January 13, 29016

1/13/2016

When:

Welcome to NPSY 199

(Human Neuropsychology)
Spring Semester, 2016
Tuesdays and Thursdays, 2:00 3:20 (Block N)
(GZang 121)

Professor Wingfields office hours: Tuesdays & Thursdays

3:30-4:30 pm
Nicole Ayasses office hours: Tuesdays 3:30-4:30 pm,
Thursdays 9:00-10:00 am.
Nikki Amichettis office hours: Wednesdays 12:00-1:00 pm
LEARNING GOALS AND OBJECTIVES
a) To gain an appreciation for the logic-from-data development of
our understanding of the functional organization of the human brain, from
antiquity to modern neuroscience.
b) To learn the functional neuroanatomy underlying higher-level
cognitive functions such as language and memory.
c) To gain an understanding of the behavioral consequences of
damage to the brain, such as due to stroke or traumatic brain injury,
and effects of adult aging on sensory and cognitive function.

Pre-requisites: PSYCH 1a OR MATH 10a, and at least sophomore standing

Required Text: Principles of Neuropsychology (2nd

Edition)

each),

Thomson/Wadsworth, publishers
(Plus additional readings on LATTE as assigned)
Grading: Grading will be based on two in-class Exams (25%
Plus a three-hour Final Exam (50% of grade).

In-Class Exam #1: Thursday, Feb 11, 2016

In-Class Exam #2: Tuesday, March 22, 2016
Final Exam: As Scheduled by the Registrar

.
NOTES ON THE STRUCTURE OF THE COURSE
You will see from the Syllabus on the following pages that you will be reading sections
from your textbook in a different order than they are covered in your textbook. Why is
this?
Lecturers and authors of textbooks often disagree on the best (i.e., the most
logical) order in which topics should be covered. For example, your textbook has a

separate chapter (Chapter 2) on methods for studying the brain. These include structural
imaging (CT, structural MRI) and functional imaging (PET, fMRI, SPECT, etc.).
This is reasonable, but it could be argued that one cannot really understand how to
read these images without understanding the ventricular and vascular systems, which
are not described in your textbook until much later (in Chapter 5). In this, and many
other cases, the order of readings as they are given in the course syllabus follow what I
think is the most logical sequence and grouping of topics.
For this reason, you should read the syllabus carefully, and follow the reading
assignments in the order they are indicated on the syllabus; and dont be surprised if
occasionally I will list a section you will already have read, for a review. I will of course
remind you in class on a regular basis what you should be reading for each set of lectures.
If you are ever unsure, dont be afraid to ask.
Will I be expected to know a lot of anatomic names and functions that will require me to
study hard to do well in the course?
Yes.
Will I be expected to actively participate in the class?
From time-to-time at the beginning of a class there will be an unannounced group
exercise. In this exercise the class will be given a brief quiz. Each student will work
independently for a period of time and then be assembled into groups of six or so students
who will discuss the individual responses and collectively construct a good answer. A
single written response will be submitted from each group. The combined group answer
will be signed by all members of the group. Feedback will be given to the class in the
form of examples of strong and weak answers.
The course textbook is the 2nd edition. Can I use the 1st edition?
No. Use only the second edition because the authors have made substantial
revisions since the 1st edition. (I have used this textbook before, so used copies might be
available but make sure its the 2nd edition.)
There is so much information in the book, how can I determine what I should know for
my personal general knowledge versus what I will be expected to know for the exams?
Exam questions will be drawn from both lectures and the reading assignments in
your textbook. I will try to make clear in my lectures what information you should know
for your own general knowledge and what information you should be prepared to see on
one of the exams. If unsure, dont be afraid to ask; Ill be happy to clarify at any time.
What weightings will be given to the two in-class exams and the final exam in
determining your course grade?

As indicated above, there will be two in-class exams and a 3-hour Final Exam.
The date and time of the Final Exam will be scheduled by the registrar. Each of the inclass exams will count 25% of your grade. The two in-class Exams will not be
cumulative. However, the 3-hour Final Exam will include both new material since the
last exam, as well as material covered on the two in-class exams. The Final Exam will
count for 50% of your grade.
The dates for the two in-class Exams are listed on the syllabus. Barring illness
you will be expected to be there. Do not make commitments, travel or
other plans, or allow anyone to make plans for you, for those
days.
The syllabus divides the course into three major Units, and shows the order in which
Units I III will be discussed, the inclusive dates for these Units, and the reading
assignments for the sub-topics within each Unit. You are expected to read an assigned
chapter before coming to class, but the syllabus does not show the specific date on which
each sub-topic will be discussed.
My hope is that this class will be interactive, and I welcome questions, comments,
and thoughts on topics being discussed. Its good for the learning process and its also
more fun. For this reason I would rather move at a rate dictated by the dynamics of the
class rather than feeling we must adhere to a strict time-table regardless. I will attempt to
keep us on track with the readings by indicating in class when you should start reading on
a particular topic. If ever you are unclear, dont be afraid to ask.
How can I get more information on a topic?
I will be happy to recommend readings and other sources for anyone interested in
pursuing a particular topic in greater detail. There are four short chapters in your textbook
that are devoted primarily to clinical issues (Chapters 3, 10, 11 and 16). I commend them
to you, but they will not be required reading for the course.
Will the PowerPoints used in class be made available on LATTE?
I will make every attempt to make the PowerPoints for my lectures available on
LATTE at least by noon on the first day of the set of lectures that cover a particular topic.
Many people find it valuable to bring a hardcopy to class in order to more easily follow
along and take notes at appropriate points.
Will I find everything your lecturer says in class written on the PowerPoints?
No. Many people find it useful to print out hard copies of the PowerPoints and
bring them to class; you may wish to write your own notes on them and/or use them to
guide your note taking.
What is the class laptop policy?

Laptops or other portable electronic devices may be used in the classroom. If you
use them, however, you will be expected to use them only for the purposes of note-taking
or viewing materials related to the class.
Laptops should not be used for any other purpose (e.g., checking e-mail,
checking the latest L.L. Bean catalogue, etc). Using a laptop or other portable electronic
device for such purposes is distracting and disrespectful to those around you. (If you are
unable to control these impulses no matter how you try, I request that you sit in the last
row of the classroom so as to not distract classmates sitting behind you. On behalf of
your classmates, thank you for adhering to this policy.)
(By the way, numerous studies have shown the value of taking notes during a
lecture, and that written notes on paper are often more valuable for learning than taking
notes on a computer or other electronic device.)
How do I contact the Professor and/or Teaching Fellow?
Nicole Ayasse & Nikki Amichetti. Ms. Ayasse and Ms. Amichetti have office
hours listed on the syllabus, during which time they will be more than happy to see you.
She has a number of other obligations during the day, so please see them only during her
posted office hours. Thank you. They also will respond promptly to E-mail
(namich@brandeis.edu).
Professor Wingfield: E-mail works for Ms. Ayasse and Ms. Amichetti, but it is
the least effective way to reach Dr. Wingfield. This is so because of the mind-boggling
number of e-mails he receives each day. For this reason your e-mail may get buried in
his in-box and not replied to in a timely manner.
Dr. Wingfields office hours are listed on the syllabus. These are times when he is
available for anyone to drop in without an appointment; either to discuss the course or
just to chat. You are more than welcomed. You may also come in groups if you wish. If
Dr. Wingfields office hours are not convenient please see him before or after class and
we will find a time that we can meet.
Ms. Ayasse, Ms. Amichetti and Dr. Wingfield are located in Room 354 on the
third floor of the Volen Center.
University Policies on Students with Special Needs, Academic Integrity, and Your
Expected Time Commitment
IfyouareastudentwithadocumenteddisabilityatBrandeisUniversityandifyou

wishtorequestareasonableaccommodationforthisclass,pleaseseeProfessor
Wingfieldimmediately.Pleasekeepinmindthataccommodationsarenotprovided
retroactively.
Allstudentsshouldfamiliarizethemselveswith,andabideby,theBrandeis
Universitypoliciesonacademicintegrity.

Successinthis4credithourcourseisbasedontheexpectationthatstudentswill
spendaminimumof9hoursofstudytimeperweekinpreparationforclass
(readings,papers,discussionsections,preparationforexams,etc.).

TOPICS&READINGS

Introduction: Understanding the Brain (January 14 and 19)

Cedat fortuna peritis
Read Chapter 1
(Read Chapter 4 for a general overview at the cellular level;
skip if you have taken NBio 140.)
UNIT I: FUNCTIONAL NEUROANATOMY
(January 21, 26, 28; Feb 2, 4, 9)
A. Gross Anatomy and Evidence from Brain Injury
on parle avec lhmisphre gauche.. Pierre Paul Broca
(Bulletin de la Socit dAnthropologie; 1861)
1. Cortical Organization and Lateral Asymmetries
Read Chapter 6
Cortical features; Sulci and gryri
Brodmanns areas
Lateralization of Function
2. Whats on the Inside?
Read Chapter 5
(and also pages 36-38 on CT; and 51 to 54 on MRI in Chapter 2)
The meninges
The structure of the ventricles and their importance for understanding what we
see on a brain CT and structural MRI.
3. The Vascular System
Visualizing blood vessels with angiography
(Read pages 38 to 39 in Chapter 2)
The major cerebral arteries and blood flow to the brain
(Re-read pages 131 to 133 in Chapter 5)

Implications for understanding stroke

(Read pages 340 to 347 on types of strokes in Chapter 12)
Implications for understanding functional brain imaging
(Read pages 47 to 60 on SPECT, PET, and fMRI in Chapter 2)
------------------------------------------------------------

In-Class Exam # 1. Thursday, Feb. 11.

-----------------------------------------------------------UNIT II: STROKE, PENETRATING MISSLE INJURY, SURGERY:

A FOCUS ON LANGUAGE
(Feb, 23, 25; March 1, 3, 8. 10, 15, 17)
(No class Feb 16 and 18 Mid-term Recess)
When the disturbance of symbolic formulation and expression is acute
in onset or unusually profound, the loss of capacity to employ language
may be extremely gross. Speech may be reduced to yes and no
together with a few emotional expressions.
Sir Henry Head,
(Aphasia and Kindred Disorders of Speech,
Volume 2., 1926)
1. An overview and review of Stroke
Read the rest of Chapter 12
2. Closed Head Injuries: TBI (Traumatic Brain Injury)
Read pages 370-385 (pages 386-398 optional).
3. Sensory and Motor Systems
Read Chapter 7
(Give special focus to the sensory and motor homunculi [pages 177 to 184],
and the motor systems and apraxias [pages 189 to 197]).
4. Vision and Audition
Read Chapter 8
Special topics: Dichoptic viewing; the split-brain operation.
Dichotic listening and cerebral lateralization; hearing loss:
measurement, effects of age and noise (music) exposure; speech
recognition.
5. Aphasia: A Breakdown of Language
Special topics: Agrammatic Brocas aphasia, Wernickes aphasia,
conduction aphasia, transcortical sensory aphasia, transcortical

motor

aphasia, speech errors (paraphasias), anomia, the WernickeGeschwind diagram, pro and con.

Read (On LATTE)

Additional readings on aphasia will be put on LATTE.
5. Imaging the Healthy Brain
Read all of Chapter 2
Special topics: Logic and pitfalls of the subtraction method; R0I versus
SPM approaches; what functional imaging of healthy brains has revealed
about neural networks and sentence comprehension not evident from
lesion studies.
----------------------------------------------------------In-Class Exam #2. Tuesday, March 22

----------------------------------------------------------UNIT III: MEMORY, AGING, DEMENTIA

(March 24, 29, 31; April 5, 7, 12, 14, 19, 21)
(No class April 26 and 28 Spring Recess)
When Henry awoke [from surgery], it was soon clear what the
hippocampus and nearby areas were for they are the chief
organ of human memory formation
Philip J. Hilts on the death of Henry Molaison [patient
H.M.] at age 82. Boston Globe, December 15, 2008.
1. Memory, Attention, Emotion, Executive Functioning
Read Chapter 9. Also read pp 463-473 in Chapter 16
2. Normal Aging, Alzheimers Disease, and other Dementias
Read: Chapter 14; Also read Peelle et al. J. Neurosci (On LATTE)
3. Subcortical Dementias
Read Chapter 15