Guía docente de Neuropsicología (M30/56/2/30)

Neuropsychology and Neurosciences. Child Neuropsychology. Neuropsychology of acquired brain disease. New advances in the main neuropsychological syndromes. Neuropsychology and Social cognition. Mild cognitive decline and Dementias. Neuropsychology and Activities of Daily Living. Neuropsychological rehabilitation. Neuropychology of addictions. Neuropsychological  Rehabilitaition

The student will know/understand:

• The main clinical features of the neuropsychological syndromes from the discipline origins to nowadays. b) The main advances in the study of the neuropsychological syndromes revised.
• The main neuroimaging research methods and techniques used in brain exploration and neuropsychological research, and d) the main tools for neuropsychological and functional assessment.
•  The main brain correlates associated to each neuropsychological syndrome and the main cognitive and behavioral deficits associated, f) To understand the relevance of knowing about the anatomy and functional structure of the brain to work as a clinical neuropsychologist, g) The main neuropathologies associated to cognitive affective and behavioral deficits, h) to understand the research methods, hypotheses and the main results of the research papers reviewed during the course.

The student will be able to:

•  Read and understand specialized research literature in Neuropsychology in Spanish and/or English,
• understand the main neurological and neuropsychological terms,
•  Bibliographical search using the specialized databases,
•  Discuss critically about controversies or open questions raised by the different research articles,
•  Propose new ideas or hypothesis to be tested in future research,
• Understand deeply about brain structure through brain images associated to different brain lesions,
•  Analyze neuropsychological cases,
• Propose specific assessment and intervention techniques to explore and treat different types of neuropsychological deficits
• Oral and written communication skills to present an article and/or a case study to the class.

• Introduction: Neuropsychology and Neuroscience.
• Neuropsychology and Executive Functions
• Neuropsychology and Social Cognition in Autism and other brain diseases
• New directions in Neuropathology associated to acquired brain disease: traumatic brain injury, epilepsy, brain tumours...
•  New directions in the main neuropsychological syndromes: amnesia, aphasia, apraxia, agnosia, neglect, frontal syndromes,...
• Neuropsychology and Activities of Daily Living
• New directions in Mild Cognitive Impairment and Dementias
• Neuropsychology and mental health
• Neuropsychological rehabilitation

Practical contents will consist of case analysis, videos and workshops related with the theoretical contents.

Bruna, Olga., Roig, Teresa., Puyuelo, Miguel., Junqué Carme., Ruano, Ángel. (2011). Rehabilitación neuropsicológica: intervención y práctica clínica. Barcelona: Masson.

Gazzaniga, Michael S. (2014). The Cognitive Neuroscience. Cambridge: The MIT Press.

Goldberg, Elkhonon.(2015). El cerebro ejecutivo. Barcelona: Critica.

Jurado Mª Ángeles, Mataró María, Pueyo Roser (2013). Neuropsicología de las enfermedades neurodegenerativas. Madrid: Síntesis.

Kolb Bryan, Whishaw Ian Q. (7ª ed.) Neuropsicología Humana. Madrid: Médica Panamericana, 2015

Noggle Chad A., Dean Raimond S. (eds) (2015). The neuropsychology of cortical dementias. New York: Springer.

Stuss Donald T., Knight Robert T. (2ª ed.) (2013). Principles of frontal lobe function. New York: Oxford University Press.

Tirapu, Javier (2012). Neuropsicología de la corteza prefrontal y las funciones ejecutivas. Barcelona.     Viguera,

Triviño Mosquera, Mónica., Bembibre Serrano, Judit., Arnedo Montoro, Marisa. (2018). Neuropsicología de la percepción. Madrid: Síntesis.

Triviño, Monica., Arnedo, Marisa., Bembibre, Judit (2020). Neuropsicología a través de casos clínicos. Evaluación e intervención. Madrid: Síntesis.

Barr William D. (2015) Handbook on the neuropsychology of epilepsy. New York: Springer.

Arnedo, Marisa., Montes, Armando., Bembibre, Judit., Triviño, Monica. Neuropsicología infantil. A través de casos clínicos. Madrid: Médica-Panamerica, 2015.

Deus Yela, Joan, Devi Bastida, Josep, Sainz Pelayo, Mª del Pilar. (2018). Neuropsicología de la enfermedad de Alzheimer. Madrid: Síntesis.

González Álvarez, Julio. (2010). Breve historia del cerebro. Madrid: Crítica.

Lezak Muriel Deutsch, Howieson Diane B., Bigler Erine D., Tranel Daniel. (2012). Neuropsychological Assessment. 5ª ed. Nueva York: Oxford University Press.

Article 18 of the UGR Assessment Policy and Regulations establishes that the ordinary assessment session (convocatoria ordinaria) will preferably be based on the continuous assessment of students, except for those who have been granted the right to a single final assessment (evaluación única final), which is an assessment method that only takes a final exam into account.

Activities for continuous evaluation: 70%

• Student participation: 15%
• Student oral presentation: 40%
• Student individual preparatory work for each session: 15%

Final critical essay answering to several integration question about the contents of the course: 30%

Article 19 of the UGR Assessment Policy and Regulations establishes that students who have not passed a course in the ordinary assessment session (convocatoria ordinaria) will have access to an extraordinary assessment session (convocatoria extraordinaria). All students may take part in this extraordinary assessment session, regardless of whether or not they have followed continuous assessment activities. In this way, students who have not carried out continuous assessment activities will have the opportunity to obtain 100% of their mark by means of an exam and/or assignment.

The exam will include specific integration questions about the articles and oral presentations taken place during the course. This material will be available on the online platform (PRADO). If the student decide to maintain his/her continuous assessment, this exam will have a value of 30%.

Article 8 of the UGR Assessment Policy and Regulations establishes that students who are unable to follow continuous assessment methods due to justifiable reasons shall have recourse to a single final assessment (evaluación única final), which is an assessment method that only takes a final exam into account.

In order to opt for a single final assessment (evaluación única final), students must send a request, using the corresponding online procedure, to the coordinator of the master’s program, in the first two weeks of the course or in the two weeks following their enrolment (if the enrolment has taken place after the classes have already begun). The coordinator will communicate this information to the relevant teaching staff members, citing and verifying the reasons why the student is unable to follow the continuous assessment system.

In this case, the assessment will comprise:

• An exam that will include specific integration questions about the articles and oral presentations taken place during the course. This material will be available on the online platform (PRADO).

• The teaching methodology and evaluation will be adapted to students with specific needs (NEAE), in accordance with Article 11 of the Regulations for the evaluation and qualification of students of the University of Granada.
• This course will follow the recommendations from the University of Granada Action Plan for Equality regarding the use of nonsexist and inclusive language and visibility of women's and minorities' contributions to the field. This course will follow the standars of integrity stated in the University of Granada ethical code of conduct

HOURS OF DEDICATION TO TRAINING ACTIVITIES AND TEACHING METHODOLOGY

          Face to face lessons (32 hours):

• Lecture (by the teacher on the theoretical program, methodology and evaluation: 20h).
• Discussion and debate sessions (about  research articles): 6h.
• Student’s oral expositions of a research paper related to the theoretical program: 6h.

      Writing exam: 4h

     Student’s autonomous work: 64h

• Critical reading of scientific articles, study, and elaboration of synthesis of contents, evaluation questions: 60h
• Monitoring, assessment, and feedback of oral presentations through mentoring with the teacher: 4h.

USE OF GENERATIVE ARTIFICIAL INTELLIGENCE

In this subject the use of generative artificial intelligence (hereinafter referred to as IAGen) is allowed to: help us to learn and deepen our knowledge of the content, improve the writing and spelling of the texts that we write as well as for the translation of texts.

The IAGen is NOT permitted to generate all or part of the content without checking its veracity or cross-checking the information. The students are RESPONSIBLE for its use and must ensure that the use of this type of resources do not lead them to accept false or incorrect information, or to plagiarism.

In any case, the use of the tools contracted by the UGR is recommended the UGR (Microsoft Copilot), which guarantee that the data remain within the organisation and are not exposed to third parties. If you have used an IAGen tool in any work, you must acknowledge this by adding a specific section at the end of the text, such as this one:
Microsoft Corporation (2024) has been used in this work.
Microsoft Copilot [Software]. Retrieved from https://www.microsoft.com/copilot for the following tasks: [....].

The author accepts full responsibility for the final document.

The teaching staff of the department adhere to the recommendations and regulations that the UGR generates in relation to the use of the IAGen.
For further information, please consult the following link:
https://ceprud.ugr.es/formacion-tic/inteligencia-artificial

Información de interés para estudiantado con discapacidad y/o Necesidades Específicas de Apoyo Educativo (NEAE): Gestión de servicios y apoyos (https://ve.ugr.es/servicios/atencion-social/estudiantes-con-discapacidad).