Materia

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Trends and Advances in Cognitive Neuroscience/Nuevas Tendencias y Avances en Neurociencia Cognitiva

Datos generales de la materia

Modalidad
Presencial
Idioma
Inglés

Descripción y contextualización de la asignatura

'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 question

Profesorado

NombreInstituciónCategoríaDoctor/aPerfil docenteÁreaEmail
CARREIRAS VALIÑA, MANUEL FRANCISCOUniversidad del País Vasco/Euskal Herriko UnibertsitateaInvestigador DistinguidoDoctorNo bilingüe** 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
MAGNUNSON , JAMESBasque Center on Cognition, Brain and Language (BCBL)OtrosDoctor

Competencias

DenominaciónPeso
CE1. Adquisición de conocimientos avanzados sobre temas avanzados en neurociencia cognitiva25.0 %
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 %

Tipos de docencia

TipoHoras presencialesHoras no presencialesHoras totales
Magistral101020
P. de Aula101020
P. Ordenador102535

Sistemas de evaluación

DenominaciónPonderación mínimaPonderación máxima
Exposiciones50.0 % 50.0 %
Trabajos Prácticos50.0 % 50.0 %

Temario

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?

Bibliografía

Materiales de uso obligatorio

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.

Bibliografía básica

Friederici, A. (2009. Pathways to language: fiber tracts in the human brain. Trends in Cognitive Sciences, 13, 175-181

Gallese, 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.



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