Skip to end of metadata
Go to start of metadata

You are viewing an old version of this page. View the current version.

Compare with Current View Page History

« Previous Version 8 Next »

Introduction

Cognitive neuroscience aims to explain cognitive processes and behaviour in terms of their underlying brain mechanisms.  It is a truly interdisciplinary subject which developed through collaborations between cognitive psychology, neuroscience, neurology, computer science and philosophy. 

Practitioners take the view that knowledge about the fundamental mechanisms of the nervous system can lead to a deeper understanding of complex mental functions such as memory, language, emotion, perception, attention and consciousness. While modern psychology focuses on understanding the structure of the mind through behavioural experiments, parallel advances in basic neuroscience have centred mainly on cellular and molecular mechanisms of the brain. 

Over the last quarter of a century, progress in both areas has led to an increasing overlap between these fields, and the emergence of functional neuroimaging techniques has helped to fuel the growth of a new discipline in which data from neuroscience informs psychological theories and vice versa. Increasingly psychologists and neuroscientists are asking the same kinds of question.

To put it simply: how does the brain think?

Provided jointly by the Department of Psychology and the York Neuroimaging Centre (YNiC), the overarching aim of the MSc in Cognitive Neuroscience at York is to provide a bridge between undergraduate study and PhD research in cognitive neuroscience and experimental psychology. 

Modern brain imaging methods such as functional magnetic resonance imaging (fMRI) and magnetoencephalography (MEG) allow researchers to measure changes in brain activity as people undertake different tasks. Cognitive neuroscience exploits these and other methods to explain cognitive processes and behaviour in terms of their underlying brain mechanisms (see "What is cognitive neuroscience?" above). 
The course has been developed around training and research using these techniques, and the experimental and analytical methods on which they depend. Through our specialist modules students are introduced the principles of neuroimaging, gaining hands on experience with fMRI and MEG, learning how to design, analyze and evaluate neuroimaging experiments, and how such experiments are contributing to our understanding of the brain mechanisms of cognition and behaviour. Finally, students complete an extended empirical project, typically using neuroimaging and supported by the state-of-the-art facilities at YNiC.

Core Modules

These provide a solid grounding in contemporary issues in psychology and neuroscience, psychological research methods, professional and generic skills.

Specialist Modules

 

Specialist modules place neuroimaging in the wider context of cognitive neuroscientific research and introduce students to the principles of neuroimaging the design of neuroimaging experiments and specialist methods required for the analysis of neuroimaging data. These include:

  •  Basic principles in neuroimaging  Introduces students to the basic principles that underlie the signals measured in fMRI and MEG
  •  Research Design and Analysis in Neuroimaging  Provides a practical understanding of how neuroimaging can be applied to different areas of experimental psychology.
  •  Topics in cognitive neuroscience  Demonstrates how neuroimaging has contributed to our understanding of different areas of psychology and shows how neuroimaging techniques complement other methods in cognitive neuroscience.
  •  Programming in Neuroimaging  Provides an introduction to how programming can be used to generate and present experimental stimuli for neuroimaging experiments and for the analysis of neuroimaging data.

Empirical Project (MSc Requirement)

The Empirical Project enables students to participate in the design and implementation of a theoretically-motivated piece of pure or applied research in cognitive neuroscience providing hands-on training in advanced brain imaging or other cognitive neuroscientific methods. Topics are chosen so as to be timely and practicable within the relevant resource and time constraints. We regard it as important that the topic not only engages the interest and enthusiasm of the student, but is also a good match to the specialist expertise and knowledge of the supervisor. 

Many of our students' projects are published. Each year we offer projects on a wide variety of topics linked to faculty research interests, for example students have used fMRI to investigate the processing of emotional and social cues in faces, MEG to investigate brain mechanisms of memory for words and pictures ,  and neuropsychological testing (in patients with brain damage) to investigate semantic memory.

Literature Review (Diploma Only)

The literature review aims to teach Diploma students to critically appraise and write about a specific issue in cognitive neuroscience.  Through this assignment, students will demonstrate an ability to think and write about an issue in their chosen field of study in an insightful and educated way.  The literature review takes place during the Summer Term.  The 6000 word final essay accounts for 100% of the Literature Review module mark.

  • No labels

To contact the Student Documentation maintainers please email psychology-student-docs-group@york.ac.uk (use your University of York email address).