345: Human Neuropsychology

345: Human Neuropsychology

Professor Patricia Reuter-Professor Patricia Reuter-LorenzLorenz

GSIs GSIs

David FencsikDavid Fencsik

Joseph MikelsJoseph Mikels

Cognitive NeuroscienceCognitive Neuroscience

BASIC GOALs:BASIC GOALs: How does How does

brain brain mediate mediate cognition?cognition?

Develop Develop models of models of cognitioncognition

Relate Relate structures structures to functionsto functions

ComputationNeuroscience

Behavior/Cognition

Cognitive NeuroscienceCognitive Neuroscience

BASIC GOALs:BASIC GOALs: How does How does

brain brain mediate mediate cognition?cognition?

Develop Develop models of models of cognitioncognition

Relate Relate structures structures to functionsto functions

ComputationNeuroscience

Behavior/Cognition

• cognitive models• Neuropsychology• Electrophysiology• Brain Imaging• Animal Electrophys.

• neural system models

Why Study the Brain to Understand Normal Cognition?

Why Study the Brain to Understand Normal Cognition?

Learn about mental life (Learn about mental life (cognitioncognition) by ) by studying its seat studying its seat

The mind is what the brain does!The mind is what the brain does! Learn about how a thing works by Learn about how a thing works by studying studying

how it’s builthow it’s built how it functionshow it functions how it breaks downhow it breaks down

ConstraintsConstraints disprove theories of cognitiondisprove theories of cognition guide new onesguide new ones

Cognitive Neuroscience and Converging MethodsCognitive Neuroscience and Converging Methods

Traditional NeuropsychologyTraditional Neuropsychology Studies of focal brain damage or degenerative Studies of focal brain damage or degenerative

diseasedisease Behavioral studies of neurologically intact humans Behavioral studies of neurologically intact humans

(e.g., visual and auditory laterality studies ) (e.g., visual and auditory laterality studies ) Human ElectrophysiologyHuman Electrophysiology

ElectroencephalographyElectroencephalography Event Related PotentialsEvent Related Potentials

NeuroimagingNeuroimaging Positron Emission TomographyPositron Emission Tomography Functional MRIFunctional MRI

Historical Roots in 19th Century PhrenologyHistorical Roots in 19th Century Phrenology

Brain is the organ Brain is the organ of mindof mind

composite of parts, composite of parts, with specific with specific facultiesfaculties

Area size indicates Area size indicates “strength” of “strength” of facultyfaculty

Size evident in Size evident in skullskull (bumps, (bumps, prominences, prominences, depressions)depressions)

Gall and SpurzheimGall and Spurzheim

love for one's love for one's offspringoffspringcleverness, know-cleverness, know-howhowvanity, love of vanity, love of gloryglorymemory for peoplememory for peoplememory of things memory of things & facts& factssense of color, sense of color, pictorial talentpictorial talentLove of God and Love of God and religionreligion

Traits include:Traits include:

Opposition to Phrenology:Opposition to Phrenology: Anti-localizationists: brain functions Anti-localizationists: brain functions

as an indivisible unit (e.g. Flourens)as an indivisible unit (e.g. Flourens) Anti-materialists: mental/spiritual Anti-materialists: mental/spiritual

faculties are not of organic matterfaculties are not of organic matter

Important Issues Underscored:Important Issues Underscored: How to define a faculty?How to define a faculty? What is localized?What is localized? Which anatomical map?Which anatomical map?

Mid-late 19th centuryMid-late 19th century

Paul Broca’s Tan (1861)Paul Broca’s Tan (1861) speech loss not due to speech loss not due to

paralysisparalysis "loss of memory of movements "loss of memory of movements

needed to pronounce words"needed to pronounce words" 3rd frontal convolution in 3rd frontal convolution in

LEFT HemisphereLEFT Hemisphere

Carl Wernicke (1874)Carl Wernicke (1874) cases of lost speech cases of lost speech

comprehensioncomprehension localized to temporal lobe of localized to temporal lobe of

Left Hemisphere.Left Hemisphere.

Implications of Broca's and Wernicke's discoveries

Implications of Broca's and Wernicke's discoveries

Localization of higher mental functionsLocalization of higher mental functions Shift towards "physiologically" real Shift towards "physiologically" real

functions (motor vs. sensory) functions (motor vs. sensory) Notion of Cerebral dominanceNotion of Cerebral dominance

In any well-made machine one is In any well-made machine one is ignorant of the working of most ignorant of the working of most of the parts -- the better they of the parts -- the better they work the less we are conscious work the less we are conscious of them... it is only a fault of them... it is only a fault which draws our attention to which draws our attention to the existence of a mechanism the existence of a mechanism at all.at all.

Kenneth Craik, The Nature of Explanation (1943)Kenneth Craik, The Nature of Explanation (1943)

Mental Life is Seamless...Mental Life is Seamless...

Analysis of Cognitive Analysis of Cognitive Deficit is like a PRISMDeficit is like a PRISM revealing the revealing the

components of mental components of mental life that would be life that would be otherwise invisibleotherwise invisible

just as a prism reveals just as a prism reveals the spectrum of the spectrum of wavelengths wavelengths comprising white lightcomprising white light

Aims of Experimental Cognitive NeuropsychologyAims of Experimental Cognitive Neuropsychology

Explain patterns of impaired and intact Explain patterns of impaired and intact performance in terms of normal cognitive performance in terms of normal cognitive psychologypsychology Use cognitive theories to explain dysfunctionUse cognitive theories to explain dysfunction Use cognitive/experimental methods to Use cognitive/experimental methods to

analyze effects of damageanalyze effects of damage Understand normal cognition by studying Understand normal cognition by studying

the effects of brain damage the effects of brain damage Identify the subsystems and special purpose Identify the subsystems and special purpose

modules that control normal cognitionmodules that control normal cognition

Cognitive neuropsychology methods link mental processes to brain structures

Cognitive neuropsychology methods link mental processes to brain structures

Step 1: Identify structural Step 1: Identify structural dysfunctiondysfunction

Diffuse disease/degeneration Diffuse disease/degeneration (Alzheimer’s Disease; (Alzheimer’s Disease; Parkinsons): Parkinsons): - Identify spared vs. impaired - Identify spared vs. impaired

neural systemsneural systems Focal lesion analysis in humansFocal lesion analysis in humans

- Structural imaging (CT or MRI - Structural imaging (CT or MRI scans) localize damagescans) localize damage

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Cognitive neuropsychology methods link mental processes to brain structures

Cognitive neuropsychology methods link mental processes to brain structures

Step 2: Identify impaired Step 2: Identify impaired vs. spared functionsvs. spared functions

Use cognitive/experimental Use cognitive/experimental methods to analyze cognitive methods to analyze cognitive consequences of damageconsequences of damage

Use cognitive theories to Use cognitive theories to explain patterns of impaired explain patterns of impaired and intact performanceand intact performance

Identify the subsystems and Identify the subsystems and special purpose modules that special purpose modules that control normal cognitioncontrol normal cognition

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Aims of Clinical NeuropsychologyAims of Clinical Neuropsychology

diagnosis of deficitdiagnosis of deficit acute treatment and rehabilitationacute treatment and rehabilitation long-term managementlong-term management

Discussion Sections Meet this weekDiscussion Sections Meet this week

NOTE ROOMS!! NOTE ROOMS!! 002 W DIS W 4-6PM B247E H002 W DIS W 4-6PM B247E H 003 W DIS W 4-6PM B242 E H003 W DIS W 4-6PM B242 E H 004 W DIS F 10-12 B247 E H004 W DIS F 10-12 B247 E H 005 W DIS F 10-12 B261 E H005 W DIS F 10-12 B261 E H

Syllabus highlightsSyllabus highlights

http://www.umich.edu/~psycours/345http://www.umich.edu/~psycours/345

Requirements and Grading:Requirements and Grading: One 2-hour lecture and one 2-hour discussion period per week.One 2-hour lecture and one 2-hour discussion period per week. Exams:Exams: 72% of grade is based on 2 quizzes and 2 exams. 72% of grade is based on 2 quizzes and 2 exams.

Quizzes, in-class, worth 12% each. Quizzes, in-class, worth 12% each. midterm & final exam each worth 24% covering the material from the midterm & final exam each worth 24% covering the material from the

preceding half of the course. preceding half of the course. Discussion SectionsDiscussion Sections: Participation in discussion sections and performance : Participation in discussion sections and performance

on discussion section assignments contributes 28% of your final grade. on discussion section assignments contributes 28% of your final grade. Missed Exams & FeedbackMissed Exams & Feedback Texts:Texts:

Cognitive Neuroscience: The Biology of the Mind Cognitive Neuroscience: The Biology of the Mind by M.S, Gazzaniga, by M.S, Gazzaniga, R.B. Ivry, G.R. Mangun (Norton, 1998). R.B. Ivry, G.R. Mangun (Norton, 1998).

Fractured MindsFractured Minds by Jenni A. Ogden (Oxford, 1996)by Jenni A. Ogden (Oxford, 1996)

Lecture Topics and ReadingsLecture Topics and Readings

WEEK /DATEWEEK /DATE TopicTopic Reading (Reading (Cognitive NeuroscienceCognitive Neuroscience))

11 1/51/5 Overview /History of Neuropsychology & Overview /History of Neuropsychology & Ch. 1 Ch. 1

Cognitive NeuroscienceCognitive Neuroscience

22 1/121/12 Human Neuroanatomy & Methods for Localizing Ch. 2 & 3 Human Neuroanatomy & Methods for Localizing Ch. 2 & 3

Cognitive Functions Cognitive Functions

33 1/191/19 Maps in the BrainMaps in the Brain Ch. 3 & 4Ch. 3 & 4

44 1/261/26 Disorders of PerceptionDisorders of Perception Ch. 4Ch. 4

55 2/2 2/2 * * Quiz 1Quiz 1

Object processing and its dysfunction IObject processing and its dysfunction I Ch. 5Ch. 5

66 2/92/9 Object processing and its dysfunction II Object processing and its dysfunction II Ch. 5Ch. 5

77 2/16 2/16 Visual Attention and its deficits IVisual Attention and its deficits I Ch. 6Ch. 6

88 2/232/23 Visual Attention and its deficits IIVisual Attention and its deficits II Ch. 6Ch. 6

MIDTERM EXAM W 2/23MIDTERM EXAM W 2/23 8:00- 10:00 PM 8:00- 10:00 PM Location TBALocation TBA

SPRING BREAK Feb26-MAR. 5SPRING BREAK Feb26-MAR. 5

99 3/8 3/8 The Split-Brain Syndrome The Split-Brain Syndrome Ch. 9Ch. 9

1010 3/153/15 Hemispheric Asymmetry in the Normal BrainHemispheric Asymmetry in the Normal Brain Ch. 9Ch. 9

1111 3/22 The Neurological Basis of Language 3/22 The Neurological Basis of Language Ch. 8Ch. 8

1212 3/293/29 *Quiz 2*Quiz 2

Functions of the Frontal Lobes IFunctions of the Frontal Lobes I Ch. Ch. 1111

1313 4/54/5 Functions of the Frontal Lobes IIFunctions of the Frontal Lobes II Ch. Ch. 1111

1414 4/124/12 Memory and its dysfunction Memory and its dysfunction Ch. 7Ch. 7

FINAL EXAM FINAL EXAM W 4/19 W 4/19 TBA PMTBA PM Location TBA Location TBA