Neuroplasticity: The Brain and Behavior · Neuroplasticity: The Brain and Behavior ... brain repair with focus on rehabilitation of the adult brain after acquired brain ... Brain

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Neuroplasticity: From Neurons to Behavior l DIS – Study Abroad in Scandinavia l Related Disciplines: Human Development

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Neuroplasticity: The Brain and Behavior

Semester: Spring 2017

Copenhagen

Credits: 3

Major Disciplines: Neuroscience, Pre-Medicine/Health Science, Psychology

Days: Tuesdays and Fridays

Time:10.05-11.25

Room: N7-C23

Course Information and Purpose

1. Instructor

Claudia Carrara-Augustenborg, Ph.D.

Ph.D. in Cognitive Neuroscience from University of Copenhagen (Denmark) and M.Sc Psychology (Major in Clinical and Neuropsychology). Interests are focused on the neural mechanisms that mediate and modulate human consciousness and subjective perception, and on the functional and neural distinctions between conscious and unconscious cognitive and emotional processes. With DIS since 2013.

Psychology Program Director:

Carla Caetano, Ph.D.

DIS Contact:

Psychology Program Assistant:

Kate Giddens

Email: [email protected]

Phone: +45 33 76 57 64

Guest Lecturers:

Hana Mala Rytter, Ph.D., Institute for Psychology, Copenhagen University

Topic: Brain Injury Rehabilitation-- Evidence-based practice vs. practice-based evidence

Carla Caetano, Ph.D., PSY Program Director of DIS

Topics: Rehabilitation treatment and challenges following acquired brain injury.

2. Course Description

Prerequisites: One semester of neuroscience, physiological psychology, or biological psychology at university

level.

This course will focus on neuroplasticity from a predominantly behavioral perspective. Emphasis will be on:

a) the neural development of the human brain and implications for psychological and social behavior

b) the adult brain and neuroplasticity with respect to both learning and aging

c) brain repair with focus on rehabilitation of the adult brain after acquired brain injury.

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3. Course Learning Objectives

By the end of this course, students will be able to:

Identify the principles of neuroplasticity from a behavioral perspective;

Compare and contrast neuroplasticity across the lifespan;

Evaluate the role of neuroplasticity in pathology;

Appraise the aftermath of neuroplasticity in the context of neurodevelopmental disorder

Evaluate brain plasticity embedded in the individual

The following topics will be covered during the course:

Theme 1: Principles of Neuroplasticity

Foundations of neural development

Principles of cerebral development

Experiential influences on neuronal plasticity

Plasticity of language network

Theme 2: Learning and Aging

Learning principles: Neural and behavioral factors

Memory

Normal brain aging

Brain aging and neurodegeneration

Biocultural perspectives on brain plasticity

Theme 3: Pathological factors and brain plasticity

Brain plasticity in early damage: Neurological, developmental and psychosocial dimensions

Early Brain Insult: Neural and behavioral principles of rehabilitation

Brain Injury Rehabilitation. Efficacy of treatment.

Clinical perspectives on neuroplasticity: Depression, stress and schizophrenia

Plasticity and atypical brain architectures

Neuroprotection and Neuroplasticity

Course Components

1. Required Textbook (available at DIS Library)

Baltes, P.B., Reuter-Lorentz, P.A., Rösler, F. (eds.). (2010) Lifespan Development and the Brain: The

perspective of Biocultural Co-Constructivism. Cambridge, UK: Cambridge University Press

2. Required Articles and Other Media

Additional articles can be found on Canvas. See Course Schedule below.

3. Approach to Teaching

Lectures, class discussions, case studies, group presentations, critical analysis of research (individual/groups),

field studies.


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4. Field Studies

This course will be accompanied with field studies. Field studies connect DIS courses to organizations,

companies, sites, and/or persons that are relevant to the course topic.

Lions Kollegiet

Date: Wednesday, March 8th

Time: 9:00 – 12:30

Location: Tuborgsvej 140 , 2300 København

Association of Brain Injury Patients and their Families

Date: Wednesday April 26th

Time: 13:00 – 17:00

Location: TBD

5. Expectations of the Students

Class attendance is mandatory. Students are expected to have done the reading for each class and to come with

notes and questions for me and for the other students. This will give us material to generate conversation. It is

also expected that during classes the students are able to discuss and to present topics and to respond questions

providing references to our readings to support their points. Active participation during classes will constitute 15%

of the grade. Finally, it is expected that students hand in their assignment on time (late papers will not be accepted)

and that they contribute significantly to planned group activities.

To be eligible for a passing grade in this class, the students must complete all of the assigned work.

Assignments and Evaluation The final grade for this course will be based on two tests, a research paper, two group presentations and

participation.

Methods of Evaluation

How

Evaluated

Due Date Percentage of

Grade

Participation (incl. group-

presentation questions) and

Attendance

Individual Throughout

the course

20%

Group Presentation

Individual See course

schedule

10%

Midterm

Individual March 10th 25%

Research Paper

Individual April 18th 20%

Final Exam Individual May 8th 25%

Total 100%


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Participation (incl. group-presentation questions) and Attendance (20%):

Since class participation is a major component of the course, you will need to be present and participating to receive full

credit.

Class participation includes, but it is not limited to: (see also evaluation criteria on Canvas)

critically evaluating the model/hypotheses suggested in readings

asking relevant questions that show understanding of the material – with tentative

considerations/conclusions

being prepared for class and be ready to answer questions when asked

discussing implications as regards practical application and/or future research considerations

contributing to class activities

Group Presentation (10%):

Groups of approx. 2-4 students will be presenting a topic in class (ca. 10 min.), after which there will

be ca. 10 min. discussion with the rest of the class, answering prepared questions (see Group-

presentation Questions below)

Contents should include (but not be limited to):

Introduction of the key issues of the topic

Method employed to investigate it

Identification and discussion of key findings/knowledge

Critique of methods and potentially of the findings

Examples/Applied cases

Group-presentation Questions:

Students not presenting should demonstrate their participation by preparing discussion questions with focus on the presented topic; the questions should be based on the students own reflective considerations, can be open-ended or can be in form of thought-provoking comments, e.g. (with reference to the due reading), “It is mentioned in the text that a child adjusting to a developmental disorder and a child adjusting to an acquired brain injury have very different experiences. What might underlie the lack of a sense of "normality" in a child with a developmental disorder and the feeling of loss of "normality" in a child with an acquired brain injury?”; “The authors of this paper made no mention of clinical testing following the first stroke. Why might this be a source of dubiousness for the overall conclusions drawn in the paper?”

Midterm (25%):

Date: March 10th

Short-questions + 2 short essays (selected among 6 available topics)

Research Paper (20%):

Due: April 18th

Assessment and evaluation of 2-3 case studies in the context of brain damage and rehabilitation.

Final Exam (25%):

Date: May 8th

Short questions + 3 short essays (selected among 6 available topics)

In addition to the academic content of the written assignments(s), focus will also be placed on the structure, use

of appropriate academic language, and writing skills.


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Disability and resource statement: Any student who has a need for accommodation based on the impact of a

disability should contact the Office of Academic Support ([email protected]) to coordinate this. In order to

receive accommodations, students should inform the instructor of approved DIS accommodations within the first

two weeks of classes.

Policies

Attendance:

You are expected to attend all DIS classes when scheduled. If you miss a class for any reason please contact the

faculty no later than the day of the missed class. If you miss multiple classes the Director of Teaching and Learning,

and the Director of Student Affairs will be notified and they will follow-up with you to make sure that all is well.

Absences will jeopardize your grade and your standing at DIS. Allowances will be made in cases of illness, but in

the case of multiple absences you will need to provide a doctor’s note.

Academic Honesty, Plagiarism, and Violating the Rules of an Assignment:

DIS expects that students abide by the highest standards of intellectual honesty in all academic work. DIS assumes

that all students do their own work and credit all work or thought taken from others. Academic dishonesty will result

in a final course grade of “F” and can result in dismissal. The students’ home universities will be notified. DIS

reserves the right to request that written student assignments be turned in electronic form for submission to

plagiarism detection software. See the Academic Handbook for more information, or ask your instructor if you have

questions.

Policy on Late Papers:

Late papers will not be accepted.

Policy for students who arrive late to class:

Students arriving over 15 minutes after the beginning of class will not be allowed to participate. One exception

throughout the course will be given to students who arrive within 15 minutes after the beginning of class.

Use of laptops or phones in class

To establish a positive learning environment, it is important that everyone is present in body and mind, and not

distracted by technology or other disruptive behaviors. Therefore, students are not allowed to use

laptops/Tablets/iPads in the classroom unless agreed upon for specified tasks such as article reading and/or

for discussion purposes and/or note-taking. Cellular phones must be switched off during class. Disregard of

these rule will have a very negative impact on the student participation grade.

Expectations and Code of Conduct:

Reading must be done prior to the class session

Since class participation is a major component of the course, you will need to be present and participating to

receive full credit. Your grade will be negatively affected by unexcused absences and lack of participation.

Classroom etiquette includes being respectful of one another’s opinions, listen to others and enter a dialogue in a

constructive manner.


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Course Schedule

Friday

January 20th

Class 1

Topic: Foundations of neural development

General presentations, course introduction and social activity

Using Canvas in this course

No required readings for today

Theme 1: Principles of Neuroplasticity

Tuesday

January 24th

Class 2

Topic: Developmental principles of neuronal plasticity I

Early developmental stages

Required Readings

Canvas:

Kolb, B., Whishaw, I.Q. Fundamentals of human neuropsychology, (2003)

Worth Publishers, 2003 - Chapter 4, “Structure and Electrical Activity of

Neurons” pp. 74-98.

Friday

January 27th

Class 3

Topic: Developmental principles of neuronal plasticity II

Influences on brain development and on specialization of the cerebral

cortex

Critical periods

Required Readings

Canvas:

Anderson, V., Northam, E., Hendy, J., & Wrennal, J. (2006)

Developmental Neuropsychology – A clinical approach - Chapter 2

“Cerebral Development”, pp. 39-68.

Tuesday

January 31st

Class 4

Topic: Experiential factors on neuronal plasticity I

Biocultural Co-Construction of Lifespan Development

Required Readings

Textbook:

Baltes, P. B., Reuter-Lorentz, P. A., & Rösler, F. (eds.), (2010) Lifespan

development and the brain: The perspective of biocultural co-

constructivism. Chapter 2, “Biocultural Co-Construction of Lifespan

Development”, pp. 40-57.

Friday

February 3rd

Class 5

Topic: Experiential factors on neuronal plasticity II

Emotional and cultural variables on neuronal plasticity

GROUP 1 PRESENTATION

Required Readings

Textbook:

Baltes, P., Reuter-Lorentz, P., & Rösler, F. (eds.), (2010) Lifespan

development and the brain: The perspective of biocultural co-

constructivism - Chapter 9, “Emotion, Learning and the Brain: From

Classical Conditioning to Cultural Biases”, pp. 200-216.


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Core Course Week

No Class

February 6th – February 10th

Theme 2: Learning and Aging

Tuesday

February 14th

Class 6

Topic: Plasticity of language network

Language Acquisition: Biological vs. Cultural Implications

Language dysfunction


Required Readings

Textbook:

Baltes, P., Reuter-Lorentz, P., & Rösler, F. (eds.), (2010). Lifespan

Development and the brain: The perspective of biocultural co-

constructivism - Chapter 7, “Language Acquisition: Biological Versus

Cultural Implications for Brain Structures”, pp. 161-181.

Friday

February 17th

Class 7

Topic: Principles of Learning and Memory

Neuroplasticity and Memory mechanisms

Synaptic plasticity of hippocampal structures


Required Readings

Canvas:

“Synaptic plasticity and memory: an evaluation of the hypothesis”. Martin

SJ, Grimwood PD, Morris RG. Annu Rev Neurosci. 2000; 23 pp. 649-

666/684-686/689-694.

Tuesday

February 21st

Class 8

Topic: Principles of Learning and Memory

Neuroplasticity and Learning mechanisms

GROUP 4 PRESENATION

Required Readings

Canvas:

“Learning, neural plasticity and sensitive periods: implications for language

acquisition, music training and transfer across the lifespan”. White EJ,

Hutka SA, Williams LJ, Moreno S. In Front Syst Neurosci. 2013 Nov 20; 1-

17.

Friday

February 24th

Class 9

Topic: Neuroplasticity and Cognition

Biological and Self-Initiated Factors on brain plasticity and cognition


Required Readings

Textbook:


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Baltes, P.B., Reuter-Lorentz, P.A., Rösler, F. (eds.), (2010). Lifespan

Development and the Brain: The perspective of Biocultural Co-

Constructivism - Chapter 11, “Influences of Biological and Self-Initiated

Factors on Brain and Cognition in Adulthood and Aging”, pp. 239-254.

Travel Break

No Class

February 27th – March 5th

Tuesday

March 7th

Class 10

Topic: Neuroplasticity in aging

Aging processes and hypotheses

Midterm test: Q/A


Required Readings

Textbook:

Baltes, P.B., Reuter-Lorentz, P.A., Rösler, F. (eds.), (2010) Lifespan


Constructivism - Chapter 12, ”The aging mind and Brain: Implications of

Enduring Plasticity for Behavioral and Cultural Change”, pp. 255-276.

FIELD STUDY

Lions Kollegium

Date: Wednesday, March 8th

Time: 9:00 – 12:30

Location: Tuborgsvej 140 , 2300 København (meeting place TBA)

Topic: Brain Rehabilitation

Friday

March 10th

Class 11

Midterm Test

Tuesday

March 14th

Class 12

Topic: The aging brain

Influences of work and occupation on brain plasticity

Case analysis: Tyrone


Required Readings

Textbook:

Baltes, P.B., Reuter-Lorentz, P.A., Rösler, F. (eds.), (2010) Lifespan


Constructivism - Chapter 14, “The Influence of Work and Occupation on

Brain Development”, pp.306-325.

Friday

March 17th

Class 13

Topic: The Plastic Fantastic Brain

Documentary on brain plasticity

Hemispherectomy

Sensory substitution


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Required Readings

Canvas:

de Gelder, B., Tamietto, M., Van Boxtel, G., Goebel, R., Sahraie, A., Van

den Stock, J., Stienen, B., Weiskrantz, L., & Pegna, A. (2008). Intact

navigation skills after bilateral loss of striate cortex. Current Biology,

18(24). pp. 1128-1129.

NO CLASS - Travel Break

March 18th – March 26th

Tuesday

March 28th

Class 14

Topic: Brain damage and Rehabilitation

Case analysis: Jarrod


Required Readings

Canvas:

“Brain is also a Dependent Variable: Biocultural Construction of

Developmental Plasticity Across the Life Span”. Shu-Chen Li, 2008.

Research in Human Development, Special issue: Lifespan psychology –

The legacy of Paul Baltes, Volume 5, Issue 2, pp. 80-93.

Friday

March 31st

Class 15

Guest Lecturer

Topic: Rehabilitation - Evidence-based practice vs. practice-based evidence

Guest lecturer: Hana Mala Rytter

Topic: Brain Injury Rehabilitation

Required Readings

Canvas:

Halligan, P.W., Kischka, U., Marshall, J.C. (eds.) (2006), Handbook of

Clinical neuropsychology, Oxford, UK, Oxford University Press - Chapter

4, ”Principles of Cognitive Rehabilitation”, pp.49-69.

Tuesday

April 4th

Class 16

Topic: Brain plasticity in early damage

Recovery from Early Brain Insult: Plasticity, Early Vulnerability and their

Neural Bases

Case analysis


Required Readings

Canvas:

Halligan, P.W., Kischka, U., Marshall, J.C. (eds.) (2006) Handbook of


24, “Treatment and Rehabilitation of Paediatric/ Developmental

Neuropsychological Disorders”, pp. 426-442.

Friday

April 7th

Class 17

Topic: Cognitive plasticity in childhood and adulthood

Principles of Cognitive Rehabilitation

Case analyses (2 patients)


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Required Readings

Canvas:


Clinical neuropsychology, Oxford, UK, Oxford University Press. Chapter

27, “Neuropsychological Presentation and Treatment of Head Injury and

Traumatic Brain Damage”, pp.487-505.

Tuesday

April 11th

Class 18

Guest Lecturer

Topic: Rehabilitation treatment and challenges following acquired brain

injury

Guest lecturer: Dr. Carla Caetano

Topics: Rehabilitation treatment

Required Readings

Morris, S. (2004). Rebuilding identity through narrative following traumatic brain injury.

Recommended readings

Judd, D. Wilson, S. (2005). Psychotherapy with brain injury survivors.

NO CLASS – Travel break

April 12th – April 17th

Tuesday

April 18th

Class 19

Topic: Brain Insult in Adulthood

Class project: Shaping a treatment program

RESEARCH PAPER IS DUE

Required Readings

Canvas:



6, “The Rehabilitation of Attentional Deficits”, pp.89-107.

Friday

April 21st

Class 20

Topic: Brain Insult in Adulthood

Presentation of class project

Constraint-Induced Therapy for Functional Recovery After Brain Injury

The sick brain

Required Readings

Canvas:

Judd & Wilson (2005)

Tuesday

April 25th

Class 21

Topic: Clinical perspectives

Stress and neuroplasticity

Schizophrenia: Neuroplasticity-based interventions

Required Readings

Canvas:

“A novel, online social cognitive training program for young adults with

schizophrenia: A pilot study” Nahum et al. (2014). In Schizophrenia


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Research. Cognition, 1-9.

FIELD STUDY

Association of Brain Injury Patients and their Families

Date: Wednesday, April 26th

Time: 13:00 – 17:00

Meeting Place: TBD

Topic: Brain Rehabilitation

Friday

April 28th

Class 22

Topic: Clinical perspectives

Plastic changes following stroke and focal damage

Use of Estrogens as Neuroprotectants in Alzheimer´s Disease

Required Readings

Canvas:

“Homeostatic structural plasticity can account for topology changes

following deafferentation and focal stroke” Butz et al. (2014). In Front.

Neuroanat. 1-20.

Tuesday

May 2nd

Class 23

Topic: Course Summary

Open discussion with regard to topics covered during the course

Clarification of eventual matters with regard to final

No required readings for today.

Finals Week May 8th – May 11th

Final Exam Date: Monday, May 8th

Time: 12.00-14.00 Location: TBA

Readings for the Course

Selected Book Chapters

Anderson, V., Northam, E., Hendy, J., Wrennal, J. (2006). Developmental Neuropsychology – A clinical

approach. Psychology Press Taylor & Francis Group

Baudry, M., Bi, X., Schreiber, S.S. (2005). Synaptic plasticity: Basic mechanisms to Clinical Applications. Boca

Raton, FL, Taylor & Francis Group LLC

Halligan, P.W., Kischka, U., Marshall, J.C. (eds.) (2006). Handbook of Clinical Neuropsychology, Oxford, UK,

Oxford University Press.

Kolb, B., Whishaw, I.Q. (2003). Fundamentals of human neuropsychology, Worth Publishers

Journal articles


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Deluca GC, Kimball SM, Kolasinski J, Ramagopalan SV, Ebers GC. (2013). The Role of Vitamin D in Nervous

System Health and Disease, in Neuropathol Appl Neurobiol. Jan 21.

Fortin A, Lefebvre MB, Ptito M. (2010). Traumatic brain injury and olfactory deficits: the tale of two smell tests!” in

Brain Inj. 24(1): 27-33.

Yaniv Sagi, Ido Tavor, Shir Hofstetter, Shimrit Tzur-Moryosef, Tamar Blumenfeld-Katzir, Yaniv Assaf (2012).

Learning in the Fast Lane: New Insights into Neuroplasticity, in Neuron Volume 73, Issue 6, Pages 1195-

1203,

Martin SJ, Grimwood PD, Morris RG. (2000). Synaptic plasticity and memory: an evaluation of the hypothesis, in

Annu Rev Neurosci. 2000; 23:649-711.

Pittenger C, Duman RS. (2008) Stress, depression, and neuroplasticity: a convergence of mechanisms, in

Neuropsychopharmacology Jan;33(1):88-109.

Rajji TK, Rogasch NC, Daskalakis ZJ, Fitzgerald PB. (2013). Neuroplasticity-based brain stimulation

interventions in the study and treatment of schizophrenia: a review, in Can J Psychiatry. Feb;58(2):93-8.

Shu-Chen Li, (2008). Brain is also a Dependent Variable: Biocultural Coconstruction of Developmental Plasticity

Across the Life Span, in Research in Human Development, Special issue: Lifespan psychology –

The legacy of Paul Baltes, Volume 5, Issue 2, pp. 80-93

Snowball A, Tachtsidis I, Popescu T, Thompson J, Delazer M, Zamarian L, Zhu T, Cohen Kadosh R., (2013).

Learning in the Fast Lane: New Insights into Neuroplasticity, in Curr Biol. 2013 Jun 3;23(11):987-92.

White EJ, Hutka SA, Williams LJ, Moreno S., (2013). Learning, neural plasticity and sensitive periods:

implications for language acquisition, music training and transfer across the lifespan, in Front Syst Neurosci.

20;7:90.


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