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www.DISabroad.org
Neuroplasticity: From Neurons to Behavior l DIS – Study Abroad in Scandinavia l Related Disciplines: Human Development
1
Neuroplasticity: The Brain and Behavior
Semester: Spring 2017
Copenhagen
Credits: 3
Major Disciplines: Neuroscience, Pre-Medicine/Health Science, Psychology
Days: Tuesdays and Fridays
Time:10.05-11.25
Room: N7-C23
Course Information and Purpose
1. Instructor
Claudia Carrara-Augustenborg, Ph.D.
Ph.D. in Cognitive Neuroscience from University of Copenhagen (Denmark) and M.Sc Psychology (Major in Clinical and Neuropsychology). Interests are focused on the neural mechanisms that mediate and modulate human consciousness and subjective perception, and on the functional and neural distinctions between conscious and unconscious cognitive and emotional processes. With DIS since 2013.
Psychology Program Director:
Carla Caetano, Ph.D.
DIS Contact:
Psychology Program Assistant:
Kate Giddens
Email: [email protected]
Phone: +45 33 76 57 64
Guest Lecturers:
Hana Mala Rytter, Ph.D., Institute for Psychology, Copenhagen University
Topic: Brain Injury Rehabilitation-- Evidence-based practice vs. practice-based evidence
Carla Caetano, Ph.D., PSY Program Director of DIS
Topics: Rehabilitation treatment and challenges following acquired brain injury.
2. Course Description
Prerequisites: One semester of neuroscience, physiological psychology, or biological psychology at university
level.
This course will focus on neuroplasticity from a predominantly behavioral perspective. Emphasis will be on:
a) the neural development of the human brain and implications for psychological and social behavior
b) the adult brain and neuroplasticity with respect to both learning and aging
c) brain repair with focus on rehabilitation of the adult brain after acquired brain injury.
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Neuroplasticity: From Neurons to Behavior l DIS – Study Abroad in Scandinavia l Related Disciplines: Human Development
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3. Course Learning Objectives
By the end of this course, students will be able to:
Identify the principles of neuroplasticity from a behavioral perspective;
Compare and contrast neuroplasticity across the lifespan;
Evaluate the role of neuroplasticity in pathology;
Appraise the aftermath of neuroplasticity in the context of neurodevelopmental disorder
Evaluate brain plasticity embedded in the individual
The following topics will be covered during the course:
Theme 1: Principles of Neuroplasticity
Foundations of neural development
Principles of cerebral development
Experiential influences on neuronal plasticity
Plasticity of language network
Theme 2: Learning and Aging
Learning principles: Neural and behavioral factors
Memory
Normal brain aging
Brain aging and neurodegeneration
Biocultural perspectives on brain plasticity
Theme 3: Pathological factors and brain plasticity
Brain plasticity in early damage: Neurological, developmental and psychosocial dimensions
Early Brain Insult: Neural and behavioral principles of rehabilitation
Brain Injury Rehabilitation. Efficacy of treatment.
Clinical perspectives on neuroplasticity: Depression, stress and schizophrenia
Plasticity and atypical brain architectures
Neuroprotection and Neuroplasticity
Course Components
1. Required Textbook (available at DIS Library)
Baltes, P.B., Reuter-Lorentz, P.A., Rösler, F. (eds.). (2010) Lifespan Development and the Brain: The
perspective of Biocultural Co-Constructivism. Cambridge, UK: Cambridge University Press
2. Required Articles and Other Media
Additional articles can be found on Canvas. See Course Schedule below.
3. Approach to Teaching
Lectures, class discussions, case studies, group presentations, critical analysis of research (individual/groups),
field studies.
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4. Field Studies
This course will be accompanied with field studies. Field studies connect DIS courses to organizations,
companies, sites, and/or persons that are relevant to the course topic.
Lions Kollegiet
Date: Wednesday, March 8th
Time: 9:00 – 12:30
Location: Tuborgsvej 140 , 2300 København
Association of Brain Injury Patients and their Families
Date: Wednesday April 26th
Time: 13:00 – 17:00
Location: TBD
5. Expectations of the Students
Class attendance is mandatory. Students are expected to have done the reading for each class and to come with
notes and questions for me and for the other students. This will give us material to generate conversation. It is
also expected that during classes the students are able to discuss and to present topics and to respond questions
providing references to our readings to support their points. Active participation during classes will constitute 15%
of the grade. Finally, it is expected that students hand in their assignment on time (late papers will not be accepted)
and that they contribute significantly to planned group activities.
To be eligible for a passing grade in this class, the students must complete all of the assigned work.
Assignments and Evaluation The final grade for this course will be based on two tests, a research paper, two group presentations and
participation.
Methods of Evaluation
How
Evaluated
Due Date Percentage of
Grade
Participation (incl. group-
presentation questions) and
Attendance
Individual Throughout
the course
20%
Group Presentation
Individual See course
schedule
10%
Midterm
Individual March 10th 25%
Research Paper
Individual April 18th 20%
Final Exam Individual May 8th 25%
Total 100%
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Participation (incl. group-presentation questions) and Attendance (20%):
Since class participation is a major component of the course, you will need to be present and participating to receive full
credit.
Class participation includes, but it is not limited to: (see also evaluation criteria on Canvas)
critically evaluating the model/hypotheses suggested in readings
asking relevant questions that show understanding of the material – with tentative
considerations/conclusions
being prepared for class and be ready to answer questions when asked
discussing implications as regards practical application and/or future research considerations
contributing to class activities
Group Presentation (10%):
Groups of approx. 2-4 students will be presenting a topic in class (ca. 10 min.), after which there will
be ca. 10 min. discussion with the rest of the class, answering prepared questions (see Group-
presentation Questions below)
Contents should include (but not be limited to):
Introduction of the key issues of the topic
Method employed to investigate it
Identification and discussion of key findings/knowledge
Critique of methods and potentially of the findings
Examples/Applied cases
Group-presentation Questions:
Students not presenting should demonstrate their participation by preparing discussion questions with focus on the presented topic; the questions should be based on the students own reflective considerations, can be open-ended or can be in form of thought-provoking comments, e.g. (with reference to the due reading), “It is mentioned in the text that a child adjusting to a developmental disorder and a child adjusting to an acquired brain injury have very different experiences. What might underlie the lack of a sense of "normality" in a child with a developmental disorder and the feeling of loss of "normality" in a child with an acquired brain injury?”; “The authors of this paper made no mention of clinical testing following the first stroke. Why might this be a source of dubiousness for the overall conclusions drawn in the paper?”
Midterm (25%):
Date: March 10th
Short-questions + 2 short essays (selected among 6 available topics)
Research Paper (20%):
Due: April 18th
Assessment and evaluation of 2-3 case studies in the context of brain damage and rehabilitation.
Final Exam (25%):
Date: May 8th
Short questions + 3 short essays (selected among 6 available topics)
In addition to the academic content of the written assignments(s), focus will also be placed on the structure, use
of appropriate academic language, and writing skills.
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Disability and resource statement: Any student who has a need for accommodation based on the impact of a
disability should contact the Office of Academic Support ([email protected]) to coordinate this. In order to
receive accommodations, students should inform the instructor of approved DIS accommodations within the first
two weeks of classes.
Policies
Attendance:
You are expected to attend all DIS classes when scheduled. If you miss a class for any reason please contact the
faculty no later than the day of the missed class. If you miss multiple classes the Director of Teaching and Learning,
and the Director of Student Affairs will be notified and they will follow-up with you to make sure that all is well.
Absences will jeopardize your grade and your standing at DIS. Allowances will be made in cases of illness, but in
the case of multiple absences you will need to provide a doctor’s note.
Academic Honesty, Plagiarism, and Violating the Rules of an Assignment:
DIS expects that students abide by the highest standards of intellectual honesty in all academic work. DIS assumes
that all students do their own work and credit all work or thought taken from others. Academic dishonesty will result
in a final course grade of “F” and can result in dismissal. The students’ home universities will be notified. DIS
reserves the right to request that written student assignments be turned in electronic form for submission to
plagiarism detection software. See the Academic Handbook for more information, or ask your instructor if you have
questions.
Policy on Late Papers:
Late papers will not be accepted.
Policy for students who arrive late to class:
Students arriving over 15 minutes after the beginning of class will not be allowed to participate. One exception
throughout the course will be given to students who arrive within 15 minutes after the beginning of class.
Use of laptops or phones in class
To establish a positive learning environment, it is important that everyone is present in body and mind, and not
distracted by technology or other disruptive behaviors. Therefore, students are not allowed to use
laptops/Tablets/iPads in the classroom unless agreed upon for specified tasks such as article reading and/or
for discussion purposes and/or note-taking. Cellular phones must be switched off during class. Disregard of
these rule will have a very negative impact on the student participation grade.
Expectations and Code of Conduct:
Reading must be done prior to the class session
Since class participation is a major component of the course, you will need to be present and participating to
receive full credit. Your grade will be negatively affected by unexcused absences and lack of participation.
Classroom etiquette includes being respectful of one another’s opinions, listen to others and enter a dialogue in a
constructive manner.
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Course Schedule
Friday
January 20th
Class 1
Topic: Foundations of neural development
General presentations, course introduction and social activity
Using Canvas in this course
No required readings for today
Theme 1: Principles of Neuroplasticity
Tuesday
January 24th
Class 2
Topic: Developmental principles of neuronal plasticity I
Early developmental stages
Required Readings
Canvas:
Kolb, B., Whishaw, I.Q. Fundamentals of human neuropsychology, (2003)
Worth Publishers, 2003 - Chapter 4, “Structure and Electrical Activity of
Neurons” pp. 74-98.
Friday
January 27th
Class 3
Topic: Developmental principles of neuronal plasticity II
Influences on brain development and on specialization of the cerebral
cortex
Critical periods
Required Readings
Canvas:
Anderson, V., Northam, E., Hendy, J., & Wrennal, J. (2006)
Developmental Neuropsychology – A clinical approach - Chapter 2
“Cerebral Development”, pp. 39-68.
Tuesday
January 31st
Class 4
Topic: Experiential factors on neuronal plasticity I
Biocultural Co-Construction of Lifespan Development
Required Readings
Textbook:
Baltes, P. B., Reuter-Lorentz, P. A., & Rösler, F. (eds.), (2010) Lifespan
development and the brain: The perspective of biocultural co-
constructivism. Chapter 2, “Biocultural Co-Construction of Lifespan
Development”, pp. 40-57.
Friday
February 3rd
Class 5
Topic: Experiential factors on neuronal plasticity II
Emotional and cultural variables on neuronal plasticity
GROUP 1 PRESENTATION
Required Readings
Textbook:
Baltes, P., Reuter-Lorentz, P., & Rösler, F. (eds.), (2010) Lifespan
development and the brain: The perspective of biocultural co-
constructivism - Chapter 9, “Emotion, Learning and the Brain: From
Classical Conditioning to Cultural Biases”, pp. 200-216.
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Core Course Week
No Class
February 6th – February 10th
Theme 2: Learning and Aging
Tuesday
February 14th
Class 6
Topic: Plasticity of language network
Language Acquisition: Biological vs. Cultural Implications
Language dysfunction
GROUP 2 PRESENTATION
Required Readings
Textbook:
Baltes, P., Reuter-Lorentz, P., & Rösler, F. (eds.), (2010). Lifespan
Development and the brain: The perspective of biocultural co-
constructivism - Chapter 7, “Language Acquisition: Biological Versus
Cultural Implications for Brain Structures”, pp. 161-181.
Friday
February 17th
Class 7
Topic: Principles of Learning and Memory
Neuroplasticity and Memory mechanisms
Synaptic plasticity of hippocampal structures
GROUP 3 PRESENTATION
Required Readings
Canvas:
“Synaptic plasticity and memory: an evaluation of the hypothesis”. Martin
SJ, Grimwood PD, Morris RG. Annu Rev Neurosci. 2000; 23 pp. 649-
666/684-686/689-694.
Tuesday
February 21st
Class 8
Topic: Principles of Learning and Memory
Neuroplasticity and Learning mechanisms
GROUP 4 PRESENATION
Required Readings
Canvas:
“Learning, neural plasticity and sensitive periods: implications for language
acquisition, music training and transfer across the lifespan”. White EJ,
Hutka SA, Williams LJ, Moreno S. In Front Syst Neurosci. 2013 Nov 20; 1-
17.
Friday
February 24th
Class 9
Topic: Neuroplasticity and Cognition
Biological and Self-Initiated Factors on brain plasticity and cognition
GROUP 5 PRESENTATION
Required Readings
Textbook:
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Neuroplasticity: From Neurons to Behavior l DIS – Study Abroad in Scandinavia l Related Disciplines: Human Development
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Baltes, P.B., Reuter-Lorentz, P.A., Rösler, F. (eds.), (2010). Lifespan
Development and the Brain: The perspective of Biocultural Co-
Constructivism - Chapter 11, “Influences of Biological and Self-Initiated
Factors on Brain and Cognition in Adulthood and Aging”, pp. 239-254.
Travel Break
No Class
February 27th – March 5th
Tuesday
March 7th
Class 10
Topic: Neuroplasticity in aging
Aging processes and hypotheses
Midterm test: Q/A
GROUP 6 PRESENTATION
Required Readings
Textbook:
Baltes, P.B., Reuter-Lorentz, P.A., Rösler, F. (eds.), (2010) Lifespan
Development and the Brain: The perspective of Biocultural Co-
Constructivism - Chapter 12, ”The aging mind and Brain: Implications of
Enduring Plasticity for Behavioral and Cultural Change”, pp. 255-276.
FIELD STUDY
Lions Kollegium
Date: Wednesday, March 8th
Time: 9:00 – 12:30
Location: Tuborgsvej 140 , 2300 København (meeting place TBA)
Topic: Brain Rehabilitation
Friday
March 10th
Class 11
Midterm Test
Tuesday
March 14th
Class 12
Topic: The aging brain
Influences of work and occupation on brain plasticity
Case analysis: Tyrone
GROUP 7 PRESENTATION
Required Readings
Textbook:
Baltes, P.B., Reuter-Lorentz, P.A., Rösler, F. (eds.), (2010) Lifespan
Development and the Brain: The perspective of Biocultural Co-
Constructivism - Chapter 14, “The Influence of Work and Occupation on
Brain Development”, pp.306-325.
Friday
March 17th
Class 13
Topic: The Plastic Fantastic Brain
Documentary on brain plasticity
Hemispherectomy
Sensory substitution
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Required Readings
Canvas:
de Gelder, B., Tamietto, M., Van Boxtel, G., Goebel, R., Sahraie, A., Van
den Stock, J., Stienen, B., Weiskrantz, L., & Pegna, A. (2008). Intact
navigation skills after bilateral loss of striate cortex. Current Biology,
18(24). pp. 1128-1129.
NO CLASS - Travel Break
March 18th – March 26th
Tuesday
March 28th
Class 14
Topic: Brain damage and Rehabilitation
Case analysis: Jarrod
GROUP 8 PRESENTATION
Required Readings
Canvas:
“Brain is also a Dependent Variable: Biocultural Construction of
Developmental Plasticity Across the Life Span”. Shu-Chen Li, 2008.
Research in Human Development, Special issue: Lifespan psychology –
The legacy of Paul Baltes, Volume 5, Issue 2, pp. 80-93.
Friday
March 31st
Class 15
Guest Lecturer
Topic: Rehabilitation - Evidence-based practice vs. practice-based evidence
Guest lecturer: Hana Mala Rytter
Topic: Brain Injury Rehabilitation
Required Readings
Canvas:
Halligan, P.W., Kischka, U., Marshall, J.C. (eds.) (2006), Handbook of
Clinical neuropsychology, Oxford, UK, Oxford University Press - Chapter
4, ”Principles of Cognitive Rehabilitation”, pp.49-69.
Tuesday
April 4th
Class 16
Topic: Brain plasticity in early damage
Recovery from Early Brain Insult: Plasticity, Early Vulnerability and their
Neural Bases
Case analysis
GROUP 9 PRESENTATION
Required Readings
Canvas:
Halligan, P.W., Kischka, U., Marshall, J.C. (eds.) (2006) Handbook of
Clinical neuropsychology, Oxford, UK, Oxford University Press - Chapter
24, “Treatment and Rehabilitation of Paediatric/ Developmental
Neuropsychological Disorders”, pp. 426-442.
Friday
April 7th
Class 17
Topic: Cognitive plasticity in childhood and adulthood
Principles of Cognitive Rehabilitation
Case analyses (2 patients)
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Required Readings
Canvas:
Halligan, P.W., Kischka, U., Marshall, J.C. (eds.) (2006) Handbook of
Clinical neuropsychology, Oxford, UK, Oxford University Press. Chapter
27, “Neuropsychological Presentation and Treatment of Head Injury and
Traumatic Brain Damage”, pp.487-505.
Tuesday
April 11th
Class 18
Guest Lecturer
Topic: Rehabilitation treatment and challenges following acquired brain
injury
Guest lecturer: Dr. Carla Caetano
Topics: Rehabilitation treatment
Required Readings
Morris, S. (2004). Rebuilding identity through narrative following traumatic brain injury.
Recommended readings
Judd, D. Wilson, S. (2005). Psychotherapy with brain injury survivors.
NO CLASS – Travel break
April 12th – April 17th
Tuesday
April 18th
Class 19
Topic: Brain Insult in Adulthood
Class project: Shaping a treatment program
RESEARCH PAPER IS DUE
Required Readings
Canvas:
Halligan, P.W., Kischka, U., Marshall, J.C. (eds.) (2006) Handbook of
Clinical neuropsychology, Oxford, UK, Oxford University Press - Chapter
6, “The Rehabilitation of Attentional Deficits”, pp.89-107.
Friday
April 21st
Class 20
Topic: Brain Insult in Adulthood
Presentation of class project
Constraint-Induced Therapy for Functional Recovery After Brain Injury
The sick brain
Required Readings
Canvas:
Judd & Wilson (2005)
Tuesday
April 25th
Class 21
Topic: Clinical perspectives
Stress and neuroplasticity
Schizophrenia: Neuroplasticity-based interventions
Required Readings
Canvas:
“A novel, online social cognitive training program for young adults with
schizophrenia: A pilot study” Nahum et al. (2014). In Schizophrenia
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Research. Cognition, 1-9.
FIELD STUDY
Association of Brain Injury Patients and their Families
Date: Wednesday, April 26th
Time: 13:00 – 17:00
Meeting Place: TBD
Topic: Brain Rehabilitation
Friday
April 28th
Class 22
Topic: Clinical perspectives
Plastic changes following stroke and focal damage
Use of Estrogens as Neuroprotectants in Alzheimer´s Disease
Required Readings
Canvas:
“Homeostatic structural plasticity can account for topology changes
following deafferentation and focal stroke” Butz et al. (2014). In Front.
Neuroanat. 1-20.
Tuesday
May 2nd
Class 23
Topic: Course Summary
Open discussion with regard to topics covered during the course
Clarification of eventual matters with regard to final
No required readings for today.
Finals Week May 8th – May 11th
Final Exam Date: Monday, May 8th
Time: 12.00-14.00 Location: TBA
Readings for the Course
Selected Book Chapters
Anderson, V., Northam, E., Hendy, J., Wrennal, J. (2006). Developmental Neuropsychology – A clinical
approach. Psychology Press Taylor & Francis Group
Baudry, M., Bi, X., Schreiber, S.S. (2005). Synaptic plasticity: Basic mechanisms to Clinical Applications. Boca
Raton, FL, Taylor & Francis Group LLC
Halligan, P.W., Kischka, U., Marshall, J.C. (eds.) (2006). Handbook of Clinical Neuropsychology, Oxford, UK,
Oxford University Press.
Kolb, B., Whishaw, I.Q. (2003). Fundamentals of human neuropsychology, Worth Publishers
Journal articles
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Neuroplasticity: From Neurons to Behavior l DIS – Study Abroad in Scandinavia l Related Disciplines: Human Development
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Deluca GC, Kimball SM, Kolasinski J, Ramagopalan SV, Ebers GC. (2013). The Role of Vitamin D in Nervous
System Health and Disease, in Neuropathol Appl Neurobiol. Jan 21.
Fortin A, Lefebvre MB, Ptito M. (2010). Traumatic brain injury and olfactory deficits: the tale of two smell tests!” in
Brain Inj. 24(1): 27-33.
Yaniv Sagi, Ido Tavor, Shir Hofstetter, Shimrit Tzur-Moryosef, Tamar Blumenfeld-Katzir, Yaniv Assaf (2012).
Learning in the Fast Lane: New Insights into Neuroplasticity, in Neuron Volume 73, Issue 6, Pages 1195-
1203,
Martin SJ, Grimwood PD, Morris RG. (2000). Synaptic plasticity and memory: an evaluation of the hypothesis, in
Annu Rev Neurosci. 2000; 23:649-711.
Pittenger C, Duman RS. (2008) Stress, depression, and neuroplasticity: a convergence of mechanisms, in
Neuropsychopharmacology Jan;33(1):88-109.
Rajji TK, Rogasch NC, Daskalakis ZJ, Fitzgerald PB. (2013). Neuroplasticity-based brain stimulation
interventions in the study and treatment of schizophrenia: a review, in Can J Psychiatry. Feb;58(2):93-8.
Shu-Chen Li, (2008). Brain is also a Dependent Variable: Biocultural Coconstruction of Developmental Plasticity
Across the Life Span, in Research in Human Development, Special issue: Lifespan psychology –
The legacy of Paul Baltes, Volume 5, Issue 2, pp. 80-93
Snowball A, Tachtsidis I, Popescu T, Thompson J, Delazer M, Zamarian L, Zhu T, Cohen Kadosh R., (2013).
Learning in the Fast Lane: New Insights into Neuroplasticity, in Curr Biol. 2013 Jun 3;23(11):987-92.
White EJ, Hutka SA, Williams LJ, Moreno S., (2013). Learning, neural plasticity and sensitive periods:
implications for language acquisition, music training and transfer across the lifespan, in Front Syst Neurosci.
20;7:90.