|Learning Period:||Language of Instruction:||Total Hours:|
|Learning Outcomes of the Curricular Unit:|
|i) Acquire knowledge of the general anatomy of the central nervous system and the functions of its main subsystems;|
ii) Be able to understand the relationship between brain, mental functions and behavior;
iii) Identify any deficits in perception, learning, attention, memory and language;
iv) Apply the acquired knowledge to the analysis of practical cases
v) To know the different theoretical models, the paradigmatic situations of brain injury, applying them throughout the intervention processes in Neuropsychology.
|I. Background historical and epistemological |
1.1. The mind-body relationship: historical review
1.2. contemporary neuropsychology
1.3. General organization of brain anatomy
II. Neuropsychology of language and recognition
2.1. Aphasia and dysphasia
2.2. Disorders of Reading and Writing / Alexias and rants
2.3. Impaired calculation / Acalculias
2.4. Recognition impairment / Agnosias
III. Memory disorders, and action and psychomotor and
3.1. Prefrontal cortex and cingulate: a mnesic activity
3.2. mnesic syndromes
3.4. Summary on the Evaluation of Psychomotor Disorders
IV. Neurogenetic disorders and rehabilitation
4.2. Scales and Assessment Protocols
4.2.1. Perspectives of Neuropsychological Rehabilitation
4.2.2. The role of the Psychologist
|Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:|
|Objectives a) and b) most associated with the first two units and objectives c) and d) mainly related to the last two units.|
Unit 1 - The contents emphasize the acquisition of knowledge about the development and the organization of the central nervous system, and the damage caused by brain injury;
Unit 2 - Acquisition of knowledge about the functions of the damage by brain injury on Language,Writing and Reading;
Unit 3 - Acquisition of knowledge about impaired ability to recognize visual and auditory stimuli, by brain injury;
Unit 4 - Acquisition of knowledge about impairment of action and movement, by brain injury; Deepening knowledge of neuropsychological assessment and rehabilitation.
|Teaching Methodologies (Including Evaluation):|
|Two Written test (50%) each|
Teaching methodology will include theoretical lecturing, research, reading and discussion of specific references, as well as thematic debating and critical reflection.
|Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:|
|Unit 1 – Theoretical presentation about the central nervous system development and structure: Overview of the central nervous system: spinal level, mielencefálico, metencefálico, mesencephalic, diencefálico, telencephalic; cerebral asymmetry. Unit 2 - Theoretical content to characterize the neuropsychology of language: the particular involvement of specific areas of the left hemisphere in the different linguistic aspects; Aphasia: Broca, Wernicke, Global, Anomie and Deafness Verbal Pure Alexia: Pure and Agraphia, Dyslexia and Disortografia; Brain areas involved; Unit 3 - Disorders of recognition: Agnosia for Visual Objects, Apperception and association; Prosopagnosia; Hearing agnosia; Somatosensory Agnosia Different brain areas involved; Evaluation of recognition capabilities; Unit 4 - Disorders of the action and motor behavior Neurogenetic Disorders; Memory Disorders; Frontal Functions. Evaluation and Rehabilitation in Neuropsychology: Scales and assessment protocols; Neuropsychological Rehabilitation: Psychotherapy, cognitive rehabilitation, social skills training.|
|Bigler, E. (2019). Neuroimaging and neuropsychology. Phisician's Field Guide to N, 421-434. |
Borroni, B. et al. (2015). Italian frontotemporal dementia...Neurological Sciences 36(5), 751-757. (B-ON)
Ellis, A. & Young, A.W. (2017). Human Cognitive Neuropsychology. Hillsdale: LEA. (Biblioteca BFP 616.8)
Emilio, V. et al. (2016). Neuropsychology of frontal lobe epilepsy in children and adults: Systematic review and meta-analysis. Epilepsy & Behavior.
Haase, V. et al. (2016). Como a neuropsicologia pode contribuir para a (...) e/ou autismo? Pedagogia em Acção.
Hillis, A. (2013). The handbook of adult language disorders: integrating cognitive neuropsychology, neurology, and rehabilitation. London: Psychology Press (Biblioteca BRR 616.8)
Nunes, L. et al. (2019). Dicionário Enciclopédico comportamento e saúde mental. Lisboa: Pactor (Biblioteca BFP 616.89)
Rizzo, M., & Eslinger, P. (2004). Principles and Practice of Behavioral ... Philadelphia : Saunders.
|Lecturer (* Responsible):|
|Carina Fernandes (email@example.com)|