BEHAVIORAL AND COGNITIVE NEUROSCIENCE

The course introduces students to cognitive neuroscience, the discipline that investigates the neural bases of mental processes, through an approach specifically designed for students with a background in philosophy and prior familiarity with the fundamental concepts of cognitive psychology and cognitive science.
The aim of the course is not to train neuroscientists, but to provide students with the conceptual tools needed to critically engage with the neuroscientific literature, assess its philosophical implications, and understand the epistemological limits of claims made by neuroscience about the mind, consciousness, language, and behaviour.
The course follows a structured progression that, in line with the adopted textbook, moves from the main methods of cognitive neuroscience to core cognitive processes (perception, attention, memory, emotion, language), and then to more complex and philosophically relevant issues, such as cognitive control, consciousness, and free will.
Particular attention will be devoted to the relationship between neuroscientific data and theoretical models of the mind, with the aim of fostering a critical reflection on the potential and the limits of neuroscience in the study of cognitive phenomena.

By the end of the course, the student will have acquired a basic understanding of the main methods and theoretical models in cognitive neuroscience, including their explanatory potential and epistemological limits.
The student will be able to explain the neural bases of key cognitive processes — such as perception, attention, memory, emotion, language, and executive control — and interpret their functioning in light of the theoretical models discussed during the course.
The student will also develop the ability to read and critically analyse scientific articles in the field of cognitive neuroscience, evaluating their methods, results, and theoretical implications.
By the end of the course, the student will be able to discuss the main theories of consciousness and to develop well-grounded and critical arguments on the relationship between neuroscience and central issues in the philosophy of mind, such as free will, personal identity, and mind–body dualism.

The course requires a basic knowledge of cognitive psychology and cognitive science. A general familiarity with key concepts in the philosophy of mind is also recommended.
No prior knowledge of neuroscience is required.

The course provides an introduction to the main domains of cognitive neuroscience, with particular attention to the relationship between brain, mind, and behaviour.
The first part of the course is devoted to the main methods used in cognitive neuroscience (neuroimaging, electrophysiology, and lesion studies) and to the basic principles of the functional organization of the brain.
The course then examines core cognitive processes, focusing on the neural mechanisms underlying perception, attention, and memory, in connection with the main theoretical models developed within cognitive psychology.
Subsequently, more complex processes are addressed, including language, emotion, and executive control, with particular attention to the role of different brain areas and neural networks.
The final part of the course is dedicated to topics of major philosophical relevance, such as consciousness, free will, and the mind–body relationship, with a focus on the interpretative limits of neuroscientific evidence.
Throughout the course, selected scientific articles will also be discussed in order to develop students’ ability to critically engage with the neuroscientific literature.

Gazzaniga, M. S., Ivry, R. B., & Mangun, G. R., Cognitive Neuroscience, Zanichelli (Italian edition).
The exam programme will be based on selected chapters of the textbook, which will be specified during the course.
Additional materials (scientific articles and supplementary readings) will be made available through the university’s e-learning platform.

Student learning will be assessed through an oral examination.
The exam is designed to evaluate knowledge of the theoretical content of the course, as well as the ability to understand and explain key models in cognitive neuroscience and to critically discuss their implications.
The examination also includes the discussion of a scientific article in cognitive neuroscience, selected by the student from a set of papers provided during the course. The student is expected to analyse the article critically, identifying its aims, methods, results, and limitations.
Assessment will take into account the appropriate use of scientific terminology, the ability to connect different topics covered in the course, and the capacity to develop critical arguments on the relationship between neuroscience and philosophical issues.

With regard to grading (i.e., the criteria used to assign final marks), the following standards apply, regardless of whether students attend the course or not:
A. Marks in the range 18–22 will be awarded when the student demonstrates:
– a sufficient level of knowledge and understanding of the course content;
– a limited ability to collect and/or interpret data and to formulate independent judgments;
– adequate communication skills, particularly in the use of discipline-specific terminology.
B. Marks in the range 23–26 will be awarded when the student demonstrates:
– a fair level of knowledge and understanding of the course content;
– a fair ability to collect and/or interpret data and to formulate independent judgments;
– satisfactory communication skills, particularly in the use of discipline-specific terminology.
C. Marks in the range 27–30 will be awarded when the student demonstrates:
– a good or excellent level of knowledge and understanding of the course content;
– a good or excellent ability to collect and/or interpret data and to formulate independent judgments;
– fully appropriate communication skills, particularly in the use of discipline-specific terminology.
D. Honours (30 cum laude) will be awarded when the student demonstrates excellent knowledge and understanding of the course content, as well as outstanding judgment and communication skills.

The course combines lectures and seminar-style sessions. Lectures are aimed at introducing and discussing the main theoretical models in cognitive neuroscience.
In addition to the introductory lectures, some sessions will be devoted to in-depth discussions of specific topics through the analysis of selected scientific articles, which will be made available to students in advance.
These activities are designed to develop students’ ability to critically analyse the neuroscientific literature and to connect empirical findings with theoretical models and philosophical issues addressed in the course.
Particular emphasis will be placed on discussion and interaction, in order to encourage active participation and the development of critical thinking.

This subject deals with topics related to the macro-area "Human capital, health, education" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development