1. Introduction to Cognitive Neuroscience Iiro P. Jääskeläinen, Ph.D. Brain and Mind Laboratory Department of Biomedical Engineering and Computational Science Aalto University School of Science

2. What is cognitive neuroscience?

3. A relatively new discipline of science

4. What is cognitive neuroscience? A relatively new discipline of science Addresses the question of how ~1.4 kilograms of brain tissue make it possible for humans to perceive, think, feel, pursue goals, and move about

5. What is cognitive neuroscience? A relatively new discipline of science Addresses the question of how ~1.4 kilograms of brain tissue make it possible for humans to perceive, think, feel, pursue goals, and move about Methodological advances (non-invasive brain research methods, including suitable data-analysis algorithms) together with theoretical framework(s) constitute the key to progress in cognitive neuroscience

6. From early attempts to present

9. Why study cognitive neuroscience?

10. Cognitive neuroscience is an exciting area of basic research

11. Why study cognitive neuroscience? Cognitive neuroscience is an exciting area of basic research Application areas of cognitive neuroscience include:

12. Why study cognitive neuroscience? Cognitive neuroscience is an exciting area of basic research Application areas of cognitive neuroscience include: –Provides more refined theoretical and experimental basis for clinical research (e.g., demantias, neuropsychiatric disorders)

13. Why study cognitive neuroscience? Cognitive neuroscience is an exciting area of basic research Application areas of cognitive neuroscience include: –Provides more refined theoretical and experimental basis for clinical research (e.g., demantias, neuropsychiatric disorders) –Algorithms for artificial intelligence/robotics etc.

14. Why study cognitive neuroscience? Cognitive neuroscience is an exciting area of basic research Application areas of cognitive neuroscience include: –Provides more refined theoretical and experimental basis for clinical research (e.g., demantias, neuropsychiatric disorders) –Algorithms for artificial intelligence/robotics etc. –Helps develop/refine man-machine interfaces

15. The learning goals of this course

16. An overview of cognitive neuroscience (this course replaces “Cognitive Neuroscience I”)

17. The learning goals of this course An overview of cognitive neuroscience (this course replaces “Cognitive Neuroscience I”) Learning of the most central concepts of cognitive neuroscience

18. The learning goals of this course An overview of cognitive neuroscience (this course replaces “Cognitive Neuroscience I”) Learning of the most central concepts of cognitive neuroscience Getting a solid knowledge basis for further learning

19. The learning goals of this course An overview of cognitive neuroscience (this course replaces “Cognitive Neuroscience I”) Learning of the most central concepts of cognitive neuroscience Getting a solid knowledge basis for further learning Additionally, one of the following two options

20. The learning goals of this course An overview of cognitive neuroscience (this course replaces “Cognitive Neuroscience I”) Learning of the most central concepts of cognitive neuroscience Getting a solid knowledge basis for further learning Additionally, one of the following two options –Learning to work in pairs to prepare and give concise oral presentations on a selected topic (only 20 students can be chosen for this per year)

21. The learning goals of this course An overview of cognitive neuroscience (this course replaces “Cognitive Neuroscience I”) Learning of the most central concepts of cognitive neuroscience Getting a solid knowledge basis for further learning Additionally, one of the following two options –Learning to work in pairs to prepare and give concise oral presentations on a selected topic (only 20 students can be chosen for this per year) –Writing a ~10-page essay on one of the topics in the course book based on additional materials

22. Course requirements (option I)

23. Reading the textbook “Introduction to Cognitive Neuroscience” (exam is based on this book)

24. Course requirements (option I) Reading the textbook “Introduction to Cognitive Neuroscience” (exam is based on this book) Preparing in pairs two concise 15 min presentations on selected topics of cognitive neuroscience (covered in the book)

25. Course requirements (option I) Reading the textbook “Introduction to Cognitive Neuroscience” (exam is based on this book) Preparing in pairs two concise 15 min presentations on selected topics of cognitive neuroscience (covered in the book) Each student will present once and also help the other student of the pair to prepare his/her presentation (additional materials and help from me)

26. Course requirements (option I) Reading the textbook “Introduction to Cognitive Neuroscience” (exam is based on this book) Preparing in pairs two concise 15 min presentations on selected topics of cognitive neuroscience (covered in the book) Each student will present once and also help the other student of the pair to prepare his/her presentation (additional materials and help from me) Grading partly based on quality of presentations

27. Course requirements (option I) Reading the textbook “Introduction to Cognitive Neuroscience” (exam is based on this book) Preparing in pairs two concise 15 min presentations on selected topics of cognitive neuroscience (covered in the book) Each student will present once and also help the other student of the pair to prepare his/her presentation (additional materials and help from me) Grading partly based on quality of presentations Rationale: learning by preparing the presentations (active / problem-based learning), teamwork, getting practice on oral presentations

28. Challenges in preparing a 15- min presentation

29. 15 min is very short, the most common mistake is to load too much into the presentation

30. Challenges in preparing a 15- min presentation 15 min is very short, the most common mistake is to load too much into the presentation –10-12 slides max

31. Challenges in preparing a 15- min presentation 15 min is very short, the most common mistake is to load too much into the presentation –10-12 slides max –Put yourself into the shoes of the listeners: imagine yourself explaining as clearly as possible, in an introductory manner, the topic to your friend

32. Challenges in preparing a 15- min presentation 15 min is very short, the most common mistake is to load too much into the presentation –10-12 slides max –Put yourself into the shoes of the listeners: imagine yourself explaining as clearly as possible, in an introductory manner, the topic to your friend –Start from general and move to particulars

33. Challenges in preparing a 15- min presentation 15 min is very short, the most common mistake is to load too much into the presentation –10-12 slides max –Put yourself into the shoes of the listeners: imagine yourself explaining as clearly as possible, in an introductory manner, the topic to your friend –Start from general and move to particulars –Practice at least once with your student pair who gives feedback

34. Challenges in preparing a 15- min presentation 15 min is very short, the most common mistake is to load too much into the presentation –10-12 slides max –Put yourself into the shoes of the listeners: imagine yourself explaining as clearly as possible, in an introductory manner, the topic to your friend –Start from general and move to particulars –Practice at least once with your student pair who gives feedback –Time the presentation so you know what you will say during each slide and how long it takes

35. Challenges in preparing a 15- min presentation 15 min is very short, the most common mistake is to load too much into the presentation –10-12 slides max –Put yourself into the shoes of the listeners: imagine yourself explaining as clearly as possible, in an introductory manner, the topic to your friend –Start from general and move to particulars –Practice at least once with your student pair who gives feedback –Time the presentation so you know what you will say during each slide and how long it takes –Friendly environment: no one will be critical-hostile about your presentation on this course

36. Timetable of the course (option I)

37. Today: brief introduction to course materials, topics etc., selection of presentation topics

38. Timetable of the course (option I) Today: brief introduction to course materials, topics etc., selection of presentation topics Two weeks from now: the first presentations and discussion

39. Timetable of the course (option I) Today: brief introduction to course materials, topics etc., selection of presentation topics Two weeks from now: the first presentations and discussion Three weeks from now: more presentations

40. Timetable of the course (option I) Today: brief introduction to course materials, topics etc., selection of presentation topics Two weeks from now: the first presentations and discussion Three weeks from now: more presentations Four weeks from now: the last presentations

41. Course requirements (option II)

42. Reading the textbook “Introduction to Cognitive Neuroscience” (exam is based on this book)

43. Course requirements (option II) Reading the textbook “Introduction to Cognitive Neuroscience” (exam is based on this book) Writing a 10-page essay (including references, font 12) on selected topic of cognitive neuroscience (covered in the book)

44. Course requirements (option II) Reading the textbook “Introduction to Cognitive Neuroscience” (exam is based on this book) Writing a 10-page essay (including references, font 12) on selected topic of cognitive neuroscience (covered in the book) Grading based on the arithmetic average of the grading of the essay and the book exam

45. Course requirements (option II) Reading the textbook “Introduction to Cognitive Neuroscience” (exam is based on this book) Writing a 10-page essay (including references, font 12) on selected topic of cognitive neuroscience (covered in the book) Grading based on the arithmetic average of the grading of the essay and the book exam Rationale: learning by preparing the essay (active / problem-based learning)

46. Course requirements (option II) Reading the textbook “Introduction to Cognitive Neuroscience” (exam is based on this book) Writing a 10-page essay (including references, font 12) on selected topic of cognitive neuroscience (covered in the book) Grading based on the arithmetic average of the grading of the essay and the book exam Rationale: learning by preparing the essay (active / problem-based learning) Due to time limitations not possible to take in more than 20 students to option I. Option II was created to get everyone the chance to take this course

47. Timetable of the course (option II)

48. Today: brief introduction to course materials, topics etc., selection of presentation topics for option I can give ideas for selection of topic of essay

49. Timetable of the course (option II) Today: brief introduction to course materials, topics etc., selection of presentation topics for option I can give ideas for selection of topic of essay Essay should be completed within reasonable amount of time from the exam

50. Timetable of the course (option II) Today: brief introduction to course materials, topics etc., selection of presentation topics for option I can give ideas for selection of topic of essay Essay should be completed within reasonable amount of time from the exam Those with option II are welcome to come and listen to oral presentations of students two, three and four weeks from now, but this is not mandatory for students with option II

51. Timetable of the course (option II) Today: brief introduction to course materials, topics etc., selection of presentation topics for option I can give ideas for selection of topic of essay Essay should be completed within reasonable amount of time from the exam Those with option II are welcome to come and listen to oral presentations of students two, three and four weeks from now, but this is not mandatory for students with option II I will send via email instructions and materials how to get started on the writing of the essay

52. How to get the book The book “Introduction to cognitive neuroscience” is freely downloadable from: http://bookboon.com/en/textbooks/healthcare-science/introduction-to-cognitive-neuroscience

53. Presentation (& essay) topics

54. The first five chapters of the book give general background information on history of cognitive neuroscience, anatomical structures of the brain, research methodology, and how neural cells function

55. Presentation (& essay) topics The first five chapters of the book give general background information on history of cognitive neuroscience, anatomical structures of the brain, research methodology, and how neural cells function “Higher” cognitive functions are covered in the last eight chapters: attention, memory & learning, plasticity, speech and language, executive functions, emotions, social cognition, and consciousness

56. 1.Basics of brain anatomy 2.Structure and function of a neuron 3.Functional magnetic resonance imaging 4.The visual pathways of the brain 5.Electro- and magnetoencephalography 6.Synapses, chemical messaging 7.Selective attention 8.Human memory systems 9.Neuroanatomy of memory 10.Brain plasticity 11.Neuroanatomy of language 12.Motor theory of speech perception 13.Neuroanatomy of emotions 14.Constituents of executive functions 15.Neuropsychological tests measuring executive functions 16.Temporal receptive windows and executive functions 17.Neurochemistry of executive functions 18.The social brain hypothesis 19.Theory of mind 20.Neural correlates of consciousness Yellow color: presentations on Jan 26 th White color: presentations on Feb 2 nd Green color: presentations on Feb 9 th

57. 1. Basics of brain anatomy A short 15 min presentation of the anatomical structures and nomenclature of the human brain

58. 2. Structure and function of a neuron Brief introduction to structures/parts of a prototypical neuron, and how neural signaling takes place

59. 3. Functional magnetic resonance imaging Introduction to the currently most prevalent non-invasive functional neuroimaging method (available at Aalto University)

60. 4. Visual pathways of the brain Description of the processing steps that visual information goes through from the level of the eye to higher-order visual cortex

61. 5. Electroencephalography and magnetoencephalography Description of these non-invasive measurement systems, both available at Aalto University, that enable recording of brain activity with millisecond time resolution

62. 6. Synapses, chemical messaging Description of the mechanisms of chemical messaging that also constitutes the target(s) of most of the centrally acting drugs

63. 7. Selective attention How is it possible that one can selectively attend relevant information and ignore irrelevant sensory stimuli?

64. 8. Human memory systems Short-term and long term memory systems, how is it possible to memorize such vast amounts of information that humans are able to?

65. 9. Neuroanatomy of memory Description of patient cases where memory is lost (in multiple ways) following focal brain damage/lesions

66. 10. Brain plasticity The brain is not fixed: reorganization of the brain following brain damage or loosing a sense

67. 11. Neuroanatomy of language Introduction to basic concepts of the neuroanatomy of language

68. 12. Motor theory of speech perception Introduction to speech motor theory

69. 13. Neuroanatomy of emotions An introduction to the basic concepts of the neuro- anatomy of emotions

70. 14. Constituents of executive functions An introduction to executive functions

71. 15. Neuropsychological tests measuring executive functions Description of behavioral tasks that measure executive functions

72. 16. Temporal receptive windows in the brain Description of the concept of brain processing information across different timescales

73. 17. Neurochemistry of executive functions Description of how disorders and drugs affecting neurotransmitters impact executive functions

74. 18. The social brain hypothesis An introduction to the social brain hypothesis / theory

75. 19. Theory of mind An introduction to a central concept of social cognition called theory of mind

76. 20. Neural correlates of consciousness Introduction to how neural correlates of conscious percepts have been studied

77. Choosing the topic and preparing the presentations…. Forming of student pairs (count 1,2,1,2… ?) Each is to choose one of the 16 topics to present Each of the topics is covered by the book. We will provide additional information, tips and help Please do send draft of presentation early on for my commenting, and do not hesitate to schedule an appointment ahead of your presentation for feedback! iiro.jaaskelainen@aalto.fi & jussi.alho@aalto.fi

78. 1.Basics of brain anatomy 2.Structure and function of a neuron (Petra + Gustaf 3.Functional magnetic resonance imaging (Tomas + Anastasia 4.The visual pathways of the brain (Vik Kamath + Anna 5.Electro- and magnetoencephalography (Srikanth + Saaed 6.Synapses, chemical messaging (Ilia + Henri 7.Selective attention (Anna + Vik 8.Human memory systems (Mirva + Daniel 9.Neuroanatomy of memory (Daniel + Mirva 10.Brain plasticity (Timo + Ana 11.Neuroanatomy of language (Nuutti Santaniemi) + Beatrice 12.Motor theory of speech perception 13.Neuroanatomy of emotions (Beatrice + Nuutti 14.Constituents of executive functions 15.Neuropsychological tests measuring executive functions 16.Temporal receptive windows in the brain (Gustaf + Petra 17.Neurochemistry of executive functions (Saeed + Srikanth 18.The social brain hypothesis (Shishir 19.Theory of mind Trianahoyos Ana + Timo 20.Neural correlates of consciousness (Anastasia + Tomas 21.Spatial cues (Henri + Ilia Yellow color: presentations on Jan 26 th White color: presentations on Feb 2 nd Green color: presentations on Feb 9 th