《Developmental Cognitive Neuroscience》课程教学大纲

1、5/5发展认知神经科学课程教学大纲英文名称Developmental Cognitive Neuroscience 课程代码APSY2039课程性质专业必修课授课对象应用心理学学 分3学 时54主讲教师编写日期课程简介The field of developmental cognitive neuroscience is an interdisciplinary area. It focuses on exploring how human brain allows for acquiring complex cognitive and social skills. This course w

2、ill give you a broad overview of current research and methods in this field.课程性质与目的At the end of the course, you are expecting to gain some basic understanding of the following questions: 1) how the brain develops from conception into adulthood and what is the role of experience in this development?

3、 2) What are the methods researchers use to study developmental cognitive neuroscience? 3) Neural mechanisms involved in the development of some cognitive and social abilities, such as spatial cognition, object perception, memory, language, executive functions, emotion perception. Because this field

4、 is still young, the goal is not to memorize facts but rather to learn to think like a developmental cognitive neuroscientist. Thus, throughout the course, we will devote a certain amount of time to learning to design studies. Your final paper will be related to this.教学内容与学时分配WeekDateTopicReadingsIn

5、 class activitiesSection 1. Introduction & Basics of Developmental Cognitive Neuroscience19/4Course Introduction1.Syllabus & Nelson Textbook: Introduction.2. HYPERLINK /voices-magazine/should-non-english-speaking-countries-teach-in-english /voices-magazine/should-non-english-speaking-countries-teach

6、-in-englishTake homework 129/11Brain Development Basics1.Nelson Textbook: Chapter 12.Jonson Textbook: Chapter139/18Neural Plasticity and Critical Periods1.Nelson Textbook: Chapter2;2.Westermann et al (2007). Neuroconstructivism.Dev Sci, 10(1), 75-83.49/25Neuroimaging Method: Electrophysiological Met

7、hods (EEG and ERP)&Magnetic Encephalography & Field trip1.Nelson Textbook: Chapter32.Picton et al (2007). Electrophysiological Evaluation ofHuman Brain Development. Dev Neuropsych, 31(3), 249-278.3.Paetau, R. (2002). Magentoencephalography in pediatric neuroimaging.Dev Sci, 5(3), pp. 361-371.510/2Ne

8、uroimaging Method：MetabolicMethods (fMRI, DIT, Optimal Imaging)1.Johnson Textbook: Chapter22.Casey et al (2005). Imaging the developing brain: What have we learned about cognitive development?TRENDS in Cog Sci, 9(3), 104-110.3.Meek, J. (2002). Basic principles of optical imaging and application to t

9、he study of infant development,Dev Sci, 5(3), pp. 371-380.610/9Group Presentation 1Presenters: Member 1 from each group10 min ExamineSection 2. Candidates of Innate Representations710/16Geometry and Navigation1.Nelson Textbook: Chapter 72.Lee et al (2010). Two Systems of Spatial Representation Under

10、lying Navigation.Exp Brain Res206, no. 2:17988.3. Wills, Tom J., et al. (2010) Development of the Hippocampal Cognitive Map in Preweanling Rats. Science 328, no. 5985: 157264. Stiles, J. et al. (2005). Cognitive development following early brain injury: evidence for neural adaptation.TRENDS in Cog S

11、ci, 9, 136-143.Take homework 2810/23Development of Face Recognition1. Scott, L., & Nelson, C.A. (2004). The developmental neurobiology of face perception.2. Sugita, Yoichi. Innate Face Processing.Current Opinion in Neurobiology19, no. 1 (2009): 3944.3.Polk, Thad A., et al. Nature versus Nurture in V

12、entral Visual Cortex: A Functional Magnetic Resonance Imaging Study of Twins.J Neurosci27, no. 51 (2007): 139215.Section 3. Experience-dependent Change910/30Development of Object Recognition/Understanding1. Nelson Textbook: Chapter 82. Baird et al.(2002). Frontal lobe activation during object perman

13、ence: Data from near-infrared spectroscopy. NeuroImage, 16(4), 1120-1126.Take homework31011/6Development of Speech & Language1. Nelson Textbook: Chapter 42. Addition readings to be announcedGuest Talk: Dr. Huang1111/13Development of Memory1. Nelson Textbook: Chapter 52. Nelson Textbook: Chapter 6121

14、1/20Learning as exploration1. Schulz, Laura. The Origins of Inquiry: Inductive Inference in Early Childhood.Trends in Cognitive Sciences16, no. 7 (2012): 3829.2. Cook, Claire, Noah D. Goodman, a.Where Science Starts: Spontaneous Experiments in Preschoolers Exploratory Plan.Cognition120, no. 3 (2011)

15、: 3419.3. Fee, M. S., and J. H. Goldberg. A Hypothesis for Basal-ganglia Dependent Reinforcement Learning in the Songbird.Neuroscience198 (2011): 15270.4. Hayden, Benjamin Y., et al. Neuronal Basis of Sequential Foraging Decisions in a Patchy Environment.Nature Neuroscience14, no. 7 (2011): 9339.131

16、1/27Group Presentation 2Presenters: Member 2 from each group10 min ExamineSection 4. Higher order (Executive) Function & Social Cognition1412/4Cognitive Control & Executive Function1.Nelson Textbook: Chapter 102.Crone, Eveline A., and K. Richard Riddenkoff. The Developing Brain: From Theory to Neuro

17、imaging and Back.DevelopmentalCognitive Neuroscience1, no. 2 (2011): 1019.2. Johnson Textbook: Chapter71512/11Development of Emotion Processing1. Nelson Chapter 9;2. Leppanen, J., et al. (2007). A ERP study of emotional face processing in the adult and infant brain. Child Development, 78(1), 232-245

18、.Possible Guest Talk: Dr. Feng1612/18How Executive Function Development affects other cognitive function1. Thompson-Schill, Sharon L., et al. Cognition Without Control: When a Little Frontal Lobe Goes a Long Way.Current Directions in Psychological Science18, no. 5 (2009): 25963.2. Baillargeon, R., R

19、. M. Scott, et al. False-belief Understanding in Infants.Trends in Cognitive Sciences14, no. 3 (2010): 1108.3. Apperly, Ian A., et al. Studies of Adults Can Inform Accounts of Theory of Mind Development.Developmental Psychology45, no. 1 (2009): 190201.4. Hughes, Claire, and Rosie Ensor. Executive Fu

20、nction and Theory of Mind: Predictive Relations from Ages 2 to 4.Developmental Psychology43, no. 6 (2007): 144759.1712/25Open thoughts Presentation 3Presenters: Member 3 from each group10 min Examine推荐教材及教学参考书Text Book: C.A. Nelson, M. de Haan, & K.M Thomas. (2006). Neuroscience of Cognitive Develop

21、ment. Hoboken, NJ: John Wiley & Sons Inc. This book will be referred to as Nelson Textbook in the Readings section of the Course outline.Supplementary Textbook: Johnson M.H. with De Haan M., Developmental Cognitive Neuroscience, 3rdedition 2011. This book will be referred to as Johnson Textbook in t

22、he Readings section of the Course outline.Additional reading will also be provided in the reading section of course outline. All readings can be download from the course website: /G2S/Template/View.aspx?courseId=28025&topMenuId=286267&action=view&type=&name=&menuType=2&curfolid=104669授课形式课堂讲授、小组讨论、小

23、组汇报、实践考核方式及分数构成Class Participation (30%)Students are required to attend class and complete all assignments. Your final grade will only be given when all assignments are completed. The class will usually consist a lecture period followed by a discussion section of the reading/lectures. You are requir

24、ed to prepare a short list of 2-3 questions or comments that you have related to each days readings (questions written in either English or Chinese is acceptable). Please bring your questions to the class. We will collect them periodically. To help you follow along, a group discussion assistant form

25、 is offered HYPERLINK /G2S/Template/View.aspx?courseId=28025&topMenuId=286267&menuType=2&action=view&type=1&name=&curfolid=104670 /G2S/Template/View.aspx?courseId=28025&topMenuId=286267&menuType=2&action=view&type=1&name=&curfolid=104670, you are encouraged to use it for your group discussion. The i

26、n-class group presentation should be a follow up of 1or 2 questions generated by in-class group discussion.Class attendance (10%), reading/reaction questions (10%), discussion and group presentations (10%).Research Proposal (40%)A research proposal paper will be due on the day of the final week (20%

27、). A short paper proposal and outline of this paper will be due mid-semester (10%). You will give a final 10 to 15-minute presentation regarding your proposal for the last week (10%). I will provide more details about my expectations for your proposals later in the semester.Take-home work (15%)There

28、 will be three take-home works. 5% each.In-class short examine (15%)There will be three in-class short examined. 5% each.Extra Credit (up to 5 points)There will two ways to earn extra credits. 1) Giving constructive feedback or suggestions for the course development: this is the first time we practice an EMI (English as a medium of instruction) course in the department, we are expecting imperfections, our primary goal is to train you to be a better thinker for the topics i