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Contents

The course will present central theoretical and empirical issues related to higher cognitive functions with a focus on cognitive control functions. These control functions, often referred to as executive functions, are assumed to mediate goal-directed behaviour and to control and coordinate lower level cognitive processes. Executive control functions are central to most higher mental activities, that involve planning, execution, and evaluation of behaviours and they are closely tied to the construct of intelligence. A variety of neuropsychiatric disorders are associated with impairments and deficits in these functions.

The course will also examine some of the relations between different forms of higher cognitive functions and emotional control functions and their underlying neural mechanisms. The course will also deal with individual and developmental differences in executive control functions.

Expected learning outcomes

Knowledge and understanding
Upon completion the course, the students are expected to show a deeper understanding of:

• executive functions and their relation to higher cognition.
• construct validity and measurement problems within the research area
• emotional control functions and the interaction between emotion and cognition - current research issues in the area
• demonstrate basic knowledge of what plagiarism is and how it can be avoided.

Skill and ability
Upon completion of the course, the students are expected to show ability to:

• retrieve and present, orally and in writing, an individual review of research in the area

Evaluation ability and approach
Upon completion of the course, the student is expected to show the ability to

• critically interpret and discuss research findings within the area

Required Knowledge

Admitted to the Master's programme in Cognitive Science or 90 ECTS in any subject whereof at least 15 ECTS in cognition.

Proficiency in English equivalent to Swedish Upper Secondary course English B/6.
 

Form of instruction

Teaching will be based on seminars and lectures.

Examination modes

Examination is based on active participation in seminars, and an individual paper that is presented at the final seminar. Knowledge of plagiarism and how it can be avoided is assessed through an individual web-based examination.

The course is graded as Pass (G), Pass with Distinction (VG), or Fail (U). To receive a Pass (G), all seminar assignments must be completed (G), and both the individual web-based examination and the essay must be passed (G). To receive a Pass with Distinction (VG), all seminar assignments must be completed, the individual web-based examination must be passed (G), and the essay must be graded as Pass with Distinction (VG).

For students who have not passed the regular examination, additional examination opportunities will be arranged in accordance with the University's Regulations for Grading and Examination, FS 1.1-574-22. A student who has failed an examination twice for a course or part of a course has the right to request a different examiner, unless there are specific reasons against it (HF Chapter 6, Section 22). Requests for a new examiner should be addressed to the Head of the Department of Psychology. Students have the right to be examined under the same syllabus as the original examination at least twice within two years after their initial registration. 

The provisions of the Discrimination Act (2008:567) include requirements for universities to offer the possibility of adapted examinations or alternative forms of examination. Deviations from the syllabus's examination form may be made for a student with a decision for pedagogical support due to a disability. 

The examiner may decide on deviations from the syllabus's examination form. Individual adjustments to the examination form must be considered based on the student's needs. The examination form is adapted within the framework of the course's expected learning outcomes. A student requiring an adapted examination must request the adjustment from the responsible department no later than 10 work days before the examination. The examiner decides on the adapted examination, and this decision is communicated to the student.