The College of Wooster
Department of Psychology

PSYC230:  Human Neuropsychology
Professor Amy Jo Stavnezer

Course Description:

Some researchers have argued that the study of healthy non-brain damaged individuals can provide only a partial window through which one can view the “mind” (i.e., processes related to attention, perception, cognition, personality, emotion, memory, language, etc.). Investigating patients with brain damage is another way to study the composition of the mind. This is the approach adopted by neuropsychologists. The neuropsychological approach helps us to better understand the components of the mind and normal behavior, it helps us to refine psychological theories, and it gives us clues for how to better improve the lives of patients who have been afflicted with brain damage.

A Metaphor For Neuropsychology:
“Imagine the brain as a magnificent great house, established long ago through the millennia with the help of Mother Nature and evolution. The building blocks were carefully chosen and all the rooms, corridors, and staircases have been designed to function efficiently in the service of the chief resident, the Mind. The two are interwoven, the house and its chief resident, so that the one, the Mind, is a reflection of the conditions which exist in the house. The Mind would not be what it is if it were not for the unique architecture of the brain” (Zaidel, 1994).

A main goal of this course is to provide you with a closer look at the field of neuropsychology; investigating patients with brain damage. We will learn about this field by looking at individual case studies of brain-damaged patients with neuropsychological deficits. This approach is utilized in order to “bring to life” the fascinating world of the study of the brain and mental processes and behavior. We will make use of a textbook for informative background material and reports from case studies to complete our understanding of the impact of brain function.

It is my hope that throughout this course you will further develop your skills in thinking critically, integrating evidence, presenting your thoughts and ideas in a concise and coherent manner (both orally and in writing), and that you will take an active role in your own learning process. One way in which this will be accomplished is in-class discussions. When our main focus for a day is on a case study, small groups of students will work together on understanding the disorder and assessment and we will then come back together for a large groups discussion of the case. It is my hope that everyone will be an active participant in this process. Of course I also hope that you will enjoy the course and develop enthusiasm and increased curiosity for the study of neuropsychology,

Amy Jo Stavnezer     ajstavnezer@wooster.edu     Morgan 109    330-263-2215