345: Human Neuropsychology Professor Patricia Reuter-Lorenz GSIs David Fencsik Joseph Mikels

Cognitive Neuroscience BASIC GOALs: How does brain mediate cognition? How does brain mediate cognition? Develop models of cognition Develop models of cognition Relate structures to functions Relate structures to functions Computation Neuroscience Behavior/Cognition

Cognitive Neuroscience BASIC GOALs: How does brain mediate cognition? How does brain mediate cognition? Develop models of cognition Develop models of cognition Relate structures to functions Relate structures to functions Computation Neuroscience Behavior/Cognition cognitive models Neuropsychology Electrophysiology Brain Imaging Animal Electrophys. neural system models

Why Study the Brain to Understand Normal Cognition? Learn about mental life (cognition) by studying its seat Learn about mental life (cognition) by studying its seat The mind is what the brain does! Learn about how a thing works by studying Learn about how a thing works by studying how it’s built how it’s built how it functions how it functions how it breaks down how it breaks down Constraints Constraints disprove theories of cognition disprove theories of cognition guide new ones guide new ones

Cognitive Neuroscience and Converging Methods Traditional Neuropsychology Traditional Neuropsychology Studies of focal brain damage or degenerative disease Studies of focal brain damage or degenerative disease Behavioral studies of neurologically intact humans (e.g., visual and auditory laterality studies ) Behavioral studies of neurologically intact humans (e.g., visual and auditory laterality studies ) Human Electrophysiology Human Electrophysiology Electroencephalography Electroencephalography Event Related Potentials Event Related Potentials Neuroimaging Neuroimaging Positron Emission Tomography Positron Emission Tomography Functional MRI Functional MRI

Historical Roots in 19th Century Phrenology Brain is the organ of mind Brain is the organ of mind composite of parts, with specific faculties composite of parts, with specific faculties Area size indicates “strength” of faculty Area size indicates “strength” of faculty Size evident in skull (bumps, prominences, depressions) Size evident in skull (bumps, prominences, depressions) Gall and Spurzheim Gall and Spurzheim

love for one's offspring love for one's offspring cleverness, know-how cleverness, know-how vanity, love of glory vanity, love of glory memory for people memory for people memory of things & facts memory of things & facts sense of color, pictorial talent sense of color, pictorial talent Love of God and religion Love of God and religion Traits include:

Opposition to Phrenology: Opposition to Phrenology: Anti-localizationists: brain functions as an indivisible unit (e.g. Flourens) Anti-localizationists: brain functions as an indivisible unit (e.g. Flourens) Anti-materialists: mental/spiritual faculties are not of organic matter Anti-materialists: mental/spiritual faculties are not of organic matter Important Issues Underscored: Important Issues Underscored: How to define a faculty? How to define a faculty? What is localized? What is localized? Which anatomical map? Which anatomical map?

Mid-late 19th century Paul Broca’s Tan (1861) speech loss not due to paralysis speech loss not due to paralysis "loss of memory of movements needed to pronounce words" "loss of memory of movements needed to pronounce words" 3rd frontal convolution in LEFT Hemisphere 3rd frontal convolution in LEFT Hemisphere Carl Wernicke (1874) cases of lost speech comprehension cases of lost speech comprehension localized to temporal lobe of Left Hemisphere. localized to temporal lobe of Left Hemisphere.

Implications of Broca's and Wernicke's discoveries Localization of higher mental functions Localization of higher mental functions Shift towards "physiologically" real functions (motor vs. sensory) Shift towards "physiologically" real functions (motor vs. sensory) Notion of Cerebral dominance Notion of Cerebral dominance

In any well-made machine one is ignorant of the working of most of the parts -- the better they work the less we are conscious of them... it is only a fault which draws our attention to the existence of a mechanism at all. Kenneth Craik, The Nature of Explanation (1943)

Mental Life is Seamless... Analysis of Cognitive Deficit is like a PRISM Analysis of Cognitive Deficit is like a PRISM revealing the components of mental life that would be otherwise invisible revealing the components of mental life that would be otherwise invisible just as a prism reveals the spectrum of wavelengths comprising white light just as a prism reveals the spectrum of wavelengths comprising white light

Aims of Experimental Cognitive Neuropsychology Explain patterns of impaired and intact performance in terms of normal cognitive psychology Explain patterns of impaired and intact performance in terms of normal cognitive psychology Use cognitive theories to explain dysfunction Use cognitive theories to explain dysfunction Use cognitive/experimental methods to analyze effects of damage Use cognitive/experimental methods to analyze effects of damage Understand normal cognition by studying the effects of brain damage Understand normal cognition by studying the effects of brain damage Identify the subsystems and special purpose modules that control normal cognition Identify the subsystems and special purpose modules that control normal cognition

Cognitive neuropsychology methods link mental processes to brain structures Step 1: Identify structural dysfunction Diffuse disease/degeneration (Alzheimer’s Disease; Parkinsons): Diffuse disease/degeneration (Alzheimer’s Disease; Parkinsons): - Identify spared vs. impaired neural systems Focal lesion analysis in humans Focal lesion analysis in humans - Structural imaging (CT or MRI scans) localize damage

Cognitive neuropsychology methods link mental processes to brain structures Step 2: Identify impaired vs. spared functions Use cognitive/experimental methods to analyze cognitive consequences of damage Use cognitive/experimental methods to analyze cognitive consequences of damage Use cognitive theories to explain patterns of impaired and intact performance Use cognitive theories to explain patterns of impaired and intact performance Identify the subsystems and special purpose modules that control normal cognition Identify the subsystems and special purpose modules that control normal cognition

Aims of Clinical Neuropsychology diagnosis of deficit diagnosis of deficit acute treatment and rehabilitation acute treatment and rehabilitation long-term management long-term management

Discussion Sections Meet this week NOTE ROOMS!! 002 W DIS W 4-6PM B247E H 002 W DIS W 4-6PM B247E H 003 W DIS W 4-6PM B242 E H 003 W DIS W 4-6PM B242 E H 004 W DIS F B247 E H 004 W DIS F B247 E H 005 W DIS F B261 E H 005 W DIS F B261 E H

Syllabus highlights Requirements and Grading: One 2-hour lecture and one 2-hour discussion period per week. One 2-hour lecture and one 2-hour discussion period per week. Exams: 72% of grade is based on 2 quizzes and 2 exams. Exams: 72% of grade is based on 2 quizzes and 2 exams. Quizzes, in-class, worth 12% each. Quizzes, in-class, worth 12% each. midterm & final exam each worth 24% covering the material from the preceding half of the course. midterm & final exam each worth 24% covering the material from the preceding half of the course. Discussion Sections: Participation in discussion sections and performance on discussion section assignments contributes 28% of your final grade. Discussion Sections: Participation in discussion sections and performance on discussion section assignments contributes 28% of your final grade. Missed Exams & Feedback Missed Exams & Feedback Texts: Texts: Cognitive Neuroscience: The Biology of the Mind by M.S, Gazzaniga, R.B. Ivry, G.R. Mangun (Norton, 1998). Cognitive Neuroscience: The Biology of the Mind by M.S, Gazzaniga, R.B. Ivry, G.R. Mangun (Norton, 1998). Fractured Minds by Jenni A. Ogden (Oxford, 1996) Fractured Minds by Jenni A. Ogden (Oxford, 1996)

Lecture Topics and Readings WEEK /DATETopic Reading (Cognitive Neuroscience) 11/5Overview /History of Neuropsychology & Ch. 1 Cognitive Neuroscience 21/12 Human Neuroanatomy & Methods for Localizing Ch. 2 & 3 Cognitive Functions 31/19Maps in the BrainCh. 3 & 4 41/26Disorders of Perception Ch. 4 52/2 * Quiz 1 Object processing and its dysfunction ICh. 5 62/9 Object processing and its dysfunction IICh. 5 72/16 Visual Attention and its deficits ICh. 6 82/23Visual Attention and its deficits IICh. 6 MIDTERM EXAM W 2/238:00- 10:00 PM Location TBA SPRING BREAK Feb26-MAR. 5

93/8 The Split-Brain Syndrome Ch /15Hemispheric Asymmetry in the Normal BrainCh /22 The Neurological Basis of Language Ch /29*Quiz 2 Functions of the Frontal Lobes ICh /5Functions of the Frontal Lobes IICh /12Memory and its dysfunction Ch. 7 FINAL EXAM W 4/19 TBA PM Location TBA