The aim of the course is to acquire advanced knowledge on the neurophysiological foundations of body representations, motor planning, and motor control in peri- and extra-personal space. The acquired knowledge will concern the body schema-body image dyad and its implications for of self and body awareness, as well as the role of body and action representations in motor cognition (motor planning, motor imagery, and action observation). The course will examine major neurological, neuropsychological, and psychiatric disorders involving alterations in body representations or motor planning and control, as well as the main sensorimotor limitations that arise during aging.

The acquired knowledge will enable understanding of the importance of neural plasticity in body and motor representations, and their implications for motor neurorehabilitation and functional recovery.

1. Taxonomy of body representations (8 hours)

1.1. Body schema. 1.2. Body image. 1.3. The multisensory nature of body representations and body Self. 1.4. Personal and peripersonal space. 1.5. Sense of ownership and sense of agency.

2. Disorders of body representations (10 hours)

2.1. Peripheral deafferentation. 2.2. Phantom limb. 2.3. Alien hand syndrome, Autotopagnosia, Digital agnosia. 2.4. Unilateral spatial neglect, Somatoparaphrenia, Anosognosia for hemiplegia, E+ patients. 2.5. Body Integrity Identity Disorder (BIID). 2.6. Alterations of body representations in eating disorders and schizophrenia.

3. Motor Representations (12 hours)

3.1. Predictive models of motor control. 3.2. Visuo-motor circuits. 3.3. Motor cognition: motor planning, motor imagery, and action observation. 3.4. The impact of experience on the quality of motor representations (in the lifespan, in athletes, and in functional limitation conditions).

4. Disorders of motor planning and movement (6 hours)

4.1. Apraxia. 4.2. Basal ganglia and hypokinetic disorders (Parkinson’s disease). 4.3. Basal ganglia and hyperkinetic disorders (Dystonia, Huntington’s disease, Tourette syndrome). 4.4. Cerebellum and cerebellar syndrome.

5. Implications for motor neurorehabilitation (6 hours)

5.1. Neurorehabilitation and neural Plasticity. 5.2. Constraint-Induced Movement Therapy (CIMT) and Mirror Therapy. 5.3. Motor Imagery Practice (MIP). 5.4. Action Observation Therapy (AOT). 5.5. Role of the prefrontal areas.

None. However, a basic understanding of the concepts covered in the Neurophysiology course is required.

Knowledge and understanding:
The student will demonstrate the acquisition and mastery of basic knowledge related to the neurophysiological foundations of body representations and motor planning, an understanding of the major disorders of body representations and motor planning and control, and comprehension of the underlying neurophysiological mechanisms and processes.

Applying knowledge and understanding:
The student will demonstrate the ability to select and apply anatomical, functional, and neurophysiological knowledge to describe body representations in the context of motor planning, as well as an understanding of how acquired knowledge on brain plasticity contributes to neurorehabilitation and functional recovery in this field, particularly in multidisciplinary contexts.

Making judgments:
The student will demonstrate the ability to critically evaluate the processes and mechanisms hypothesized at the basis of body and motor representations and their disorders, identifying their limitations and implications for professional practice, formulating working hypotheses, identifying unresolved issues, and independently deepening their knowledge.

Communication skills:
The student will demonstrate the ability to clearly and coherently present the learned concepts and master the specific terminology related to neurophysiology, neuropsychology, and cognitive neuroscience, also to the purpose of effectively communicating with other professionals in this field.

Learning Skills:
The student will have acquired a good level of autonomy in integrating study materials, understanding and interpreting information related to the neuroscientific bases of the body schema-image interaction, motor planning and control, and their related disorders, as well as the ability to independently retrieve and integrate scientific information to deepen and update their knowledge in this field.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Supplementary seminars will be held focusing on specific topics.

Teaching

The course includes lectures, audiovisual presentations, and interactive teaching activities. Approximately halfway through and at the end of the course, practice exercises on possible exam questions are scheduled to facilitate self-assessment and monitoring of one's learning level.

Innovative teaching methods

Frontal lectures will be enhanced with interactive presentations on the Kahoot!/Mentimeter platforms to promote active learning and self-assessment, as well as to receive real-time feedback from students on the content of the lessons.

Attendance

Attendance is not mandatory, but it is strongly recommended.

To adequately carry out the activities foreseen in the teaching, it is necessary to possess knowledge of neuroanatomy and cellular neurobiology, which are prerequisites for the study of the neurophysiology of bodily representations, motor planning, and hypo- and hyperkinetic motor disorders. In case there are deficiencies in one's basic preparation that hinder the understanding of the topics covered, it will be necessary to fill these gaps using the material provided, and if deemed helpful, to report the issue to the instructor.

Course books

Book chapters:

- E.R. Kandel, J.H. Schwartz, T.M. Jessell, S.A. Siegelbaum, A.J. Hudspeth, Principi di neuroscienze, Casa Editrice Ambrosiana, Milano, IV edizione italiana, 2014. Chapters 15, 16, 17, 18, 19, 37 (review); Chapters 33, 38 e 43.

- Vallar G. & Papagno C. (a cura di). Manuale di neuropsicologia. Clinica ed elementi di riabilitazione. 3a edizione, Il Mulino, Bologna, 2018. Chapter 1 "Introduzione alla neuropsicologia" by Vallar G.; Chapter 9 " I disturbi della programmazione motoria: le aprassie" by Rumiati R.; Chapter 11 "I disturbi della rappresentazione del corpo", by Maravita A.

- Ferrari P.F. & Rizzolatti G. (a cura di). New Frontiers in Mirror Neurons Research, Oxford University Press, 2015. Chapter 6 "Neural underpinnings of anticipatory action simulation and perception in expert brains", by Sacheli L.M., Aglioti S.M., Candidi M.

Papers published on scientific journals:

- Buccino, G. (2014). Action observation treatment: a novel tool in neurorehabilitation. Philosophical Transactions of the Royal Society B: Biological Sciences, 369, 20130185.
- Costello, M. C., & Bloesch, E. K. (2017). Are older adults less embodied? A review of age effects through the lens of embodied cognition. Frontiers in Psychology, 8, 267.
- Mulder, T. (2007). Motor imagery and action observation: cognitive tools for rehabilitation. Journal of Neural Transmission, 114, 1265-1278.

The lecture slides, which will be available on the Moodle course platform (Blended Learning Uniurb), are part of the study material.

Assessment

The expected learning outcomes will be assessed through an oral examination during which questions will be asked on various topics covered in the program. The evaluation criteria are as follows: knowledge of neurophysiology and neuroanatomy applied to body representations and motor planning and control; relevance and effectiveness of responses in relation to program content; ability to identify and highlight connections between different topics; articulation level of the response; appropriate use of disciplinary language; ability to apply acquired knowledge to discuss the structuring of individualized interventions involving the application of strategies for functional recovery in the context of body representations and motor skills.

In order to pass the exam, a minimum grade of 18/30 is required, according to the following levels of proficiency:

0-17 (insufficient): the learning outcomes specified in the "knowledge and understanding" section are not achieved.
18-20 (sufficient): the learning outcomes specified in the "knowledge and understanding" section are achieved.
21-23 (fully sufficient): the learning outcomes specified in the "knowledge and understanding" and "applying knowledge and understanding" sections are achieved.
24-26 (good): the learning outcomes specified in the "knowledge and understanding," "applying knowledge and understanding", and "making judgements" sections are achieved.
27-29 (very good): the learning outcomes specified in the "knowledge and understanding," "applying knowledge and understanding", "making judgements", and "communication skills" sections are achieved.
30 and 30 cum laude (excellent): the learning outcomes specified in the "knowledge and understanding", "applying knowledge and understanding", "making judgements", "communication skills", and "learning skills" sections are fully achieved.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

Non-attending students are encouraged to refer to the educational material uploaded on Moodle (lecture slides, videos, practice exercises, etc.), through which they can supplement their study of the materials listed in the "Textbooks" section. Non-attending students may seek explanations and clarifications from the instructor regarding the course topics during the designated office hours.

Attendance

To adequately carry out the activities foreseen in the teaching, it is necessary to possess knowledge of neuroanatomy and cellular neurobiology, which are prerequisites for the study of the neurophysiology of bodily representations, motor planning, and hypo- and hyperkinetic motor disorders. In case there are deficiencies in one's basic preparation that hinder the understanding of the topics covered, it will be necessary to fill these gaps using the material provided, and if deemed helpful, to report the issue to the instructor.

Course books

Book chapters:

- E.R. Kandel, J.H. Schwartz, T.M. Jessell, S.A. Siegelbaum, A.J. Hudspeth, Principi di neuroscienze, Casa Editrice Ambrosiana, Milano, IV edizione italiana, 2014. Chapters 15, 16, 17, 18, 19, 37 (review); Chapters 33, 38 e 43.

- Vallar G. & Papagno C. (a cura di). Manuale di neuropsicologia. Clinica ed elementi di riabilitazione. 3a edizione, Il Mulino, Bologna, 2018. Chapter 1 "Introduzione alla neuropsicologia" by Vallar G.; Chapter 9 " I disturbi della programmazione motoria: le aprassie" by Rumiati R.; Chapter 11 "I disturbi della rappresentazione del corpo", by Maravita A.

- Ferrari P.F. & Rizzolatti G. (a cura di). New Frontiers in Mirror Neurons Research, Oxford University Press, 2015. Chapter 6 "Neural underpinnings of anticipatory action simulation and perception in expert brains", by Sacheli L.M., Aglioti S.M., Candidi M.

Papers published on scientific journals:

- Buccino, G. (2014). Action observation treatment: a novel tool in neurorehabilitation. Philosophical Transactions of the Royal Society B: Biological Sciences, 369, 20130185.
- Costello, M. C., & Bloesch, E. K. (2017). Are older adults less embodied? A review of age effects through the lens of embodied cognition. Frontiers in Psychology, 8, 267.
- Mulder, T. (2007). Motor imagery and action observation: cognitive tools for rehabilitation. Journal of Neural Transmission, 114, 1265-1278.

The lecture slides, which will be available on the Moodle course platform (Blended Learning Uniurb), are part of the study material.

Non-attending students might also refer to the following book chapters: Denes G., Pizzamiglio L. et al. (a cura di) Manuale di Neuropsicologia. Normalità e patologia dei processi cognitivi, Bologna: Zanichelli, 2019. Chapter 23 "Le aprassie" by Rumiati R., et al.; Chapter 28 "Disturbi della cognizione corporea" by Pizzamiglio L., et al.; Chapter 29 "Consapevolezza corporea: normalità e patologia", by Berti A.M., et al.

Assessment

The expected learning outcomes will be assessed through an oral examination during which questions will be asked on various topics covered in the program. The evaluation criteria are as follows: knowledge of neurophysiology and neuroanatomy applied to body representations and motor planning and control; relevance and effectiveness of responses in relation to program content; ability to identify and highlight connections between different topics; articulation level of the response; appropriate use of disciplinary language; ability to apply acquired knowledge to discuss the structuring of individualized interventions involving the application of strategies for functional recovery in the context of body representations and motor skills.

In order to pass the exam, a minimum grade of 18/30 is required, according to the following levels of proficiency:

0-17 (insufficient): the learning outcomes specified in the "knowledge and understanding" section are not achieved.
18-20 (sufficient): the learning outcomes specified in the "knowledge and understanding" section are achieved.
21-23 (fully sufficient): the learning outcomes specified in the "knowledge and understanding" and "applying knowledge and understanding" sections are achieved.
24-26 (good): the learning outcomes specified in the "knowledge and understanding," "applying knowledge and understanding", and "making judgements" sections are achieved.
27-29 (very good): the learning outcomes specified in the "knowledge and understanding," "applying knowledge and understanding", "making judgements", and "communication skills" sections are achieved.
30 and 30 cum laude (excellent): the learning outcomes specified in the "knowledge and understanding", "applying knowledge and understanding", "making judgements", "communication skills", and "learning skills" sections are fully achieved.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Foreign students can contact the instructor to obtain study materials in English. Additionally, if they wish, they can request to take the exam in English by emailing the instructor at least one week before the examination date.

Some optional articles in English will be made available on the Moodle platform during the course.