Anatomy and physiology of the nervous system WF-PS-N-AIFUN
Classes (CW) Winter semester 2021/22

Teaching materials will be made available through the Moodle platform.

Domańska, Ł, Borkowska, A. R. (2008). Podstawy neuropsychologii klinicznej. Lublin: UMCS.

Gołąb B. K. (2019). Anatomia czynnościowa ośrodkowego układu nerwowego. Warszawa: PZWL.

Jaśkowski, P. (2009). Neuronauka poznawcza. Jak mózg tworzy umysł? Warszawa: VIZJA PRESS & IT.

Kalat, J. W. (2006). Biologiczne podstawy psychologii. Warszawa: PWN.

Netter, F. H. (2011). Atlas anatomii człowieka. Wrocław: Elsevier.

Nowiński, W. L. (2015). Toward the holistic, reference, and extendable atlas of the human brain, head, and neck. Brain Informatics, 2, 65–76.

Sadowski, B. (2012). Biologiczne mechanizmy zachowania się ludzi i zwierząt. Warszawa: PWN.

Walsh, K., Darby D. (2014). Neuropsychologia kliniczna. Sopot: GWP.

75% of the final grade – result of two tests (the first test will be oral, the second - written test)

15% of the final grade – preparation and presentation of a paper

10% of the final grade – activity during classes

Knowledge:

- Insufficient (2): The student does not know the basic biological processes and key neurophysiological mechanisms. They have no knowledge about the anatomy and function of the most important structures of the brain. The student cannot explain the basic mechanisms of action of sensory systems.

- Sufficient (3): The student knows the basic biological processes and key neurophysiological mechanisms. They have knowledge of the anatomy and function of the most important structures of the brain. The student explains the basic mechanisms of action of sensory systems.

- Good (4): The student knows most of the discussed biological processes and understands most of the basic neurophysiological mechanisms. They have knowledge of the anatomy and function of most of the discussed structures of the brain. The student explains most of the discussed mechanisms of action of sensory systems.

- Very good (5): The student knows all the discussed biological processes and has acquired the basics of neurophysiology. They have structured knowledge about the anatomy and function of all or almost all of the discussed structures of the brain. The student comprehensively explains all or almost all of the discussed mechanisms of action of sensory systems.

Skills:

- Insufficient (2): The student is unable to indicate on an anatomical illustration/ anatomical model selected brain structures. They cannot link the symptoms of the most important neuropsychological deficits with the location of brain damage.

- Sufficient (3): The student can indicate selected brain structures on an anatomical illustration/ anatomical model. They can link the symptoms of major neuropsychological deficits with the location of brain damage.

- Good (4): The student can indicate selected brain structures on an anatomical illustration/ anatomical model. They can link the symptoms of most of the discussed neuropsychological deficits with the location of brain damage.

- Very good (5): The student can indicate selected brain structures on an anatomical illustration/ anatomical model. They can link the symptoms of all or almost all of the discussed neuropsychological deficits with the location of brain damage.

Competences:

- Insufficient (2): The student is not aware of the complexity of neurobiological determinants of mental processes. They do not take part in the discussion on the relationship between the functioning of the nervous system and behavior.

- Sufficient (3): The student has limited awareness of the complexity of neurobiological determinants of mental processes. They take part in the discussion on the relationship between the functioning of the nervous system and behavior. The student does not notice the limitations of the methods used in neuroscience.

- Good (4): The student is aware of the complexity of neurobiological determinants of mental processes. They can discuss the relationship between the functioning of the nervous system and behavior, while recognizing the most important limitations of one’s own point of view. The student notices the limitations of the methods used in neuroscience.

- Very good (5): The student is aware of the complexity of neurobiological determinants of mental processes. They can discuss the relationship between the functioning of the nervous system and behavior, while maintaining criticism of one’s own point of view. The student notices the limitations of the methods used in neuroscience.

1. Historical and evolutionary outline. Characteristic features of primates and features that distinguish humans from other primates.

2. Basic types of compounds building living organisms. Structure of an animal cell.

3. Basic metabolic processes. Mechanisms of action of enzymatic proteins. Gene structure. Replication, transcription, translation. Regulation of gene expression.

4. Structure of nerve tissue. Ionotropic and metabotropic receptors. Chemical processes in the synapse and types of neurotransmitters. Action potential.

5. Ontogenetic development of the nervous system. Basic anatomical concepts and divisions of the nervous system.

6. Anatomy of the brainstem and cerebellum. Structure of the telencephalon. The role of the nervous system in maintaining homeostasis. Autonomic nervous system. Structure of the meninges.

7. Test from topics 1-6.

8. Introduction to psychopharmacology.

9. Visual system. Visual agnosia.

10. Other sensory systems.

11. Introduction to neuropsychology. Division of the cerebral cortex into Brodmann areas. Anatomy of the frontal and parietal lobe. Executive functions. The role of the frontal and parietal lobe in attention processes. Symptoms of damage to the frontal lobe (frontal lobe syndrome, Broca’s aphasia) and parietal lobe (anosognosia, hemispatial neglect).

12. Neuroimaging techniques. Motor system. Neurobiology of free will (Libet’s experiment). Neurobiology of consciousness (neural correlates of visual awareness and blindsight).

13. Anatomy of the temporal and occipital lobe. Wernicke’s aphasia vs. Broca’s aphasia. The role of the mediotemporal lobe in the consolidation of memory traces. Patient H.M. and declarative and non-declarative memory. The effect of sleep on the consolidation of memory traces.

14. Test from topics 8-13.

15. Discussion of results of the second test.

Classes will have traditional form. Work with the literature, discussion, independent conclusions, joint repetition of the material. Work with the anatomical illustration and anatomical model.