Assessing cognitive functioning is a key component of many research projects. However, it is a complex task influenced by numerous factors.
This course is designed to provide doctoral students, who intend to include cognitive measures in their research, with a foundational understanding in cognitive test theory and elementary knowledge of cognitive functions in both healthy subjects and individuals with certain medical conditions, such as chronic pain, endocrinological disorder and other somatic conditions. This knowledge aims to support accurate interpretation of test results and minimize the risk of misinterpretation.
A further aim of the course is to introduce commonly used cognitive tests and screening batteries, including their administration and interpretation. Emphasis is placed on appropriate test selection, understanding what each test measures, and interpreting results in research context. The course also addresses common methodological pitfalls in research and ways to avoid them.
The course is given alternately in Swedish and English The course will be held in Swedish if only Swedish speeking participants have applied.
By the end of the course, the student will be able to:
• Define central concepts such as neuropsychology, cognition, and intelligence,
• Describe some of the most used tests, including the cognitive function/s measured, and brain areas/networks implicated, • Critically reflect on the reliability and validity of different tests and screening instruments including practice effect if the study participants are tested repeatedly,
• Reflect on the pros and cons of short screening batteries versus a more comprehensive assessment in the context of medical research,
• Reflect on different ways of analyzing cognitive test data, such as test-by-test or by combining scores into summary/composite scores,
• Describe selected injuries (e.g. traumatic brain injury, stroke) and medical conditions (e.g. post-concussion symptoms, post COVID-19 condition, ADHD, endocrinological disorders, chronic pain), and their associated cognitive deficits.
• Assemble a cognitive test or screening protocol for a specific research question and critically address possible limitations of the protocol.
No prerequisite courses, or equivalent, demanded for this course.