We publish a listing of those opportunities, including information on the research itself, as well as duties of a research assistant in each lab. There are also opportunities to earn course credit for this work.
Students should speak with the contact individual directly affiliated with each listing. During an internship, you can explore career interests, develop pre-professional skills, see how community organizations work, expand your clinical and interpersonal skills, and, in many cases, help others.
An internship is a great way to enrich your own college experience while making a valuable contribution to the St. Louis community. Internships are possible in either the fall or spring semester each academic year. The Practicum in Applied Behavior Analysis: Autism Spectrum Disorder Psych offers an opportunity for students to be trained in applied-behavior-analytic techniques and to work with a child with autism spectrum disorder.
The Practicum may be of benefit to anyone considering a career in an applied setting or in any number of health-related areas.
It may be valuable for those considering graduate training in clinical or counseling psychology, social work, speech, occupational or physical therapy, or a career in education. Unsure how to get started with the Career Center? Credit Restrictions: Enrollment is restricted; see the Introduction to Courses and Curricula section of this catalog. Final exam not required. Terms offered: Spring , Fall Independent study and research by arrangement with faculty.
Terms offered: Spring , Fall , Spring , Fall , Fall Theoretical foundations and current controversies in cognitive science will be discussed. Basic issues in cognition--including perception, imagery, memory, categorization, thinking, judgment, and development--will be considered from the perspectives of philosophy, psychology, computer science, and physiology.
Particular emphasis will be placed on the nature, implications, and limitations of the computational model of mind. Summer: 6 weeks - Terms offered: Spring , Summer 8 Week Session, Spring Conceptual systems and language from the perspective of cognitive science.
How language gives insight into conceptual structure, reasoning, category-formation, metaphorical understanding, and the framing of experience. Cognitive versus formal linguistics. Implications from and for philosophy, anthropology, literature, artificial intelligence, and politics. Terms offered: Fall , Spring , Spring This course will examine the nature of human consciousness from the interdisciplinary perspective of cognitive science.
It will cover topics from the philosophy of mind, cognitive linguistics, neuroscience, psychology, and computational models. Scientific Approaches to Consciousness: Read Less [-]. Terms offered: Spring , Spring , Spring An introduction to principal theoretical constructs and experimental procedures in visual and auditory perception. Topics will include psychophysics; perception of color, space, shape, and motion; pattern recognition and perceptual attention.
Terms offered: Spring , Fall , Spring , Fall This course will examine research investigating the neurological basis of cognition. Material covered will include the study of brain-injured patients, neurophysiological research in animals, and the study of normal cognitive processes in humans with non-invasive behavioral and physiological techniques such as functional Magnetic Resonance Imaging fMRI , electroencephalography EEG , and transcranial magnetic stimulation TMS.
Topics to be covered include perception, attention, memory, language, motor control, executive control, and emotion. Courses may be taken simultaneously with Psych C Enrollment limited to students who are declared Psych, CogSci, MCB, or IB majors, or by permission of the instructor if the student has declared another major.
Terms offered: Spring , Fall , Summer 8 Week Session This course will provide advanced students in cognitive science and computer science with the skills to develop computational models of human cognition, giving insight into how people solve challenging computational problems, as well as how to bring computers closer to human performance.
The course will explore three ways in which researchers have attempted to formalize cognition -- symbolic approaches, neural networks, and probability and statistics -- considering the strengths and weaknesses of each. Computational Models of Cognition: Read Less [-]. Terms offered: Spring , Fall , Spring , Fall This course will provide advanced students in cognitive science and computer science with the skills to develop computational models of human cognition, giving insight into how people solve challenging computational problems, as well as how to bring computers closer to human performance.
Terms offered: Not yet offered This course provides advanced students in cognitive science, psychology, computer science, and biology with the skills to develop numerical methods used in the study of neuroscience and cognition. We will study several main areas in neuroscience and cognition: memory and the underlying communication between hippocampus and cortical areas; movement control through the study of the cortico-basal-thalamic loops.
Modulation of mesolimbic and nigrostriatal pathways by dopamine. Modulation of cortico-hippocampal circuits by acetylcholine and the role of these circuits in the onset of Alzheimer disease. We will study the coherence of electrical oscillations in different parts of the brain and how that coherence can be disturbed in disease. Terms offered: Fall , Spring , Fall , Spring An introduction to research using quantitative analysis in linguistics and cognitive science.
Students will learn how to use the R programming environment for statistical analysis and data visualization. Quantitative Methods in Linguistics: Read Less [-]. Terms offered: Spring , Spring , Spring This seminar explores the relation of language and thought.
Is language uniquely human, and if so, what does this reveal about the human mind? Does the particular language you speak affect the way you think, or do human languages reflect a universal conceptual repertoire? The goal of this class is to familiarize you with a set of classic arguments on these themes, together with current research that evaluates these arguments, through weekly reading and discussion.
Terms offered: Spring This class will explore language and the psychological and neurological processing related to language, language use, and cognition from the multidisciplinary perspective of cognitive science. This psycho-neuro-linguist approach will ask whether language is a unique system within the overall cognitive system, with its own specialized representations and operations, or whether language is more continuous with other cognition. Course Objectives: The objective of this course is to excite interest in and explore language and cognition through the lens of cognitive science.
The psychological and neurological processing related to language helps to show the nature of the human mind in comparison to others, the unique variety of cognition that language serves, and the relation of that type of cognition to other types.
This not only helps to reveal various forms of cognition but also how those forms relate in human, as well as non-human, minds. To do this we will ask: 1 What is language as a system and behavior of humankind? Sensemaking and organizing are fundamental human activities that raise many multi- or trans-disciplinary questions about perception, knowledge, decision making, interaction with things and with other people, values and value creation.
We will analyze sensemaking and organizing from four interrelated perspectives. The most fundamental one is provided by language and culture, which shapes the perspectives one takes as an individual, in institutional contexts governed by business or legal processes, or in data-intensive or scientific contexts. Terms offered: Summer First 6 Week Session, Spring , Fall This course introduces students to the full range of brain damage causes, which are: traumatic brain injury TBI - civilian vs.
We understand how brain damage caused by each condition leads to localized and non-localized deficits in the key functions comprising cognition, emotion, physiology , social skills, behavior, and daily functioning capacity. Key co-occurring disorders are covered that present due to the fundamental brain damage causes.
Course Objectives: We will explore various methods for measuring and diagnosing specific brain injuries. For example, TBI-induced axonal injury can be measured from structural perspective by diffusion tensor imaging, and from a neuropsychological perspective using the Glasgow Coma Scale.
Terms offered: Spring This course will explore genetic, environment, systems neuroscience to understand critical pathways that underlie the emergence of common diseases Dementia , neuropathology of fear Anxiety Disorders , neurodevelopmental disorders ADHD, Autism , learning disabilities e.
Dyslexia , addiction e. Alcoholism and psychosis Schizophrenia, Major Depressive Disorder. Seminal and current research will demonstrate how science and current technologies are transforming our knowledge of the interplay between genes, environment, brain development, and cognitive functioning. Course Objectives: Students will gain a deeper understanding of how genetic factors influence cognitive functioning.
How do we assess cognitive domains and trace results to brain and genetic predisposition? How does neuropsychology contribute to our understanding of disease onset pre-morbid functioning , progression worsening symptoms or knowing the difference between someone who is depressed with memory deficits and someone with early onset dementia memory deficits e.
We will conclude each lecture with a translational science discussion on how advancements in knowledge about genetic factors in neuropsychology is converting into precision medicine for pharmacological interventions, diagnostic procedures and preventive measures.
Genetic Factors in Neuropsychology: Read Less [-]. Terms offered: Spring Cognitive Neuroscience has provided a paradigm shift in our understanding of brain structure and function.
We have excitingly transitioned from a scientific approach to brain science that relied primarily on overt behavioral observation and making anatomical inferences based on those behaviors to probing the brain in ways that were once considered inconceivable.
Scientific and technology imaging developments now enable neuroscientists to view, investigate, measure , and influence the brain directly. An understanding of both structure and function then advances our knowledge of the mechanisms involved in cognitive processes underlying neural systems.
Course Objectives: Students will also gain an appreciation of the relationship between healthy brain function and its breakdown pathophysiology in various disease states. Understanding disease states constitutes an important aspect of this course. Brain disorders change the neural circuits in the brain and cause it to malfunction during basic cognitive processes, such as memory and attention.
We will compare how healthy neural circuits are functioning and draw inferences about the biological basis of the impacted cognitive processes. How is the self related to brain structure and function? Can you damage the self by damaging the brain? In this course we will look at these questions from conceptual, psychological, and neuroscientific perspectives. We will study both normal and injured brains to help shed light on what is a deeply philosophical and personal issue: What is the human the self.
We will read various papers pertaining to these issues as well as the books listed under required reading. This is the unconscious mind from a cognitive science point of view rather than one from psychoanalysis though we will briefly touch on the psychoanalytic notions of the unconscious to clarify the distinction.
The basic guide will be asking whether there is explanatory value to explaining human behavior with mental states or events that are not conscious to the person who has them. We say, for example, that a person flinched because they felt pain.
Pain is a mental state that can explain the behavior the flinch of the person. Are there good reasons to think that some behaviors are explained by unconscious mental states? Course Objectives: The objective of this course is to explore and understand the conceptual and empirical approaches to the cognitive unconscious from the multidisciplinary perspective of philosophy and cognitive science.
Carelli, Associate Chair rcarelli email. Karen Gil, Associate Chair kgil email. Jeannie Loeb, Director of Undergraduate Studies loeb unc. Kelly Giovanello, Director of Neuroscience Curricula kgio email.
Rachel Mintel, Student Services Manager remintel email. Neuroscience embodies the liberal arts experience as it draws on techniques and findings from several academic disciplines including biology, chemistry, computer science, mathematics, physics, and psychology. This program provides students with the fundamental knowledge and exposure needed to pursue careers and post-graduate studies in fields related to psychology, human development and aging, health and disease, rehabilitation, biomedical research, human-machine interactions, and other emerging disciplines.
For more information, please consult the degree requirements section of the catalog. Honors version available. An honors course fulfills the same requirements as the nonhonors version of that course. Enrollment and GPA restrictions may apply. Course requires a prerequisite s not otherwise counting in the major. Please review prerequisite information carefully when planning your course selection. Sample plans can be used as a guide to identify the courses required to complete the major and other requirements needed for degree completion within the expected eight semesters.
The actual degree plan may differ depending on the course of study selected second major, minor, etc. Students should meet with their academic advisor to create a degree plan that is specific and unique to their interests. The sample plans represented in this catalog are intended for first-year students entering UNC—Chapel Hill in the fall term. Some courses may not be offered every term. Students planning to apply to medical schools are advised to include CHEM as a knowledge elective in their course plan.
Any major in the program with an overall grade point average of 3. Please see the department website for the application form and additional information. Membership in the Psychology Club is open to any interested psychology major. This test measures semantic knowledge about verbs by using pictures and words. You can purchase this test by emailing frontier sydney. This cognitive test allows you to quickly distinguish semantic dementia from progressive non-fluent aphasia patients. If you require a test in a language other than those available here to download, please email frontier sydney.
Please note that the Memory and Fluency subtests have not been included as the items in these subtests are identical in both ACE tests. For more information, see: So, M. Journal of the International Neuropsychological Society. Centre home Biopsy referral Dementia test. University home. Current students. Staff intranet. Type to search. All content. Brain and Mind Centre. About About Contact us.
Patient stories. This course introduces the theory, methods, and empirical results that underlie this approach to psychology. Topics include categorization, attention, memory, knowledge, language, and thought. Molecular and Translational Neuroscience.
Instructor s : S. Psychoactive drugs, the Brain and Behavior. The goal of this course is for the students to understand how psychoactive drugs affect the brain and behavior. Understanding how these drugs work will provide students a window in the relationship between the brain and behavior. Instructor s : H.
Lee, M. Xu, X. Molecular Principles of Nervous System Development. This elective course provides an overview of the fundamental questions in developmental neurobiology. It is based on primary research papers and highlights key discoveries in vertebrate and invertebrate animals that advanced our understanding of nervous system development.
Topics covered, among others, will include neural stem cells, neuronal specification and terminal differentiation, and circuit assembly. Dogmas and current debates in developmental neurobiology will be discussed, aiming to promote critical thinking about the field. This advanced-level course is open to upper level undergraduate and graduate students and combines lectures, student presentations, and discussion sections. Neuroscience major undergrads need to have completed the Fundamentals of Neuroscience sequence.
Grove, P. New insights into cell function are now possible using technologies that resolve single molecules.
However, as devices become more complicated, we are often faced with three questions: What is it that our instruments actually measure; how can we change the instrument to see a new behavior; and, how do we analyze the data to get the greatest insight? We will learn how to answer these questions by designing, building, and using our own electrical and optical instruments, making measurements, and then analyzing the results.
Membrane proteins play an essential role in the behavior of all cells. We will study membrane protein channels in synthetic membranes, host cells, and giant axons from squid collected in the waters surrounding the MBL. The movement of electrical charge produced by conformational changes will be correlated with both the current passing thru single channels and structural information obtained from light and electron microscopy. The course will proceed from simple measurements to student-designed projects.
Schwartz, F. Bezanilla, E. Perozo Terms Offered: Autumn. September term. This course focuses on the neural basis of vision, in the context of the following two questions: 1. How does the brain transform visual stimuli into neuronal responses? How does the brain use visual information to guide behavior? The course covers signal transformation throughout the visual pathway, from retina to thalamus to cortex, and includes biophysical, anatomical, and computational studies of the visual system, psychophysics, and quantitative models of visual processing.
This course is designed as an advanced neuroscience course for undergraduate and graduate students. The students are expected to have a general background in neurophysiology and neuroanatomy. Wei, J.
Maunsell, M. Sherman, S. This course examines the biology of pain and the mechanisms by which anesthetics alter the perception of pain. The approach is to examine the anatomy of pain pathways both centrally and peripherally, and to define electrophysiological, biophysical, and biochemical explanations underlying the action of general and local anesthetics.
We discuss the role of opiates and enkephalins. Central theories of anesthesia, including the relevance of sleep proteins, are also examined. Anatomy of Selected Brain Circuits. The course will provide an introduction to the anatomy and function of specific brain circuits.
Students will participate in the dissection of brains of select species via videoconference to step wise uncover and describe gross-anatomical connectivity patterns of brain areas involved in cognition, learning, emotion and movement control.
We will use histological and microscopic techniques to visualize and describe circuits and specific types of neurons within these circuits. Hansel, B. The Psychology and Neurobiology of Stress. This course explores the topic of stress and its influence on behavior and neurobiology. Specifically, the course will discuss how factors such as age, gender, and social context interact to influence how we respond to stressors both physiologically and behaviorally.
The course will also explore how stress influences mental and physical health. Instructor s : G. Neural Interfaces for Restoration and Augmentation. This course will discuss a variety of neural interfaces to restore sensory or motor function. I will describe the neural systems and the hardware and algorithms involved, and explore the general principles that guide attempts to read signals directly from the nervous system to drive extra-corporeal devices, bypassing the muscles, and write signals back in to restore sensation, bypassing native sensory transduction.
This course covers the basic principles of synaptic transmission and plasticity using a combination of lecture and discussion of primary literature. Lecture topics cover membrane electrical phenomena that lead to release of neurotransmitter presynaptically, as well as the physilogical consequences of postsynaptic receptor activation. There is significant emphasis on the connections between the various forms of synaptic modification and behavior.
Survey of Systems Neuroscience. This lab-centered course teaches students the fundamental principles of vertebrate nervous system organization.
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