This course will teach visual neuroscience from a broad, interdisciplinary point of view. Our modern understanding of vision and visual processing depends not only on the more traditional fields of anatomy, physiology and psychophysics, which remain centrally important, but also on the fields of genetics, molecular and cellular biology, ophthalmology, neurology, cognitive neuroscience and brain imaging. In this course, we will present visual neuroscience as a multidisciplinary, yet integrated field of study.
Aims: The aim is to provide students with an understanding of the functional anatomy and neurophysiology of the visual system, and an understanding of how neural activity results in visual perception and in behaviours that depend on vision. Students will be introduced to a variety of methods for investigating visual neuroscience including molecular biology, psychophysics, single cell recording, electrophysiology, brain imaging, and the experimental study of patients with brain damage or genetic defects.
Summary of Course Content: The course presents a multidisciplinary approach to vision. It will cover anatomical, physiological, genetic, molecular and psychological approaches. The course covers the fundamentals of visual neuroscience from the visual input at the retina to visual perception.
Institute of Ophthalmology
London EC1V 9EL
Dr. Tessa Dekker (Ophthalmology), email: email@example.com
Dr. John Greenwood (Psychology), e-mail: firstname.lastname@example.org
Dr. Peter Jones (Ophthalmology), email: email@example.com
Dr. Andrew Rider (Opthalmology), e-mail: firstname.lastname@example.org
Dr. Stewart Shipp (Ophthalmology), e-mail: email@example.com
Prof. Andrew Stockman (Ophthalmology), e-mail: firstname.lastname@example.org
Dr. Antony Vugler (Ophthalmology), e-mail: email@example.com
BLOCK G: 2-6 pm Tuesday. Medawar Building G02 Watson LT
Sensation and Perception by Jeremy M. Wolfe
Sensation and Perception by E. Bruce Goldstein
The First Steps in Seeing by R.W Rodieck
Visual Perception: Physiology, Psychology and
Biology by Vicki Bruce, Patrick Green and Mark Georgeson
The Visual Neurosciences by Leo Chalupa and John Werner
Webvision at http://webvision.med.utah.edu
Neuroscience: a Historical Introduction by Mitchell Glickstein
Depending on student numbers, the seminars for NEUR 3045 will run in four up to 3-hour sessions (see timetables).
The seminar should last 10 minutes. Marks may be deducted if your talk is shorter than 9 minutes or longer than 11 minutes in length.
Your main aim, in giving the talk, is to demonstrate that you understand what you are talking about. This means that you should try to make sure that what you say is fully comprehensible to your fellow students as well as the examiner, rather than relying on their previous knowledge of the underlying principles (or jargon).
Ideally, the talk should have a brief Introduction, and a conclusion (or provide an answer if the talk title takes the form of a question).
Some coverage of relevant material outside of the lectures is encouraged.
Make sure you can explain the content of complex diagrams, charts or experiments that you replicate from publications or textbooks.
Make sure you reference your sources for diagrams, graphs and data in the slides with a brief acknowledgement.
How many slides you should have in the talk will depend on the detail in each slide, but try to avoid having too many slides with dense detailed information.
Make sure you rehearse to make sure your timing is right.
You will be marked primarily for:
Please e-mail if there are any problems!
Can be found here. Note that the exam syllabus changed in 2012 when the Advanced Visual Neuroscience course (NEUR3001) began and again when NEUR3001 ended in 2017. The earlier pre-2012 exam papers are from the Eye and Brain or Neurobiology of Vision courses, the syllabuses of which were slightly broader than the present course. In 2017, this course was slightly broadened again to include lectures on fMRI and visual development. In 2018, the lectures changed slightly to reflect the death of Professor Glickstein in 2017. He and his lectures will be sorely missed, but you can find copies of his past lectures and notes next.
The invigilated graduate essay titles can be found here.
Scroll up if the page looks blank!
Initially these are from the previous year and will be updated as the course progresses.
Keith May (pre-2017)
Mitch Glickstein (pre-2018)
Tom Salt (pre-2017)