David M Schnyer

This lecture course is designed to provide students with an understanding of the process of braindevelopment from embryogenesis through adulthood with emphasis on the role of the environment in directing this process. Initial lectures will focus on the origins of the central nervous system, including topics such as the organization of the brain, neurogenesis, cellular differentiation, migration and targeting of neurons, synapse formation and refinement of the nervous system. In the second half of the course, lectures will focus on the infant brain and the role of experiences during infancy in modifying brain function. Topics will also include recent advances in our understanding of the role of gene-environment interactions and epigenetic programming and shaping brain development. Finally, the adaptive vs. maladaptive outcomes of environmental modifications to the nervous system will be discussed. Throughout the course, students will be guided through examples of how changes in the developing nervous system lead to behavioral patterns both in infancy and adulthood.

An introduction to the study of consciousness from the perspective of psychology, neuroscience, and the natural sciences. Topics reviewed include philosophical foundations, cognitive and neuroscientific approaches, the physical correlates of consciousness, introspection, sleep and dreaming, and altered states of consciousness.

Seminars in Cognitive or Perceptual Systems. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

This lecture course is designed to provide students with an understanding of the process of braindevelopment from embryogenesis through adulthood with emphasis on the role of the environment in directing this process. Initial lectures will focus on the origins of the central nervous system, including topics such as the organization of the brain, neurogenesis, cellular differentiation, migration and targeting of neurons, synapse formation and refinement of the nervous system. In the second half of the course, lectures will focus on the infant brain and the role of experiences during infancy in modifying brain function. Topics will also include recent advances in our understanding of the role of gene-environment interactions and epigenetic programming and shaping brain development. Finally, the adaptive vs. maladaptive outcomes of environmental modifications to the nervous system will be discussed. Throughout the course, students will be guided through examples of how changes in the developing nervous system lead to behavioral patterns both in infancy and adulthood.

Seminars in Cognitive or Perceptual Systems. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

Brain imaging has become pervasive in psychology and cognitive neuroscience research. What are the various techniques, how do they work and what can we rightly infer about mental processes? The course will provide a basic overview of the philosophical, historical and neural foundation of brain imaging. We will then focus in on the 2 most widely used “functional” imaging techniques – the human electroencephalogram (EEG) and magnetic resonance imaging (MRI).

The course will begin by covering the philosophical and theoretical foundations of brain/behavior relations, followed by a short introduction to human neurophysiology in order establish an understanding of the neural sources of brain imaging signals. Then each of the brain imaging techniques will be introduced in depth with lectures and hands-on laboratory sessions.

In the final part of the course, students will branch out into a specific area of interest (i.e. - language, attention, vision, memory, social psychology, clinical disorders, etc.) in order to develop a research proposal of their own that they will present in an oral class presentation and a final written research proposal.

Brain imaging has become pervasive in psychology and cognitive neuroscience research. What are the various techniques, how do they work and what can we rightly infer about mental processes? The course will provide a basic overview of the philosophical, historical and neural foundation of brain imaging. We will then focus in on the 2 most widely used “functional” imaging techniques – the human electroencephalogram (EEG) and magnetic resonance imaging (MRI).

The course will begin by covering the philosophical and theoretical foundations of brain/behavior relations, followed by a short introduction to human neurophysiology in order establish an understanding of the neural sources of brain imaging signals. Then each of the brain imaging techniques will be introduced in depth with lectures and hands-on laboratory sessions.

In the final part of the course, students will branch out into a specific area of interest (i.e. - language, attention, vision, memory, social psychology, clinical disorders, etc.) in order to develop a research proposal of their own that they will present in an oral class presentation and a final written research proposal.

Review of theories and empirical research on pattern recognition, attention, memory, imagery, and problem solving. Three lecture hours a week for one semester. A core course option. Prerequisite: Graduate standing and consent of instructor.

Seminars in Cognitive and Perceptual Systems. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

Course Description

From electrophysiology to magnetic resonance imaging (MRI), studies utilizing brain imaging technologies have become pervasive in the psychology and cognitive neuroscience literatures. How do the new techniques work and what do they tell us about how the mind works? The course will focus primarily on these questions. After a basic overview of brain imaging techniques and the mental process that can be inferred from these methodologies, the course will explore some of the

Students will then branch out into a specific area of interest (i.e. - language, attention, vision, memory, social psychology). The course will require a short review paper covering the student's topic of interest, an oral presentation and a final research proposal designed to answer an important empirical question using a functional imaging technology. There will also be some hands-on laboratory exercises involving structural and functional MRI, conducted at UT's new Imaging Research Center.

Grading Policy

1/3 - Two short papers (3-5 pages)

1/3 - Oral presentation

1/3 - Final research proposal (15 pages)

Texts

Textbook - Handbook of Functional Neuroimaging of Cognition Second Edition, Roberto Cabeza and Alan Kingstone (Eds.)

Reading packet - TBD

Review of theories and empirical research on pattern recognition, attention, memory, imagery, and problem solving. Three lecture hours a week for one semester. A core course option. Prerequisite: Graduate standing and consent of instructor.

Seminars in Cognitive and Perceptual Systems. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

The University of Texas at Austin

Human Brain Imaging in Psychology 

PSY 341K

Fall 09

Lectures: SEA 4.242

TTH 2:00-3:30

Labs: Neuroimaging Analysis Center – SEA 2.210, Learning and Memory lab – SEA 3.312, Imaging Research Center, Pickle Research Campus West.

Times to be arranged

Instructor:

David Schnyer

Associate Professor of Psychology

Office: SEA 5.246, Tuesday 10-noon

Email: schnyer@psy.utexas.edu

Phone: 512- 475-8499

TA:

Jenni Pacheco, M.A.

Email: jpacheco@mail.utexas.edu

Office: SEA 2.210B, Wed. 1-3pm

Phone: 512-471-2727                       

Overview:

Brain imaging has become pervasive in psychology and cognitive neuroscience research. What are the various techniques, how do they work and what do they tell us about mental processes? The course will provide a basic overview of brain imaging techniques and the mental processes that can be inferred from these methodologies, with a specific focus on 2 popular “functional” imaging techniques – magnetic resonance imaging (MRI) and the human electroencephalogram (EEG). The course will begin by covering the philosophical and theoretical foundations of brain/behavior relations, followed by a short introduction to human neurophysiology in order establish an understanding of the sources of brain imaging signals. Then each of the brain imaging techniques will be introduced in depth with hands-on laboratory sessions focusing on EEG and structural and functional MRI. The final part of the course will have students branch out into a specific area of interest (i.e. - language, attention, vision, memory, social psychology) in order to examine in depth how brain imaging has been used in that area. The course will require several short papers covering specific course topics, a short review paper covering the student’s topic of interest, an oral presentation, and a final research proposal designed to answer an important empirical question using brain imaging technique(s).

Course Goals:

The course is designed to fulfill two major goals. The first is to provide students with an introduction to the philosophical, historical, physiological, and technical issues surrounding human brain imaging. Students will be exposed to the main imaging methodologies currently being used in psychological and cognitive neuroscience research, and will be introduced to their application across a broad spectrum of research areas including: attention and visual processing, language, learning and memory, emotion and social cognition, clinical disorders, executive functions, and decision making. Three lab sessions will give students direct experience with conducting and analyzing an experiment using EEG and functional MRI. By the end of the course students should be able to read and understand research that uses a brain imaging technique with a sufficient foundation of knowledge to understand what was done and evaluate its’ scientific merit. Finally, students will begin to explore applying imaging techniques to their own research interests by thinking about and designing a functional imaging experiment.

Within the context of the first goal, the second goal of the course is to introduce students to the format and content of research writing and presentation in psychological science. Students will design and propose a study using one or more of the functional imaging methods introduced in the course with enough detail for a reviewer to evaluate their proposal.

Texts/Readings:

Required course reading packet – available at Jenn’s Copy and Binding.

Optional text - Handbook of Functional Neuroimaging of Cognition, 2^nd edition. Edited by Roberto Cabeza and Alan Kingstone.

Assignments:

Three short content papers (2-3 pages, double spaced) – 20%

Topic background paper (3-5 pages, double spaced) and oral presentation - 30%

Final research proposal (10-15 pages, double spaced) – 40%

Class and lab participation – 10%

The short content papers will follow each section of the course – philosophical foundations, neurophysiology, EEG, and MRI. One or more questions will be given that will form the basis of these papers.

A background paper, the presentation, and the final research proposal will be focused on a specific topic of interest chosen by the student. The topic proposal is due Oct. 12^th and the schedule for student presentations will be chosen by random lottery and announced on Oct. 16th. An overview and literature review of that topic will serve as the background paper, which will also serve as the basis for a 15-minute class presentation. The presentation should end with several open questions that have emerged from the student’s inquiry and will form the basis of the final research proposal. A draft of the background paper is due Nov. 6th and the final version, after responding to feedback from the draft, is due Nov. 24th.

For the final paper, students will construct a research proposal that consists of the previous background section corrected and combined with a - specific aims, methods and results sections, and a conclusion. The background establishes the background of research on the topic of interest and should contain a reworked version of the paper and presentation. This background should build to a specific unanswered question and propose a clear testable hypothesis. The methods section describes in detail the methodology to be used, how the experiment is to be carried out and what are the expected results. A conclusion will address the implications of the possible findings as well as future directions.

Grading:

Writing is the major portion of evaluation for this course. While grading written work seems like a subjective process, there is a lot that can be done to explain the basis of a grade. First, what you write must be YOUR own work. I cannot emphasize this enough. If you are unfamiliar with how you should reference ideas then check with the instructor or the Undergraduate Writing Center. The center can also provide other assistance with writing - http://uwc.utexas.edu/.

Your goal when writing is to convince, not to fill. In this regard, just writing a lot does not gain you a better grade. One must make a convincing argument, and this requires building the background and clearly articulating the conclusions that can be drawn from that information. If you make a convincing case and it is done with correct writing style (i.e. intro paragraph, intro and concluding sentences for each paragraph, and final summary paragraph) then you have earned an 85. From here you can gain points for, among other things: clear concise writing, innovative thinking, anticipation and countering of opposing view points, and/or a clear grasp of the imaging methodologies we have covered. You can lose points for, among other things: sloppy spelling and grammar (no excuse for this with spell and grammar checking built into word processing software) or not understanding the imaging methodology you are discussing. We will not read pages over the size range indicated above, so don’t even try to write more. You will be asked to write in “pseudo” APA style, so you should make some attempt to structure the paper in this style, particularly with respect to references. A good overview of this style can be found at - http://www.docstyles.com/apacrib.htm#Abbrev. The link is on the blackboard site.

Writing Center: I strongly encourage you to use the Undergraduate Writing Center, FAC 211, 471-6222: http://uwc.utexas.edu). The Undergraduate Writing Center offers free, individualized, expert help with writing for any UT undergraduate, by appointment or on a drop-in basis. Any undergraduate enrolled in a course at UT can visit the UWC for assistance with any writing project. They work with students from every department on campus, for both academic and non-academic writing. Whether you are writing a lab report, a resume, a term paper, a statement for an application, or your own poetry, UWC consultants will be happy to work with you. Their services are not just for writing with "problems." Getting feedback from an informed audience is a normal part of a successful writing project. Consultants help students develop strategies to improve their writing. The assistance they provide is intended to foster independence. Each student determines how to use the consultant's advice. The consultants are trained to help you work on your writing in ways that preserve the integrity of your work.

Participation in class, doing the readings and attendance in both class and lab will make up 10% of the grade. This is a given if you just show up and stay engaged. Labs are mandatory. Reading ahead of time will help you to make informed comments during the class sessions. 

Prerequisites:

(a) PSY 301 with a C or better

(b) PSY 418 (or an equivalent listed in the course schedule) with a C or better

(c) Upper-Division standing (60 hours completed)

(d) Deep curiosity about the brain and its relationship to mental functions!

Course timeline and reading schedule  - (subject to change with notification) 

Optional readings are in the reading packet.

The Standard of Academic Integrity

A fundamental principle for any educational institution, academic integrity is highly valued and seriously regarded at The University of Texas at Austin, as emphasized in the standards of conduct. More specifically, you and other students are expected to "maintain absolute integrity and a high standard of individual honor in scholastic work" undertaken at the University (Sec. 11-801, Institutional Rules on Student Services and Activities). This is a very basic expectation that is further reinforced by the University's Honor Code. At a minimum, you should complete any assignments, exams, and other scholastic endeavors with the utmost honesty, which requires you to:

• acknowledge the contributions of other sources to your scholastic efforts;
• complete your assignments independently unless expressly authorized to seek or obtain assistance in preparing them;
• follow instructions for assignments and exams, and observe the standards of your academic discipline; and
• avoid engaging in any form of academic dishonesty on behalf of yourself or another student.

For the official policies on academic integrity and scholastic dishonesty, please refer to Chapter 11 of the Institutional Rules on Student Services and Activities.

The University of Texas Honor Code

The core values of The University of Texas at Austin are learning, discovery, freedom, leadership, individual opportunity, and responsibility. Each member of the University is expected to uphold these values through integrity, honesty, trust, fairness, and respect toward peers and community.

University Electronic Mail Notification Policy

All students should become familiar with the University's official e-mail student notification policy. It is the student's responsibility to keep the University informed as to changes in his or her e-mail address. Students are expected to check e-mail on a frequent and regular basis in order to stay current with University-related communications, recognizing that certain communications may be time-critical. It is recommended that e-mail be checked daily, but at a minimum, twice per week.

Use of Blackboard in Class

This course uses Blackboard, a Web-based course management system in which a password-protected site is created for each course. (Student enrollments in each course arc updated each evening.) Blackboard can be used to distribute course materials, to communicate and collaborate online, to post grades, to submit assignments, and to take online quizzes and surveys.

You will be responsible for checking the Blackboard course site regularly for class work and announcements. As with all computer systems, there are occasional scheduled downtimes as well as unanticipated disruptions. Notification of these disruptions will be posted on the Blackboard login page. Scheduled downtimes are not an excuse for late work. However, if there is an unscheduled downtime for a significant period of time, I will make an adjustment if it occurs close to the due date.

Blackboard is available at http://courses.utexas.edu. Support is provided by the ITS Help Desk at 475-9400 Monday through Friday 8 am to 6 pm, so plan accordingly.

Disability Statement

Students who require special accommodations need to get a letter that documents the disability from the Services for Students with Disabilities area of the Office of the Dean of Students (471-6259- voice or 47 I -4641 - TTY for users who are deaf or hard of hearing). This letter should be presented to the instructor in each course at the beginning of" the semester and accommodations needed should be discussed at that time. Five business days before an exam the student should remind the instructor of any testing accommodations that will be needed.

See Web site below for more information:

http://deanofstudents.utexas.edu/ssd/providing.php

Religious Holidays

Religious holy days sometimes conflict with class and examination schedules. If you miss an examination, work assignment, or other project due to the observance of a religious holy day you will be given an opportunity to complete the work missed within a reasonable time after the absence. It is the policy of The University of Texas at Austin that you must notify each of your instructors at least fourteen days prior to the classes scheduled on dates you will be absent to observe a religious holy day.

Feedback

Feedback is an important part of any learning. Without feedback on how well you understand the material or your proficiency in a skill, it is more difficult to make significant progress. During this course I will be asking you to give me feedback on your learning in informal as well as formal ways such as assignments or exams. Please let me know when something we discuss is not clear. It will enable me to provide additional information when needed or to explain a concept in different terms.

Seminars in Cognition and Perception. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

This lecture course is designed to provide students with an understanding of the process of braindevelopment from embryogenesis through adulthood with emphasis on the role of the environment in directing this process. Initial lectures will focus on the origins of the central nervous system, including topics such as the organization of the brain, neurogenesis, cellular differentiation, migration and targeting of neurons, synapse formation and refinement of the nervous system. In the second half of the course, lectures will focus on the infant brain and the role of experiences during infancy in modifying brain function. Topics will also include recent advances in our understanding of the role of gene-environment interactions and epigenetic programming and shaping brain development. Finally, the adaptive vs. maladaptive outcomes of environmental modifications to the nervous system will be discussed. Throughout the course, students will be guided through examples of how changes in the developing nervous system lead to behavioral patterns both in infancy and adulthood.

Seminars in Cognitive or Perceptual Systems. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

This lecture course is designed to provide students with an understanding of the process of braindevelopment from embryogenesis through adulthood with emphasis on the role of the environment in directing this process. Initial lectures will focus on the origins of the central nervous system, including topics such as the organization of the brain, neurogenesis, cellular differentiation, migration and targeting of neurons, synapse formation and refinement of the nervous system. In the second half of the course, lectures will focus on the infant brain and the role of experiences during infancy in modifying brain function. Topics will also include recent advances in our understanding of the role of gene-environment interactions and epigenetic programming and shaping brain development. Finally, the adaptive vs. maladaptive outcomes of environmental modifications to the nervous system will be discussed. Throughout the course, students will be guided through examples of how changes in the developing nervous system lead to behavioral patterns both in infancy and adulthood.

Seminars in Cognitive or Perceptual Systems. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

Seminars in Cognitive or Perceptual Systems. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

This lecture course is designed to provide students with an understanding of the process of braindevelopment from embryogenesis through adulthood with emphasis on the role of the environment in directing this process. Initial lectures will focus on the origins of the central nervous system, including topics such as the organization of the brain, neurogenesis, cellular differentiation, migration and targeting of neurons, synapse formation and refinement of the nervous system. In the second half of the course, lectures will focus on the infant brain and the role of experiences during infancy in modifying brain function. Topics will also include recent advances in our understanding of the role of gene-environment interactions and epigenetic programming and shaping brain development. Finally, the adaptive vs. maladaptive outcomes of environmental modifications to the nervous system will be discussed. Throughout the course, students will be guided through examples of how changes in the developing nervous system lead to behavioral patterns both in infancy and adulthood.