SEMINAR IN NEUROPSYCHOLOGY
~ ECT 3** Course Description, Spring 2015 ~
Professor:
Class meetings:
Email:
Office hours:
Sharon Hannigan, M.A.T./Ph.D.
Tuesdays & Thursdays, 9:00-10:20am, Rm. ??
shannigan@nes.ru
Tuesdays & Thursdays, 10:30-11:30am, Building 28: Rm. 314
Required materials: PowerPoint Lectures provided by your teacher and based on the
text, Human Neuropsychology
The Man Who Mistook His Wife for a Hat, and Other Clinical
Tales, Pub.: Sacks, Simon & Schuster, ISBN: 0-684-85394-9
Copies of relevant pages provided by your teacher of the
coloring book: A Colorful Introduction to the Anatomy of the
Human Brain, Pinel & Edwards
Course overview:
In this course we will explore the effects of brain damage that compromise abilities most
of us take for granted such as recognizing what we see, remembering important events,
understanding and producing language, experiencing appropriate emotions, and planning
for the future - a discipline known as “neuropsychology”. Throughout the semester we
will draw on several materials that, combined, will provide us with a comprehensive
understanding of the discipline. A theoretical basis for the study of neuropsychology
will be established through teacher-prepared PowerPoint lectures based on the acclaimed
text, Human Neuropsychology. An adequate neuroanatomical foundation will be
acquired through completion of relevant pages in A Colorful Introduction to the Anatomy
of the Human Brain, an “anatomically correct” coloring book. Finally, clinical insight
into various neuropsychological syndromes (also known as agnosias, or selective losses
of knowledge) will come from two different sources. The first consists of the intriguing –
indeed shocking – tales artfully set forth by Oliver Sacks in, The Man Who Mistook His
Wife for a Hat, serving as the basis for weekly student-led class presentations and
discussions. The second source of clinical insight will entail combing the literature and
other media in search of a single neuropsychology patient to be inspired by in the
“Sacksian spirit” – in the process gaining an appreciation for alternative ways of
perceiving, interpreting, remembering, and engaging the world. The case study (patient)
you choose will be the subject of your very own “Sacksian Tale”, submissions of which
will be bound into a class anthology and shared with classmates during the “end of
semester reading”.
Learning goals:
By the end of this semester and beyond, it is my hope that you:
Foundational:
 Understand basic principles of cortical organization, including general flow of
information processing (systems-level approach)
 Know the six major domains (categories) of human knowledge listed in the
syllabus
 Know the classic agnosias associated with each of the six domains covered
 Develop the awareness that damage within a single domain can yield several
distinct forms of agnosia
 Can identify, for each domain, the major brain structures that support it
Application:
 Demonstrate the ability to creatively problem-solve in response to a particular
neuropsychological deficit (or represent it a sophisticated manner).
Integration:
 Make connections between what you’ve learned in class and the “patients” you
see in everyday life
 Discover systems-level analogs in other disciplines and in the “real world”
Human dimension:
 Observe and celebrate otherness, or alternative ways of engaging the world
 Contemplate, in the unfortunate event of brain trauma, the potential of becoming
“an other”.
 Reflect on the ever-changing nature of the human condition
Caring:
 Become excited to learn more about the relationships among mind, brain, and
behavior and the multiplicity of contexts in which they are embedded
 Empathize with those suffering from either “losses” of or “excesses” in function
as a result of brain trauma
Class format:
Class meets twice a week for an hour and twenty minutes. Each meeting will
consist of three distinct, yet highly interrelated, segments (i.e., Human Neuropsychology,
Sacksian Tales, and Colorful Neuroanatomy) each with their own set of learning goals
and expectations (see course syllabus). Below I present a general framework of how
each class will proceed – but bear in mind that the ultimate form(s) our classes take
depends, critically, on you, or more specifically on the relationships that will emerge
between you and your classmates as you actively engage course content.
Looking at the syllabus, notice that the first class of each week will be devoted to
neuropsychological principles essential to an understanding of the neuropsychological
deficits and syndromes that will be covered over the semester. In weeks one though four,
these principles will be delivered within the context of a systems-level approach to the
brain with a focus on cortical organization and flow of information processing. In the
remainder of the semester we will visit, in some depth, the following “domains of human
knowledge”: language (wks 5 & 6), visual recognition (wk 7), voluntary action (wk 8),
memory (wks 10 & 11), emotion (wk 12), and higher-order (executive/prefrontal)
function (wks 13 & 14).
The second class of each week will be devoted to two separate aspects of the
course, namely, clinical tale presentation and discussion leading and essential
neuroanatomy. Student-led discussions (details forthcoming) will be based on an
assigned clinical tale by Oliver Sacks in his acclaimed book, The Man Who Mistook His
Wife for a Hat. Time will also be devoted to preparing for the following week’s content.
That is, you will start learning the neuroanatomy essential to understanding “next
week’s” neuropsychological domain by completing the relevant sections of your
neuroanatomy coloring book (see below and in syllabus).
Evaluation:
(1) Neuroanatomy quizzes (individual assessment)
There will be four quizzes on key neuropsychological principles and neuroanatomy
essential to your understanding of the deficits and syndromes explored throughout the
semester. The quizzes will be given at the beginning of class on the following dates
(tentative):
Quiz #1:
Quiz #2:
Quiz #3:
Quiz #4:
Thursday, February 12
Thursday, March 5
Thursday, April 2
Tuesday, April 28
(2) Neuroanatomy coloring book exercises (continuous assessment, individual):
Weekly “colorful neuroanatomy” exercises, sometimes begun in class and
assigned as homework, are a form of “continuous assessment” that will be graded
on a scale of 0 to 3 (0 = incomplete/not acceptable; 3 = excellent).
(3) Student co-led presentation and discussion based on Sacks’ clinical tales:
This assignment is based on the clinical tales in Sack’s book, The Man Who
Mistook His Wife for a Hat. The idea is for you and a partner to take full
responsibility for first presenting one of his tales and then generating and
sustaining a class discussion on it as follows:
a. Presentation component (pair work):
You and your partner will co-present your clinical tale to the rest of the class by
describing (1) the tale’s central characters, events, and concepts, and (2) the spirit
in which Sacks wrote the tale. Specific guidelines will be handed out and
partnerships established well in advance of the first student-led discussion.
PowerPoint and other media are encouraged, here, so long as they enhance – and
not detract from – the presentation. Presentation length should be roughly 30
minutes.
b. Class discussion co-leading component (pair work):
After your presentation, you and your partner will co-lead a whole and/or small
group discussion (~30 minutes) based on two (no more, no less!) thought
provoking questions that you write yourselves. Your two discussion questions
must be emailed to the professor at least one week in advance of your
presentation date. The professor will then send your questions to the rest of the
class so that they can reflect upon and respond to them in writing before your
presentation (see below).
c. Audience question response component (continuous assessment):
Importantly, audience members must prepare for all clinical tale discussions by
responding to the two discussion questions in writing and then emailing them to
the professor before the start of every class when tales are to be presented. After
the discussion period, the professor will grade audience members’ discussion
question responses as a form of “continuous assessment” on a scale of 0 to 3.
Late submissions will NOT be accepted, as the main objective of this assignment
is to provide a basis for the audience to meaningfully engage in class discussion.
(4) Class anthology contribution: “Sacksian tales” (individual assessment):
As mentioned in “class format” (above), you will write your very own Sacks-like
clinical tale based on a “neuropsychology case study”. The subject of your case
study can be someone you personally know (anonymous) or read/seen /heard
about in the media or neuropsychology literature. The tales will be collected
toward the end of the semester (due date = May 14) and compiled into a class
anthology, copies of which will be distributed to each class member. Details
forthcoming.
(5) Neuropsychology capstone (interactive team presentation):
The course capstone, intended as a vehicle for further exploration and creative
expression of a particular aspect(s) of neuropsychology, is to be carried out in
teams of students. You and your teammates are to choose one of the options
listed below as a final project to be presented before the class in the last two
weeks of the semester (Weeks 18 & 19). Demos, media, and activities that
promote audience interaction are strongly encouraged.
a. Design an original (and well-designed!) neuropsychology experiment
b. Develop a new neuropsychological test for a particular deficit/syndrome
c. Build a brain model of a particular neuropsychological deficit/syndrome
NOTE: Your teams’ idea for a capstone project must be cleared with me. You
and your teammates are responsible for scheduling a half-hour meeting that will
take place in my office prior to spring break. The purpose of this team meeting is
for me to perhaps offer some guidance on your project as well as address, early
on, any concerns you might have about it.
Grading:
Component
*Quizzes (combined, 5% each)
*Continuous assessment (coloring/discussion responses)
*Sacks tale co-presentation/co-discussion-leading
*Sacksian tale writing, based on case study
*Neuropsychology team capstone presentation
Pcnt.
20%
20%
20%
20%
20%
100%
NOTE: If you receive a failing grade for the course, you will have an opportunity to make up the
final grade by redoing all of the course assignments you failed during the semester. All make-ups
will occur during make up period, and be evaluated by a committee of three or more faculty
members.
Conversion table:
100-Point Scale
(Quizzes & Assignments)
> 95%
90% – 95%
86% - 89%
80% - 85%
76% - 79%
70% – 75%
60% - 69%
< 60%
Performance
Descriptors
Brilliant
Excellent
Almost Excellent
Very Good
Good
Highly Satisfactory
Satisfactory
Fail
10-Point Scale
(Final Grade)
10
9
8
7
6
5
4
1-3
Meeting deadlines for exams and assignments:
It is expected that all course assignments will be completed in full and submitted by the
due dates specified. Make-up quizzes will not be given unless, of course, there is a
legitimate reason, or a “real” emergency, that prevents you from taking the quiz at the
designated time.
Attendance and active participation:
You are expected to attend all classes. If for some very good reason (i.e., sickness or
emergency) you are unable to attend a class, you must notify me either by email or
phone. Students are responsible for making up missed information and assignments.
While in class you are expected to actively participate. This means showing up to class
in a timely fashion prepared to discuss the work assigned during the previous meeting
(i.e., having read pertinent text and book chapters, prepared and posted Sacks discussion
questions on “my.nes”, and completed assigned sections of the neuroanatomy coloring
book). Remember that the smooth functioning of our class depends to a great extent on
the amount of care and effort you put into the various assignments. It also depends on
your willingness to share your understanding of and ask questions about issues related to
course content.
Academic dishonesty, cheating & plagiarism
Academic dishonesty, cheating, and plagiarism will not be tolerated. Please refer to the
joint NES/HSE BAE guidelines for policies and procedures.
Open door policy:
I am happy to meet with you at any point during the semester, whether individually or in
groups (e.g., Sacks discussion-leading partners, neuropsychology capstone teams).
Please come and see me during my office hours or by appointment if you have questions
regarding any aspect of the course. If you are not clear on an assignment or have a
question about something presented in class, by all means feel free to contact me.
Looking forward to a happy and productive semester!
~ Seminar in Neuropsychology: Class Syllabus ~
Meetings
Week 1:
Neuropsychology Topics and Events
____________
-Welcoming, introductions, syllabus, materials, course expectations
1/20, 22
-Overview of team projects, contents & preface to The Man Who Mistook His Wife for a Hat
Week 2:
Human Neuropsychology:
General terminology: organization, planes/directions nervous system
1/27, 29
Man Mistook Wife:
Introduce student-led discussion assignment, establish partners, circulate &
collect reading selection forms
Colorful Neuroanatomy wk.3:
Chs. 1.1 nervous system divisions, 1.2 CNS divisions, 1.4 spinal cord
organization, 2.1 planes, 2.2 directions, 2.3 sides, 5.3 meninges, 5.4 ventricles
Week 3:
Human Neuropsychology:
Basic principles of brain organization
2/3, 5
Man Mistook Wife:
Part I Introduction: Losses, p. 3; Part II Introduction: Excesses, p. 87, Part
III Introduction: Transports, p. 129; Part IV Introduction: The World of the
Simple, p. 173
Colorful Neuroanatomy wk.4:
Chs. 5.6 commissures, 7.1 major fissures, 7.2 lobes, 7.3 major gyri, 7.6
primary sensory and motor areas
Week 4:
Human Neuropsychology:
Forebrain: cerebral cortex
Man Mistook Wife:
Ch.23, The Twins, p. 195
2/10, 12
Colorful Neuroanatomy wk.5:
Chs. 6.4 diencephalon: thalamus, 8.3 ear to cortex, 8.4 cortical auditory
areas, 12.1 Wernicke-Geschwind model
*Neuroanatomy Quiz #1 (through wk 3)
Week 5:
Human Neuropsychology:
Language: characteristics, the aphasias
Man Mistook Wife:
Ch. 9, The President’s Speech, p. 80
Colorful Neuroanatomy wk.6:
Chs. 12.2 cortex: reading, 12.3 cortex: naming objects
Human Neuropsycholoy:
Language: major components of language, right hemispheric contributions
Man Mistook Wife:
Ch.21, Rebecca, p. 178
Colorful Neuroanatomy wk.7:
Chs. 8.1 eye to cortex, 8.2 cortical visual areas
Human Neuropsychology:
Visual Recognition
Man Mistook Wife:
Ch.1, The Man Who Mistook His Wide for a Hat, p. 8
2/17, 19
Week 6:
2/24, 26
Week 7:
3/3, 5
Colorful Neuroanatomy wk.8:
Chs. 9.1 sensorimotor cortical pathways, 9.2 primary motor cortex, 9.5
cerebellum and basal ganglia, 7.8 basal ganglia, (inspect only: 9.3 & 9.4
descending dorsolateral & ventromedial motor pathways)
*Neuroanatomy Quiz #2 (through wk 6)
Week 8:
Human Neuropsychology:
Ch.9 all, Voluntary Action
Man Mistook Wife:
Ch.5, Hands, p. 59
Colorful Neuroanatomy wk.10:
Chs. 7.7 limbic system, 10.1 hippocampus & H.M., 10.2 rhinal cortex
3/10, 12
Week 9:
Human Neuropsychology:
Ch. 10 pp. 255-283, Memory: overview of memory system, medial
temporal lobe amnesia
Man Mistook Wife:
Ch.15, Reminiscence, p. 132
Colorful Neuroanatomy wk.11:
Chs. 10.4 medial diencephalon, 10.5 basal forebrain
3/17, 19
Week 10:
Week 11:
~ N O C L A S S E S (March 23rd - 29th): C O N S U L T A T I O N W E E K ~
Human Neuropsychology:
Ch. 10 pp. 283-301, Memory: diencephalic and working memory
impairment
Man Mistook Wife:
Ch.2, The Lost Mariner, p. 23
3/31, 4/2
Colorful Neuroanatomy wk.12:
Ch. 11.3 mesotelencephalic dopamine system and pleasure, 11.4 neural
mechanisms of fear and anxiety
*Neuroanatomy Quiz #3 (through wk 10)
Week 12:
Human Neuropsychology:
Ch. 11 pp. 323-338, Emotion: emotional memory, cortex and
emotion, emotion and conscious experience
Man Mistook Wife:
Ch.19, Murder, p. 161
Colorful Neuroanatomy wk.13:
Ch. 12.5 prefrontal cortex lesions
Human Neuropsychology:
Ch.12 pp. 339-363, Prefrontal Cortex: working model and impairment in
function
Man Mistook Wife:
Ch.12, A Matter of Identity, p. 108
4/7, 9
Week 13:
4/14, 16
Colorful Neuroanatomy wk.14:
Ch. 7.5 secondary and association areas, Ch. 12.4 cortical areas involved in
thinking
Week 14:
Human Neuropsychology:
Ch.12 pp. 363-378, Prefrontal Cortex: theories of function
Man Mistook Wife:
Ch.13, Yes, Father-Sister, p. 116
Colorful Neuroanatomy:
Major divisions of prefrontal cortex, cytoarchitecture
4/21, 23
Week 15:
4/28, 30
Week 16:
Week 17:
*Neuroanatomy Quiz #4 (through wk 14); In-class work and consultations: Sacksian Tales based on
Neuropsychology Case Studies
~ N O C L A S S E S (May 1st - 11th): S P R I N G B R E A K ~
*Sacksian tales due on 5/14! Last minute preparations for Team Capstone Presentations!
5/12, 14
Week 18:
Assembly of Sacksian Tales into class anthology (division of labor)! Start Team Capstone Presentations!
5/19, 21
Week 19:
Team Capstone Presentations, cont.
5/26, 28
Week 20:
HSE FINALS WEEK (Sacksian Tale “End of Semester Reading”!)
6/1-6
~ NOTE: The syllabus may be subject to change throughout the semester. ~