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THE UNIVERSITY OF WESTERN AUSTRALIA
School of Psychology
PSYC3316:
3316-01
Perception and Neuroscience
Unit Coordinator:
Professor David Badcock
Room 209 Main Psychology Building
Ph: 6488 3243
Office Hours:
Tuesday 4:00-5:00
Thursday 9:00-10:00
Email: david@psy.uwa.edu.au
Aims of the Unit
How do our brains generate experience and govern our interactions with the world? Our aim
is to answer these questions. To do so, we’ll explore the neural basis of visual perception,
auditory perception, attention, executive functions, brain plasticity and pharmacological
influences on behaviour. We will also consider classic questions about the degree of
functional localisation and specialisation in the human brain and how the environment can
affect brain function. As well as learning how your brain works, you’ll also give it a workout by reading extensively in an area of your choice (see essay question below).
As an advanced undergraduate course in Perception and Neuroscience, 3316 provides an
excellent foundation for further study in Psychology at fourth year and beyond. For example,
the unit should provide you with ideas for fourth year research projects and a firm foundation
for fourth year electives. At the postgraduate level, the course is very relevant to programs in
both Clinical Psychology and in Clinical Neuropsychology, as well as to PhD study in
perception and neuroscience.
Lectures – When & Where
When:
Where:
Wednesday 3:00-4:45.
Tattersall Lecture Theatre (Chemistry)
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316 Lecturers
(DV) Dr David Van Valkenburg, (DB) Prof David Badcock, (AF) Dr Allison Fox, (GH) Prof
Geoff Hammond
WEEK LECTURE TOPIC & REQUIRED READINGS
Page numbers are for 4th ed of Rosenzweig et al unless otherwise
stated (see below for information on text and reading packet)
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Functional localization in the Human Cortex: Logic and
techniques
STAFF
DB
Text Ch 10.
Gregory, R. L. (1974). Concepts and mechanisms of perception. Chapter 49 The
brain as an engineering problem. Duckworth, London, pp 547-565
Savoy, R. L. (2001). History and future directions of human brain mapping and
functional neuroimaging. Acta Psychologica, 107(1-3), 9-42.
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Functional localization in the Human Cortex: behavioural
techniques.
The role of the early visual pathways in visual disorders
DB
Text Ch 10. pp 294-310.
Gazzaniga et al Ch5 pp153-163
Vidyasagar, T. R. (2004). Neural underpinnings of dyslexia as a disorder of
visuo-spatial attention. Clinical and Experimental Optometry, 87(1), 4-10.
McKendrick, A. M., & Badcock, D. R. (2003). Contrast-Processing Dysfunction
in both Magnocellular and Parvocellular Pathways in Migraineurs with or without
Aura. Invest. Ophthalmol. Vis. Sci., 44(1), 442-448.
McKendrick, A. M., Vingrys, A. J., Badcock, D. R., & Heywood, J. T. (2001).
Visual dysfunction between migraine events. Invest. Ophthalmol. Vis. Sci.,42,
626-633.
Cortical processing of visual input: phenomenal vision and
Blindsight
Text Ch.10
Cowey, A. (2004). The 30th Sir Frederick Bartlett lecture: Fact, artefact, and
myth about blindsight. The Quarterly Journal of Experimental Psychology,
57A(4), 577–609.
Persaud, N., McLeod, P. & Cowey, A. Post-decision wagering objectively
measures awareness. Nature Neuroscience. 10, 257-261 (2007).
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Functional streams in the visual system: the motion stream and
the coding of space
DB
Text Ch 10. pp. 314-316.
Gazzaniga et al. Ch 5 pp175-177 [1st ed, Ch 4 pp 142-144 and 146-147]
Goldstein (5th ed) pp. 105- 113 and 294-300.
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Color vision, colour blindness and the impact of cortical lesions
Text Ch 10. pp 310-314.
Gazzaniga et al. Ch 5 pp153-163 and 172-175 Goldstein, E.B. Sensation and
Perception (5th ed), ch. 5 or (6th ed) ch. 6.
Tranel, D. (2001) Central color processing and its disorders. In Behrman,M (Ed)
Handbook of Neuropsychology: 4. Disorders of Visual Behaviour, pp. 1-14.
DB
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Neural pathways, cortical function, cortical deficits in audition
DV
Background Reading (from 201): Sekuler and Blake Ch 10, 11.
Rosenzweig Ch 9 pgs 249-267;?
Peretz, I. (1993) Auditory agnosia: a functional analysis (Ch 7). In McAdams, S.
and Bigand, E. (Eds), Thinking in Sound: The Cognitive Psychology of Human
Audition. Oxford University Press, pp. 199-230.
DeWeese, M., Hromadka, T., and Zador, A. (2005). Reliability and
Representational Bandwidth in the Auditory Cortex. Neuron, 48, 479-488.
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Speech and music perception
Blake and Sekuler: Perception (5th edition) (2005). Ch. 12, pgs 427-556.
Zattore, R., Belin, P., and Penhume, V. (2002). Structure and function of auditory
cortex: music and speech. Trends in Cognitive Sciences, 6(1), 37-46.
Koelsch, S. and Siebel, W. (2005). Towards a neural basis of music perception.
Trends in Cognitive Sciences, 9(12), 578-584.
Attention and ERPs
Text p 227-228
Zhang, P., Chen, X., Yuan, P., Zhang, D., & He, S. (2006). The effect of
visuospatial attentional load on the processing of irrelevant acoustic distractors.
Neuroimage, 33, 715-724.
Psychopharmacology
Text ch. 4
Cools, R., Lewis, S. J. G., Clark, L., Barker, R. A., & Robbins, T. W. (2007). LDOPA disrupts activity in the nucleus accumbens during reversal learning in
Parkinson's Disease. Neuropsychopharmacology, 32, 180-189.
Substance abuse
Text ch. 4.
Nixon, K. (2006). Alcohol and adult neurogenesis: Roles in neurodegeneration
and recovery in chronic alcoholism. Hippocampus, 16, 287-295.
Sullivan, E. V., Rosenbloom, M. J., Lim, K. O., & Pfefferbaum, A. (2000).
Longitudinal changes in cognition, gait, and balance in abstinent and relapsed
alcoholic men: Relationships to changes in brain structure. Neuropsychology, 14,
178-188.
Cognitive reserve and aging.
DV
AF
AF
AF
AF
Richards, M., & Deary, I. J. (2005). A life course approach to cognitive
reserve: A model for cognitive aging and development. Annals of Neurology, 58,
617-622.
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Cognitive reserve and aging.
AF
Cabeza, R., Anderson, N. D., Locantore, J. K., & McIntosh, A. R. (2002).
Aging gracefully: Compensatory brain activity in high-performing older adults.
NeuroImage, 17, 1394-1402.
Hedden, T., & Gabrieli, J. D. E. (2004). Insights into the ageing mind: A view
from cognitive neuroscience. Nature Reviews Neuroscience, 5, 87-97.
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The brain and voluntary movement.
GH
Rosenzweig et al. (2005). Biological Psychology (4th Ed.), Sunderland, MA:
Sinauer. Chapter 11.
Wolpert, D.M. & Flanagan, J.R. (2001) Motor prediction. Current Biology, 11,
R729-R732.
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Neural plasticity: motor cortex as a model system.
Pascual-Leone, A., Amedi, A., Fregni, F., & Merabet, L.B. (2005) The plastic
human brain cortex. Annual Review of Neuroscience, 28, 377–401.
Rosenzweig et al. (2005). Biological Psychology (4th Ed.), Sunderland, MA:
Sinauer. Chapter 18 (pp 553-569); Chapter 19 (pp(608-614); Afterword.
GH
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Laboratories
Note: The laboratory programme will not be recorded and requires attendance to be of value. The first
lab is intended to give you experience in designing a method for answering a specified question and
then conducting the planned research. The lab report will involve people working in pairs on a project
and both partners need to ensure they are available to ensure the first lab book report can be completed
during weeks 2-4.
Week
Topic
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Measuring Visual performance:
preparation, design and data
collection
Measuring Visual performance:
data collection
Measuring Visual performance:
data collection
Executive Function
No labs PROSH Wednesday
Good Friday
ERP recording
No labs ANZAC Day Tuesday
ERP recording
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4
5
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7
8
9
10
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Assessment
Lab Report Due
Essay Due
What you should read.
Text:
Rosenzweig, M.R., Leiman, A.L., & Breedlove. S.M. (2005).
Biological Psychology (4th Ed.). Sunderland, MA: Sinauer.
Still very useful: Gazzaniga, M.S., Ivry, R.B., & Mangun, G.R.
(2002) Cognitive Neuroscience, 2nd ed. NY: W.W. Norton.
[you can use the 1st ed, but 2nd is much better]
Get your money’s worth! – review the following sections before the first class
Rosenzweig et al (2005)Chapter 2 & 3.
OR
Gazzaniga et al (2002) Chapter 1
Gross and functional anatomy of the nervous system (Ch3)
Methods - especially single cell recordings, lesions, single and
double dissociations, PET and fMRI (Ch4)
Reading Packet:
This will be available from the main office in the first week of
semester. It contains all the readings you need for the lectures
(see table above) and to get started on your essay preparation
(see below). The readings are in alphabetical order in the pack.
ON RESERVE:
Gazzaniga, M.S., Ivry, R.B., & Mangun, G.R. (2002)
Cognitive Neuroscience, 2nd ed. NY: W.W. Norton.
[you can use the 1st ed, but 2nd is much better]
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Rosenzweig, M.R., Leiman, A.L., & Breedlove. S.M. (1999).
Biological Psychology (4th Ed.). Sunderland, MA: Sinauer.
What’s the Assessment?
Exam:
60% of final grade
Duration 2hrs. Format: Answer four questions
from eight alternatives. Answer one of two
questions from each lecturer
Please NOTE: We believe that the ability to identify the main theme of
a lecture is an important academic skill. The
exam questions in 3316 will focus on the main
themes of the lectures. In previous courses you
have been given a list of possible questions to
help you develop this skill. However, in 3316 it
is time to determine how well you have learnt
this ability. For this reason no list of possible
questions will be provided but the exam will
focus on the main themes within lectures.
Essay:
20% of final grade
Laboratory Report:
15% of final grade
Laboratory
Participation:
5% of final grade
Due 9.00 am Monday May 7.
Maximum length of 2500 words
Due 9.00 am Monday April 2nd
Max Length of 1500 words
Note this requires active contribution-not
just attendance.
Essay questions:
“Is it possible to determine whether functions are localised in the human cortex? Develop
your arguments by focussing on EITHER motion perception OR auditory perception OR
executive functions."
Starter readings for essay: (We do expect you to add to this list with your own searches
in the library).
General
Rosenzweig et al Ch 1& 2.
Gazzaniga et al., Ch 1.
Gregory, R. L. (1974). Concepts and mechanisms of perception. Chapter 49 The brain
as an engineering problem. Duckworth, London, pp 547-565
Phillips, C. G, Zeki, S. & Barlow, H. B. (1984) Localisation of function in the cerebral
cortex: past, present and future. Brain, 107, 327-361.
Coltheart, M. (2004). 2004. Cognitive Neuropsychology, 21(1), 21-25.
Savoy, R. L. (2001). History and future directions of human brain mapping and
functional neuroimaging. Acta Psychologica, 107(1-3), 9-42.
Savoy, R. L. (2005). Experimental design in brain activation MRI: Cautionary tales.
Brain Research Bulletin, 67(5), 361-367.
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Motion Perception
Tootell, R. B., Dale, A. M., Sereno, M. I. & Malach, R. (1996) New images from
human visual cortex. Trends in Neurosciences,19, 481-489.
Badcock, D. R. & Khuu, S. K. (2001) Independent first- and second-order motion
energy analyses of optic flow. Psychological Research, 65, 50-56 [The
introduction of this article provides a summary of the regions involved in motion
processing and also provides some references to papers discussing clinical
disorders of motion processing].
Auditory Perception
Peretz, I. (1993) Auditory agnosia: a functional analysis (Ch 7). In McAdams, S. and
Bigand, E. (Eds), Thinking in Sound: The Cognitive Psychology of Human
Audition. Oxford University Press, pp. 199-230.
Executive Functions
Mathalon, D. H., Whitfield, S. L., & Ford, J. M. (2003). Anatomy of an error: ERP and
fMRI. Biological Psychology, 64, 119-141.
van Veen, V., & Carter, C. S. (2002). The anterior cingulate as a conflict monitor:
fMRI and ERP studies. Physiology & Behavior, 77, 477-482.
What if I need an Extension?
Requests for extensions of the submission deadlines for written work must be made to the appropriate year
co-ordinator, not the unit co-ordinator, in which the extension is sought. Extensions will normally be
granted only in instances where an unforeseeable and unavoidable event, such as illness, prevents the work
from being submitted by the due date. Extensions to the deadline will not be granted for holidays,
professional and sporting commitments, or clashing assignment deadlines. Extensions must be signed by
the student and the year co-ordinator.
Late assignments will be penalised by 5% of the available marks for each day after the published
submission deadline. You should note that work submitted on the due day but after the submission time
specified will be recorded as one day late.
What if I have Questions?
There are weekly labs or tutorials associated with the unit (week 2 to week 9), so please feel
free to discuss matters with your laboratory tutors during those sessions. You may also direct
questions about the material to the relevant lecturer and questions about the unit generally to
the unit co-ordinator (David B).
Plagiarism And Unfair Conduct
Students are referred to the University policy on Ethical Scholarship, Academic Literacy and Academic
Misconduct. It is important that you familiarize yourself with this policy as it may differ from your
current understanding. It is posted on the web at
http://www.teachingandlearning.uwa.edu.au/tl/academic_conduct
Additional information to aid students in achieving an appropriate standard of academic literacy is
provided in the School of Psychology Policy on Assignments, which is available as handout GE-00 at
the front office or on the web under Information for Current Students. It also changed in 2005 and you
should familiarize yourself with the new version. It will help you to understand what plagiarism is, and
how to avoid it; all assignment coversheets including those for this unit will require you to sign to the
effect that you have read and understood both the School of Psychology and the University policies.
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Students have been penalised as described above in recent years, including 2000-2006. It is
essential therefore that you ensure that your work is always your own. Talk to your tutor or unit
coordinator if you are in doubt.
It is particularly important that you are careful to avoid difficulties in the first laboratory book report.
We do expect you to work in pairs when designing the method and during data collection but you will
then write up the data reflecting your partner’s performance in the experiment and this write-up should
be your individual work.
“Information in this publication is correct as at February 23, 2007, but is subject to change from time to
time. In particular, the University reserves the right the change the content and/or the method of
presentation and/or the method of assessment of any unit of study, to withdraw any unit of study or
program, and/or to vary arrangements for any program.”