Attività settimanale
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Professor Randi S
tarrfelt
Visiting Scholar from University of Copenhagen for the year 2018 will offer
this seminar series. -
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You can enroll to this seminar series for credits.
Attendance is mandatory, upon the requirements fulfillment you'll be able to have 3CFU recognized in your study plan among the 9 by student choice.
You can insert the 3CFU now or in September using the code AAF1149 (description: ALTRE CONOSCENZE UTILI PER L'INSERIMENTO NEL MONDO DEL LAVORO).
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Meeting time 14-17
Room X
Introduction to cognitive neuropsychology: From patient studies to cognitive models.
Task in class: Be prepared to talk for one minute about the cognitive function you find most interesting at the moment.Suggested readings:
Caramazza, A., & Coltheart, M. (2006) Cognitive neuropsychology twenty years on. Cognitive Neuropsychology, 23; 3-12.
Laws, K.R. (2005). Illusions of normality: A methodological critique of category specific naming.Cortex: 41, 842-851.
Leff & Starrfelt (2014) Alexia: Diagnosis, treatment, and theory. Chap 5. Alexia theory and therapies: A heuristic.-
These are the powerpoints from April 26th. Do not reuse or distribute without specific permission from Professor Starrfelt.
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Meeting time 12 – 15
Room X
The evolution of cognitive neuropsychology. Examples from patient studies of reading disorders.
Suggested readings:
Starrfelt, R. (2007). Selective alexia and agraphia sparing numbers-a case study. Brain and
Language, 102, 52-63.
Starrfelt, R., Habekost, T., & Gerlach, C. (2010). Visual processing in pure alexia: A case study.
Cortex, 46, 242-255.
Starrfelt, R., Habekost, T., & Leff, A. P. (2009). Too little, too late: reduced visual span and speed
characterize pure alexia. Cerebral Cortex, 19, 2880-2890.
Starrfelt, R., & Behrmann, M. (2011). Number reading in pure alexia—A review. Neuropsychologia,
49(9), 2283-2298. -
Meeting time 11.30-13-30
Room tbe
Workshop on methodology: Experimental design and control, control
groups, and single case statistics.Task in class - group assignment: Select a cognitive function that may be affected following brain injury.
Find a research question that can be addressed using a single case approach. Discuss possible ways to
address this question (experimental setup). Brief group presentation during class. -
Meeting time 11.30-13.30
Room tbe
Case studies and case series: Examples from the study of developmental prosopagnosia. (Hereunder group comparisons vs single case data; interpreting data from both sources).
Suggested readings:
Schwartz, M. & Dell, G.S. (2010. Case series investigations in cognitive neuropsychology. Cognitive
Neuropsychology, 6; 477-494.
Gerlach, Klargaard & Starrfelt (2016). On the Relation between Face and Object Recognition in
Developmental Prosopagnosia: No Dissociation but a Systematic Association. PLOS One,
11(10):e0165561
Klargaard, Starrfelt, Petersen, & Gerlach (2016). Topographic processing in developmental
prosopagnosia: Preserved perception but impaired memory of scenes. Cognitive
Neuropsychology (7-8): 405-413.
Starrfelt, Klargaard, Petersen, & Gerlach (2018). Reading in Developmental Prosopagnosia: Evidence
for a Dissociation Between Word and Face Recognition. Neuropsychology, 32; 138-147. -
Meeting time 12:00 - 15:00
Room tbe
Cognitive neuropsychology in 2018.
Suggested readings:
Price, C. (2018, in press). The evolution of cognitive models: From neuropsychology to neuroimaging
and back. Cortex.
Fischer Baum & Campana (2017). Neuroplasticity and the logic of cognitive neuropsychology.
Cognitive Neuropsychology, 34 (7-8).
Mahon, B. & Costa (2017). Theoretical and methodological issues for twenty-first century cognitive
neuropsychology. Cognitive Neuropsychology, 34 (7-8). 395-396.Closing discussion: Is cognitive neuropsychology still important? Prepare at least one argument for or
against, and prepare to enter discussion about why / why not.