• Human Neuroimaging and Brain Stimulation
  • Functional MRI, networks, connectivity, machine and deep learning
  • Neuroimaging data analysis
  • EEG, ERPs, coherence·
  • Developmental Cognitive Neuroscience·
  • Learning difficulties·
  • Dyslexia, ADHD, Dyscalculia, Autism·
  • Child’s development·
  • Scientific writing  


Developmental Cognitive Neuroscience (Winter, 216019, 2 credit points). The age of children in the education system ranges from 6 to 18 years. Within these years, a dramatic shift from childhood to adolescence and adulthood occurs. This shift is accompanied by neurophysiological, physiological, cognitive, emotional, and social changes, that directly affect learning and communication skills. This course is an overview of the Cognitive, Emotional, and Social changes along development (in children and adolescence) and the neurobiological markers that underlie these changes. We will also discuss the nature-nurture relations and the effect on neurocognitive development. The cognitive changes include language cognitive and academic development, whereas the emotional changes include motivation and risk-taking which heavily characterize teenagers. Social development and its neural markers will also be discussed. Students will present neuroimaging-based papers aiming to test these abilities.

Learning Difficulties (Spring OR winter, 216003, 2 credit points). This course overviews the basic cognitive abilities that underlie learning (i.e. language and reading development, executive functions, etc) and overviews the impairments in these abilities which eventually lead to learning difficulties. The course overviews the characteristics of different learning and learning-related difficulties (such as Dyslexia, Dyscalculia, Specific language impairments, Attention disorders, Autism, and more) as well as the neurobiological characteristics of these disorders. An overview of the structure and interpretation of the diagnosis process as well as interventions for these difficulties will be done.  

Brain, Learning, and Intelligence (Winter, 21016, 2 credit points). Our brain controls our cognitive and learning abilities, the functioning of the motor and sensory system, and our ability to understand the internal and external environment. All the above lead to the determination of verbal and nonverbal IQ. When one of these processes is impaired, then neurological, psychiatric or developmental disorders and diseases occur. This course will focus on brain activation related to these abilities and their relation to learning.

Lab project in Neuroscience (Winter/Spring, 216007, 5 credit points). In this course, the student will be focused on a research question and will have the opportunity to be an integral part of the Educational Neuroimaging Center (ENIC) team. The student will be supervised by one of the Center’s members and will be in charge of a specific research question, per interest. The project will be focused on a child’s brain development and will include hands-on data collection (if applicable), data analysis (using neurocognitive EEG, eye tracking, fMRI, or MRI datasets), scientific writing, and presentations. The student will present the results of the scientific work to the ENIC members throughout the semester. Acceptance of this project depends upon Dr. Horowitz-Kraus’ confirmation. Please contact Dr. Horowitz-Kraus if interested


Human Neuroimaging and Brain Stimulation (co-instruction with Dr Firas Mawase) (Spring, 336014, 2 credit points). Human brain activation can be measured using a variety of neuroimaging tools and can be analyzed by applied mathematical models and engineering methods. Advanced simulation tools can activate or deactivate specific brain regions using magnetic or electrical fields applied to the human skull. In the current seminar, we will discuss a variety of neuroimaging and neuro-stimulation techniques and overview their application in the medical and neuropsychological fields.

Neuroimaging- Theory and Practice (Spring, 216029, 2.5, credit points). This course links neuronal characteristics and activity to brain activation and connectivity. We discuss a variety of cognitive abilities and their corresponding anatomical loci as well as functional networks. Neuroimaging methods will be discussed (MRI and functional MRI, EEG, fNIRS, and MEG) with a special emphasis on MRI and especially functional MRI. Practically we will learn how to conduct an fMRI task, how to analyze the data (including pre and post-processing steps), and how to interpret the results.

MRI course for Biomedical Engineering (Spring, 336017). The course overviews the principles of Magnetic Resonance Imaging (signal and sequences), neuroimaging processes, and their use in medical research. A specific emphasis on functional MRI and signal processing of BOLD response as well as its interpretation will be made. We will relate the results to neurocognitive processes.

An introduction to Education (part 2) (Spring OR winter, 214118, 4 credit points). This course focuses on the learner and on the learning environment. The course overviews the characteristics (cognitive, emotional abilities, and needs) of impaired and typical learning and the instructional methods for different types of learners in traditional and computerized environments.

Scientific programs planning (Spring, 218148, 5 credit points). In this course, the students will work on a real dataset related to Child brain development and will practice data analysis and mainly scientific writing. The course overviews and practices the components of a scientific paper. Final outcome is a scientific paper written by the student as well as an academic poster.