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Neurobehavioural Functioning - APS300461E
Title: Neurobehavioural Functioning
Guaranteed by: Department of Psychology (21-KPS)
Faculty: Faculty of Arts
Actual: from 2023
Semester: both
Points: 3
E-Credits: 3
Examination process:
Hours per week, examination: 0/2, Ex [HT]
Capacity: winter:unknown / unknown (10)
summer:unknown / unknown (10)
Min. number of students: unlimited
4EU+: no
Virtual mobility / capacity: no
Key competences:  
State of the course: taught
Language: English
Teaching methods: full-time
Teaching methods: full-time
Level:  
Is provided by: APS300461
Note: course can be enrolled in outside the study plan
enabled for web enrollment
you can enroll for the course in winter and in summer semester
Guarantor: doc. Mgr. et Mgr. Tomáš Nikolai, Ph.D.
Bc. Martina Kvapilová, M.Sc.
Annotation - Czech
Last update: Bc. Martina Kvapilová, M.Sc. (30.11.2023)
The course covers normal and abnormal life span development of (neuro)behavioural functions (e.g., executive functioning). Some of the most prevalent (neuro)behavioural disorders (e.g., ASD, OCD, anxiety and depression) will be discussed further. Risk factors and factors modulating neurobehavioral functioning (such as neurotransmitters, genetics, and hormonal influences) are also considered during the seminars. Students will critically read publications and judge experimental designs, research methods, theories and new developments in the field of neuropsychology.
Aim of the course
Last update: PhDr. Eva Dragomirecká, Ph.D. (22.06.2023)
Aim of subject:
(Neuro) psychology studies brain-behaviour relationships both in healthy (normal variance) and damaged brains (broad spectrum - injury, disease, and development). In the courses, the students will gain knowledge about methods to measure brain function and behaviour. The emphasis lies on applied science and (evidence-based) care for the individual. Among other things, the students will be able to read, understand and discuss scientific papers.

Gained knowledge and skills:
● knowledge and ability to explain the most common neurobehavioral disorders;

● the ability to differentiate neurobehavioural disorders from a healthy life span development by focusing on brain-behaviour relations; the ability to distinguish modulating factors of neurobehavioural functioning.

Course completion requirements
Last update: Bc. Martina Kvapilová, M.Sc. (30.11.2023)

Final essay - students will choose one of the 7 topics in the syllabus according to their preference and prepare a final written work on it.
Literature
Last update: Bc. Martina Kvapilová, M.Sc. (30.11.2023)

Key Reading:

Task 1:

  • Esterberg, M., & Compton, M.T. (2009). The psychosis continuum and categorical versus dimensional diagnostic approaches. Current Psychiatry Reports, 11, 179-184. doi:10.1007/s11920-009-0028-7

  • Fried, E. I., van Borkulo, C. D., Cramer, A. O. J., Boschloo, L., Schoevers, R. A., & Borsboom, D. (2017). Mental disorders as networks of problems: a review of recent insights. Social Psychiatry and Psychiatric Epidemiology, 52(1), 1–10. doi:10.1007/s00127-016-1319-z

  • Isvoranu, A. M., Borsboom, D., van Os, J., & Guloksuz, S. (2016). A Network Approach to Environmental Impact in Psychotic Disorder: Brief Theoretical Framework. Schizophr Bull, 42(4), 870-873. doi:10.1093/schbul/sbw049

  • Michelini, G., Palumbo, I. M., DeYoung, C. G., Latzman, R. D., & Kotov, R. (2021). Linking RDoC and HiTOP: A new interface for advancing psychiatric nosology and neuroscience. Clin Psychol Rev, 86, 102025. doi:10.1016/j.cpr.2021.102025

  • Vakil, E. (2012). Neuropsychological assessment: principles, rationale, and challenges. Journal of Clinical and Experimental Neuropsychology, 34, 135-150. doi:10.1080/13803395.2011.623121

Optional Videos:

 

Task 2:

  • Crone, E. A., & Steinbeis, N. (2017). Neural perspectives on cognitive control development during childhood and adolescence. Trends in Cognitive Sciences, 21(3), 205-215. doi: 10.1016/j.tics.2017.01.003

  • Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64(1), 135-168. doi:10.1146/annurev-psych-113011-143750 UP TO AND INCLUDING PAGE 151

  • Lee, K., Bull, R., & Ho, R. M. (2013). Developmental changes in executive functioning. Child development, 84(6), 1933-1953. doi: 10.1111/cdev.12096

  • Shulman, E. P., Smith, A. R., Silva, K., Icenogle, G., Duell, N., Chein, J., & Steinberg, L. (2016). The dual systems model: Review, reappraisal, and reaffirmation. Developmental cognitive neuroscience, 17, 103-117. doi:10.1016/j.dcn.2015.12.010

Optional Videos:

 

Task 3:

  • Cabeza, R., Albert, M., Belleville, S., Craik, F. I. M., Duarte, A., Grady, C. L., et al. (2018). Maintenance, reserve and compensation: the cognitive neuroscience of healthy ageing. Nature Reviews Neuroscience, 1–10. doi: 10.1038/s41583-018-0068-2

  • Ebaid, D., & Crewther, S. G. (2020). Time for a Systems Biological Approach to Cognitive Aging?-A Critical Review. Frontiers in aging neuroscience, 12, 114. doi: 10.3389/fnagi.2020.00114

  • Ferguson, H. J., Brunsdon, V. E. A., & Bradford, E. E. F. (2021). The developmental trajectories of executive function from adolescence to old age. Scientific Report, 11(1), 1382. doi:10.1038/s41598-020-80866-1

Optional Video:

 

Task 4:

  • Amer, T., Campbell, K. L., & Hasher, L. (2016). Cognitive Control As a Double-Edged Sword. Trends Cogn Sci, 20(12), 905-915. doi:10.1016/j.tics.2016.10.002

  • Awh, E., Belopolsky, A. V., & Theeuwes, J. (2012). Top-down versus bottom-up attentional control: a failed theoretical dichotomy. Trends in cognitive sciences, 16(8), 437–443. doi: 10.1016/j.tics.2012.06.010.

  • Cools, R., & D'Esposito, M. (2011). Inverted-U–Shaped Dopamine Actions on Human Working Memory and Cognitive Control. Biological psychiatry, 69. doi: 10.1016/j.biopsych.2011.03.028 ONLY UP TO AND INCLUDING PAGE 7

  • Lockhofen, D. E. L., & Mulert, C. (2021). Neurochemistry of Visual Attention. Front Neurosci, 15, 643597. doi:10.3389/fnins.2021.643597

  • Mackie MA, Van Dam NT, Fan J. Cognitive control and attentional functions. Brain and Cognition. 2013 Aug;82(3): 301-312. doi: 10.1016/j.bandc.2013.05.004.

Optional Videos:

 

Task 5:

  • American Psychiatric Association. Attention-deficit and disruptive behaviour disorders. In: Diagnostic and statistical manual of mental disorders, DSM-5 / American Psychiatric Association, 5th edition;2013.https://web.b.ebscohost.com/ehost/ebookviewer/ebook/bmxlYmtfXzE2MTAyMDZfX0FO0?sid=4a2ee015- 899c-49c1-abb5-a3fea6a000be@pdc-v-sessmgr02&vid=4&format=EB&rid=1

  • McAuley, T., Crosbie, J., Charach, A., & Schachar, R. (2017). Clinical, Sociobiological, and Cognitive Predictors of ADHD Persistence in Children Followed Prospectively Over Time. Journal of Abnormal Child Psychology, 45(4), 765-776. doi: 10.1007/s10802-016-0189-x

  • Pellicano, E. (2010). Individual differences in executive function and central coherence predict developmental changes in the theory of mind in autism. Developmental psychology, 46, 530-544. doi: 10.1037/a0018287

  • Sonuga-Barke, E. J. (2005). Causal models of attention-deficit/hyperactivity disorder: from common simple deficits to multiple developmental pathways. Biological psychiatry, 57(11), 1231-1238. doi: 10.1016/j.biopsych.2004.09.008

  • Sonuga-Barke, E., Bitsakou, P., & Thompson, M. (2010). Beyond the dual pathway model: evidence for the dissociation of timing, inhibitory, and delay-related impairments in attention-deficit/hyperactivity disorder. Journal of the Academy of child and adolescent psychiatry, 49, 345-355. doi: 10.1016/j.jaac.2009.12.018.

  • Van Der Meer, J. M., Oerlemans, A. M., Van Steijn, D. J., Lappenschaar, M. G., De Sonneville, L. M., Buitelaar, J. K., & Rommelse, N. N. (2012). Are autism spectrum disorder and attention-deficit/hyperactivity disorder different manifestations of one overarching disorder? Cognitive and symptom evidence from a clinical and population-based sample. Journal of the American Academy of Child & Adolescent Psychiatry, 51(11), 1160-1172. doi: 10.1016/j.jaac.2012.08.024

Optional Videos:

 

Task 6:

  • American Psychiatric Association. (2013). Anxiety Disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Focus on Diagnostic features and Diagnostic criteria of Separation anxiety disorder, specific phobia, social anxiety disorder, panic disorder, agoraphobia, GADhttps://web.b.ebscohost.com/ehost/ebookviewer/ebook?sid=2e1ebd98-38ae-47b9- 8874-4fca33a306fa%40pdc-v-sessmgr02&ppid=pp_xiv&vid=0&format=EB

  • Beard, C. (2011). Cognitive bias modification for anxiety: Current evidence and future directions. Expert Review of Neurotherapeutics, 11(2), 299–311. doi: 10.1586/ern.10.194

  • Heeren, A., & McNally, R. J. (2016). An integrative network approach to social anxiety disorder: The complex dynamic interplay among attentional bias for threat, attentional control, and symptoms. J Anxiety Disord, 42, 95-104. doi:10.1016/j.janxdis.2016.06.009

  • Indovina, I., Robbins, T. W., Núñez-Elizalde, A. O., Dunn, B. D., & Bishop, S. J. (2011). Fear-Conditioning Mechanisms Associated with Trait Vulnerability to Anxiety in Humans. Neuron, 69(3), 563–571. doi:10.1016/j.neuron.2010.12.034

  • Perusini, J. N., & Fanselow, M. S. (2015). Neurobehavioral perspectives on the distinction between fear and anxiety. Learning and Memory, 22(9), 417–425. doi: 10.1101/lm.039180.115

Optional Videos:

Task 7:

  • Buckner, R.L., Andrews-Hanna, J.R., & Schacter, D.L. (2008). The brain’s default network. Annals of the New York Academy of Sciences, 1124, 1-38. doi: 10.1196/annals.1440.011 PAGES 28-30 ONLY

  • Buckner, R.L., Snyder, A.Z., Shannon, B.J., LaRossa, G., Sachs, R. … & Mintun, M.A. (2005). Molecular, structural, and functional characterisation of Alzheimer’s disease: Evidence for a relationship between default activity, amyloid, and memory. Journal of Neuroscience, 25, 7709-7717 doi: 10.1523/JNEUROSCI.2177-05.2005

  • Kehagia, A. A., Barker, R. A., & Robbins, T. W. (2010). Neuropsychological and clinical heterogeneity of cognitive impairment and dementia in patients with Parkinson's disease. Lancet Neurol, 9(12), 1200-1213. doi:10.1016/S1474-4422(10)70212-X

  • Levenson, R. W., Sturm, V. E., & Haase, C. M. (2014). Emotional and behavioural symptoms in neurodegenerative disease: a model for studying the neural bases of psychopathology. Annu Rev Clin Psychol, 10, 581-606. doi:10.1146/annurev-clinpsy-032813-153653 

Optional Videos:
Requirements to the exam
Last update: Bc. Martina Kvapilová, M.Sc. (30.11.2023)

Attendance, 2 absences allowed.
Syllabus
Last update: Bc. Martina Kvapilová, M.Sc. (30.11.2023)

* Syllabus:
● Brain functions in relation to behaviour
● Brain dysfunctions in relation to behaviour
● Brain diseases and dysfunctions
● Brain changes (plasticity, development and degeneration, recovery and treatment)
● Methods to study brain functions and brain dysfunctions.
● Influence of biology (e.g. genes) and environment (e.g. parents)
● Changes across the entire lifespan
● Individual differences
 
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