Subject
Trends and Advances in Cognitive Neuroscience
General details of the subject
- Mode
- Face-to-face degree course
- Language
- English
Description and contextualization of the subject
'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 questionTeaching staff
Name | Institution | Category | Doctor | Teaching profile | Area | |
---|---|---|---|---|---|---|
CARREIRAS VALIÑA, MANUEL FRANCISCO | University of the Basque Country | Investigador Distinguido | Doctor | Not bilingual | ** n o c o n s t a e l a r e a * ó " á r e a p r o v i s i o n a l" | manuelfrancisco.carreiras@ehu.eus |
MAGNUSON , JAMES | BCBL- Basque Center on Cognition, Brain and Language | Otros | Doctor |
Competencies
Name | Weight |
---|---|
CE1. Advanced knowledge of Cognitive Neuroscience | 25.0 % |
CE2. Main research techniques in Cognitive Neuroscience. | 25.0 % |
CE3. Applying knowledge creatively to identify research questions and plan experimental designs for topics discussed during the course | 25.0 % |
CE4. Identifying systems and processes in advanced areas of Cognitive Neuroscience | 25.0 % |
Study types
Type | Face-to-face hours | Non face-to-face hours | Total hours |
---|---|---|---|
Lecture-based | 10 | 10 | 20 |
Applied classroom-based groups | 10 | 10 | 20 |
Applied computer-based groups | 10 | 25 | 35 |
Assessment systems
Name | Minimum weighting | Maximum weighting |
---|---|---|
Practical tasks | 50.0 % | 50.0 % |
Presentations | 50.0 % | 50.0 % |
Temary
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?
Bibliography
Compulsory materials
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.Basic bibliography
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.