Download Biological Bases of Behavior. Page 1 PSYC 7150 Biological Bases

Biological Bases of Behavior. Page 1
PSYC 7150
Biological Bases of Behavior
Syllabus
Spring 2005
Course:
Biological Bases of Behavior (PSYC 7150)
Semester:
Spring 2005
Meeting Times:
Tuesday, 12:30-2:00; Thursday, 12:30-1:30.
Location:
Haley Center, 3218.
Instructor:
Christopher Newland, Ph.D.
110 Thach
844-6479
[email protected]
Text
Biological Psychology.
Rosenzweig, Breedlove, and Watson.
4th Edition. (2005)
Selected Readings to be made available
Web Address:
http://www.duc.auburn.edu/~newlamc/personal
Overview and Course Objectives. This course will cover some of the many relationships
between the brain and behavior. My goal is to introduce the material and prepare you to go further
with it as the opportunities arise. We will cover the basic foundations and how they contribute to our
understanding of specific systems (e.g., motor function, learning) or sets of problems (e.g., behavior
disorders). I trust that you already know something about how behavior is established, maintained and
organized. We will cover the structure of the nervous system, the different dimensions along which
structure falls (e.g., physical, chemical), the function of different components of the central nervous
system, motor systems, the fundamental units of the nervous system (the neuron and the synapse), and
the neurobehavioral bases of selected behavior disorders.
The text is an exceptionally clearly written one so I will rely on you to do much of the reading
on your own. I have chosen a fairly simple text so that we can spend some time on supplementary
readings. The readings have been selected because they identify an interesting new trend in the
behavioral neurosciences or because they illustrate how research is conducted in this area. Once we
have finished with some background material we begin with the readings. You must submit one
question per reading by 12 NOON on the day before the class on which the reading is scheduled
to be covered.
Some of this is difficult material, especially the first time through (and we will go fast), but it
is within reach. I advise you to come to class prepared and to resist mightily the temptation to
procrastinate. Read the assignment once before class, perhaps in one sitting. The first reading need not
be to memorize details but rather to get an overview of what is in the chapter. Keep up with the
material as we go through it in class. Read the chapter before quizzes and that reading should be for
detail. I advise that when reading the chapter the second time you pause at the end of each section and
summarize it using words and complete sentences. Pretend you are teaching it to someone else and,
using the correct terms and experiments, explain what was in the chapter.
Biological Bases of Behavior. Page 2
By the end of the semester you should:
o Be able to describe the major features of the brain and spinal cord.
o Understand the action potential of neurons and the important events that take place in the synapse.
o Understand how synaptic events contribute to our understanding of drugs and of some behavioral
disorders.
o Describe the major effector systems associated with movement.
o Have an appreciation of how behavior and the other neurosciences jointly contribute to our
understanding brain/behavior relationships.
o Have an appreciation of behavior and the nervous system fit into the broader context offered by
our understanding of evolution by natural selection.
Evaluation. Your grade from this section will be an average taken from the four exams. There will
be three in-class exams. The fourth "exam" will come from the questions and comments on the extra
readings. To count a question must posted on WebCT on time (submitted by the day before the
reading is covered) and quality (evidence of a thoughtful reading of the entire paper) as well as
participation in class discussion of the readings
Course Structure. The course (and quizzes) will be centered around the textbook and readings.
Class time will be used partly to cover material from the textbook, especially material that might be
difficult to get from the book alone. For this I will need your help in letting me know what parts of the
book you find difficult. I also hope to use some class time to extend the discussion in the textbook
either to cover a topic in a little more depth or to discuss a point raised by the authors.
Academic Honesty. Cheating is theft and a betrayal of the good-faith required for higher
education to function. It will not be tolerated but will be dealt with according to the policies
established in the Tiger Cub. You are expected to do your own work on quizzes but, of course, you
may study together for quizzes.
Students with Disabilities. Students who need accommodations are asked to arrange a meeting
during office hours the first week of classes, or as soon as possible if accommodations are needed
immediately. If you have a conflict with my office hours, an alternate time can be arranged. To set up
this meeting, please contact me by E-mail. Bring a copy of your Accommodation Memo and an
Instructor Verification Form to the meeting. If you do not have an Accommodation Memo but need
accommodations, make an appointment with The Program for Students with Disabilities, 1244 Haley
Center, 844-2096 (V/TT).
Biological Bases of Behavior. Page 3
PG 683: Biological Bases of Behavior
Lecture Schedule: Spring, 2005
WEEK OF
#
TOPIC
ASSIGNMENT.
10 Jan
1
Origins of Neuroscience, Consciousness, Reductionism.
Chapter 1
Ethics of Animal research.
TBA
Neurons and Glia
Chapter 2.
17 Jan
2
Neural Structure
24 Jan
3
Ion Channels, Resting Potential, Action Potential,
Chapter 3
Neurotransmission. (Washington, Thurs)
31 Jan
4
Neurotransmission.
Chapter 4
7 Feb
5
Evolution of Brain and Behavior.
Chapter 6
Smart Crows, Drunken Mice
[1, 2, 3]
Development (Study Section, Thurs)
Chapter 7
14 Feb
6
EXAM 1. Wednesday 17 Feb.
21 Feb
28 Feb
7
8
Autism
[4, 5]
Aging
Chapter 7.
Chemicals and the Pace of Aging
[6]
General Principles of Sensory Processing
Chapter 8
Modification of Sensory Cortex
[7, 8]
7 Mar
9
Vision (SOT, Tues)
Chapter 10
14 Mar
10
Motor Control and Plasticity
Chapter 11
Stroke Therapy
[9, 10, 11]
Homeostasis
Chapter 13
21 Mar
11
[12, 13]
28 Mar
12
Spring Break.
4 Apr
13
EXAM 2.
11 Apr
14
Biological rhythms.
Chapter 14
Schizophrenia and Depression
Chapter 16
[14]
18 Apr
15
25 Apr
16
30 Apr
17
3-4 May
6 May
Learning and Memory
Chapter 17, 18
Mechanisms of respondent conditioning
Cortex, Striatum, Choice, and Reinforcement.
Influences over development/assessment of risk
[15, 16]
[17, 18]
[19, 20, 21]
Conceptual Issues in Reductionism.
[22, 23]
Reading Period
FINAL EXAM
FRIDAY, 6 MAY 2005 5:00-7:30, EXAM 3
Biological Bases of Behavior. Page 4
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cerebral cortex. Behavioural Brain Research, 135(1-2), 179-184.
Blake, D. T., Strata, F., Churchland, A. K., & Merzenich, M. M. (2002). Neural correlates of
instrumental learning in primary auditory cortex. Proceedings of the National Academy of
Sciences of the United States of America, 99(15), 10114-10119.
Liepert, J., Bauder, H., Wolfgang, H. R., Miltner, W. H., Taub, E., & Weiller, C. (2000).
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nonuse by shaping. Journal of the Experimental Analysis of Behavior, 61(2), 281-293.
Taub, E., & Uswatte, G. (2003). Constraint-induced movement therapy: Bridging from the
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Corwin, R. L., Woolverton, W. L., & Schuster, C. R. (1990). Effects of cholecystokinin, damphetamine and fenfluramine in rats trained to discriminate 3 from 22 hr of food deprivation.
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Salamone, J. D., Wisniecki, A., Carlson, B. B., & Correa, M. (2001). Nucleus accumbens
dopamine depletions make animals highly sensitive to high fixed ratio requirements but do not
impair primary food reinforcement. Neuroscience, 105(4), 863-870.
Winterer, G., & Weinberger, D. R. (2004). Genes, dopamine and cortical signal-to-noise ratio
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