Module Outline

Programme Title MSc Neuropsychology with Cognitive Neuroscience

Module Title Brain, Behaviour, Cognitive Functioning and Emotional Intelligence

Module Code TBA
Academic Year 2021/ 2022
Semester
Module Start April 2022
Date Cohort
Module Level Level 7 Credit Rating 20 - credits module
[10 ECTS credits]
Total study time 40 hours academic direction Hours of 200 hours of
independent equivalent learning of
Learning which:
and time for 40 hours academic
assessments direction, 160 hours
Academic Katsari Marina independent study
Responsibility:

Katsari Marina , PhDc

Module Lecturer:
Emails:
Room:
Office: Panepistimiou 17, 4thfloor
Programme Dr. E. Tsirempolou
Director:
Administrator Aegean Omiros College Administration
contact: Tel.: +30 210 3211228
Administrator e- admin@aegeancollege.gr
mail:
Lecture day & Friday 17.00-20.30
time: Saturday 9.00-15.00
Seminar/tutor TBA
ial day & time:
 1. Welcome
Welcome to Brain, Behaviour, Cognitive Functioning and Emotional Intelligence module. This
module is part of the Neuropsychology with Cognitive Neuroscience post graduate programme, at
Aegean College. This course is part of Aegean College School of Human Sciences in collaboration
with University of Essex The accompanying module handbook can be found on the Aegean College
portal (e-college).

2. Module aims
The key aim of this module is to provide students with depth knowledge of the anatomy and function
of the urogenital system, the neurobiology of sleep and structural elements and functions of the
limbic system. Regarding the anatomy of urogenital system there will be a focus on reproductive
organs, their functions, and pathways of nerves and blood vessels serving these organs. Clinical
examples will be used to highlight the importance of these anatomical structures and their
relationships with central nervous system. The course provides cellular-level understanding of how
sleep deprivation and disorders of excessive sleepiness, insomnia, and sleep-dependent changes in
autonomic control affect brain function. Regarding the limbic system, besides the anatomical parts,
there will be a focus on the effect on the emotional functions but also many higher mental functions,
such as learning and formation of memories. Also, this module will provide students with a broad
knowledge regarding main theoretical and empirical issues associated with cognitive functions.
Cognitive and neural processes that are necessary for cognitive functions such as attention,
language, navigation/visuospatial abilities, executive functions and memory will be explored. A
variety of neuropsychiatric disorders that are associated with impairments and deficits in these
functions will be presented. Finally, the students should deepen and integrate their knowledge on
the location and function of the four lobes of the brain: frontal, parietal, temporal, and occipital
lobes.

3. Learning Outcomes – what you will gain from taking the module:
By the end of the module students should be able to:
1. Demonstrate an awareness of the basic concepts and structural elements and functions
of the limbic system.
2. Demonstrate awareness on the sleep physiology.
3. Demonstrate awareness of how cognitive functions work
4. Demonstrate awareness of the cerebral lobes and their major components.
 5. Demonstrate systematic understanding of the functional components of the right and
left hemispheres and be able to localize the functional areas.

4. Indicative Module Content:

• Overview of Sleep Physiology
• Neurobiology of Sleep
• Circadian Rhythms
• Sleep and Psychiatric Disorders
• Insomnia
• Amygdala
• Hippocampus
• Thalamus
• Hypothalamus
• Basal ganglia
• Cingulate gyrus
• Cerebral Cortex
• Left-Right Hemisphere
• Attention
• Language
• Navigation/visuospatial abilities
• Executive functions
• Memory
• Frontal Lobes
• Prefrontal Cortex
• Occipital Lobe
• Parietal Lobe
• Temporal lobe
• Cerebellum

5. How the module is taught, attendance and the teaching schedule:

5.1 Learning and Teaching Method
A range of activities will be employed with the aim of facilitating critique, creativity and reflexivity.
Activities will include formal lectures and seminar discussions based on case studies and journal
articles.

Workshops based on computer sessions will be held where case studies will be analysed and
students will evaluate and appraise the results provided by the software. Group work is used to
advance the students’ personal transferable skills and encourage towards defined outcomes.
Students will present, justify and evaluate their analysis to their peers and be required to engage
in debate. Lecturer’s notes will be distributed to the students in order to facilitate their study. We
will use the college’s platform extensively on the module. Please make sure you check it regularly
for:

• New Announcements

• New Material.
5.2. Teaching Schedule

WEEK WEEK LECTURE TITLE

NO: COMMENCING

Learning on Behalf of Others: Student

Learning on Behalf of Others: Student Preparation

LECTURE LECTURE 1:
1/4/2022
This lecture is an introductory lecture, providing information regarding brain,
reparation
behaviour and cognitive functioning. Topics to be covered: introduction to the
study of the study of the brain and how cognitive functions affect behavior.

Intended Learning Outcomes:

Knowledge of basic concepts regarding brain and cognitive functioning.

Seminar activities
A PowerPoint presentation will be used, offering an overview of the key issues.
Mini exercises will be offered in order to take in all the information delineated
during the lecture.

Independent extension of learning

Darby D., Walsh K., (2007) Νευροψυχολογία, Επιμέλεια, ελληνικής έκδοσης: Ν.

Καλφάκης, Κ. Πόταγας, Εκδόσεις Παρισιάνου,

Kolb B., Whishaw I.Q.,(2009.) Εγκέφαλος και Συμπεριφορά, Τόμος Ι και ΙΙ,.Γενική
επιμέλεια και συντονισμός έκδοσης: Α. Καστελλάκης & Γ. Παναγής, Εκδόσεις
Πασχαλίδη

LECTURE LECTURE 2:
2/4/2022
This lecture focuses on the function of the limbic system. The structures
involved in the limbic system will be presented as well as the importance of
thalamus in cognitive functioning.

Intended Learning Outcomes:

Knowledge regarding the function of the limbic system.

Seminar activities
A PowerPoint presentation will be used, offering an overview of the key issues.
Case studies with the use of Power Point.
 Independent extension of learning
Darby D., Walsh K.,(2007) Νευροψυχολογία, , ελληνικής έκδοσης: Ν. Καλφάκης,
Κ. Πόταγας, Εκδόσεις Παρισιάνου.Kolb B., Whishaw I.Q., (2009)Εγκέφαλος και
Συμπεριφορά, Τόμος Ι και ΙΙ, Γενική επιμέλεια και συντονισμός έκδοσης: Α.
Καστελλάκης & Γ. Παναγής, Εκδόσεις Πασχαλίδη.

Kolb B., Whishaw I.Q.,(2009.) Εγκέφαλος και Συμπεριφορά, Τόμος Ι και ΙΙ,.Γενική
επιμέλεια και συντονισμός έκδοσης: Α. Καστελλάκης & Γ. Παναγής, Εκδόσεις
Πασχαλίδη

Kolb B., Whishaw I.Q., (2009) Fundamentals of human neuropsychology, Worth

Publishers.

Petrides, M. (2005). Lateral prefrontal cortex: architectonic and functional

organization. Philosophical Transactions of the Royal Society B: Biological
Sciences, 360(1456), 781- 795.

Petrides, M., & Pandya, D. N. (2009). Distinct parietal and temporal pathways to
the homologues of Broca's area in the monkey. PLoS biology, 7(8), e1000170.
LECTURE LECTURE 3:
15/4/2022
This lecture examines the frontal lobes in depth. The anatomy of the frontal
lobe will be discussed followed by a delineation regarding its contribution in
cognitive functioning.

Intended Learning Outcomes

Knowledge regarding the anatomy of the frontal lobes.

Seminar activities
A PowerPoint presentation will be used, offering an overview of the key issues.
Mini exercises in the form of quiz and multiple choice will be offered.

Independent extension of learning

Darby D., Walsh

Kolb K., (2007)
B., Whishaw Νευροψυχολογία,
I.Q., Επιμέλεια,
Fundamentals of ελληνικής έκδοσης:Worth
human neuropsychology, Ν.
Καλφάκης,
Publishers,Κ.2009
Πόταγας, Εκδόσεις Παρισιάνου.

Kolb B., Whishaw I.Q., (2009)Εγκέφαλος και Συμπεριφορά, Τόμος Ι και ΙΙ, Γενική
επιμέλεια και συντονισμός έκδοσης: Α. Καστελλάκης & Γ. Παναγής, Εκδόσεις
Πασχαλίδη.

Kolb B., Whishaw I.Q., Fundamentals of human neuropsychology, Worth

Publishers, 2009
LECTURE LECTURE 4:
6/5/2022
This lecture focuses on basal ganglia functioning , and related disorders

Intended Learning Outcomes

Knowledge regarding the anatomy and function of basal ganglia, and related
disorders

Seminar activities
A PowerPoint presentation will provide students with key insights. Case studies
will be provided.

Darby D., Walsh K.,(2007) Νευροψυχολογία, Επιμέλεια, ελληνικής έκδοσης: Ν.

Καλφάκης, Κ. Πόταγας, Εκδόσεις Παρισιάνο

Kolb B., Whishaw I.Q.,(2009) Εγκέφαλος και Συμπεριφορά, Τόμος Ι και ΙΙ, Γενική
επιμέλεια και συντονισμός έκδοσης: Α. Καστελλάκης & Γ. Παναγής, Εκδόσεις
ΠασχαλίδηKolb B., Whishaw I.Q., Fundamentals of human neuropsychology,
Worth Publishers, 2009

Kolb B., Whishaw I.Q., (2009) Fundamentals of human neuropsychology, Worth

Publishers.

Hollerman, J. R., & Schultz, W. (1998). Dopamine neurons report an error in the
temporal prediction of reward during learning. Nature neuroscience, 1(4), 304-
309.

Jog, M. S., Kubota, Y., Connolly, C. I., Hillegaart, V., & Graybiel, A. M. (1999).
Building neural representations of habits. Science, 286(5445), 1745-1749.
LECTURE LECTURE 5:
7/5/2022
This lecture focuses on main disorders of cognitive functioning (e.g. neglect,
amnesia, aphasia, etc.)

Intended Learning Outcomes

Knowledge of cognitive disorders.

Seminar activities
A PowerPoint presentation will provide students with key insights. Case studies
will be provided.

Independent extension of learning

Darby D., Walsh K., (2007) Νευροψυχολογία, Επιμέλεια, ελληνικής έκδοσης: Ν.

Καλφάκης, Κ. Πόταγας, Εκδόσεις Παρισιάνου,
Kolb B., Whishaw I.Q. , (2009), Εγκέφαλος και Συμπεριφορά, Τόμος Ι και ΙΙ, Γενική
επιμέλεια και συντονισμός έκδοσης: Α. Καστελλάκης & Γ. Παναγής, Εκδόσεις
Πασχαλίδη.
Kolb B., Whishaw I.Q., (2009) Fundamentals of human neuropsychology, Worth
Publishers.

LECTURE LECTURE 6:
13/5/2022
This lecture focuses on the neuropsychology of sleep.

Intended Learning Outcomes

Knowledge regarding REM and non-REM sleep and how these are associated
with cognitive functioning.

Seminar activities
A PowerPoint presentation will be used, offering an overview of the key issues.

Independent extension of learning

Darby D., Walsh K., (2007)Νευροψυχολογία, Επιμέλεια, ελληνικής έκδοσης: Ν.

Καλφάκης, Κ. Πόταγας, Εκδόσεις Παρισιάνου,

Kolb B., Whishaw I.Q., (2009) Εγκέφαλος και Συμπεριφορά, Τόμος Ι και ΙΙ, Γενική
επιμέλεια και συντονισμός έκδοσης: Α. Καστελλάκης & Γ. Παναγής, Εκδόσεις
Πασχαλίδη,

Kolb B., Whishaw I.Q., (2009) Fundamentals of human neuropsychology, Worth

Publishers,

Cluydts, R., & Verstraeten, E. (2002). The neuropsychology of sleep disorders.

In Biological psychiatry (pp. 1275-1284). Wiley.
 6. Assessments
5.1 Schedule

Assessment Word
Title and Brief count/ Hrs Weigh Submission Submission Feedbac How feedback
Description where t deadline method k date is provided
applicable

Coursework
(written Grademark
3.000 words 70% 03/06/2022 Turnitin 27/07/2022 electronic
assignment)
feedback

Poster 30% 03/06/2022

Presentation Grademark
Turnitin 27/07/2022 electronic
feedback

ASSIGNMENT TITLE - Coursework

You are required to present the basic structures of limbic system in relation to memory function.
Suggested structure:

1. Introduction (¬300 words)

Introduce the main topics that you will analyse in the main body.

2. Main (¬ 2,400 words)

Analyze the topics introduced and describe relevant research. Specifically,

• Present the basic structures of limbic system.

• Introduce the basic memory processes

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 • Analyse how the overall system defines memory function
• Describe relevant research showing the relation between the limbic system and memory function

3. Conclusion (¬ 300 words)

Summarize the main topics and come up to a conclusion demonstrating critical thinking.

4. References

Include all the bibliography mentioned in the essay using the APA referencing system.

ASSIGNMENT TITLE - POSTER PRESENTATION

You are required to briefly introduce the basic differences between REM and non-REM sleep and finally explain the proposed link between the two with cognitive function.
Suggested structure:

• Present REM sleep

• Present non-REM sleep
• Present the main differences between REM and non-REM sleep
• Describe the link among the two types of sleep with cognitive functioning.
Conclusion (¬ 300 words)
Summarize the main topics and come up to a conclusion demonstrating critical thinking.

References

Include all the bibliography mentioned in the essay using the APA referencing system.

In completingyour assessment:

• You should use appropriate bibliography to illustrate your answer.

• It is suggested that you give consideration to presenting sufficient authoritative sources to support your Essay

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 6.1 Submission Guidelines

All work should be submitted on Turnitin by the appropriate deadlines, including an official cover sheet (see E-College).
For more information and guidance please refer to the relevant section on Blackboard (Submitting Work to Turnitin). If you are not sure what, where and when to submit
to Turnitin, for training on using Turnitin or if you accidentally submit the wrong file or to the wrong Turnitin Assignment, please contact admin@aegeancollege.gr

6.2 General Guidance

For all written work, standard academic presentationsrequired, but please note that:

• Full referencing using the APA system which includes a single alphabetical order bibliography and journal articles containing all sources used for each piece
of work is required.
• All submitted work must use the Times New Roman font, regular style and font size12.
• Work in more than the word limit will not be marked.

Special Arrangements for Assessments

There are provisions for special arrangements covering assessments. Please contact Student Support for details and advise the module tutor of agreed arrangements.

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Bibliography
Essential Reading

Catani, M., Dell’Acqua, F., & De Schotten, M. T. (2013). A revised limbic system model for memory, emotion and behaviour. Neuroscience & Biobehavioral Reviews, 37(8),
1724-1737.

Chokroverty, S., & Ferini-Strambi, L. (Eds.). (2017). Oxford textbook of sleep disorders. Oxford University Press.

McLachlan, R. S. (2009). A brief review of the anatomy and physiology of the limbic system. Canadian Journal of Neurological Sciences, 36.
Kandel, E. R., Schwartz, J. H., Jessell, T. M., Siegelbaum, S. A., Hudspeth, A. J. (2013). Principles of Neural Science (6th ed.). McGraw Hill Medical.

Kalat, J. W. (2001). Βιολογική Ψυχολογία Τόμος Α’, 5η Έκδοση, Αθήνα: Εκδόσεις Έλλην

Recommended Reading

English Bibliography

Berlucchi, G., & Marzi, C. A. (2019). Neuropsychology of Consciousness: Some History and a Few New Trends. Frontiers in psychology, 10, 50.

Calabrò, R. S., Cacciola, A., Bruschetta, D., Milardi, D., Quattrini, F., Sciarrone, F., la Rosa, G., Bramanti, P., & Anastasi, G. (2019). Neuroanatomy and function of human
sexual behavior: A neglected or unknown issue? Brain and behavior, 9(12), e01389.

Catani, M., Dell'acqua, F., & Thiebaut de Schotten, M. (2013). A revised limbic system model for memory, emotion and behaviour. Neuroscience and biobehavioral
reviews, 37(8), 1724–1737.

Chiang, T., Messing, R. O., & Chou, W. H. (2011). Mouse model of middle cerebral artery occlusion. Journal of visualized experiments: JoVE, (48), 2761.

Ghoneim, A., Pollard, C., Greene, J., & Jampana, R. (2018). Balint syndrome (chronic visual-spatial disorder) presenting without known cause. Radiology case reports, 13(6),
1242–1245.

Javed, K., Reddy, V., M Das, J., & Wroten, M. (2020). Neuroanatomy, Wernicke Area. In StatPearls. StatPearls Publishing.

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Hobson, J. A., Stickgold, R., & Pace-Schott, E. F. (1998). The neuropsychology of REM sleep dreaming. Neuroreport, 9(3), R1–R14.

McLachlan R. S. (2009). A brief review of the anatomy and physiology of the limbic system. The Canadian journal of neurological sciences. Le journal canadien des sciences
neurologiques, 36 Suppl 2, S84–S87.

Pirau, L., & Lui, F. (2020). Frontal Lobe Syndrome. In StatPearls. StatPearls Publishing.

Rolls E. T. (2015). Limbic systems for emotion and for memory, but no single limbic system. Cortex; a journal devoted to the study of the nervous system and behavior, 62,
119–157.

Rolls E. T. (2019). The cingulate cortex and limbic systems for action, emotion, and memory. Handbook of clinical neurology, 166, 23–37.

Scullin, M. K., & Bliwise, D. L. (2015). Sleep, cognition, and normal aging: integrating a half century of multidisciplinary research. Perspectives on psychological science: a
journal of the Association for Psychological Science, 10(1), 97–137.

Stiles, J., & Jernigan, T. L. (2010). The basics of brain development. Neuropsychology review, 20(4), 327–348.

Vogt B. A. (2019). Cingulate cortex in the three limbic subsystems. Handbook of clinical neurology, 166, 39–51.

Journals
Brain and Cognition
Journal of Neuropsychology
Cognition

List of courses in which the module is offered / to be offered, and module status - core, compulsory, optional)
This is a core module offered to students of MSc Neuropsychology with Cognitive Neuroscience

Other Information

Note: Resources are reviewed on an annual basis.

13
 MARKING CRITERIA: Coursework

Grade 0-39% Fail 40-49% Fail 50-59% Pass 60-69% Merit 70-100% Distinction

Focus of Some sense of focus Some sense of focus and Key questions Key questions clearly Good questioning with clear

assignment/ but not articulated partial articulation in key acknowledged and stated and sound expression of relationship

in key questions. No questions. Little reflection on relationship reflection on between questions and
project for
reflection on reflection on relationship between questions and relationship of process of study. Good
assessment
relationship of key between questions and study. Some awareness of questions to process of range of issues identified and

questions to study study and limited the issues involved and study. Issues well distinctive approach to

and little awareness awareness of issues discernible relationship covered and dealing with them.

of issues involved. involved. Limited between objectives of the conclusions should be Conclusions clearly related to

No sense of relationship between key study, i.e. questions to be informative in relation objectives of the assignment

direction and no questions and answered and conclusions. to objectives of and expressing a degree of

conclusions. conclusions. assignment. originality.

Clarity of Embryonic sense of Sense of argument but Arguments reasonably Arguments reasonably Well-argued throughout.

Reasoning argument but poorly conclusions do not expressed. Most expressed. Conclusions Clear and logically expressed.

and Style expressed lines of always follow from conclusions follow from follow from premises. Reader is comfortably taken

14
thought. Some premises. Lines of premises. Lines of thought Lines of thought clearly through the work easily

connections thought discernible but clearly discernible and discernible and well- apprehending the general

between succeeding weak. Some sense of reasonable connection reasoned connection line of the argument.

sections. connection between between sections and sub- between sections and Excellently organised

sections and sub- sections. Organised sub-sections. Well submission.

sections. submission. organised submission.

11

15
Grade 0-39% Fail 40-49% Fail 50-59% Pass 60-69% Merit 70-100% Distinction

Literature Some reading but Evidence of adequate Sound reading. Some Good reading - well Excellent range of well
Review/Use weak selection and reading but limited critical critical presentation and selected from key texts. selected reading. Good

of Literature uncritically presentation. Little recognition of the issues Critical analysis of critical analysis of text

presented. recognition of issues implicit in the literature. literature and good including original and

apparent in reading. exposition of issues perceptive observations.

implicit in literature. Issues implicit in the

literature made explicit

and integral to the

argument.

Organisation Organisation is weak Organisation is just Organisation is clearly Organisation fully Organisation is excellent
and and study route is sufficient to support the sufficient to support the supports the study. All and both supports the
Presentation unclear. Supporting study. Mot supporting study. All supporting supporting materials are study and the argument.

material is not fully material is represented in material is presented and well selected, ordered All supporting materials

available and appendices and the referencing is sound and presented. The are well presented and in

referencing is weak. referencing is adequate. as is the bibliography. referencing is accurate to good order. The

Bibliography very Bibliography is limited. Spelling and grammatical a high degree. referencing is accurate to a

united. construction should be Bibliography is good. high degree and the

accurate. bibliography is impressive.

16
 MARKING CRITERIA: Poster Presentation

Grade 0-39% Fail 40-49% Fail 50-59% Pass 60-69% Merit 70-100% Distinction

Focus of Some sense of focus Some sense of focus and Key questions Key questions clearly Good questioning with clear

assignment/ but not articulated partial articulation in key acknowledged and stated and sound expression of relationship

in key questions. No questions. Little reflection on relationship reflection on between questions and
project for
reflection on reflection on relationship between questions and relationship of process of study. Good
assessment
relationship of key between questions and study. Some awareness of questions to process of range of issues identified and

questions to study study and limited the issues involved and study. Issues well distinctive approach to

and little awareness awareness of issues discernible relationship covered and dealing with them.

of issues involved. involved. Limited between objectives of the conclusions should be Conclusions clearly related to

No sense of relationship between key study, i.e. questions to be informative in relation objectives of the assignment

direction and no questions and answered and conclusions. to objectives of and expressing a degree of

conclusions. conclusions. assignment. originality.

Clarity of Embryonic sense of Sense of argument but Arguments reasonably Arguments reasonably Well-argued throughout.

Reasoning argument but poorly conclusions do not expressed. Most expressed. Conclusions Clear and logically expressed.

and Style expressed lines of always follow from conclusions follow from follow from premises. Reader is comfortably taken

thought. Some premises. Lines of premises. Lines of thought Lines of thought clearly through the work easily

17
connections thought discernible but clearly discernible and discernible and well- apprehending the general

between succeeding weak. Some sense of reasonable connection reasoned connection line of the argument.

sections. connection between between sections and sub- between sections and Excellently organised

sections and sub- sections. Organised sub-sections. Well submission.

sections. submission. organised submission.

18
Grade 0-39% Fail 40-49% Fail 50-59% Pass 60-69% Merit 70-100% Distinction

Literature Some reading but Evidence of adequate Sound reading. Some Good reading - well Excellent range of well
Review/Use weak selection and reading but limited critical critical presentation and selected from key texts. selected reading. Good

of Literature uncritically presentation. Little recognition of the issues Critical analysis of critical analysis of text

presented. recognition of issues implicit in the literature. literature and good including original and

apparent in reading. exposition of issues perceptive observations.

implicit in literature. Issues implicit in the

literature made explicit

and integral to the

argument.

Organisation Organisation is weak Organization is just Organisation is clearly Organisation fully Organisation is excellent
and and study route is sufficient to support the sufficient to support the supports the study. All and both supports the

Presentation unclear. Supporting study. Mot supporting study. All supporting supporting materials are study and the argument.

material is not fully material is represented in material is presented and well selected, ordered All supporting materials

available and appendices and the referencing is sound and presented. The are well presented and in

referencing is weak. referencing is adequate. as is the bibliography. referencing is accurate to good order. The

Bibliography very Bibliography is limited. Spelling and grammatical a high degree. referencing is accurate to a

united. construction should be Bibliography is good. high degree and the

accurate. bibliography is impressive.

19
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