Course Syllabus

JOHN CABOT UNIVERSITY

COURSE CODE: "PS 372"
COURSE NAME: "Neuroscience of Human Imagination"
SEMESTER & YEAR: Summer Session II 2025

SYLLABUS

INSTRUCTOR: Alfredo Spagna
EMAIL: [email protected]
HOURS: MTWTH 11:10 AM 1:00 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES: PS 210 and PS/NS 370
OFFICE HOURS: by appointment

COURSE DESCRIPTION:
This course explores the neural foundations of conscious processing and awareness, with a particular focus on visual mental imagery (VMI)—a central topic in contemporary neuroscience. Students will engage with current research on the neural correlates of imagination, examining both typical and impaired visual imagery in clinical and non-clinical populations. A key component of the course is the critical analysis of recent scientific literature, enabling students to refine their analytical skills. By the end of the course, students will have a solid grasp of major theories of VMI and the neuroscientific methodologies used to study this cognitive function.

SUMMARY OF COURSE CONTENT:

SUMMARY OF COURSE CONTENT

After briefly reviewing the basics in cognitive neuroscience (e.g., structure of the nervous system; week 1) and the historical philosophical debate that dominated the study of visual conscious perception and imagination (weeks 2), this lecture course will then focus on contemporary investigations of mental imagery, including major challenges and pitfalls. Specifically, the course will:

Provide overview of structure and function of sense organs and discussion on the role of psychophysical and neurophysiological experiments in providing insights in our understanding of visual conscious processes.
Introduce theories, research, and experiments that provided the basis for most debates on consciousness perception, whether seen or imagined.
Introduce case studies from neuropsychological patients for discussion, with the goal of demonstrating how data from patients with specific types of brain damage provide important insights into the neural bases of normal cognitive functioning.
Stream through a variety of cognitive functions which are important to achieve and maintain a “conscious imagery” over time, from attention, to episodic memory, to language and semantic processing.
Meld together the data from both the behavioral and neurobiological sources for each topic to show our current thinking on how VMI is instantiated in the brain, and how it is mapped onto specific brain networks and the nature of the calculations performed in the different nodes within these networks.

LEARNING OUTCOMES:

o Demonstrate their knowledge of the neural mechanisms underlying visual mental imagery and their relationship to conscious perception

o Summarize historical and contemporary theories of mental imagery and evaluate their contribution to the scientific understanding of imagination

o Apply principles of cognitive neuroscience to interpret findings from experimental research and neuropsychological case studies on imagination.

o Critically analyze empirical research and assess the strengths and limitations of the methods used to study imagination

o Synthesize and present scientific literature on mental imagery in oral format

TEXTBOOK:

NONE

REQUIRED RESERVED READING:

NONE

RECOMMENDED RESERVED READING:

NONE

GRADING POLICY
-ASSESSMENT METHODS:

Assignment	Guidelines	Weight
Class preparation and participation	The assigned readings aim to deepen your understanding of recent advances in the neuroscience of human imagination and develop your critical thinking. Active preparation and participation are key for high-level discussions, which may include asking insightful questions, connecting readings, engaging with classmates’ ideas, critiquing research methods, and bringing in relevant outside sources.	10%
Weekly Responses	Each Sunday (July 13, 20, 27, August 3), you must submit a brief reading response (summary + reflection) by 10:00 PM on the Course Online Platform. These responses help track your understanding and guide class focus. Each submission should be a short paragraph and will be graded on a 0–2 scale. Active engagement with readings and class discussions is crucial for your final grade, and accommodations can be made if participating in discussions is challenging.	15%
Monday Presentation and Leading section	Each student must give two 30-minute slide presentations on assigned papers (at least a few weeks apart), signing up via a shared Google Sheet. Presentations must follow a set structure: introduce the authors and journal, outline main concepts, methods, results, strengths/weaknesses, and personal reflections on the findings. A handout must be emailed to the instructor and a meeting scheduled at least one week before the presentation, or a 5-point penalty will apply for each missing requirement. Presentations are graded out of 50 points across five categories, with the second presentation weighted more heavily.	15
Midterm	Exams will be a mix of multiple choice, fill-in, and short-answer questions. Each test will focus on material covered in the lectures, including more basic definitional / conceptual knowledge, application of that knowledge to new scenarios, and case studies drawn from neuropsychology. While studying, try to emphasize understanding and critical thinking. Knowing key concepts and definitions is highly valued, of course, but successful students use that knowledge to scaffold a more comprehensive understanding of the material. Rather than simply “memorizing,” try to “understand” the material and consult with your Instructor and the TAs for clarification.	25
Final	Exams will be a mix of multiple choice, fill-in, and short-answer questions. Each test will focus on material covered in the lectures, including more basic definitional / conceptual knowledge, application of that knowledge to new scenarios, and case studies drawn from neuropsychology. While studying, try to emphasize understanding and critical thinking. Knowing key concepts and definitions is highly valued, of course, but successful students use that knowledge to scaffold a more comprehensive understanding of the material. Rather than simply “memorizing,” try to “understand” the material and consult with your Instructor and the TAs for clarification.	35

-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.

-ATTENDANCE REQUIREMENTS:
ATTENDANCE REQUIREMENTS AND EXAMINATION POLICY
You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed. The final exam period runs until ____________

ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.

STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.

SCHEDULE

SCHEDULE AND OVERVIEW OF KEY BIBLIOGRAPHIC WORKS FOR THE COURSE:

The calendar below details topics, readings, and assignments for each class period. It may be subject to changes to reflect interests of students. Students are responsible to be prepared to discuss the assigned readings for each class period. Typically, each class period will begin with a short lecture providing the background in neuroscience necessary to better explore the issue of the day, conducted by the Instructor. On Mondays, the majority of class time will be dedicated to student presentations and student-led discussions, while Tuesday, Wednesday, and Thursday sessions will follow a lecture-based format.

Date	Topic	Readings	Notes
July 7 (M)	Nervous system organization & Introduction to Cognitive Neuroscience of Conscious Perception	No readings assigned	Review of Syllabus, overview of the topic.
July 8 (T)	Nervous system	Vaidya et al 2020 - Lesion studies in Contemporary Neuroscience.pdf	Lecture content will revolve around the topic listed in column B. Read the article listed in column C.
July 9 (W)	Principles of neocortical functions	Coltheart 2017 - The assumptions on which Neuropsychology stands.pdf	Lecture content will revolve around the topic listed in column B. Read the article listed in column C.
July 10 (Th)	Imaging the Brain’s Activity	Bassett Haggard Farah Poldrack et al 2020 - Reflections on the past two decades of neuroscience. NatNeuro Viewpoints	Lecture content will revolve around the topic listed in column B. Read the article listed in column C.
July 14 (M)	Student Led Presentation and Class Discussion: The Classical Model of VMI 1. Pearson, J., Naselaris, T., Holmes, E. A. & Kosslyn, S. M. Mental Imagery: Functional Mechanisms and Clinical Applications. Trends in Cognitive Sciences 19, 590-602, (2015). 2. Dijkstra, N., Bosch, S. E. & van Gerven, M. A. Vividness of Visual Imagery Depends on the Neural Overlap with Perception in Visual Areas. J Neurosci 37, 1367-1373, (2017). 3. Pearson, J. The human imagination: the cognitive neuroscience of visual mental imagery. Nat. Rev. Neurosci. 20, 624-634, (2019). 4. Milton, F., Fulford, J., Dance, C., Gaddum, J., Heuerman-Williamson, B., Jones, K., ... & Zeman, A. (2021). Behavioral and neural signatures of visual imagery vividness extremes: Aphantasia versus hyperphantasia. Cerebral cortex communications, 2(2), tgab035.
July 15 (T)	Challenges to the classical model of VMI - part I	Spagna, A., Hajhajate, D., Liu, J., & Bartolomeo, P. (2021). Visual mental imagery engages the left fusiform gyrus, but not the early visual cortex: A meta-analysis of neuroimaging evidence. Neurosci & Biobehavioral Reviews, 122, 201-217.	Lecture content will revolve around the topic listed in column B. Skim-read thoughtfully the article listed in column C before coming to class.
July 16 (W)	Challenges to the classical model of VMI - part II	Spagna, A., Heidenry, Z., Miselevich, M., Lambert, C., Eisenstadt, B. E., Tremblay, L., ... & Bartolomeo, P. (2024). Visual mental imagery: Evidence for a heterarchical neural architecture. Physics of Life Reviews, 48, 113-131.	Lecture content will revolve around the topic listed in column B. Skim-read thoughtfully the article listed in column C before coming to class.
July 17 (Th)	Challenges to the classical model of VMI - part III	Liu, J., Zhan, M., Hajhajate, D., Spagna, A., Dehaene, S., Cohen, L., & Bartolomeo, P. (2023). Ultra-high field fMRI of visual mental imagery in typical imagers and aphantasic individuals. bioRxiv, 2023-06.	Lecture content will revolve around the topic listed in column B. Skim-read thoughtfully the article listed in column C before coming to class.
July 21 (M)	Recap and Midterm Exam
July 22 (T)	Auditory Mental Imagery and Intracerebral Recordings	Martin, S., Mikutta, C., Leonard, M. K., Hungate, D., Koelsch, S., Shamma, S., ... & Pasley, B. N. (2018). Neural encoding of auditory features during music perception and imagery. Cerebral Cortex, 28(12), 4222-4233.	Lecture content will revolve around the topic listed in column B. Skim-read thoughtfully the article listed in column C before coming to class.
July 23 (W)	White Matter bundles supporting VMI	Hajhajate, D., Kaufmann, B. C., Liu, J., Siuda-Krzywicka, K., & Bartolomeo, P. (2022). The connectional anatomy of visual mental imagery: evidence from a patient with left occipito-temporal damage. Brain Structure and Function, 227(9), 3075-3083.	Lecture content will revolve around the topic listed in column B. Skim-read thoughtfully the article listed in column C before coming to class.
July 24 (Th)	Multimodal mental Imagery and Causality Inference	Thorudottir, S., Sigurdardottir, H. M., Rice, G. E., Kerry, S. J., Robotham, R. J., Leff, A. P., & Starrfelt, R. (2020). The architect who lost the ability to imagine: The cerebral basis of visual imagery. Brain Sciences, 10(2), 59.	Lecture content will revolve around the topic listed in column B. Skim-read thoughtfully the article listed in column C before coming to class.
July 28 (M)	Student Led Presentation and Class Discussion: Aphantasia 1. Zeman, A., Dewar, M., & Della Sala, S. (2015). Lives without imagery–Congenital aphantasia. Cortex, 73, 378-380. 2. Zeman, A. (2024). Aphantasia and hyperphantasia: exploring imagery vividness extremes. Trends in Cognitive Sciences. 3. Krempel, R., & Monzel, M. (2024). Aphantasia and involuntary imagery. Consciousness and Cognition, 120, 103679. 4. Monzel, M., Dance, C., Azañón, E., & Simner, J. (2023). Aphantasia within the framework of neurodivergence: Some preliminary data and the curse of the confidence gap. Consciousness and Cognition, 115, 103567.
July 29 (T)	Challenging the whole field: What are we talking about?	Buzsáki, G. (2020). The Brain–Cognitive Behavior Problem: A Retrospective.eNeuro,7(4).	Lecture content will revolve around the topic listed in column B. Skim-read thoughtfully the article listed in column C before coming to class.
July 30 (W)	From visual Mental imagery to Reality Monitoring	Dijkstra, N., Kok, P., & Fleming, S. M. (2022). Perceptual reality monitoring: Neural mechanisms dissociating imagination from reality. Neuroscience & Biobehavioral Reviews, 135, 104557.	Lecture content will revolve around the topic listed in column B. Skim-read thoughtfully the article listed in column C before coming to class.
July 31 (Th)	Involuntary Mental Images	Nanay, B. (2021). Unconscious mental imagery. Philosophical Transactions of the Royal Society B, 376(1817), 20190689.	Lecture content will revolve around the topic listed in column B. Skim-read thoughtfully the article listed in column C before coming to class.
Aug 4 (M)	Student Led Presentation and Class Discussion 1. Nanay, B. (2021). Implicit bias as mental imagery. Journal of the American Philosophical Association, 7(3), 329-347. 2. Eisenstadt, B. E., Spagna, A., & Stroessner, S. J. (2024). In the Mind’s Eye: Exploring the Relationship Between Visual Mental Imagery and Stereotyping. Personality and Social Psychology Review, 10888683241273350. 3. Dijkstra, N., & Fleming, S. M. (2023). Subjective signal strength distinguishes reality from imagination. Nature Communications, 14(1), 1627. 4. Dijkstra, N., Convertino, L., & Garfinkel, S. (2024). How disrupted interoception could lead to disturbances in perceptual reality monitoring. Cognitive Neuropsychiatry, 1-9.
Aug 5 (T)	What is VMI for? Part I	Blomkvist, A., & Marks, D. F. (2023). Defining and ‘diagnosing’aphantasia: Condition or individual difference?. Cortex, 169, 220-234.	Lecture content will revolve around the topic listed in column B. Skim-read thoughtfully the article listed in column C before coming to class.
Aug 6 (W)	What is VMI for? Part II	Bainbridge, W. A., Pounder, Z., Eardley, A. F., & Baker, C. I. (2021). Quantifying aphantasia through drawing: Those without visual imagery show deficits in object but not spatial memory. Cortex, 135, 159-172. Pounder, Z., Jacob, J., Evans, S., Loveday, C., Eardley, A. F., & Silvanto, J. (2022). Only minimal differences between individuals with congenital aphantasia and those with typical imagery on neuropsychological tasks that involve imagery. Cortex, 148, 180-192.	Lecture content will revolve around the topic listed in column B. Skim-read thoughtfully the articles listed in column C before coming to class.
Aug 7 (Th)	Recap and Final Exam