 | | | | | Course module | | SOW-DGCN01 | | Category | | MA (Master) | | Language of instruction | | English | | Offered by | | Radboud University; Faculty of Social Sciences; Cognitive Neuroscience; | | Lecturer(s) | | | | | Academic year | | 2022 | | | Period | | | JAAR | (05/09/2022 to 14/07/2023) |
| | Starting block | | | JAAR | |
| | Course mode | | | full-time | |
| | Remark | | | Please note: if you do not yet have a master's registration, you are not yet registered for the tests for this course. |
| | Remarks | | - | | Registration using OSIRIS | | Yes | | Course open to students from other faculties | | No | | Pre-registration | | No | | Waiting list | | No | | Placement procedure | | - |
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| | | | This course aims to familiarize the student with key issues in cognitive neuroscience (as reported, e.g., in Trends in Neurosciences, Trends in Neurobiology, and Trends in Cognitive Science), in order to promote a critical reflection on current issues. |
| A number of current, 'hot', research themes from the field of cognitive neuroscience will be addressed, both in the form of a general overview and through specific research papers. The themes will be diverse, each theme covered by a CNS-lecturer who is a specialist in the field. Whenever possible, opposite or complementary views on the topic will be presented. |
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Assumed previous knowledge| NOTE: this course is for CNS students only |
| | | Required materialsBlackboard| The reading and writing assignments as well as the presentations of the lecturers will be made available on the internet course-site, via Blackboard, the digital learning environment of the Radboud University Nijmegen. |
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Recommended materialsArticles| Bar, M. (2007). The proactive brain: using analogies and associations to generate predictions. Trends in Cognitive Sciences, 11 (7), 280-289. |
| Articles| Clark, A. (2013). Whatever next? Predictive brains, situated agents, and the future of cognitive science. Behavioral and Brain Sciences, 36, 181-204. |
| Articles| Cools R., Nakamura K., Daw N.D. (2011). Serotonin and dopamine: unifying affective, activational, and decision functions. Neuropsychopharmacology. 36, 98-113. |
| Articles| Evans, N. & Levinson, S.C. (2009). The Myth of Language Universals: Language Diversity and Its Importance for Cognitive Science. Behavioral and Brain Sciences, 32, 429–448. |
| Articles| Heatherton, T. F. & Wagner, D. D. (2011). Cognitive neuroscience of self-regulation failure. Trends in Cognitive Sciences, 15(3), 132–9. |
| Articles| Homberg, J.R. (2012). The stress-coping (mis)match hypothesis for nature × nurture interactions. Brain Research, 1432, 114-121. |
| Articles| Medendorp, W.P. (2011). Spatial constancy mechanisms in motor control. Philos Trans R Soc Lond B Biol Sci, 366, 476–491. |
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Instructional modesAssignments| Attendance Mandatory | | Yes |
GeneralAs for writing assignment the lecturer will hand out two empirical research papers illustrating the diversity of approaches and/or results and student input will be in the form of a reflective critical note on these papers (e.g., discussing possible explanations for differences or possibilities for integration). In addition, peer review will be employed whereby students are asked to comment on the critical notes of their peers.
| Lecture| Attendance Mandatory | | Yes |
GeneralPer theme a researcher from the Donders Institute will present an introduction to the topic. For example, a starting point may be a review article from journals as Trends in Neurosciences, Trends in Cognitive Science, and Current Opinion in Neurobiology, which will also be assigned as suggested reading. This is then followed by an outlining of diverse research results, some of them possibly found by investigators from the Donders Institute.
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TestsEssays| Test weight | | 1 |
| Test type | | Essay |
| Opportunities | | Block JAAR, Block JAAR |
RemarkNOTE: enrollment for a course automatically registers you for its exam. For participating in the resit, register again.
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