SUBJECT

Developmental Cognitive Neuroscience 2

practical

master

Faculty of Education and Psychology

3

Semester 3

Autumn semester

Aim of the course:

Students will be exposed to theories, methods, and findings from cognitive neuropsychology and cognitive neuroscience, with an emphasis on comparing and contrasting differences between typical and atypical development.

Learning outcome, competences

knowledge:

• Contemporary trend sin cognitive neuropsychology
• Main methods of neuropsychology

attitude:

• Not relevant

skills:

• How to use neuropsychological tools
• How to evaluate neuropsychological assessment

Content of the course

Topics of the course

• The history of neuropsychology, main questions, methods; Rethinking mental disorders: the RDoC project

Tourette’s Syndrome: introduction and current questions

Robertson, M.M., 2015. A personal 35 year perspective on Gilles de la Tourette syndrome : prevalence , phenomenology , comorbidities , and coexistent psychopathologies. Lancet Psychiatry 68–87.

• Diagnostical questions and methods in neuropsychology: sensitivity, specificity, assessment development

Tourette’s Syndrome: cognitive profile and assessment

• Robertson, M.M., Morley, A., 2015. Tourette ’ s Syndrome 2 A personal 35 year perspective on Gilles de la Tourette syndrome : assessment , investigations , and management 2. Lancet Psychiatry.
• Cath, D.C., Hedderly, T., Ludolph, A.G., …, E., Wolanczyck, T., 2011. European clinical guidelines for Tourette Syndrome and other tic disorders. Part I: Assessment. European Child and Adolescent Psychiatry 20, 155–171.

• „The ADHD story”: from the single impairment view to the multifactorial perspective

Tourette’s Syndrome: therapy from a neuroscientific perspective

• Müller-Vahl, K.R., Cath, D.C., Cavanna, …, Wolanczyck, T., 2011. European clinical guidelines for Tourette syndrome and other tic disorders. Part IV: Deep brain stimulation. European Child and Adolescent Psychiatry 20, 209–217.

• Structural, latent and growth modelling in neuropsychology

Other fronto-striatal syndromes

• Laterality: an old issue with new questions

Developmental dyslexia and dyscalculia

• Disfunctions 1.: neglect, aphasia, amnesia, movement disorders, body representation, mood disorders, epilepsy and loss of consciousness
• Disfunctions 2.: neglect, aphasia, amnesia, movement disorders, body representation, mood disorders, epilepsy and loss of consciousness

Learning activities, learning methods

Evaluation of outcomes

Learning requirements, mode of evaluation, criteria of evaluation:

requirements

• Active participation and experience with tasks

mode of evaluation: practical

criteria of evaluation:

Active participating, individual presentations:

• Introducing a neuropsychological tool in 10 min (12,5% of points)
• Introducing a neuropsychological article in 15 min (12,5% of points)
• Written exam in the end of the semester (50% of points)

Compulsory reading list

• Strauss, E., Sherman, E. M. S., Spreen, O. (2006). A Compendium of Neuropsychological Tests: Administration, Norms, and Commentary. Oxford University Press, USA.