SCICOGN301, Advanced Cognitive Science

Neural Basis of Behavior

[Spring 2023]
 SCICOGN301; Advanced Cognitive Science
Spring 2023

Classroom no:
Class times: Tuesdays 16.00-18.00; Fridays 11.00-13.00
Instructor: G. Andringa
Email: [email protected]
Tel: 655529
Office hours: Monday Thursday between 13.00 - 14.00
Scheduling appointments: Mo, Tue, Thu, Fri via email or after class

I. Track information
a. Prerequisites for this course: SCICOGN101 Introduction to Cognitive Science
b. This course serves as prerequisite for: n.a.
c. The course is part of the Cognitive Science track, which consists of SCICOGN101
(Introduction to Cognitive Science), SCICOGN203 (Neurobiology), SCICOGN302
(Psycholinguistics) and SCICOGN301 (advanced Cognitive Science). See track document on
the intranet.
d. Other courses which are relevant to this course – e.g. as part of a minor: Pharmacology,
Biochemistry, Introduction to Psychology, Introduction to Life Science, Molecular and
Cellular Physiology, Human Physiology.

II. Course description

This course builds upon the knowledge gained in the introductory course in Cognitive Science
(SCICOGN101). It will deepen your knowledge of neurophysiology and neuroanatomy. Also your
knowledge of experimental approaches in the field of cognitive neuroscience will be enhanced;
such that you become able to evaluate research findings and to design own experiments. A
selected number of higher order cognitive processes will be dealt with, including memory,
emotion, social cognition, attention, consciousness, decision making and planning. In addition to
established knowledge, current research questions will be discussed in depth.

III. Study Load

This course earns students four credits (7.5 ECTS). The class meets twice a week for two hours.
Preparation time is approximately 10 hours per week.

IV. Course materials

a) Required books and literature: Gazzaniga et al. Cognitive Neuroscience, 5th international
student edition. (ISBN ISBN 978-0-393-66781-3).
b) Recommended books and literature: Page. Crash Course Pharmacology, 5th edition (e-Book may
work)
c) Other materials: Website of the McGill University http://thebrain.mcgill.ca

All other materials will be posted on Moodle or can be find using our library resources. Students
are responsible for acquiring all assigned reading individually. All of the course’s assigned journal
articles are available through Utrecht University’s Omega electronic journal subscription.

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V. Course organization and requirements
a) The success of this course is, to a very large extent, our shared responsibility; this entails
the willingness to do collective work, ask questions, share thoughts and engage in critical
dialogues with each other. Come to class in time and prepared. Also, please communicate
with me; your feedback on the course and on your individual learning process is both
appreciated and needed.
b) Students with documented learning disabilities or special needs: please send me, at the
start of the course, the provisions letter you received from the Board of Examiners. You are
welcome to schedule a meeting with me to discuss how I can best accommodate your
needs.
c) Please acquaint yourself with the UCR Plagiarism Policy (see Student Handbook). Feel free
to ask questions and ask for guidance where needed.
d) This course is subject to all UCR academic rules and procedures. Both students and
instructors are required to know and follow these rules and procedures.

VI. Assessment
a) Midterm exam: 25 %
b) Final exam: 20 %
c) Research proposal: 20 %
d) Presentations combined: 10 %
e) In class and homework assignments: 25 %

ab) Midterm and final exam will consist of open questions. Scoring will take into account
correctness/completeness of requested facts; reasoning about experimental designs and
conclusions/clarity of answers.

c) Research proposal should have the format of a 3000 to 5000 words (excluding references)
research proposal and is written in teams of three. The proposal may deal with a study in
any field of the cognitive (neuro)sciences. This means the topic is not necessarily covered
during class. During the 2nd week, I will check if your subject is appropriate. Feedback will be
given both by me (multiple times) as well as by two of your peers. A log, tracking the
amount of hours of each member and signed by all members of the group, is also requested.
See for Moodle for detailed guidelines and grading criteria. Your final proposal should be
submitted via Moodle. A paper version is not required.

c) Presentations of your proposal. In the first presentation (10 min + 5 min discussion; pass/
fail), you will briefly introduce the topic of your research. This presentation should provide
the class with necessary background knowledge and should give you feedback on your initial
plans. In the second (final) presentation (20 min. max + 10 min. discussion; 10 %), you will
focus on the research questions and the experimental setup of your research proposal.
Presenters should provide adequate materials (handouts, PowerPoint slides, to be posted
on Moodle) for the audience. See Moodle for detailed grading criteria.

d) Assignments
Peer review (5%) In addition to writing your own proposal, you will read and comment
upon a proposal written by another student group. Read the proposal and use the
guidelines and the form that both are posted on Moodle. Your review should be submitted
to me via the Moodle. No paper version is required.
Homework assignments (20 %): most weeks you will do homework assignments. These will be
discussed in class and will thus enable you to participate in class discussions in a more fruitful
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manner. The homework consists of three larger homework assignments (labeled A1-3; each is
5% of the final grade) and five smaller assignments (two muddy points and three hot questions
(each is 1 % of the final grade). They all help you gain a deeper understanding of the reading
and prepare for class. You may use whatever scholarly material you want for your homework
assignments . It is possible (and advisable) to work on the assignments together with other
students but, naturally, each student is responsible for handing in his/her own work. Your
answers to all the homework assignments should be assigned via Moodle to me on the night
before class (deadline = midnight); no paper copy is required. You can still hand in late
homework but this will lead to grade deduction (1 % per day). There is the opportunity to repair
one (large) homework assignment, by simply resubmitting it no later than week 15.
Resubmitted homework will be graded by the end of the semester (week 16).
Large homework assignments will be graded as follows: F: homework was not handed in. D
= does not meet length or task and exploration is too superficial. C= does not meet length
or task or exploration is too superficial. B = meets or exceeds length or task, reasonable
quality exploration. A/ A+= meets or exceeds length or task, high quality exploration. Small
homework assignments will be graded as pass (= 100%) or fail (= 0 %). See Moodle for
more detailed guidelines on assignments.

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VII. Course schedule (may be subject to minor changes)

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Week Class Topics covered Preparation

1a Tue Course instructions

31/01 Finding literature,
Academic integrity
Neurotransmission

1b Fri Psychoactive Drugs Read: Page (crash course Pharmacology, 5th

03/02 Picking a topic for your edition),
proposal Chapter 1 page 1-13 (on Moodle)
Read Kolb 1 (on Moodle)
A1 Submit question /comment
2a Tue Psychoactive Drugs Read Kolb 2 (on Moodle)
07/02
2b Fri Techniques-brush up Read Chapter 3
10/02 Research design Prepare questions to ask in class (don’t send them)
Submit proposal subject and outline
(see guidelines on Moodle)

3a Tue Short introduction of Post your slides on Moodle

14/02 proposal topics by all Audience: Prepare for talks: Read handout,
groups prepare questions and suggestions (don’t send
them)
3b Fri Hemispheric Read chapter 4
17/02 specialization Submit Hot Question

4a Tue Hemispheric
21/02 specialization
4b Fri Attention Read Chapter 7
24/02 Submit Muddy Point

5a Tue Attention All groups submit first draft research proposal

28/02
5b Fri Emotion 1: Read document Emotions page 345-354 (posted on
03/03 Effects of emotions on Moodle)
perception, attention Read Gazzaniga 10.7
and memory A2 Submit question /comment via Moodle
6a Tue Emotions 2: Read document Emotions page 354 – end (posted
07/03 Effects of emotions on on Moodle)
decision making. Read Gazzaniga 10.6 (especially last part)
Emotional regulation Read Gazzaniga 10.10

6b Fri Revision time Q and A session (participation is on a voluntary

10/03 basis)
7a Tue MIDTERM EXAM
14/03
7b Fri Overview of memory Read chapter 9
17/03 types and amnesia
Animal models
Encoding and retrieval
in the MLT
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 20- BREAK
25/3

8a Tue LTP Submit Muddy point

28/03 Other memory areas
8b Fri Cognitive control 1 Read Chapter 12.1 to 12.4 (not: section on page
01/04 Goal directed behavior and
525:
decision
“more than one type of decision making”)
making Submit full (draft) version of research proposal.
9a Tue Cognitive control 2 Read Chapter 12.5 – end
04/04 Goal planning and Submit Hot Question
monitoring
9b Fri Good Friday
07/04
10a Tue Cognitive control 3
11/04
10b Fri Social cognition 1 Read chapter 13
14/04 Read article on Social cognition by Lopez et al 2018
A3 Submit question /comment
11a Tue Social cognition 2 Submit review of your peers’ proposal
18/04
11b Fri Sleep Read McGill the brain from top to bottom: sleep
21/04 and dreams: psychological, neurological and
cellular section (beginners and intermediate levels
only)
A4 Submit question /comment
Watch ted talk: Matt Walker
12a Tue Consciousness 1 Read chapter 14 (not 14.4, 14.8, 14.9 14.10)
25/04
Read : The mystery of consciousness by Steven
Pinker (link on Moodle)
Submit final version of research proposal
12b Fri Consciousness 2 Read: the emergence of consciousness,
28/04 psychological level of organization (beginner and
intermediate) from website:
http://thebrain.mcgill.ca

13a Tue Presentation of Presenters: post handout and slides on Moodle

02/05 proposal by groups 6 Audience: Prepare for talks: Read handout,
7-8 prepare questions, suggest improvements (don’t
email them)

13b Fri Liberation day

05/05
14a Tue Presentation of Presenters: post handout and slides on Moodle
09/05 proposal by groups 3 Audience: Prepare for talks: Read handout,
4-5 prepare questions, suggest improvements (don’t
upload these)

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 14b Fri Presentation of Presenters: post handout and slides on Moodle
10/05 proposal by groups 1- Audience: Prepare for talks: Read handout,
2 prepare questions, suggest improvements (don’t
upload these)

15a Tue Exam Review

14/05
15b Fri Endterm exam
17/05

VIII. Student learning outcomes

More detailed objectives (to be used when studying for exam) will be put on Moodle!

Teaching activities Student is able to do Period

Week 1 and 2
Refresh the basics of neurotransmission, Describe these principles and
explain the basics of pharmacology and hypothesize the workings of a
link these to the workings of psychoactive psychoactive drugs not discussed
drugs in class

Provide feedback on student Create a presentation, in which Week 3-4

presentations scientific knowledge is
synthesized and hypotheses are
formulated and arguments
presented
Present in a well-informed, clear
and interactive manner
Discuss and practice with students the Analyze criticize, synthesize and Week 2-14
reading and analysis of scientific articles, reflect on scientific literature
including their strengths, weaknesses and within and across disciplines
implications

Explain to and discuss with students key Understand, apply, compare and Week 1-14
brain processes underlying memory, discuss these processes
emotion hemispheric specialization,
attention, consciousness and executive

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functioning.

Relate brain function and dysfunction to Link the working of the brain to Week 1-14
behavior behavioral (dys)function

Discuss the ethical consequences of our Become aware and identify such Week 13-14
increasing knowledge of the brain within ethical issues. Argue and reflect
respect to drug use, legal responsibility on ethical issues within the field
and informing the general public.

Discuss and provide step-wise and regular Generate a feasible and original Week 2-14
feedback on research proposal. This research question
feedback includes suggestions on how to Be able to theorize on a specific
review literature, what to include in the research topic with the discipline.
methods section, and examples of original Generate a short research
and feasible proposals. proposal that is builds upon
current literature and is well
planned and feasible.
Reflect on the ethics of your
proposed research.

IX. Appendices
All course materials (except for the book) will be put on Moodle or handed out during class

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