Prospectus | 08/09 - Psychology and Neuroscience - Maastricht ...

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Chapter 2 - Specialization Cognitive Neuroscience the future become a powerful therapeutic tool to help treating diseases like depression or schizophrenia. Literature Journal articles in the form of electronic readers on EleUM. Instructional Approach Tutorial group meetings and presentations. The presentations will be given by the students. Prior to each meeting students are assigned to different topics and prepare a short introductory lecture. After this, a classical PBL tutorial meeting follows with the assigned student acting as discussion leader. 27 Form of Assessment 30% of the final assessment will be based on the lecture and presentation performance; 70% on a written final exam with open questions. The exam will cover all topics and literature discussed during the course. | 417CN Tracking the Time-Course of Cortical Processing Using MEG and EEG – 3 credits Coordinator: Milene Bonte, Cognitive Neuroscience (FPN), Phone 38 84036, 40 Universiteitssingel East, Room 4.777, E-mail: m.bonte@psychology.unimaas.nl Description of the Course Cognitive neuroscientists nowadays have the choice to use a range of different imaging methods to investigate human brain functions. Each of these methods has its own strengths and limitations, which have to be taken into account when investigating a particular research question. Both magnetoencephalography (MEG) and electroencephalography (EEG) have been important in characterizing the time course of neural systems involved in different aspects of perceptual and cognitive processes including those related to auditory and visual perception, attention, language, memory and development. MEG and EEG reflect complementary aspects of brain activity with an advantage of MEG over EEG in the localisation of underlying neural sources. This course intends to provide detailed knowledge on MEG and EEG that have clear advantage over the other methods in terms of temporal resolution. We will combine practical experience in designing MEG/EEG experiments, MEG/EEG data acquisition, and data analysis with detailed literature discussions on theoretical and methodological issues in MEG/EEG research. Inspired by different types of experimental questions we will discuss a range of available methods for advanced EEG/MEG analysis, including analysis in the time and frequency domains, source localization, the combination of EEG/MEG and fMRI data, independent component analysis and dynamic imaging of coherent sources.
Prospectus Research Master Psychology 2008 • 2009 Literature Electronic reader consisting of journal articles and book chapters. Instructional Approach Lectures, student presentations. 28 Form of Assessment Presentation and paper. | 418CN The Auditory System – 3 credits Course coordinator: Francesco di Salle, Cognitive Neuroscience, Phone 38 84038, 40 Universiteitssingel East, Room 4.759, E-mail: francesco.disalle@psychology.unimaas.nl Description of the Course This advanced course will provide in-depth knowledge on the auditory system and will discuss latest developments in the field of auditory processing. The exact focus will thus be influenced by most current research, but possible topics include: • The issue of gradient noise in functional Magnetic Resonance Imaging (fMRI) experiments investigating the auditory cortex. Gradient noise is a major problem in the functional analysis of the auditory system. It is one of the reasons why relatively little is known about the auditory system compared to the visual system. However, progress in the effectiveness of active attenuation of gradient noise seems promising in reducing this problem. • Besides circumventing gradient noise production or its effects on auditory perception, auditory experiments require the solution of many specific methodological problems deriving from the particular functional anatomy of the central auditory system. This issue will be analyzed together with the most promising way to address the problem. • It is known for some time now that the auditory cortex is organized tonotopically. However, why the auditory cortex is organized in this way, and why there are multiple tonotopic maps in the auditory cortex, remains largely unknown; • Besides tonotopy, a second organizational dimension of the auditory cortex can be expected. What is this dimension? Amplitude and bandwidth seem to be good candidates, but other possibilities such as pitch and latency can not be fully excluded yet either. New developments in the field of fMRI might be able to provide an answer to this question; • How are music and rhythm processed in the brain? And why are they so important to humans? This question becomes even more interesting when considering the universal importance of music, and its link to, e.g., dance and speech; • After the early visual areas, visual stimuli are processed in two different pathways. Features concerning ‘what’ are processed in the ventral stream, whereas features concerning ‘where’ are processed in the dorsal stream. Is this segregation also present in the auditory system? Evidence supporting and disproving this idea will be discussed.
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Subject Index 7
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Notes 147
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