Unit convenor and teaching staff |
Unit convenor and teaching staff
Senior Lecturer
Jennifer Batchelor
Contact via x8012
C3A522
Monday 10.00-12.00, Tuesday 11.00-12.00
Melanie Porter
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Credit points |
Credit points
4
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Prerequisites |
Prerequisites
Admission to MClinNeuro or DClinNeuro or MClinPsych or DClinPsych
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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 is designed as an introduction to common neuropsychological disorders including disorders of memory, adaptive functions, perception, praxis and language. Models of normal and abnormal function and case examples of dysfunction are presented.
This unit is designed to provide insight into how neuropsychological disorders typically manifest. It provides students with an understanding of how functions such as memory, adaptive abilities, perception, praxis and language are typically disrupted as a result of neurological dysfunction. The unit relates to material taught in psychological assessment, professional practice, neuroanatomy and neuropsychopathology. |
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
PSYN840 Neuropsychological Disorders
Past Exam Paper
Answer SIX of the following nine questions. You have 90 minutes in which to complete this exam.
1. How does the episodic buffer contribute to Baddeley’s model of Working Memory? Why the need to introduce this component to the model?
2. Characterise the neuropsychological impairments that are most likely to occur following damage to the dorsolateral prefrontal cortex. What is the likely significance of those deficits on a functional (day to day) level?
3. Describe the language functions that are disrupted and preserved in individuals suffering a transcortical motor aphasia? How would the disorder impact on daily life?
4. Describe the profile of neuropsychological test results that would give rise to a diagnosis of ‘frontal amnesia’.
5. A patient is referred for assessment six months after sustaining a traumatic brain injury. What tests would you administer and why?
6. What performance deficits characterise an ideational apraxia? Why would he disorder potentially render a patient at risk of harm?
7. A patient is referred for neuropsychological assessment following a stroke that resulted in a large infarct in the region of the left occipital lobe. Explain what tests you would administer and why you would choose those particular measures.
8. How would a general amnesic syndrome manifest on a measure such as the WMS-IV?
9. Explain the major differences between psychometric testing and a neuropsychological assessment.
Name | Weighting | Hurdle | Due |
---|---|---|---|
Exam - open book | 50% | No | Week 13. |
Assignment 1 | 25% | No | 4/4/17 |
Assignment 2 | 25% | No | 2/5/17 |
Due: Week 13.
Weighting: 50%
Open book examination of 90 minutes duration. The assessment task relates to the following learning outcomes:
Understanding how cognitive functions can be disrupted
Understanding how neuropsychological disorders typically manifest
Due: 4/4/17
Weighting: 25%
Interpretation of neuropsychological test results. The assessment task relates to the following learning outcomes
Understanding the difference between psychological and neuropsychological assessment
Skill in interpretation of neuropsychological test results including base rate analysis
Understanding how cognitive functions can be disrupted
Understanding of how neuropsychological disorders typically manifest
Due: 2/5/17
Weighting: 25%
Interpretation of clinical data. The assessment task relates to the following learning outcomes
Understanding the difference between psychological and neuropsychological assessment
Skill in interpretation of neuropsychological test results including base rate analysis
Understanding how cognitive functions can be disrupted
Understanding of how neuropsychological disorders typically manifest
Articles and texts provided during class
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_2016.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html
Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
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Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
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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:
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:
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:
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:
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:
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by:
Date | Description |
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26/02/2017 | Past exam paper included |