Objectives Commonly used cognitive screening tools were not originally developed for patients with hearing loss (HL) and rely heavily on the ability to hear the instructions and test stimuli. Recently, the Montreal Cognitive Assessment (MoCA) was modified for use with hearing‐impaired populations (ie, HI‐MoCA). In order to investigate the clinical utility of the HI‐MoCA, we assessed performance between the standard MoCA and HI‐MoCA among postlingually deafened cochlear implant (CI) users. Methods We administered the standard MoCA and HI‐MoCA to 21 CI users and compared their performance. We assessed differences in pass/fail status when items from the attention and language sections and the delayed recall task were removed. Results There was no significant difference in performance between the standard MoCA and HI‐MoCA. Participants scored higher on both test versions when the delayed recall task was removed. Participants also performed better on the delayed recall task on the HI‐MoCA than on the standard MoCA. Conclusions While our findings suggest that the modality of presentation for the MoCA does not influence overall performance for postlingually deafened CI users, visual presentation of stimuli impacted performance on delayed recall. Furthermore, irrespective of presentation modality, our participants scored higher on both MoCA versions when the delayed recall task was removed. Clinically, modifications to the presentation of the MoCA might not be necessary for CI users; however, clinicians should be aware that the delayed recall task is inherently harder for these patients.

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Neuroscience, as an academic concentration and area of research, has grown significantly in past decades and has influenced the content and methods of closely related fields. Psychology programs have expanded biopsychology course offerings, increased the hiring of faculty with neuroscience academic concentrations, and provide considerable emphasis on the biology of behavior in introductory psychology courses. The goals of this chapter are to provide instructors with an understanding of neuroscience content in psychology programs, outline the competencies that students gain from taking biopsychology courses, and offer teaching resources. The chapter begins with a review of the history of neuroscience, including its current role in psychology programs and in shaping undergraduate curriculum. We then outline biopsychology competencies and organize content into three core concepts: foundational knowledge of the nervous system, application of the foundational knowledge, and understanding the clinical/social impact. Each core concept is connected to prompts for addressing influential themes in biopsychology (scientific literacy, evolution, and neuroplasticity and adaptability). Example learning activities and teaching resources that align with core concepts and themes are provided. The final sections of the chapter discuss the opportunities, challenges, and lessons learned in teaching biopsychology with evidence-based pedagogical approaches, including self-regulated learning, active learning through the use of high-impact practices, centering professional development skills through course work, and tips for successful instruction.

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