Neuropsychology

This course is offered as a stand-alone course at undergraduate level.

The course describes the relationship between brain and behavior and provides an understanding of the problems that abnormal brain function can cause. It is aimed at undergraduate students who want to deepen their knowledge of neuropsychology as well as professionals who encounter people with brain damage or other forms of abnormal brain function. The course focuses primarily on empirical theory that has a clinical or practical basis and is oriented towards adults, but also addresses child development and aging. Both typical and abnormal function are addressed.

This course consists of four sub-courses.

1. Structure and function of the brain 7.5 credits

Grading scale: Pass with distinction (VG), Pass (G) and Fail (U)

The sub-course provides basic information about the structure and function of the brain, as well as brain and behavior in relation to development, plasticity and genetics. It also covers common brain imaging techniques.

2. Cognitive neuropsychology 7.5 credits

Grading scale: Pass with distinction (VG), Pass (G) and Fail (U)

The sub-course presents central aspects of function and dysfunction within cognitive function areas such as perception, attention, language, intelligence, executive functions and memory.

3. Neuropsychological impairments in disease and atypical development 7.5 credits

Grading scale: Pass (G) and Fail (U)

The content of this sub-course focuses on various conditions that can lead to neuropsychological functional limitations such as cognitive diseases, traumatic brain injury, stroke and other neurological diseases. Furthermore, ADHD, substance abuse and aging are described from a neuropsychological perspective. The course also presents how physical activity is assumed to affect cognitive function.

4. Social neuropsychology, 7.5 credits

Grading scale: Pass with distinction (VG), Pass (G) and Fail (U)

This sub-course begins with an introdcution on different measurement methods within social neuropsychology, followed by a review of different perspectives on emotions and the brain and on emotions and mental ill health. Mental ill health is described as, for example, depression, anxiety, stress and fatigue-related conditions. The rest of the module is focused on social cognition and on functional limitations within this area, such as autism and antisocial behavior.

By the end of the course, the student should be able to:

Knowledge and understanding

• demonstrate basic knowledge of brain organization and function
• demonstrate basic knowledge of brain development and plasticity and the importance of genetic factors for behavior
• demonstrate knowledge of central theories and concepts regarding the relationship between the brain and behavior in areas such as memory, attention, perception, language, executive function, intelligence, and emotional and social function.
• describe in general terms how acquired injuries and altered function can be associated with cognitive, emotional, and social functional limitations.
• demonstrate basic knowledge of the relationship between problems of a neuropsychological nature and neuropsychiatric conditions, neuropathology, and mental illness.

Skills and abilities

• independently search for and compile relevant neuropsychological information from scientific literature
• orally present and discuss information from current scientific literature within the field of neuropsychological knowledge.

Teaching consists of lectures and seminars, exercises and individual studies with follow-up reports.

Medium of instruction: Swedish and English

All teaching, course literature and other course materials provided during the course may form the basis for examination. The modules are examined through individual written assignments/exams, seminars/exercises and oral presentations. Absences must be compensated according to the course leader's instructions.

If a student who has failed the same examination twice wishes to change examiners for the next examination, such a request should be submitted in writing to the department and shall be approved unless there are special reasons to the contrary (HF Chapter 6, Section 22).

If a student has received a recommendation from the University of Gothenburg for special pedagogical support, the examiner may, if it is compatible with the course objectives and provided that unreasonable resources are not required, decide to give the student an adapted examination or alternative examination form.

In the event that a course has been discontinued or has undergone major changes, the student shall be guaranteed at least three examination opportunities (including the regular examination opportunity) for a period of at least one year, but no longer than two years after the course has been discontinued/changed. The same applies to internships and work-based education, but with a limitation to only one additional examination opportunity.

The grading scale includes the grades Fail (U), Pass (G), Pass with Distinction (VG). To obtain the final grade Pass for the entire course, the requirements are:

• the grade Pass for all four modules 
• active participation in examining seminars/exercises and, reports. 

To obtain the final grade Pass with Distinction for the entire course, the requirements are:

• the grade Pass with Distinction in at least two of modules 1, 2 and 4 is required.
• the grade Pass for the other modules
• active participation in examining seminars/exercises and reports.

The course leader is responsible for ensuring that students are given the opportunity to make an anonymous written course evaluation at the end of the course. After completing the course, the course leader writes a course report, which includes a summary of the course evaluation. The course report is processed by the relevant evaluation group and is communicated both to the students who completed the course evaluation and to the students who will begin the course. Course reports are made available to students.

If the course requires access to a computer, the internet or any other digital resources, the student is responsible for ensuring that they have access to it.