3-1 Cognitive Neuropsychology

Graduate Discussion Rubric.html

Graduate Discussion Rubric

Overview

Your active participation in the discussions is essential to your overall success this term. Discussion questions will help you make meaningful connections between the course content and the larger concepts of the course. These discussions give you a chance to express your own thoughts, ask questions, and gain insight from your peers and instructor.

Directions

For each discussion, you must create one initial post and follow up with at least two response posts.

For your initial post, do the following:

• Write a post of 1 to 2 paragraphs.
• In Module One, complete your initial post by Thursday at 11:59 p.m. Eastern.
• In Modules Two through Ten, complete your initial post by Thursday at 11:59 p.m. of your local time zone.
• Consider content from other parts of the course where appropriate. Use proper citation methods for your discipline when referencing scholarly or popular sources.

For your response posts, do the following:

• Reply to at least two classmates outside of your own initial post thread.
• In Module One, complete your two response posts by Sunday at 11:59 p.m. Eastern.
• In Modules Two through Ten, complete your two response posts by Sunday at 11:59 p.m. of your local time zone.
• Demonstrate more depth and thought than saying things like “I agree” or “You are wrong.” Guidance is provided for you in the discussion prompt.

Discussion Rubric

Reading and Resources2.html

Textbook: Physiology of Behavior, Chapter 3 (pp. 54–71) and Chapter 15 (pp. 477–485)

Website: 3-D Brain Review this useful website on neuroscience. This resource will be helpful in completing task 3-4.

Library Article: Corpus Callosum Structural Characteristics in Very Preterm Children and Adolescents: Developmental Trajectory and Relationship to Cognitive Functioning This article addresses preterm versus full-term comparisons of corpus callosum development (imaging study) and functional (neuropsychological) outcomes in tests of intelligence.

Module Overview12.html

Understanding the Functions of the Brain

Functions of the Brain Structures

The brain is composed of numerous structures. Those structures are differentially involved in various functional circuits. Each part of the brain serves an important function and works with other parts of the brain. Automatic processes include maintaining blood pressure, heartbeat, and temperature. High-level functions include language (verbal and nonverbal) and decision making. While learning the areas and functions of the gross brain, remember that many divisions are artificial and help to classify a brain region initially. For example, knowing that the amygdala functions in emotion processing and responses is important. However, emotion is much more complex. There is never a one-to-one relationship between structure and function. Most of the brain is involved in some way with emotion. The amygdala is involved in other functions, such as memory. For now, focus on the basic relationships between brain structures and functions.

Development Through Childhood and Adolescence

Significant development takes place in the first few years of life. However, growth continues in numerous brain structures throughout early childhood and adolescence. The hippocampus, in particular, experiences growth in early childhood. This area is associated with storing and processing memories. Its immaturity early on is why most people do not remember anything that occurred before age three or four (Kohlasch et al., 2021).

By about the age of six, the brain has reached 95% of its adult weight. However, it is still experiencing marked developmental changes as it moves toward full maturity. Much of the cerebral cortex is still growing until about age 10. After age 10, another period of synaptic pruning occurs. This period allows the connections to become more efficient and reduces convoluted pathways. Around this time, one can begin to see improvements in children’s functions. These improved functions can include motor skills, language skills, and more complex thought processes. The process of myelination continues in certain areas of the brain, primarily in the frontal lobe. This process allows for vast improvements in transmitting signals related to these areas. The brain continues to become more efficient throughout late childhood and adolescence.

The brain generally matures from the back (posterior) to the front (anterior). Thus, the frontal lobe is the final part of the brain to reach maturity. One part of the frontal lobe is known as the prefrontal cortex. The prefrontal cortex continues to develop throughout adolescence and into early adulthood (National Institute of Mental Health, 2023). This area is important to functions such as decision making, planning, judgment, and inhibiting impulsive actions. This delayed maturity may explain why adolescents sometimes exhibit poor self-regulation. In other words, they react emotionally or act impulsively without weighing potential consequences.

Knowing developmental changes that occur in infancy, childhood, and adolescence will help you understand neurological disorders that are typically present in children. It is important to know the functions of the brain structures and their developmental trajectories. This knowledge will help you to fully address the behavioral deficits associated with dysfunction in any of these areas.

References

Kohlasch, K. L., Cioffredi, L.-A., Lenninger, C., Stewart, E., Vatalaro, T., Garavan, H., Graham, A., Heil, S. H., Krans, E. E., Robakis, T., Rommel, A., Sullivan, E. L., Thomason, M., & Potter, A. (2021). Factors associated with parent views about participation in infant MRI research provide guidance for the design of the Healthy Brain and Child Development (HBCD) study. Developmental Cognitive Neuroscience, 50. https://doi-org.ezproxy.snhu.edu/10.1016/j.dcn.2021.100986

National Institute of Mental Health. (2023). The teen brain: 7 things to know. https://www.nimh.nih.gov/health/publications/the-teen-brain-7-things-to-know

Graduate Discussion Rubric.html

Graduate Discussion Rubric

Overview

Your active participation in the discussions is essential to your overall success this term. Discussion questions will help you make meaningful connections between the course content and the larger concepts of the course. These discussions give you a chance to express your own thoughts, ask questions, and gain insight from your peers and instructor.

Directions

For each discussion, you must create one initial post and follow up with at least two response posts.

For your initial post, do the following:

• Write a post of 1 to 2 paragraphs.
• In Module One, complete your initial post by Thursday at 11:59 p.m. Eastern.
• In Modules Two through Ten, complete your initial post by Thursday at 11:59 p.m. of your local time zone.
• Consider content from other parts of the course where appropriate. Use proper citation methods for your discipline when referencing scholarly or popular sources.

For your response posts, do the following:

• Reply to at least two classmates outside of your own initial post thread.
• In Module One, complete your two response posts by Sunday at 11:59 p.m. Eastern.
• In Modules Two through Ten, complete your two response posts by Sunday at 11:59 p.m. of your local time zone.
• Demonstrate more depth and thought than saying things like “I agree” or “You are wrong.” Guidance is provided for you in the discussion prompt.

Discussion Rubric