The objective of the course is to acquire the notions and concepts for the representation of the different levels of motor control (reflexes, locomotion, balance and posture, voluntary movement), perceptual functions (external and proprioceptive somatic sensitivity, labyrinthine sensitivity, vision, hearing) and the cognitive and emotional aspects relevant to motor control.

1. Introduction to the course: basic concepts.

1.1 Definition of Neuroscience. 1.2 Historical introduction to Neuroscience. 1.3 Control. 1.3.1 Information transmission: fundamental concepts. 1.3.2 Concept of system. 1.3.3 Control systems. 1.3.3.1 Open-loop control systems. 1.3.3.2 Positive feedback control systems. 1.3.3.3 Negative feedback control systems. Oscillatory behavior. 1.4 Principles of functional organization of the central nervous system.

2. Neurobiology.

2.1 Cell biology of the neuron. 2.2 Electrophysiology. 2.2.1 Membrane potential. 2.2.2 Local potentials. 2.2.3 Action potential. 2.3 Synapses. 2.3.1 Electrical synapses. 2.3.2 Chemical synapses: presynaptic mechanism. 2.3.3 Postsynaptic mechanism. 2.3.4 Ionotropic postsynaptic receptors. 2.3.5 Metabotropic postsynaptic receptors. 2.3.6 Main neurotransmitters. 2.4 Glia. 2.4.1 Types of glial cells. 2.4.2 Functions of glial cells. 2.5. Neural integration. 2.5.1. Spatial and temporal summation. 2.5.2. The distribution of synapses in the neuron. 2.5.3. The axon's cone of emergence. 2.6. Synaptic plasticity. 2.6.1. Long-term potentiation and long-term depression. 2.7. General anatomical and functional organization of the nervous system.

3. Perception.

3.1. General principles. 3.1.1. General organization of perceptual function. 3.1.2. The problem of the truthfulness and completeness of perception. 3.1.3. Reception and perception. 3.1.4. General concept of receptive field. 3.2. Sensory receptors. 3.2.1. Classifications based on structure, type of energy of the stimulus (mechanical, electromagnetic, chemical, thermal), and origin of the stimulus (proprio-, extero-, enteroceptors). 3.2.2. Reception and transduction. 3.2.3. Qualities of the stimulus coded at the periphery: modality, intensity, spatial localization, temporal placement. 3.3. Vision. 3.3.1. The structure of the eye. 3.3.2. Dioptric media. 3.3.3. Elements of geometric optics and formation of the retinal image. 3.3.4. The retina: cellular structure, fovea. 3.3.5. Photoreceptors: cones and rods. 3.3.6. Phototransduction. 3.3.7. Retinal processing: ganglion receptive fields center-on and center-off. 3.3.8. Color coding. 3.3.9. Optical pathways and the optic chiasm. 3.3.10. Organization of the lateral geniculate body. 3.3.11. Primary visual cortex: orientation columns, ocular dominance columns, blobs. 3.3.12. The 'what' pathway and the 'where' pathway. 3.4. Hearing. 3.4.1. Outer ear and middle ear. 3.4.2. The cochlea. 3.4.3. The organ of Corti: reception and transduction of acoustic stimuli. 3.4.4. Frequency coding. 3.4.5. Auditory pathways. 3.4.6. Functional organization of the auditory cortex. 3.5. Somatic sensitivity. 3.5.1. Tactile sensitivity. 3.5.1.1. Tactile receptors. 3.5.1.2. Pathways of tactile perception. 3.5.1.3. Somatosensory cortex and the elaboration. 3.5.1.3. The somatosensory cortex and cortical processing. 3.5.2. Proprioception. 3.5.2.1. Muscle proprioceptors (muscle spindle and Golgi tendon organ) and joint proprioceptors. 3.5.2.2. Pathways of proprioceptive sensitivity. 3.5.2.3. Cortical processing. 3.5.3. Pain. 3.5.3.1. Pain receptors. 3.5.3.2. Pain pathways and their functional significance: spinothalamic, spinoreticular-thalamic, spinoreticular, spinomesencephalic, spinohypothalamic. 3.5.3.3. Control of pain perception. 3.5.4. Thermal perception. 3.6. Vestibular sensitivity. 3.6.1. Vestibular apparatus. 3.6.2. Ampullary organs and otolithic organs. 3.6.3. Transduction. 3.6.4. Vestibular pathways.

4. Motor control.

4.1. Principles of functional organization: the hierarchical organization of motor control. 4.2. Innervation of skeletal muscle. 4.2.1. The alpha motor neuron. 4.2.2. The concept of the motor unit. 4.2.3. The recruitment of motor units and the control of force at the spinal level. 4.3. Reflexes. 4.3.1. Definition. 4.3.2. The stretch reflex and its role in static and dynamic situations. 4.3.3. Polysynaptic and polysegmental reflexes. 4.3.4. The role of interneurons. 4.3.5. Inhibition of reflexes. 4.4. Central pattern generators (CPG). 4.4.1. Structure and location of CPGs. 4.4.2. Descending control and reflex of CPGs. 4.5. Balance and posture. 4.5.1. Vestibular reflexes. 4.5.2. Proprioceptive reflexes. 4.5.3. Function of the vestibulocerebellum. 4.6. Voluntary movement. 4.6.1. Definition. 4.6.2. Motor cortical areas. 4.6.2.1. Primary motor area: localization; afferents; efferents; organization; somatotopy; movement programming; direction coding of movement; force coding. 4.6.2.2. Premotor area: localization; subdivisions in primates; afferents; efferents; movement ideation; mirror neurons. 4.6.2.3. Supplementary motor area: localization; afferents; efferents; implementation of motor patterns. 4.6.3. Basal nuclei. 4.6.3.1. Topographic anatomy and connections. 4.6.3.2. Direct circuit, indirect circuit, hyperdirect circuit and their functional significance. 4.6.4. Cerebellum. 4.6.4.1. Architecture of the cerebellar cortex. 4.6.4.2. The cerebellar nuclei. 4.6.4.3. Functional partitioning. 4.6.4.4. Spinocerebellar. 4.6.4.5. Cerebrocerebellar.

5. Cognitive functions.

5.1. The prefrontal cortex. 5.1.1. Partition of the prefrontal cortex. 5.1.2. Role in motor control. 5.1.3. Role in social behaviors. 5.2. Sleep. 5.2.1. Definition and functions. 5.2.2. Structure. 5.2.3. Organization of circadian rhythms: spontaneity and alignment to the light-dark cycle; intrinsically photosensitive retinal ganglion cells; suprachiasmatic nucleus; pineal gland and melatonin. 5.2.4. Changes in sleep with age. 5.3. Learning and memory. 5.3.1. Definitions. 5.3.2. Taxonomy of memory. 5.3.3. Declarative memory and hippocampus. 5.3.4. Role of the cerebellum in motor learning. 5.3.5. Role of the substantia nigra in reinforcing motor behaviors. 5.3.6. Supplementary and presupplementary motor areas in actualizing learned motor acts. 5.3.7. Role of sleep in consolidation.

None

In accordance with the Dublin Descriptors, at the end of the course and to pass the exam, the student must demonstrate that they:

1. Have achieved a knowledge and understanding of Neurophysiology that allows them to logically and comprehensively discuss theoretical issues;

2. Know how to approach the treatment of applied problems in the field of neurophysiology of motor control, using knowledge of human physiology;

3. Can autonomously and thoughtfully evaluate any differing opinions on problematic aspects of neurophysiology;

4. Can express their knowledge with appropriate language and scientific vocabulary;

5. Demonstrate that they have achieved a good capacity for learning, not only in terms of memorizing the studied information but also in organizing their own thoughts around such information.

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

The teacher will be available for meetings with groups of students or individuals, either in person and/or via videoconference, to fill gaps in initial preparation and to clarify doubts or questions that arise during the lessons. In the case of a negative exam outcome, the teacher will also be available to identify areas for improvement in the approach to studying the subject.

There are no support activities for teaching provided by different individuals.

Teaching

Frontal lecture lessons.

Attendance

The student must possess knowledge of neuroanatomy and cellular neurobiology as prerequisites for the study of neurophysiology. If the student finds deficiencies in their basic preparation that hinder their understanding of the topics discussed, they must address these deficiencies, reporting the issue to the teacher if they deem it useful. Attending students are obligated to achieve at least a sufficient understanding of all topics in the syllabus.

Course books

E.R. Kandel, J.H. Schwartz, T.M. Jessell, S.A. Siegelbaum, A.J. Hudspeth, Principles of Neuroscience, Ambrosiana Publishing House, Milan, 5th Italian edition, 2023.

There are many other neuroscience texts, including in Italian, that can be used. The instructor is available to evaluate the advantages and limitations of alternative texts.

Information on the topics covered in lectures and the slides used will be made available on the blended learning moodle platform. It is clear that the short abstracts and iconographic materials cannot be considered substitutes for the textbook, but should be seen as mere tools to recall the topics discussed in class.

Assessment

The assessment will take place through an oral interview in which one or more topics will be presented to the student. The evaluation will be based on the following elements: knowledge of the topics outlined in the syllabus; ability to organize a speech using appropriate general and specific disciplinary vocabulary; knowledge of the prerequisites for studying neurophysiology, with particular reference to neuroanatomy and cellular neurobiology; ability to use the acquired knowledge to discuss complex issues of motor control, including practical applications to neurological disorders and neurological rehabilitation.

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

Frontal lecture lessons. 

Attendance

The student must possess knowledge of neuroanatomy and cellular neurobiology that is preparatory for the study of neurophysiology. If the student encounters gaps in their basic preparation that hinder their understanding of the topics covered, they must bridge these gaps, notifying the teacher of the problem if they deem it useful. Non-attending students are required to acquire at least a sufficient level of preparation on all topics of the syllabus.

Course books

E.R. Kandel, J.H. Schwartz, T.M. Jessell, S.A. Siegelbaum, A.J. Hudspeth, Principles of Neuroscience, Ambrosiana Publishing House, Milan, 5th Italian edition, 2023.

There are many other neuroscience texts, including in Italian, that can be used. The instructor is available to evaluate the advantages and limitations of alternative texts.

Information on the topics covered in lectures and the slides used will be made available on the blended learning moodle platform. It is clear that the short abstracts and iconographic materials cannot be considered substitutes for the textbook, but should be seen as mere tools to recall the topics discussed in class.

Assessment

The assessment will take place through an oral interview in which one or more topics will be presented to the student.

The following evaluation criteria will be applied:

1. Knowledge of the content provided by the program

2. Ability to grasp and establish logical connections within the parts of neurophysiology and between neurophysiology themes and other disciplines

3. Ability to use knowledge to set up and solve problems related to motor control

4. Clarity and organization of thought and verbal communication, including knowledge of the specific vocabulary of the discipline.

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.