6 EC
Semester 1, period 2
5102VERO6Y
| Owner | Bachelor Psychobiologie |
| Coordinator | dr. Wery van den Wildenberg |
| Part of | Bachelor Psychobiologie, year 3 |
This course focuses on understanding cognitive change with age in relation to its underlying neurobiological mechanisms. Normal as well as pathological senescence, such as Alzheimer’s disease and Parkinson’s disease, are discussed in-depth. Students address ongoing topics by selecting and reviewing recent papers. Special focus is on a translation of fundamental insights into opportunities for practical interventions that benefit seniors, patients, and society in general.
After the course, the student (a) has a conception of the neurocognitive mechanisms that drive cognitive aging (evaluation). Students can (b) independently select literature to answer (analyzing) and integrate this literature to address issues with respect to normal and pathological aging (scientific thinking). Students can (c) present their analyses of the literature both orally and in writing (scientific thinking). Students can (d) formulate and translate empirical knowledge on neurocognitive aging into interventions that benefit individuals and society in general (valorization and scientific thinking).
Problem-oriented lectures, group seminars (attendance required) and take-home assignments consisting of essays and oral presentations.
|
Activity |
Number of hours |
|
Lecture |
16 |
|
Seminar |
28 |
|
Self-study |
124 |
|
Total 28 * 6 EC |
168 |
Programme's requirements concerning attendance (OER-B):
Additional requirements for this course:
Additional requirements for this course:
Students that unexpectedly can not attend to a seminar have to mail their teacher beforehand with the reason for absence. Students can not afford to miss more than two seminars. If they do, their grade will not be registered.
| Item and weight | Details |
|
Final grade | |
|
0.7 (70%) Mini-essay | |
|
0.2 (20%) Combined research proposal and poster | |
|
0.5 (50%) Research proposal | |
|
0.5 (50%) Poster | |
|
0.1 (10%) Presentation |
Prior to every lecture the student must read the given literature, which consists of one or multiple papers. After reading the student must hand in a multiple choice question via blackboard. If the students fails to hand the assignment in before the deadline, they are required to write a summary of the given articles. This assignment will not be graded. However, should the student fail more than twice to hand this assignment in, no grade will be registered.
Write an essay of 2000 words on a subject of the aging brain. Choice of subject within this theme is free. Use at least 10 different recent papers. The student is not supposed to give a summary on the different papers, but rather set an argument that will work towards answering the central question. This essay will be graded.
Every student will individually give a presentation on a subject regarding the aging brain. Choice of subject within this theme is free (suggestions on blackboard), but it is highly recommended to discuss papers that are part of the mini-essay. Presentation will last for about 10 minutes and will be followed by a 5 minutes long discussion. Students will hand in their Powerpoint via blackboard the day before their presentation. This assignment will be graded.
This assignment will be executed in pairs and it will familiarize students with the problems and positive aspects of getting old. It consists of an interview and a memory task taken on an elder person. Every student couple will find a person aged 65 or older and discuss with them the different aspects of getting older. There is not a minimum amount of questions that needs to be asked, but the student should take care that enough information is gathered on the (cognitive) effects of getting older. Take care that the interview will not take hours, since elder people tend to get tired quicker than students. Write a report of max 500 words about the interview. Do not literally write the interview down, but give an impression of getting older. What standed out? What touched you? What surprised you? Etc. Also reflect on your role as interviewer. What did and what did not work? How was your attitude? Etc.
Instructions and score form on the memory task will be placed on Blackboard.
In association with GezondheidsCentrum Nieuw Unicum a clinic will be organized. A patient will possibly be present at this clinic. Beforehand the student will hand in a question for this patient.
This assignment will be executed in groups of three to four students. Students will elaborate a research proposal on the subject of the aging brain in order to apply for subsidy. Every group just has to hand in one file. This assignment will be graded in combination with the posterpresentation.
Every group will present their elaborated research proposal during a postersession. This assignment will be graded in combination with the research proposal.
The 'Regulations governing fraud and plagiarism for UvA students' applies to this course. This will be monitored carefully. Upon suspicion of fraud or plagiarism the Examinations Board of the programme will be informed. For the 'Regulations governing fraud and plagiarism for UvA students' see: www.uva.nl/plagiarism
| Weeknummer | Onderwerpen | Studiestof |
| 1 | ||
| 2 | ||
| 3 | ||
| 4 | ||
| 5 | ||
| 6 | ||
| 7 | ||
| 8 |
1) Kennis en Inzicht :: De bachelor ...
1b) kan de ontwikkeling en werking van het brein op alle niveaus – van molecuul tot de
menselijke geest – binnen Psychobiologie, voornamelijk de deelgebieden ‘perceptie tot
bewustzijn’, ‘leren en geheugen’, ‘emotie’, ‘motivatie’, ‘neuroanatomie’ en ‘neurofysiologie’
uitleggen.
1c) kan de pathofysiologie en bijbehorende diagnostische methoden en mogelijke therapieën
uitleggen.
1d) kan uitleggen welke onderzoekstechnieken nodig zijn voor het ontwikkelen van kennis en
dat kennis nodig is voor het ontwikkelen van onderzoekstechnieken.
1e) kan de kennis opgedaan bij een zelfgekozen vak uitleggen.
1j) kan onderbouwen hoe de pathofysiologie bijdraagt aan het begrip van de ontwikkeling en
werking van het brein op alle niveaus.
2) Toepassen Kennis en Inzicht :: De bachelor ...
2a) kan onderbouwen welke onderzoekstechnieken nodig zijn om onderzoeksvragen binnen het
wetenschapsgebied Psychobiologie te beantwoorden.
2f) kan onderzoek doen met proefpersonen en relevante proefdieren.
2h) kan ruwe data interpreteren en een geschikte (kwantitatieve) analysemethode toepassen.
2j) kan redeneren en argumenteren en meerdere standpunten benoemen en onderbouwen.
3) Oordeelsvorming :: De bachelor ...
3a) kan relevante literatuur verzamelen, verwerken en interpreteren.
3b) kan de implicaties van onderzoeksresultaten voor de maatschappij overzien.
3c) kan onderzoeksresultaten binnen de Psychobiologie en/of binnen een disciplineoverstijgende
context interpreteren.
3e) kan informatie analyseren aan de hand van kwaliteitscriteria en er een eigen oordeel over
vormen.
3f) kan alternatieven en tegenargumenten overwegen bij het vormen of herzien van een
oordeel.
4) Communicatie :: De bachelor ...
4a) kan kennis en bevindingen in wetenschappelijk Nederlands en Engels schriftelijk rapporteren
en mondeling presenteren.
4b) kan een bijdrage leveren aan wetenschappelijke discussies.
4c) kan op basis van begrip en respect communiceren.
4e) kan een standpunt overbrengen.
4f) kan relevante literatuur verzamelen, verwerken en interpreteren.
5) Leervaardigheden :: De bachelor ...
5a) kan een zelfstandige en wetenschappelijke werkwijze en houding ontwikkelen.
5b) kan zich zelfstandig kennis eigen maken.
5c) kan nieuwe kennis integreren met aanwezige kennis en tot inzichten komen.
5d) kan een constructieve en synergetische manier van samenwerken ontwikkelen.
5e) kan zich in een zelfgekozen deelgebied verdiepen of verbreden.