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1、教学大纲：NEUROERGONOMICS:THEHUMANBRAINATWORKCourseDescriptionInthelasttwodecadestremendousprogresshasbeenmadeinourunderstandingoftheneuralbasesofhumancognitiveandsocialprocesses.Typically,however,thecognitiveandsocialneuroscienceshavetendedtoconsiderthesepro
2、cessesinrelativelysimplelaboratoryconditions.ThegoalofNeuroergonomics,incontrast,istoextendthestudyofhumanbrainfunctiontoeverydayandworkactivities.Neuroergonomicsisanewlyemergingdisciplineconcernedwiththestudyofthehumanbrainandbehavioratworkandinnaturals
3、ettings.Neuroergonomicsrepresentsthemergingofneurosciencewithergonomics(orhumanfactors).Neuroscienceisthestudyofbrainstructureandfunction.Ergonomicsseekstomatchtechnologytothecapabilitiesandlimitationsofpeoplesothattheymayworkeffectivelyandsafelytogether
4、.Neuroergonomicsgoesastepbeyonditsparentdisciplinestouseemergingknowledgeofhumanbrainfunctioningtoinformthedesignoftechnologiesintheworkplace.Thiscourseisdesignedtoprovideadvancedundergraduateandgraduatestudentswithanintroductiontothefieldofneuroergonomi
5、cs.Thecoursewillfirstexaminetheconceptualandtheoreticalbasesofneuroergonomics.Itwillthengoontoanexaminationofanddescriptionofthevariousnoninvasivetechniquesforevaluatinghumanbrainfunction.Finally,thecoursewillexaminetheapplicationofthesetechniquestodiffe
6、rentresearchandapplicationareasinneuroergonomics.Themajorgoalofthecourseistoallowstudentstodevelopanunderstandingofhowknowledgeoftheneuralunderpinningsofdifferentperceptualandcognitiveprocessescaninfluencesuchergonomicsissuesasdisplayandinterfacedesign,p
7、ersonnelselection,andtraining.Thecoursewillinvolvelectures,studentpresentationofpapers,andclassdiscussion.Typically,thefirsttwohoursofeachclass(witha10minutebreak)willbeinalectureformat,withtheremainderoftheclassfocusedondiscussion.Studentsareexpectedtop
8、articipateactivelyinallpartsofthecourse.Thereadingsforthecoursewillconsistofthetextbook,Parasuraman&Rizzo(2008),Neuroergonomics:TheHumanBrainatWork(Chinesetranslation,2012,K.Zhang,ed.).
