The neuropsychology of decision making

Aims of the course

• To gain an understanding of the brain structures involved in decision-making and how they develop.
• To gain an understanding of the neural mechanisms of decision-making processes and how these are influenced.
• To gain an understanding of decision-making deficits and their role in psychological disorders.

Learning outcomes:

• identify the key anatomical and physiological components of decision making from a neuropsychological perspective
• explain decision-making development in terms of executive function, the role of the prefrontal cortex and influences on development
• outline decision-making deficits and roles of decision-making in psychological disorders

Target audience

• Marketing & consumer psychology specialists wanting an improved understanding of what influences consumers decision-making behaviour, how different populations and demographics are likely to make decisions and how the decision-making process can be advantageous in marketing strategies.
• Child development specialists, childcare, early years education practitioners looking for an improved understanding of the implications of early experiences, shaping early years education and experiences.
• Psychology and mental health professionals for children (counsellors, social workers, CAMHS) looking for an improved understanding of the neurological and psychological impact of early experiences and the importance of experiences in key developmental periods.
• Psychology and mental health professionals for adults (counsellors, prison service, mental health care) looking for an improved understanding of the possible roles of early experiences in behaviours exhibited in adulthood. Specifically, in terms of psychological disorders associated with decision-making deficits. Improving understanding of the underlying neurological processes of decision-making, driving external behaviours.

Welcome week (Week 0)

Purpose:

• personal introductions
• introducing the course
• useful reading
• personal objectives

Learning outcomes:

By studying this week, the students should have: 

• become familiar with navigating around the Virtual Learning Environment (VLE) and from VLE to links and back
• test your ability to access files and the web conferencing software and sort out any problems with the help of the Technology Enhanced Learning team
• learn how to look for, assess and reference internet resources
• contribute to a discussion forum to introduce yourself to other students and discuss why you are interested in the course and what you hope to get out of your studies 

Teaching week 1: Introduction to neuroanatomy & neurodevelopment

Purpose:

This week will provide participants with a basic understanding of anatomy and development, providing an important basis for the following weeks. This week will not have a specific focus on decision making, but provides students with a basic knowledge that will be needed to be able to understand the later content on decision making.

Learning outcomes:

• develop an understanding of basic brain anatomy
• develop a basic understanding of how the human brain develops

Teaching week 2: The importance of the prefrontal cortex

Purpose:

This week will provide participants with an understanding of what the prefrontal cortex is and how it is involved in high order processes, specifically decision making. Participants will gain a general understanding of what makes the prefrontal cortex unique in terms of structure and function. This week will cover research evidence surrounding the involvement of the prefrontal cortex in various aspects of decision making.

Learning outcomes:

• develop an understanding of what the human prefrontal cortex is and why it is important in decision making

Teaching week 3: Neurotransmitters, Neurophysiology and decision networks

Purpose:

This week will build upon the anatomical and physiological knowledge developed so far, gaining a more complex understanding of how decisions are made. Participants will learn about the neurotransmitters involved in a decision and how they 'act' in terms of physiology. Participants will also learn about brain connectivity, specifically research evidence surrounding the specific connections and networks involved in decision making.

Learning outcomes:

• building on previous learning to develop a more in depth understanding of the decision making process from a neurophysiological perspective
• to begin to build an understanding of the brain networks involved in decisions

Teaching week 4: Decision-making styles & the role of childhood experiences in decision-making

Purpose:

• This week puts the previous week's learning into an applied context, exploring decision-making and development of decision-making as a dynamic process.
• Specifically, there will be a focus on differences in decision-making style exhibited in adulthood and factors in childhood that can affect the development of decision-making.

Learning outcomes:

• to be able to put their previous learning into context
• to build on basic neuroanatomical and physiological understanding from previous weeks, to explore the development of decision-making in more detail.
• to develop a further understanding of decision-making and what influences it

Teaching week 5: Decision-making deficits

Purpose:

This week brings together everything covered in teaching weeks 1-4 in terms of neurotypical decision making, to explore deficits in decision making, such as that seen in schizophrenia. The content this week will cover observed decision-making deficits, research evidence suggesting underlying biological causes and the roles of external factors e.g. in childhood.

Learning outcomes:

• to build on previous knowledge of neurotypical decision making to gain an understanding of how decision making deficits contribute to psychological disorders and how they manifest

Week 6: what next?

• assessment of student learning
• assessment of student satisfaction
• encouragement of further study

This course is open to everyone, and you don’t need any previous knowledge or experience of the subject to attend.  

Our short courses are designed especially for adult learners who want to advance their personal or professional development. They are taught by tutors who are expert in both their subjects and in teaching students of all ages and experiences. 

Please note that all teaching is in English. You should have near-native command of the English language to get the maximum benefit from the course. 

Each week of an online course is roughly equivalent to 2-3 hours of classroom time. On top of this, participants should expect to spend roughly 2-3 hours of self-study time, for example, reading materials, although this will vary from person to person. 

While they have a specific start and end date and will follow a weekly schedule (for example, week 1 will cover topic A, week 2 will cover topic B), our tutor-led online courses are designed to be flexible and as such would normally not require participants to be online for a specific day of the week or time of the day (although some tutors may try to schedule times where participants can be online together for web seminars, which will be recorded so that those who are unable to be online at certain times are able to access material). 

Unless otherwise stated, all course material will be posted on the VLE so that they can be accessed at any time throughout the duration of the course and interaction with your tutor and fellow participants will take place through a variety of different ways which will allow for both synchronous and asynchronous learning (using discussion boards etc).

Fees 

The course fee includes access to the course on our VLE, personal feedback on your work from an expert tutor, a certificate of participation (if you complete work and take part in discussions), and access to the class resources for two years after your course finishes. 

Concessions 

For more information, please see our concessions information page. 

Alison Fordham Bursary

University of Cambridge Professional and Continuing Education is proud to offer the Alison Fordham bursary, which is awarded to students who wish to study on one of our short online courses via our VLE, reducing the fee paid by 50%. The bursary is limited to a single award for each set of online courses. 

Application criteria:  

• applicants should set out their personal learning motivations since priority will be given to those who are returning to learning after an extended break, or have not previously engaged with fully online learning, or are seeking to use the online short course as a bridge towards undergraduate award-bearing study
• applicants who can demonstrate financial need 

For more information, please see our bursaries information page. 

A certificate of participation and a digital credential will be awarded to those who contribute constructively to weekly discussions, exercises and assignments for the duration of the course.