Bachelor of Applied Social ScienceThe South African College of Applied Psychology (Pty) LtdNeuropsychologyModule OutlinePage 1Module Outline Neuropsychology*NQF: 7A qualification at this NQF level serves to focus on the deepening ofknowledge and understanding of theories, methodologies and practices inspecific academic disciplines/fields, as well as the development of thestudent’s ability to formulate, undertake and resolve more complextheoretical and practice-related problems and tasks through the selectionand use of appropriate methods and techniques. Emphasis is placed onequipping students with the knowledge, theory, methodology, principles, andskills of the profession to enable them to demonstrate initiative andresponsibility in academic and professional contexts.*Credits: 12(120notionalhours)Credits are a measure of the volume of learning required for a qualification,quantified as the number of notional study hours required for achieving thelearning outcomes specified for the qualification. Ten notional study hours areequivalent to one credit. Credits represent a measure of all the learningactivities engaged in by the student and include, among others; contact time,self-study, WIL, assignments, projects and examinations. *The Republic of South Africa. (2014). Department of Higher Education and Training, Government Gazette (Vol.592, No. 38116). Pretoria: Government Printers.Module DescriptionThis module introduces the student to neuropsychology as a sub-discipline within the field ofpsychology with a focus on the physiological and neurological processes that underlie allhuman behaviour. Neuropsychology is a field that may be applied cross-culturally and formsan integral part of any holistic view on human functioning. In this module, students will beintroduced to how the human nervous system functions and the neural bases of specificcognitive processes such as language, memory and executive functioning. Further to this,students will gain insight into brain development, recovery from brain injury, and neurologicaldisorders.Learning OutcomesBy the end of this module the student should be able to: Discuss the historical development of the field of neuropsychology; Define and describe the role and application of neuropsychology in the South Africancontext;Bachelor of Applied Social ScienceThe South African College of Applied Psychology (Pty) LtdNeuropsychologyModule OutlinePage 2 Explain the structure/function relationship of the nervous system and its major subdivisions to explain neuropsychological functioning; Discuss brain development, hemispheric specialisation, and plasticity; Demonstrate an understanding of specific cognitive processes, such as visualperception, object recognition, and spatial cognition; Differentiate between motor disorders and the brain structures involved in motorcontrol; Apply the theory of functional systems to demonstrate an integrated and detailedunderstanding of certain functional systems such as language, memory, attention,executive functioning and emotional/social cognition; Classify a selection of developmental and neurological disorders and their aetiology;and Reflect upon treatment options, including neuropsychological rehabilitation.Module ReadingsThis module draws on various key readings outlined in the module overview that follows.Module Overview SessionTopic, Content, and ReadingsSession 1The Development of NeuropsychologyThis session will introduce students to Neuropsychology. Topics the student willengage with include: Theoretical and philosophical perspectives on the brain and behaviour; Research methods used by neuroscientists, including EEG, neuroimaging, lesionstudies, and psychometric assessment; A general overview of neuropsychological assessment; and The scope and role of neuropsychology in the South African context, includingAfrican and Western beliefs and approaches to neuropsychology.Prescribed Reading:Kolb, B., & Whishaw, I. (2015). Fundamentals of human neuropsychology (7th ed., Ch.1). Worth Publishers.Kolb, B., & Whishaw, I. (2015). Fundamentals of human neuropsychology (7th ed., Ch.2). Worth Publishers. Bachelor of Applied Social ScienceThe South African College of Applied Psychology (Pty) LtdNeuropsychologyModule OutlinePage 3 Lucas, M. (2013). Neuropsychological assessment in South Africa. In S. Laher., & K.Cockcroft (Eds.), Psychological assessment in South Africa: Research andapplications (pp. 186-200). Wits Press.Recommended Reading:Zilmer, E.A., Spiers, M.V., & Culbertson, W. (2008). Principles of neuropsychology (2nded., Ch. 2). Cengage.Session 2Cortical OrganisationThis session will explore various aspects related to cortical organisation. Topics thestudent will engage with include: Neuroanatomical and functional systems and how these link to humanbehaviour; The central nervous system and its major sub-divisions; Neurotransmitters, chemical modulation of neural transmissions andmyelination; Hemispheric specialisation and integration of information related todevelopmental changes in specialisation; and The influence of drugs and hormones on behaviour.Prescribed Reading:Kolb, B., & Whishaw, I. (2015). Fundamentals of human neuropsychology (7th ed.)(Ch. 4). Worth Publishers.Kolb, B., & Whishaw, I. (2015). Fundamentals of human neuropsychology (7th ed.)(Ch. 6). Worth Publishers.Beaumont, J. G. (2008). Introduction to neuropsychology (2nd ed., Ch. 10). GuilfordPress.Recommended Reading:Goodman, J., & Packard, M. G. (2016). Memory systems and the addicted brain.Frontiers in Psychiatry, 7.Session 3Brain Development and PlasticityThis session explores the factors which promote and hinder brain development. Topicsthe student will engage with include: Neuro-natal structures in brain development; The role the environment plays in brain development; and The influence of injury and recover on development.Prescribed Reading:Zilmer, E.A., Spiers, M.V., & Culbertson, W. (2008). Principles of neuropsychology (2nded., Ch. 10). Cengage.Recommended Reading: Bachelor of Applied Social ScienceThe South African College of Applied Psychology (Pty) LtdNeuropsychologyModule OutlinePage 4 Vik, B.M., Skeie, G.O., & Specht, K. (2019). Neuroplastic effects in patients withtraumatic brain injury after music-supported therapy. Frontiers in HumanScience, 13, 177.Session 4Cortical Functions: Occipital and Parietal LobesThis session will unpack various cortical functions, specifically the occipital and parietallobes. Topics the student will engage with include: Anatomy; Theory of functioning; and Disorders (including visual agnosias and neglect).Prescribed Reading:Beaumont, J. G. (2008). Introduction to neuropsychology (2nd ed., Ch. 5 & Ch. 6). TheGuilford Press.Recommended Reading:Sacks, O. (1985). The man who mistook his wife for a hat and other clinical tales.Summit Books.Session 5Cortical Functions: Frontal and Temporal Frontal LobesThis session will further explore cortical functions, specifically related to the temporaland frontal lobes. Topics the student will engage with include: Anatomy; Theory of functioning; and Disorders.Prescribed Reading:Beaumont, J. G. (2008). Introduction to neuropsychology (2nd ed., Ch. 3 & 4). GuilfordPress.Recommended Reading:Kotowicz, Z. (2007). The strange case of Phineas Gage. History of the HumanSciences, 20(1) 115-131.O’Driscoll, K., & Leach, J. P. (1998). “No longer Gage”: an iron bar through the head:Early observations of personality change after injury to the prefrontal cortex.The British Medical Journal, 317, 1673-1674.Kean, S. (2014). Phineas Gage, neuroscience’s most famous patient. Science, 11, 32.Session 6Cognitive Functions: Part 1This session will explore various cognitive functions such as vision, motor and spatialbehaviour. Topics the student will engage with include: The structure and functioning of the visual, motor and spatial systems; and Motor disorders. Bachelor of Applied Social ScienceThe South African College of Applied Psychology (Pty) LtdNeuropsychologyModule OutlinePage 5 Prescribed Reading:Ward, J. (2015). The student’s guide to cognitive neuroscience (2nd ed., Ch. 6, 8 & 9).Psychology Press.Recommended Reading:Kolb, B., & Whishaw, I. (2015). Fundamentals of human neuropsychology (7th ed., Ch.9). Worth Publishers.Sacks, O. (1985). The man who mistook his wife for a hat and other clinical tales.Summit Books.Session 7Cognitive Functions: Part 2This session explores the cognitive functions of language and memory, executive,socio-emotional functioning. Topics the student will engage with include: Learning, language, and memory and disorders (i.e. aphasias and amnesias); Emotion and the social brain; and Executive functioning disorders.Prescribed Reading:Ward, J. (2015). The student’s guide to cognitive neuroscience (2nd ed., Ch. 14 &Ch.15). Psychology Press.Recommended Reading:Domanski, C. (2013). Mysterious “Monsieur Leborgne” : The mystery of the famouspatient in the history of neuropsychology is explained. Journal of the Historyof the Neurosciences, 22(1), 47–52.Dittrich, L. (2016). The brain that couldn’t remember. New York Times.Session 8Developmental DisordersThis session will explore various developmental disorders. Topics the student willengage with include: Neurodevelopmental disorders; Learning disorders that affect reading; Non-language neurodevelopmental disorders; and Developmental influences on neurodevelopmental disorders.Prescribed Reading:Zilmer, E.A., Spiers, M.V., & Culbertson, W. (2008). Principles of neuropsychology (2nded., Ch. 11). Cengage.Recommended Reading:Jokiranta-Olkoniemi, E., Cheslack-Postava, K., Joelsson, P., Suominen, A., Brown, A.S., & Sourander, A. (2018). Attention-deficit/hyperactivity disorder and riskfor psychiatric and neurodevelopmental disorders in siblings. PsychologicalMedicine, 49, 84-91. Bachelor of Applied Social ScienceThe South African College of Applied Psychology (Pty) LtdNeuropsychologyModule OutlinePage 6 Session 9Neurological DisordersThis session will explore various neurobiological disorders. Topics the student willengage with include: Cerebral vascular disorders; Traumatic brain injury; Epilepsy; Degenerative Diseases HIV/AIDS; and Sleep disorders.Prescribed Reading:Beaumont, J. G. (2011). Introduction to neuropsychology (2nd ed., Ch. 8). GuilfordPress.Kolb, B., & Whishaw, I. (2015). Fundamentals of human neuropsychology (7th ed.,Ch. 26). Worth Publishers.Recommended Reading:Dennis, B. C., Houff, S. A., Han, D. Y., & Schmitt, F. A. (2011). Development ofneurocognitive disorders in HIV/AIDS. Neurobehavioral HIV Medicine, 3, 9-18.Session 10Recovery from Brain InjuryThis session will explore recovery from brain injury. Topics the student will engagewith include: Principles of Brain Plasticity; Examples of Functional Restitution; Variables affecting Recovery of Function; Therapeutic Approaches to Recover after Brain Damage; and The Role of Therapy in Recovery.Prescribed Reading:Kolb, B., & Whishaw, I. (2015). Fundamentals of human neuropsychology (7th ed.,Ch. 25). Worth Publishers.Recommended Reading:Beaumont, J. G. (2011). Introduction to neuropsychology (2nd ed., Ch. 15 & 16). TheGuilford Press.Wilson, B. A. (1997). Cognitive rehabilitation: How it is and how it might be. Journalof the International Neuropsychological Society, 3, 487-496. Bachelor of Applied Social ScienceThe South African College of Applied Psychology (Pty) LtdNeuropsychologyModule OutlinePage 7AssessmentAll assessments should be typed (preferably double-spaced, 12-point Times New Roman or11-point Calibri), carefully proofread, and should give evidence of considerablethought/reference to relevant and, where possible, contextual psychological journals andliterature. Your assessments must show the development of your position in a coherent,logical, and organized way, and must demonstrate thorough engagement with the varioustopics covered in this module. Papers will be graded according to the following criteria:grammar and writing style, clarity and organisation, effort, originality, critical engagement,theoretical and practical relevance, integration of knowledge, and good use of references bothcurrent and contextual. Excellent adherence to the APA guidelines is a requirement. As perthe APA style writing and referencing guide, please ensure that your assessments adopt biasfree language, that you are familiar with the paper elements and formatting as per the APAguideline, that you understand effective scholarly writing and that you consult the referenceexamples. Avoid plagiarism by referencing accurately, diligently and consistently. If it issomeone else’s work, it should be acknowledged. Students must include a minimum of 10references in all assessments and upload and submit their assessments onto MYSACAP.Module EngagementWhy is module engagement important?The platform for engagement in sessions provide students with an opportunity to discuss thecontent, share their understanding of the content and to ask relevant questions to facilitatedeeper learning. Module engagement provides the student with an opportunity to earn gradesbased on the degree and quality of their engagement with the module material and activitiesassigned by their educator.Instructions:The educator will assess student engagement throughout this module. Student engagementwill be evaluated based on the criteria made explicit in the engagement rubric (refer to therubric below) and will contribute 20% to the overall grade for this module. The criteriacomprise of peer interaction, the quality of comments, preparation, session contributions, andthe student’s attitude within the learning environment.Proposed Topics for Discussion: Discuss the development of neuropsychology in South Africa. “Where are we now?”: Discuss the impact of brain injury and the process of recovery.Bachelor of Applied Social ScienceThe South African College of Applied Psychology (Pty) LtdNeuropsychologyModule OutlinePage 8Module Engagement Rubric Excellent Engagement(4)Good Engagement(3)Average Engagement(2)UnacceptableEngagement(1)Sessiondiscussion/PeerInteractionConsistently, activelysupports, engages,listens and respondsto peers. Takes aleading role.Participates in ameaningful way insession discussions.Stays on task.The student makes aneffort to interact withpeers daily but doesnot take a leading role.Some activeparticipation in sessiondiscussions.Sometimes deviatesfrom the task.Some effort to interactwith peers but doesnot take a leading role.Minimal participationin session discussions.Sometimes deviatesfrom the task.Virtually no interactionwith peers and doesnot participate insession discussions.Quality ofCommentsComments alwaysinsightful &constructive; usesappropriateterminology.Comments balancedbetween generalimpressions, opinions& specific, thoughtfulcriticisms orcontributions.Comments mostlyinsightful &constructive; mostlyuse appropriateterminology.Occasionallycomments are toogeneral or not relevantto the discussion.Comments aresometimesconstructive, withoccasional signs ofinsight. The studentdoes not useappropriateterminology;comments not alwaysrelevant to thediscussion.Comments areuninformative, lackinginappropriateterminology. Heavyreliance on opinion &personal taste, e.g., “Ilove it”, “I hate it”, “It’sbad” etc.PreparationArrives fully preparedat every session.Arrives mostly, if notfully prepared.Arrives mostlyprepared, butinconsistent.Rarely or neverprepared.ContributionContributes to sessiondiscussions, offeringinsightful ideas andasking clarifying andmeaningful questionsto extendunderstanding. Takesrisks by initiatingdiscussion andasserting opinions.Regularly makesmeaningful andclarifying contributionsto session discussions;sometimes offersideas, asks questionsand offers opinions.Contributes to sessiondiscussions whenprompted. Seldomoffers ideas or askquestions.Rarely makesmeaningfulcontributions tosession discussions oroffer ideas or askquestions.AttitudeConsistently exhibits apositive, supportiveattitude towards peersand the subjectmatter. Takes anactive role in theirlearning.Generally, exhibits apositive, supportiveattitude towards peersand the subjectmatter. Frequentlytakes an active role inown learning.Sometimes exhibits apositive, supportiveattitude towards peersand the subjectmatter. Sometimestakes an active role inown learning.Rarely exhibits apositive, supportiveattitude towards peersand the subjectmatter. Rarely takesan active role in ownlearning.Total/20 Bachelor of Applied Social ScienceThe South African College of Applied Psychology (Pty) LtdNeuropsychologyModule OutlinePage 9 Assessment 1:Session due:Length:Marks:EssaySession 6Maximum of 2500 words100 (40%) What is an essay?Essays aim to explore a student’s understanding of a specific topic/subject. The studentshould demonstrate their understanding of the topic through personal interpretation inaddition to citing literature and relating its applicability to the topic. Essays differ based onthe module topic under investigation. Ideas should be presented logically and coherently,showcasing a reasoned argument in the relevant subject under investigation, and specificallymeeting the respective assignment instructions. The student should make use of appropriateacademic language relevant to the subject and incorporate a conclusion that is consistentwith the evidence in the essay about the topic.The student’s ability to apply the concepts learnt in the module to date will be assessed.Further to this, the ability to select, organise, integrate and present information from variouscredible sources will be assessed.Instructions:The national legislature of South Africa proposes a review of the legislation governingcannabis use. As a neuropsychologist, you are asked to contribute to the Green Paperdiscussion document informing the new policy. In your essay, you need to address thebiological, cognitive, emotional, and behavioural advantages and disadvantages of cannabisuse. Special emphasis should be placed on the neurological effects of cannabis. It will beparticularly useful to consider the use of cannabis at different developmental stages.An adequate essay answer will examine the evidence presented from more than oneperspective, and a good essay answer will also put forward a conclusion based on anobjective analysis of the spectrum of empirical evidence.Bachelor of Applied Social ScienceThe South African College of Applied Psychology (Pty) LtdNeuropsychologyModule OutlinePage 10Essay Assessment Rubric CriteriaNot YetCompetentSomewhatCompetentCompetentAccomplishedHighlyAccomplishedMarkEngagementwithLiteratureand Theory35%0-1112-1718-2324-2930+/35No evidence ofengagementwith literatureand theory orirrelevantengagementwith literatureand theorySome evidenceengagement butnot sufficient ornot verypertinent to thetopicTheory andliterature isengaged withand wellincorporatedTheory andliterature isengaged with andincorporated verywellOutstandingengagementandincorporation oftheory andliteratureContent50%0-2526-3233-3839-4445+/50Content doesnot pertain tothe task or isirrelevant orerrors in theportrayal ofthe chosentopicAdequatecoverage oftopic coveredbut someaspects unclearIncludesessentialaspects of thetopic chosenIn-depth coverageof the topic withpertinent and upto-dateinformation clearlyand compellinglyportrayedOutstandingcoverage of thechosen topicwith examplesand excellentattention todetail and deepengagementAPAAcademicConventions(Structure,ReferencingEtc.10%0-12-45-78-910+/10Manyobtrusiveerrorsincludingreferencingand citationSeveral errorsapparent inreferences,citation, andpresentationFew errors,unobtrusiveerrors inreferences,citation, andpresentationVery wellrepresented andnear-perfectreferences,citation, etc.Outstandingerror-freepresentationand technicalaspectsStyle/AudienceEngagement5%12345/5Wrongregister foraudienceSome evidencebut notsufficient or notconsistentAwareness ofaudience isevidentStrong audienceengagementthroughout thedocumentOutstandingengagementwith the givenaudience inmindExceeding word count penalty–Total/100 Bachelor of Applied Social ScienceThe South African College of Applied Psychology (Pty) LtdNeuropsychologyModule OutlinePage 11 Assessment 2:Session due:Length:Marks:EssaySession 10Maximum of 2500 words100 (40%) What is an essay?Essays aim to explore a student’s understanding of a specific topic/subject. The studentshould demonstrate their understanding of the topic through personal interpretation inaddition to citing literature and relating its applicability to the topic. Essays differ based onthe module topic under investigation. Ideas should be presented logically and coherently,showcasing a reasoned argument in the relevant subject under investigation, and specificallymeeting the respective assignment instructions. The student should make use of appropriateacademic language relevant to the subject and incorporate a conclusion that is consistentwith the evidence in the essay about the topic.The student’s ability to apply the concepts learnt in the module to date will be assessed.Further to this, the ability to select, organise, integrate and present information from variouscredible sources will be assessed.“The frontal lobe contains the motor cortex and also houses the prefrontal cortex. This areais akin to a conductor or executive of the brain – organizing, controlling, and managingbehaviour, and making high-level decisions about socially appropriate behaviour…” (Zillmer,Spiers, & Culbertson, 2008, p. 160).Instructions:Your essay must be centred on the role of the frontal lobe in executive functioning. Chooseone of the two topics indicated below and write an essay in which you address the two partsthat follow.Topic One:When the frontal lobes are injured, people often present with certain, predictable symptoms.This has been called, the Frontal Lobe Syndrome. Walsh (1994) posits that ‘the frontal lobesyndrome’ should be referred to as ‘a frontal lobe syndrome.’ Explain what the frontal lobesyndrome is, and present the debate surrounding it.ORTopic Two:The frontal lobes are amongst the last to develop in children. Explain the development ofexecutive functioning in children and present the consequences of injury to the frontal lobesduring development. You must include theories of plasticity in your answer.Bachelor of Applied Social ScienceThe South African College of Applied Psychology (Pty) LtdNeuropsychologyModule OutlinePage 12With your selected topic, address the following: Part 1: Describe the role of the frontal lobe. Your description should include relevanttheories used to explain frontal lobe functioning (2-3 pages, 40% of mark allocation). Part 2: Apply the theory discussed to your selected option. Each topic contains a debate.Ensure that you address both sides of the argument (3-4 pages, 60% of mark allocation).Essay Assessment Rubric CriteriaNot YetCompetentSomewhatCompetentCompetentAccomplishedHighlyAccomplishedMarkEngagementwithLiterature andTheory35%0-1112-1718-2324-2930+/35No evidence ofengagementwith literatureand theory orirrelevantengagementwith literatureand theorySome evidenceengagementbut notsufficient or notvery pertinentto the topicTheory andliterature isengaged withand wellincorporatedTheory andliterature isengaged withandincorporatedvery wellOutstandingengagementandincorporation oftheory andliteratureContent50%0-2526-3233-3839-4445+/50Content doesnot pertain tothe task or isirrelevant orerrors in theportrayal of thechosen topicAdequatecoverage oftopic coveredbut someaspects unclearIncludesessentialaspects of thetopic chosenIn-depthcoverage of thetopic withpertinent andup-to-dateinformationclearly andcompellinglyportrayedOutstandingcoverage of thechosen topicwith examplesand excellentattention todetail and deepengagementAPAAcademicConventions(Structure,ReferencingEtc.10%0-12-45-78-910+/10Many obtrusiveerrors includingreferencing andcitationSeveral errorsapparent inreferences,citation, andpresentationFew errors,unobtrusiveerrors inreferences,citation, andpresentationVery wellrepresented andnear-perfectreferences,citation, etc.Outstandingerror-freepresentationand technicalaspectsStyle/AudienceEngagement5%12345/5Wrong registerfor audienceSome evidencebut notsufficient or notconsistentAwareness ofaudience isevidentStrong audienceengagementthroughout thedocumentOutstandingengagementwith the givenaudience inmindExceeding word count penalty–Total/100
