Year 3 Module Outline (PDF 325KB) - University of Birmingham

03 24170 L3: DEVELOPMENTAL COGNITIVE
NEUROSCIENCE
Module Leader: Dr Joe McCleery
Teaching Staff: Dr Joe McCleery
LEVEL: SEMESTER: CREDIT VALUE: CONTACT HRS:
3 2 20 30
RESTRICTION ON ENROLMENT: 50
STATUS:
Optional
CONTACT HOURS:
Lectures: 11 × 75 minutes
Tutorials/seminars: 8 × 45 minutes
Office hours: 10 × 60 minutes
MODULE DESCRIPTION/CONTENT:
Topics include:
1. Neuroanatomical & Neurofunctional Development
2. Neural Plasticity & Sensitive Periods/Nature-Nurture Debate
3. Tools of Developmental Neuroscience
- Structural Brain Imaging (MRI, DTI)
- Brain Blood Flow Imaging (fMRI, PET, fNIRS)
- Electromagnetic Brain Imaging (EEG, MEG)
- Behavioural and Eye-Tracking Measures
4. Neurodevelopmental Basis of Language
5. Neurodevelopmental Basis of Social Cognition
6. Neurodevelopmental Basis of Higher Cognitive Functions
7. Developmental Psychiatry
KEY LEARNING OUTCOMES:
On completion of this module the student will be able to:
1. Describe and discuss what is known about a number of domain general and domain specific
neurodevelopmental mechanisms that underlie social and cognitive development.
2. Define the differences between the various tools of developmental neuroscience, including relative
strengths and weaknesses.
3. Critically evaluate and discuss theories and evidence in developmental cognitive neuroscience,
including those related to sensitive periods and the nature/nurture debate.
4. Formulate a clear and reasonable research design specific to applying the various tools of
developmental neuroscience.
METHOD OF ASSESSMENT:
Grant Proposal (2000 words) [50%]
Examination [50%]
KEY TEXTS:
Kuhl, P. K. (2010). Brain mechanisms in early language acquisition. Neuron, 67(5), 713 – 727.
Pollak, S. D., & Sinha, P. (2002). Effects of early experience on children’s recognition of facial displays of emotion.
Developmental Psychology, 38(5), 784 – 791.
Nelson, C. A., & McCleery, J. P. (2008). Use of event-related potentials in the study of typical and atypical
development. Journal of the American Academy of Child and Adolescent Psychiatry, 47(11), 1252 – 1261.
A full reading list in the form of PDF files will be posted for students on WebCT.
ANY OTHER INFORMATION:
Feedback
Generic feedback on all of the assessments will be posted on the School's Web pages. Where coursework
is returned to students, it will be accompanied by individual feedback.
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