Cortical speech processing unplugged: a timely subcortico-cortical framework. Trends in Cognitive Sciences, 14, 392-399.
Novick, J.M., Trueswell, J.C., & Thomson-Schill, S.L. (2005). Cognitive control and parsing: Reexamining the role of
Broca¿s area in sentence comprehension. Cognitive, Affective, & Behavioral Neuroscience, 5 (3), 263-281.
Robertson, E. M., Théoret, H., & Pascual-Leone A. (2003). Studies in cognition: the problems solved and created by
Transcranial Magnetic Stimulation. Journal of Cognitive Neuroscience, 15:7, 948¿960.