Students
PSYN811 – Cognitive Neuropsychology
2015 – S2 Day
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit convenor
Teresa Schubert
Contact via email
AHH 3.741
by appointment
Anne Castles
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| Credit points |
Credit points
4
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| Prerequisites |
Prerequisites
Admission to MClinNeuro or DClinNeuro
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
This unit introduces students to cognitive neuropsychological theory and its application to the assessment and treatment of acquired and developmental disorders of cognition. They are familiarised with cognitive neuropsychological models that represent theories of normal cognitive processing. A diverse range of cognitive domains is covered including spoken language, reading, spelling, attention, memory and belief formation. The unit includes a number of lectures focused on clinical aspects of cognitive neuropsychology, and provides skills in the application of cognitive neuropsychological theories and methods to assessment and treatment in clinical practice.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- Describe the key methods and assumptions of cognitive neuropsychology
- Explore and compare cognitive frameworks across domains: reading, spelling, spoken language, vision, attention, neuropsychiatry, memory etc.
- Integrate principles of psychological assessment into clinical practice through a flexible, hypothesis-testing approach
- Select appropriate assessment tasks within a particular domain-specific cognitive framework; Integrate testing results to determine next steps for assessment
- Critically evaluate assessment plans and published case study reports
General Assessment Information
Attendance of lectures (80%) is a prerequisite to pass this course.
Penalties will be levied for late submission of the written assignment unless the student has sought permission for an extension. The penalty for late submissions for the written assignment is a percentage of the maximum mark (5%) for every day late.
If an extension on your assignment is required for medical or other extenuating circumstances, students may request this in writing: https://ask.mq.edu.au/account/user/login?referer=/account/forms/display/special_consideration/
Supporting documentary evidence must be provided. All requests for extensions must be made prior to the due date for the assignment. If an extension is granted, the approval must be included attached to the assessment submission to avoid any late penalty.
All assignments submitted must be accompanied by a completed cover sheet: http://humansciences.mq.edu.au/current_students/undergraduate/assignment_cover_sheet
A copy of the assignment should be kept as proof that the assignment was completed and submitted.
Assessment Tasks
| Name | Weighting | Due |
|---|---|---|
| Glossary entries | 10% | Throughout semester |
| Written case critique | 25% | 22/09/2015 |
| Assessment model practice | 10% | Week 9 |
| Final oral examination | 55% | Week 14 |
Glossary entries
Due: Throughout semester
Weighting: 10%
A unit glossary will be developed on iLearn throughout the semester to aid in your study and practice for the final examination. Each student will select one week of the session for which they will write glossary entries, to be posted on iLearn. For your week, after attending lecture and doing any associated readings, you should submit your entries through the iLearn Glossary activity (prior to the subsequent class meeting). Samples will be provided for the Week 1 lecture. A sign up sheet will be available in the first class meeting to allow students to sign up for their week.
On successful completion you will be able to:
- Describe the key methods and assumptions of cognitive neuropsychology
- Explore and compare cognitive frameworks across domains: reading, spelling, spoken language, vision, attention, neuropsychiatry, memory etc.
Written case critique
Due: 22/09/2015
Weighting: 25%
For this written assignment you will select a published cognitive neuropsychology article from a recommended selection and write a critical case critique and summary.
On successful completion you will be able to:
- Explore and compare cognitive frameworks across domains: reading, spelling, spoken language, vision, attention, neuropsychiatry, memory etc.
- Critically evaluate assessment plans and published case study reports
Assessment model practice
Due: Week 9
Weighting: 10%
One lecture day will be dedicated to practicing with an interactive assessment model of the language system. This involves "diagnosing" a virtual deficit to the language system through selecting appropriate assessment tasks, interpreting the results, and discussing rehabilitation tasks as relevant. This is an in-class, group discussion activity.
On successful completion you will be able to:
- Integrate principles of psychological assessment into clinical practice through a flexible, hypothesis-testing approach
- Select appropriate assessment tasks within a particular domain-specific cognitive framework; Integrate testing results to determine next steps for assessment
- Critically evaluate assessment plans and published case study reports
Final oral examination
Due: Week 14
Weighting: 55%
The final examination is an oral exam, conducted one-on-one with the unit convenor. All lecture topics will be covered in an in-depth conversation through 18 questions posed to the student. Individual session times for the oral examination will be discussed in consultation with you in week 8 (after the break).
On successful completion you will be able to:
- Describe the key methods and assumptions of cognitive neuropsychology
- Explore and compare cognitive frameworks across domains: reading, spelling, spoken language, vision, attention, neuropsychiatry, memory etc.
- Integrate principles of psychological assessment into clinical practice through a flexible, hypothesis-testing approach
- Select appropriate assessment tasks within a particular domain-specific cognitive framework; Integrate testing results to determine next steps for assessment
Delivery and Resources
There is no set textbook for the course, though the book A Cognitive Neuropsychological Approach to Assessment and Intervention in Aphasia: A Clinician's Guide by Whitworth, Webster, & Howard is a good reference. (Available online via the library, see link on iLearn.) Readings will be recommended for each week- either strongly recommended (key to topics) or optional (tangents, related topics, more information). A list of the readings with brief notes can be found on the final slide of the lecture slides for each week.
The main reference will be the iLearn web page, which can be accessed at http://learn.mq.edu.au. It will be updated throughout the semester with lecture notes, readings, etc, so check it regularly. This is also where you will find the reading list for each week.
The guest lecturers for the semester are as follows:
- Dr Nora Fieder
- Dr Lyndsey Nickels
- Dr Saskia Kohnen
- Dr Greg Savage
- Dr Mark Williams
- Dr Trevor Chong
- Dr Vince Polito
- Dr Jon Brock
More information on each can be found by looking up their profile in the Cognitive Science Department/CCD at MQ.
Unit Schedule
Provisional schedule of topics (subject to change, see iLearn for most updated version).
| Week | Lecture date | Topic | Lecturer |
|---|---|---|---|
| 1 | 28 Jul | Intro/What is cognitive neuropsychology | Schubert |
| 2 | 4 Aug | Spoken language & the aphasias | Fieder |
| 3 | 11 Aug | Reading & the dyslexias I | Schubert |
| 4 | 18 Aug | Reading & the dyslexias II | Schubert |
| 5 | 25 Aug | Cogneuropsy approaches to rehabilitation I | Nickels |
| 6 | 1 Sep | Cogneuropsy approaches to rehabilitation II | Kohnen |
| 7 | 8 Sep | Memory & the amnesias | Savage |
| 8 | 29 Sep | Spelling & the dysgraphias | Schubert |
| 9 | 6 Oct | Computer-based assessment model | Schubert |
| 10 | 13 Oct | Face/object recognition & the agnosias | Williams |
| 11 | 20 Oct | Attention & neglect | Chong |
| 12 | 27 Oct | Cognitive neuropsychiatry | Polito |
| 13 | 3 Nov | Theory of mind & autism, Wrap-up | Brock |
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
PG - Capable of Professional and Personal Judgment and Initiative
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Learning outcome
- Integrate principles of psychological assessment into clinical practice through a flexible, hypothesis-testing approach
Assessment tasks
- Assessment model practice
- Final oral examination
PG - Discipline Knowledge and Skills
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Learning outcomes
- Describe the key methods and assumptions of cognitive neuropsychology
- Explore and compare cognitive frameworks across domains: reading, spelling, spoken language, vision, attention, neuropsychiatry, memory etc.
- Integrate principles of psychological assessment into clinical practice through a flexible, hypothesis-testing approach
- Select appropriate assessment tasks within a particular domain-specific cognitive framework; Integrate testing results to determine next steps for assessment
Assessment tasks
- Glossary entries
- Written case critique
- Assessment model practice
- Final oral examination
PG - Critical, Analytical and Integrative Thinking
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Learning outcomes
- Explore and compare cognitive frameworks across domains: reading, spelling, spoken language, vision, attention, neuropsychiatry, memory etc.
- Integrate principles of psychological assessment into clinical practice through a flexible, hypothesis-testing approach
- Select appropriate assessment tasks within a particular domain-specific cognitive framework; Integrate testing results to determine next steps for assessment
Assessment tasks
- Glossary entries
- Written case critique
- Assessment model practice
- Final oral examination
PG - Research and Problem Solving Capability
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Learning outcomes
- Explore and compare cognitive frameworks across domains: reading, spelling, spoken language, vision, attention, neuropsychiatry, memory etc.
- Integrate principles of psychological assessment into clinical practice through a flexible, hypothesis-testing approach
- Select appropriate assessment tasks within a particular domain-specific cognitive framework; Integrate testing results to determine next steps for assessment
- Critically evaluate assessment plans and published case study reports
Assessment tasks
- Written case critique
- Assessment model practice
- Final oral examination
PG - Effective Communication
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Learning outcomes
- Describe the key methods and assumptions of cognitive neuropsychology
- Critically evaluate assessment plans and published case study reports
Assessment tasks
- Written case critique
- Assessment model practice
- Final oral examination