General Information
This subject provides an introduction to neuropsychological research, with focus on several clinical disorders. It provides an overview of neuropsychology's contribution to the understanding of human behaviour, with an emphasis on the scientific approach to neuropsychology.
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Details
Academic unit: Faculty of Society & Design Subject code: PSYC13-408 Subject title: Neuropsychology Subject level: Undergraduate Semester/Year: September 2022 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Lecture: x12 (Total hours: 24) - Weekly Lecture
- Tutorial: x12 (Total hours: 12) - Weekly Tutorial
- Personal Study Hours: x12 (Total hours: 84) - Recommended Study Hours
Attendance and learning activities: -
Resources
Prescribed resources: Books
- Kolb, B. & Whishaw, I.Q. (2021). Fundamentals of Human Neuropsychology. 8th Ed., New York Worth Publishers
iLearn@Bond & Email: iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Society & Design |
|---|---|
| Subject code: | PSYC13-408 |
| Subject title: | Neuropsychology |
| Subject level: | Undergraduate |
| Semester/Year: | September 2022 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: |
| Prescribed resources: | Books
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
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| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Demonstrate understanding of major concepts and historical trends in neuropsychology.
- Demonstrate comprehension and application of a broad and coherent body of knowledge of neuropsychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate interpersonal communication skills suitable for a professional audience.
- Explain how basic neuropsychological, pharmacological and other interventions can be applied across a range of contexts including consideration of cultural responsiveness, including with Aboriginal and Torres Strait Islander cultures.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Research Report Research Report from 1800 to 2000 words With formative feedback prior to submission. 60.00% Week 10 1,2,3,4 Student Engagement Participation 5.00% Week 12 1 Presentation Student Presentations (scheduled from Week 3 to Week 12) 35.00% In Consultation 1,2,3,4 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Research Report | Research Report from 1800 to 2000 words With formative feedback prior to submission. | 60.00% | Week 10 | 1,2,3,4 |
| Student Engagement | Participation | 5.00% | Week 12 | 1 |
| Presentation | Student Presentations (scheduled from Week 3 to Week 12) | 35.00% | In Consultation | 1,2,3,4 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A student who has not established a basis for an extension in compliance with University and Faculty policy either by 1) not applying before the assessment due date or 2) by having an application rejected due to failure to show a justifiable cause for an extension, will receive a penalty on assessment submitted after its due date. The penalty will be 10% of marks awarded to that assessment for every day late, with the first day counted after the required submission time has passed. No assessment will be accepted for consideration seven calendar days after the due date. Where a student has been granted an extension, the late penalty starts from the new due date and time set out in the extension.
Academic Integrity
University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Bond University utilises Originality Reporting software to inform academic integrity.Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
Accessibility and Inclusion Support
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
Additional subject information
This subject contains content that some students may find distressing, disturbing or culturally challenging. Students with concerns about the content of any subject are encouraged to discuss this with their teacher and consider how best to prepare themselves to study challenging material in a way that is appropriate for them.
Subject curriculum
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Introduction: brain anatomy and function.
Introduction to clinical disorders, brain anatomy and physiology.
SLOs included
- Demonstrate understanding of major concepts and historical trends in neuropsychology.
- Demonstrate comprehension and application of a broad and coherent body of knowledge of neuropsychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate interpersonal communication skills suitable for a professional audience.
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Movement disorders, Traumatic brain injury and Parkinson’s disease
Introduction to movement disorders, and discussion on Traumatic brain injury and Parkinson’s disease.
SLOs included
- Demonstrate comprehension and application of a broad and coherent body of knowledge of neuropsychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
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Memory and Alzheimer’s disease
Introduction to memory function and memory decline in Alzheimer's disease.
SLOs included
- Demonstrate comprehension and application of a broad and coherent body of knowledge of neuropsychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Explain how basic neuropsychological, pharmacological and other interventions can be applied across a range of contexts including consideration of cultural responsiveness, including with Aboriginal and Torres Strait Islander cultures.
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Trauma and Posttraumatic stress disorder (PTSD)
Provide an understanding of different kinds of trauma.
SLOs included
- Demonstrate understanding of major concepts and historical trends in neuropsychology.
- Demonstrate comprehension and application of a broad and coherent body of knowledge of neuropsychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Explain how basic neuropsychological, pharmacological and other interventions can be applied across a range of contexts including consideration of cultural responsiveness, including with Aboriginal and Torres Strait Islander cultures.
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Substance use disorders & personality disorders
Alcohol and drug abuse and relation to personality disorders.
SLOs included
- Demonstrate comprehension and application of a broad and coherent body of knowledge of neuropsychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Explain how basic neuropsychological, pharmacological and other interventions can be applied across a range of contexts including consideration of cultural responsiveness, including with Aboriginal and Torres Strait Islander cultures.
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Psychotic disorders: Schizophrenia
Causes of psychotic disorders.
SLOs included
- Demonstrate comprehension and application of a broad and coherent body of knowledge of neuropsychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
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Sleep function and dysfunction
why do we sleep? and what happen when we have sleep problems?
SLOs included
- Demonstrate understanding of major concepts and historical trends in neuropsychology.
- Demonstrate comprehension and application of a broad and coherent body of knowledge of neuropsychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
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Mood disorders and depression
Why some develop mood disorder and depression?
SLOs included
- Demonstrate understanding of major concepts and historical trends in neuropsychology.
- Demonstrate comprehension and application of a broad and coherent body of knowledge of neuropsychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Explain how basic neuropsychological, pharmacological and other interventions can be applied across a range of contexts including consideration of cultural responsiveness, including with Aboriginal and Torres Strait Islander cultures.
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Pharmacological interventions
Introduction to how Pharmacological interventions work for different clinical disorders.
SLOs included
- Demonstrate comprehension and application of a broad and coherent body of knowledge of neuropsychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate interpersonal communication skills suitable for a professional audience.
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An alternative to Pharmacology: Deep Brain Stimulation & Transcranial Magnetic Stimulation
the use of Deep Brain Stimulation and Transcranial Magnetic Stimulation for clinical treatment.
SLOs included
- Demonstrate comprehension and application of a broad and coherent body of knowledge of neuropsychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate interpersonal communication skills suitable for a professional audience.
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Cognitive behavioural therapy (CBT)
How does CBT work? is it effective? and why?
SLOs included
- Demonstrate comprehension and application of a broad and coherent body of knowledge of neuropsychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate interpersonal communication skills suitable for a professional audience.
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Other Behavioural interventions and considerations for clinical practice
Discussing other commonly used behavioural interventions.
SLOs included
- Demonstrate understanding of major concepts and historical trends in neuropsychology.
- Demonstrate comprehension and application of a broad and coherent body of knowledge of neuropsychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate interpersonal communication skills suitable for a professional audience.
- Explain how basic neuropsychological, pharmacological and other interventions can be applied across a range of contexts including consideration of cultural responsiveness, including with Aboriginal and Torres Strait Islander cultures.