Course Coordinator:Christina Driver (email@example.com) School:Thompson Institute
|Online||You can do this course without coming onto campus.|
Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
Neurocognition is the understanding of how thinking skills, such as attention, memory and decision making, are specifically linked to underlying brain regions, networks and processes. Thus, neurocognition has been utilised to better understand the functional impacts of various mental illnesses, including in their very early stages. In this course you will learn how a diverse range of cognitive functions, such as affective regulation, metacognition and social cognition, play key roles in mental health and how these measures provide insights into the underlying neurobiology.
|Online – The online activities will include a combination of videos, peer to peer collaboration, asynchronous online materials, and synchronous lecturer and peer zoom drop-ins.||3hrs||Week 1||13 times|
What is neurocognition and what has shaped our knowledge of brain function? Part 1
What is neurocognition and what has shaped our knowledge of brain function? Part 2
Factors impacting neurocognitive performance
Neurocognition and its role in clinical research
Neurocognition in developmental disorders
Neurocognition in emerging mental disorders
Neurocognition in severe mental disorders
Neurocognition in ageing and dementia
What is the future of neurocognition in mental health?
700 Level (Specialised)
|Course Learning Outcomes On successful completion of this course, you should be able to...||Graduate Qualities Completing these tasks successfully will contribute to you becoming...|
|1||Identify most recent theories on how cognitive functions and domains specifically link to underlying brain regions, networks and processes.||Knowledgeable|
|2||Justify the most appropriate use of neurocognitive intervention by differentiating and evaluating current neurocognitive treatment approaches in a mental health population.||Creative and critical thinker|
|3||Evaluate and justify recent research and research methodology, assessing the effectiveness of neurocognitive interventions in the context of mental health and proposing implications for future directions.||Engaged|
|4||Articulate evidence and conclusions in an appropriate scholarly writing style.||Empowered|
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Enrolled in Program AR602
Standard Grading (GRD)
|High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).|
You will be given practice questions within the first 4 modules to receive early feedback and to help you to become familiar the type of questions to be answered in task 1.
|Delivery mode||Task No.||Assessment Product||Individual or Group||Weighting %||What is the duration / length?||When should I submit?||Where should I submit it?|
|Online||1||Examination - not Centrally Scheduled||Individual||20%||
|Week 4||Online Assignment Submission with plagiarism check|
400 words each week for 4 weeks and 1000-word summary
|Week 9||Online Assignment Submission with plagiarism check|
|Exam Period||Online Assignment Submission with plagiarism check|
|Online - Assessment Task 1:Open book exam|
You will be assessed on your ability to identify recent theories on how cognitive functions and domains specifically link to underlying brain regions, networks and processes. You will complete an open book, take home (online) exam to respond to a series of questions including multiple choice, fill in the blank and one word response answers.
|Product:||Examination - not Centrally Scheduled|
Open book, take home exam (online) to respond to a series of questions including multiple choice, fill in the blank and one word response answers. Individual work You will have 1 attempt.
|Online - Assessment Task 2:Cognitive domains reviews and summary|
This assessment will require you to understand and differentiate between various cognitive functions and domains and their relevance to different mental health populations. Each week as you are presented with a particular population, you will write a short review piece justifying which cognitive intervention is most relevant and why. In the last week, you will write a summary, comparing and contrasting the range of interventions, and looking for similarities and differences in population groups.
400 words each week for 4 weeks, 1000-word summary Individual work Guidelines will be provided in your task folder
|Online - Assessment Task 3:Critical literature review of neurocognitive intervention research|
This assessment has been designed to enhance your evaluation skills by critically engaging with research and research methodology in the context of neurocognitive interventions for mental health. You will be required to select 5-10 original research articles using a specific neurocognitive intervention. You will critically evaluate the articles from a methodological perspective to determine the effectiveness of the chosen intervention, consider the implications for research, and propose future directions.
2500 words Individual Guidelines will be provided in your task folder
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.
|Required||n/a||0||No prescribed text. Key readings will be provided each week through the library course readings.||n/a||n/a|
All work submitted for assessment is to be word processed and submitted electronically. It is expected that students will have ready access to a computer with common productivity software and reliable Internet access. Students will be able to participate in video conferencing, and therefore it is recommended to have computer capabilities to join these sessions (e.g. webcam, microphone).
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: The final mark is in the percentage range 47% to 49.4% The course is graded using the Standard Grading scale You have not failed an assessment task in the course due to academic misconduct
Late submission of assessment tasks will be penalised at the following maximum rate: 5% (of the assessment task’s identified value) per day for the first two days from the date identified as the due date for the assessment task. 10% (of the assessment task’s identified value) for the third day 20% (of the assessment task’s identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension, you must contact your Course Coordinator and supply the required documentation to negotiate an outcome.
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For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.
If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or firstname.lastname@example.org.
Student Wellbeing provide free and confidential counselling on a wide range of personal, academic, social and psychological matters, to foster positive mental health and wellbeing for your academic success.
To book a confidential appointment go to Student Hub, email email@example.com or call 07 5430 1226.
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