Neuropsychology of Learning and Rehabilitation
Rhedir gan School of Human and Behavioural Sciences
20.000 Credyd neu 10.000 Credyd ECTS
Trefnydd: Dr Paloma Mari-Beffa
The aim of this module is to study the principles governing the training (or retraining) of neural pathways to improve (or regain) different cognitive functions. Here we establish a common ground to understand learning in both educational and clinical contexts with a strong focus on individual constraints. We will review and integrate evidence from all scientific areas of research that can contribute to cognitive training with special emphasis in developmental Psychology, Cognitive Neuroscience, Clinical Neuropsychology and Genetics. In addition, input from educators and practitioners is essential to guide research by highlighting achievable end goals. By the end of the module, students should be able to integrate evidence from all these different areas to support specific interventions.
The contents of this module include: - The Science of Learning - Learning and Motivation: From Curiosity to Persistence - Perception: The use of perceptual stimulation during learning - Attention: Arousal, Orientation and Focus - Intelligence and Mathematics - Memory encoding and forgetting - Skill learning I: Habits, practice and error correction - Skill learning II: Testing - Language and Learning: Food for thought
Threshold would approximate to the C grades:
Blogs, essays & presentations: Student provided an adequate response, but answers were largely based on lecture material and essential reading, with no real development of arguments, critical evaluation or evidence of study beyond the basics (basics = lecture material and essential reading). Structure and organisation of material was adequate.
Good would approximate to the B grades:
Blogs, essays & presentations: Student provided a comprehensive response. Material was well-organised and well-structured. There was clear evidence of a good understanding of the material, and that a deeper understanding of material presented in lectures had been achieved due to relevant further reading and self-study. There was some evidence of appropriate critical evaluation and discussion, and some evidence of novel synthesis between psychology and the consumer world was presented.
Excellent would approximate to the A grades:
Blogs, essays & presentations: Student provided a comprehensive and accurate response, with sound clarity of argument and expression. Distinction-level answers evidenced a depth of insight into material presented in lectures, and relevant further and additional reading. Appropriate critical evaluation of evidence and discussion of material supported all responses. Novel application of psychological understanding to consumer issues was clearly evident (synthesis) throughout response(s), and was relevant, appropriate and interesting.
Critically evaluate how to best inform training interventions based in a Neurocognitive background.
Critically evaluate how different neurocognitive processes contribute to learning
Analyse and evaluate training techniques according to principles of Cognitive Neuroscience
Evaluate environmental limitations when applying knowledge from Cognitive Neuroscience
|CYFLWYNIAD UNIGOL||Intervention Technique Presentation||
The grade for this Assessment is the result of 24 hours of seminar participation. 25% will be the grade given by the MO and the GI on the presentation of the technique. This has to include a) 15 minutes full analysis of the theoretical framework with enough information for the rest of the students in the class to start working on the design of an application for an extra 30 minutes; b) 15 minutes presenting their own individual application with special emphasis on target evaluation, assessment and classroom limitations. 10% comes from peer feedback and assessment, and 5% on contribution to group debate during presentations.
The exam consists of two parts: 1) 5 short essay questions (half a page each approximately) in which students are expected to integrate information from different sources to answer them. 2) Applications. Students should design an intervention for a specific case to choose from 3 different scenarios. The two parts are equally weighted.
Strategaeth addysgu a dysgu
During these seminars student will present a theoretical framework from Cognitive Neuroscience to find an application in education. During these seminars the leading student has over 15 minutes to present a particular theory. After this, the rest of the peers will start working on an application. The leading student should be ready to answer any question and help the peers in the design of an application. After 30 minutes, the peers present what they consider to be a good application of the theory. During a second phase, the leading student presents the application that has been prepared in advanced with a full analysis of the theoretical underpinnings. Depending on class numbers, each seminar may contain one or two presentations.
The contents of this module include: - The Science of Learning - Learning and Motivation: From Curiosity to Persistence - Perception: The use of perceptual stimulation during learning - Attention: Arousal, Orientation and Focus - Intelligence and Mathematics - Memory encoding and forgetting - Skill learning I: Habits, practice and error correction - Skill learning II: Testing - Language and Learning: Food for thought - Future Directions: The magic pill. These will be delivered through weekly lectures
- Llythrennedd - Medrusrwydd mewn darllen ac ysgrifennu drwy amrywiaeth o gyfryngau
- Rhifedd - Medrusrwydd wrth ddefnyddio rhifau ar lefelau priodol o gywirdeb
- Defnyddio cyfrifiaduron - Medrusrwydd wrth ddefnyddio ystod o feddalwedd cyfrifiadurol
- Hunanreolaeth - Gallu gweithio mewn ffordd effeithlon, prydlon a threfnus. Gallu edrych ar ganlyniadau tasgau a digwyddiadau, a barnu lefelau o ansawdd a phwysigrwydd
- Archwilio - Gallu ymchwilio ac ystyried dewisiadau eraill
- Adalw gwybodaeth - Gallu mynd at wahanol ac amrywiol ffynonellau gwybodaeth
- Sgiliau Rhyngbersonol - Gallu gofyn cwestiynau, gwrando'n astud ar atebion a'u harchwilio
- Dadansoddi Beirniadol & Datrys Problem - Gallu dadelfennu a dadansoddi problemau neu sefyllfaoedd cymhleth. Gallu canfod atebion i broblemau drwy ddadansoddiadau ac archwilio posibiliadau
- Ymwybyddiaeth o ddiogelwch - Bod yn ymwybodol o'ch amgylchedd a hyder o ran cadw at reoliadau iechyd a diogelwch
- Cyflwyniad - Gallu cyflwyno gwybodaeth ac esboniadau yn glir i gynulleidfa. Trwy gyfryngau ysgrifenedig neu ar lafar yn glir a hyderus.
- Gwaith Tîm - Gallu cydweithio'n adeiladol ag eraill ar dasg gyffredin, ac/neu fod yn rhan o dîm gweithio o ddydd i ddydd
- Gofalu - Dangos consyrn am eraill; gofalu am blant, pobl ag anableddau ac/neu'r henoed
- Dadl - Gallu cyflwyno, trafod a chyfiawnhau barn neu lwybr gweithredu, naill ai gydag unigolyn neu mewn grwˆp ehangach
- Hunanymwybyddiaeth & Ystyried - Bod yn ymwybodol o'ch cryfderau, gwendidau, nodau ac amcanion eich hun. Gallu adolygu ,cloriannu a myfyrio'n rheolaidd ar eich perfformiad eich hun ac eraill.
- Arweinyddiaeth - Gallu arwain a rheoli, datblygu cynlluniau gweithredu ac amcanion, cynnig arweiniad a chyfarwyddyd i eraill, ac ymdopi â'r pwysau sy'n gysylltiedig ag awdurdod o'r fath
Sgiliau pwnc penodol
- Understand the scientific underpinnings of psychology as a discipline.
- Apply multiple perspectives to psychological issues and integrate ideas and findings across the multiple perspectives in psychology.
- Communicate psychological concepts effectively in written form.
- Communicate psychological concepts effectively in oral form.
- Be computer literate for the purpose of processing and disseminating psychological data and information.
- Retrieve and organise information effectively.
- Handle primary source material critically.
- Engage in effective teamwork for the purpose of collaborating on psychological projects.
- Be sensitive and react appropriately to contextual and interpersonal psychological factors.
- Use effectively personal planning and project management skills.
- Work effectively under pressure (time pressure, limited resources, etc) as independent and pragmatic learners.
- Problem-solve by clarifying questions, considering alternative solutions, making critical judgements, and evaluating outcomes.
- Reason scientifically and demonstrate the relationship between theory and evidence.
- Understand and investigate the role of brain function in all human behaviour and experience.
- Carry out empirical studies by operationalizing research questions, generating hypotheses, collecting data using a variety of methods, analysing data using quantitative and/or qualitative methods, and present and evaluate research findings (under appropriate supervision).
- Comprehend and use psychological data effectively, demonstrating a systematic knowledge of the application and limitations of various research paradigms and techniques.
- Use a range of statistical methods with confidence.
- Employ evidence-based reasoning and examine practical, theoretical and ethical issues associated with the use of different methodologies, paradigms and methods of analysis in psychology.
- Use a variety of psychological tools, including specialist software, laboratory equipment and psychometric instruments.
- Be aware of ethical principles and approval procedures.
Goblygiadau o ran adnoddau ar gyfer myfyrwyr
Students are welcome to purchase the textbook used in this module, but they should be able to access most of it from library short loans and lecture material (powerpoint slides and notes) available free of charge on weekly basis
Neuroscience in Education (2013) Sergio Della Sala and Mike Andreson (Eds). Oxford University Press, Oxford, UK
Cyrsiau sy’n cynnwys y modiwl hwn
Opsiynol mewn cyrsiau:
- 6S26: BSc Neuropsychology year 3 (BSC/NI)
- C8BY: MA Psychology year 1 (MA/PSYCH)
- C8BZ: MRes Psychology year 1 (MRES/PSYCH)
- C8EF: MSc Clinical and Health Psychology year 1 (MSC/CHPSY)
- C8DX: MSc Counselling year 2 (MSC/CNSL)
- C8CU: MSc Neuroimaging year 1 (MSC/N)
- C8EG: MSc Principles of Clinical Neuropsychology year 1 (MSC/PCNP)
- C8DU: MSc Psychology year 1 (MSC/PSY)
- C8AL: MSc Psychological Research year 1 (MSC/PSYRES)
- C808: MSci Psychology with Clinical & Health Psychology year 4 (MSCI/PHS)
- C810: MSci Psychology with International Experience year 4 (MSCI/PIE)
- C807: MSci Psychology year 4 (MSCI/PS)