COURSE DESCRIPTION

     The term cognitive neuroscience was first coined in the late 1970s by renowned American psychologists Michaels. Gazzaniga and Georgea. Miller. It is a new subject developed on the basis of cognitive science and neuroscience.  

    The study of cognitive neuroscience aims to clarify the brain mechanisms of cognitive activity (Gazzaniga, 2000).

     The human brain is a vast, complex system of hundreds of billions of neurons. It provides humans with the most important higher brain functions and cognitive behaviors, such as perception, movement, attention, learning, memory, thinking, language, emotion and consciousness. The relationship between brain - cognition - behavior is the core problem that human beings must solve in the process of knowing themselves. It will make an important contribution to people's understanding of nature and themselves, improving brain and physical and mental health, developing a new brain intelligent information system and improving the nation's knowledge innovation ability.

     Since its birth nearly 20 years ago, cognitive neuroscience began to enter people's field of vision in the 1980s and became an emerging discipline recognized by the international academic circle in the 1990s. It is considered to be the most promising frontier research field of natural science in the 21st century.

   You will first learn basics about brain anatomy and function, and about the methods used to study how the brain supports cognition and behavior. Then, we will explore the various functions of the brain by taking a journey from lower- to higher-level cognitive processes: we will study how we can sense and perceive the world, act in it, learn and think about it, and remember it.

Students should be able to:

• Describe methods used in neuroscience research;
• Predict how damage to the central nervous system affects function and behavior;
• Compare and contrast neurotransmitter systems in terms of organization and function;
• Predict what happens to function and behavior when neurotransmitter systems are blocked or activated;
• Compare and contrast the organization and function of multiple sensory systems;
• Explain the importance and usefulness of animal models in neuroscience;
• Describe the neurobiological basis of learning, memory and memory disorders.

The Syllabus of Topic of Cognitive Psychology

Course number: SS161007

Opening semester: the second semester of 2018-2019

Learn: 48

Learning points: 3

Course unit: school of education and psychological science

Outline writer: Chen gongxiang

I. Teaching objectives and requirements

This course provides an in-depth survey of the extant data and models of a wide variety of human cognitive functions. Drawing on behavioral, neuropsychological, and neuroimaging research, the course will explore the neural mechanisms underlying complex cognitive processes, such as perception, memory, and decision-making. Importantly, the course will examine the logic and assumptions permitting the interpretation of brain activity in psychological terms.

II. Teaching content. Class hour allocation

(1) introduction to a brief history of cognitive neuroscience (3 periods)

 Historical perspective; The story of the brain; The story of psychology; Summary.

(2) Research methods of cognitive neuroscience (6 periods)

What is cognitive psychology? Computational modeling; Experimental techniques applicable to animals; Neurology A combination of approaches.

(3) sensation and perception (3 periods) 

Auditory perception, Olfactory perception, Taste perception, Body perception, Visual perception, Multi-channel perception;

Research methods of sensation and perception;  Important perception theory;

General principles of perception; Perceptual integration;Application and culture-related issues.

(4) object recognition (3 periods)

Two cortical pathways of visual perception;The problem of object recognition calculation; Dual system model of object recognition difficulty, face perception and object recognition; The relationship between visual perception, representation, and memory.

(5) learning and memory (4 periods)

Theory of learning and memory;Memory and brain;The cellular basis of learning and memory.

(6) The Emotional and Social Brain (4 periods)         

Ontogeny of infant fear learning and the amygdala; Emotional reaction and action; interactions of emotion and attention in perception; context effects and the amygdala; Neurogenetic studies of variability in human emotion; Components of a social brain; The neural basis of emotion regulation; Sharing the emotions of others; the cognitive Neuroscience of Moral Judgment.

(7) language (4 periods)

Language theory; Neuropsychology of frontal-language disorders; The neurophysiology of language.

(8) special alienation of cerebral hemisphere (3 periods)

Principles of brain organization;How the two hemispheres communicate;Computer hemispheric specialization;Multiple evidence of hemispheric particularity

(9) attention and consciousness (4 periods)

The theoretical model of attention;Neural mechanisms of attention and selective perception;The neuroscience of attention and the neuropsychology of attention;Models of attention and awareness.

(10) cognitive control (4 periods)

Subregions of the frontal lobe;Lateral prefrontal cortex and working memory;Prefrontal cortex and other types of memory;Component analysis of prefrontal cortex;Goal-directed behavior;Top-down cognitive control;Ensure the success of goal-directed behavior.

(11) Higher Cognitive Functions (6 periods )

Introduction,Prefontal substrate of human relational reasoning, Decision making and prefrontal executive function,circuits in mind, semantic cognition. Two views of brain function, the neuroeconomics of simple Goal-Directed choice, euroeconomics and the study of valuation, emotion and decision making.

(12) Views on evolution (2 periods)

Evolution of the brain;First principles;Comparison method.Adaptation and the brain;Evolution of human brain tissue.

(13) review (2 periods)

III. Teaching methods

1. In class teaching, heuristic and discussion teaching methods should be used to mobilize students' enthusiasm and promote teaching and learning.

2. Strengthen after-class tutoring and q&a, and adopt the auxiliary teaching methods such as academic communication, investigation and writing academic papers to train students, constantly cultivate and improve students' comprehensive quality, and strive to obtain students' feedback information of this course.

3. Make efforts to use multimedia and other modern teaching means, use divided class, and combine the use of divided easy platform to build mixed divided teaching mode, mobilize the enthusiasm of learning and participating in classroom teaching, increase the vitality of teaching, and improve the teaching effect and quality continuously.

IV. Assessment methods

Assessment form: examination

Physical: total score = usual score (essay score + class performance + attendance) + test score;

The usual grades account for 30% (grade of small paper + class performance + attendance, each accounting for 20%, 5%, 5%);

Exam scores account for 70%.

V. Advanced courses

General psychology

Experimental psychology

Psychostatistics

VI Teaching materials and teaching reference materials (teaching materials, recommended bibliography, recommended journal articles, learning websites, etc.) :

1. Teaching materials

Chen xuanzhi. Cognitive psychology, guangdong higher education press, 2006.

2. Recommended books

[1] Robert j. Sternberg. Cognitive psychology (third edition), China light industry press, 2006

[2] John Best, translated by huang xiting. Cognitive psychology, China light industry press, 2000

[3] wang su, wang ansheng. Cognitive psychology, Peking University press, 1992

[4] M.W. eysenck, M.T. kean. Cognitive psychology (fourth edition), east China normal university press, 2004

[5] zhang Ming et al. Cognitive psychology -- mind. Research and your life, China light industry press, 2017

3. Recommending journal articles

[1] xin ziqiang. Psychological problems in social governance. Progress in psychological science, 2008, 26(1):1-13

[2] yan xiaohua, liu zhenliang, wang xiangkun, mu shoukuan. The paradox of happiness and its latest explanation. Advances in psychological science, 2008,26(1):180-189

[3] LAN gongrui, li houyi, gai xiaosong. Purpose of life: a psychological structure that predicts positive development. Progress in psychological science, 2017,25(12):2192-2202.

[4] zhao libo, zhang yue, yu yiwen, deng lifang.Advances in psychological science, 2017,25(10) : 1713-17251738-1748.

[5] liu xiao, cao zhongping, li Dan. The beginning of autobiographical memory: the induction and evaluation of the earliest memory. Progress in psychological science,2017,25(10): 1713-1725

(4) learning websites

Psychological science progress at http://journal.psych.ac.cn/xlkxjz/CN/volumn/volumn_217.shtml psychological

(5) others

Chen gongxiang        

2019年 2 月12 日