Introduction to fMRI
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Transcript of Introduction to fMRI
![Page 1: Introduction to fMRI](https://reader036.fdocuments.net/reader036/viewer/2022062314/568137ec550346895d9fa2ec/html5/thumbnails/1.jpg)
Introduction to fMRI
![Page 2: Introduction to fMRI](https://reader036.fdocuments.net/reader036/viewer/2022062314/568137ec550346895d9fa2ec/html5/thumbnails/2.jpg)
Introduction to fMRI
• Instructor: James Danckert
• Class times: Tuesdays 1:00 pm to 4:00 pm room PAS 4032
• Office Hours: Tuesdays and Thursdays 4:00 – 5:00 pm room 4040 PAS or by appointment.
• Phone: extension 7014
• Email: [email protected]
![Page 3: Introduction to fMRI](https://reader036.fdocuments.net/reader036/viewer/2022062314/568137ec550346895d9fa2ec/html5/thumbnails/3.jpg)
Aims of the course
• To make you familiar with the different designs typically used in fMRI research – e.g., block vs. event related and rapid event related fMRI.
• To expose you to the most common analysis techniques of fMRI including, t-tests, linear correlations, GLM, etc. To point you in the right direction for more novel techniques not yet widely used such as ICA.
• To briefly introduce you to alternate imaging techniques including TMS, PET, EEG etc.
• To provide you with the practical skills to design, conduct and analyze your own fMRI experiment.
![Page 4: Introduction to fMRI](https://reader036.fdocuments.net/reader036/viewer/2022062314/568137ec550346895d9fa2ec/html5/thumbnails/4.jpg)
Format
• Section 1• didactic lectures from me covering the basics of the technique
• Section 2• each week will examine one aspect of cognition and fMRI• two students will present – one giving a review of the literature thus far (based on a chapter from Cabeza and Kingstone) and the other presenting a recent research article relevant to the topic (each student will be expected to make one of each type of presentation)
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Reading
• For the technical side of things you can go through the following two web sites in more detail
• http://www.arts.uwaterloo.ca/~jdancker/fMRI/fMRI_OL.htm - this is my web site for the more technical course delivered last year
• http://defiant.ssc.uwo.ca/Jody_web/fmri4dummies.htm- this is Jody Culham’s web course which I based my course on
• Chapters of Cabeza and Kingstone’s book will be used for the reviews while students will be expected to find their own relevant articles for the recent research paper - search PubMed http://www.ncbi.nlm.nih.gov/entrez/query.fcgi
![Page 6: Introduction to fMRI](https://reader036.fdocuments.net/reader036/viewer/2022062314/568137ec550346895d9fa2ec/html5/thumbnails/6.jpg)
Reading
![Page 7: Introduction to fMRI](https://reader036.fdocuments.net/reader036/viewer/2022062314/568137ec550346895d9fa2ec/html5/thumbnails/7.jpg)
Other recommended reading!
• John Ralston Saul Voltaire’s Bastards – this book has at least a million messages, one of which is to avoid keeping secrets – in other words, make sure you can communicate your results to anyone!
• Theodore Zeldin An Intimate History of Humanity – Zeldin shows many different viewpoints on life exposing how people forget history or ignore its influence on the present.
• Ramon y Cajal Advice for a Young Investigator – written in the early part of last century this little book (much more so than the other two!) has wisdom relevant to all of us – well worth reading.
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Assessment• Critique the following fMRI paper and provide an alternate design that addresses
your criticisms.
Marois, R., Chun, M.M., and Gore, J.C. Neural Correlates of the Attentional Blink. Neuron, 28, 299 – 308.
Your paper should be less than 2000 words and counts for 30% of your mark.
• Design an fMRI study of your own. Present a brief (very brief!) theoretical background, a detailed outline of design and analysis, justifying your choices.
Your paper should be less than 2000 words and counts for 30% of your mark.
• Class presentations – each student will two presentations – one on a review of the literature and another on a recent research article – this is worth 25%
• Students not presenting each week will be responsible for asking questions of the presenters to lead class discussion – this is worth the final 15% of your mark.