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PSYC 301
Biological Bases of Behavior
Spring, 2018
Course description
PSYC 301 explores the anatomical and physiological systems that underlie animal behavior. It provides an introduction into the field of behavioral neuroscience. Major new discoveries in the field are appearing almost daily, and they are fundamentally changing our ways of thinking about brain function and human behavior. This course will involve you in the excitement of our growing understanding of the nervous system and how it works.
All behavior arises from electrical and chemical activity in the nervous system. This includes everything from the simplest behaviors (reflexes, for instance) to the most complex such as problem solving, judgement, choosing a spouse, and creativity. Advances in brain imaging, molecular genetics, techniques to record the activity of neurons, both individually and as networks, all have made the linkage between brain activity and behavior obvious and increasingly understandable. Some of the research focuses on diseases of the nervous system like schizophrenia, depression, autism, Alzheimer’s disease, and Parkinson’s disease. Some of the most exciting research, however, seeks answers to some of the Really Big Questions: How are memories stored? Why do we sleep? How do light, sounds, odors become our perceptions of the world ? What is consciousness?
To understand how the nervous system creates and controls behavior, we will start by studying how the nervous system is put together (neuroanatomy) and how nerve cells communicate and process information (neurophysiology). We will devote considerable time to the synapse and to neurotransmitters like serotonin and dopamine because they hold the key to understanding many aspects of normal and abnormal behavior.
In the second portion of the course, we will concentrate on how we generate our perceptions of the world around us (vision, touch, and pain will be our examples). We will also study how the nervous system creates and coordinate complex movements like walking, writing, or juggling.
The nervous system changes every day throughout our lives. This is plasticity, a major theme in neuroscience today. Building on the first parts of the course, you will study the complexities and consequences of CNS development, the ways in which the nervous system changes in response to injury, the many misconceptions, marvels, and mysteries of memory, and conscious and unconscious control of reproductive behaviors, i.e. sex. We’ll finish the semester pulling together all the many ideas of the course into an attempt to understand one of our most important, but underrated behaviors: sleep.
PSYC 301 SPRING, 2018 PAGE 1
SCHEDULETu-Th 12:30 - 1:451250 Biology-Psychology
PROFESSORDr. David Yager2123L Biology-Psychology [email protected]
Office hours:Tuesday 2:00 - 4:00Wednesday 10:00 - 12:00Friday 8:30-10:30
TEACHING ASSISTANTMatthew Coon1107 [email protected]
Office hours:Thursday 11:15 - 12:15
PREREQUISITESPSYC 100BSCI 170/171 ( = BSCI 105)
[BSCI 160/161 is not an acceptable substitute for BSCI 170/171]
CREDITSThree
Powered by TCPDF (www.tcpdf.org)
PSYC 301 SPRING, 2018 PAGE 2
READINGSRequired
Optional
Additional readings
Electronic devices in class
The Human Brain Book
by Rita Carter
ISBN: 978-14654-6025
Price: $22
No computers, phones, tablets, or other electronic devices may be used during class.
Any student failing to observe this policy may be required to leave the classroom.
A substantial body of data from careful, well designed research shows that computers in the classroom are more detrimental than beneficial. Laptop use impairs learning for the user, and also negatively affects the students around them. Additional studies show that taking notes by hand leads to better understanding of the material and higher grades. I am putting several papers and articles in the first module section on CANVAS so you can read all about these studies for yourselves.
Based on the material in PSYC 301 and the nature of our lecturers, the Cornell note taking system would a particularly appropriate choice for many students.
(An exception to the classroom electronics restriction is available to students with written documentation from ADS specifically providing for computer use in class.)
There will be additional required readings that concern practical applications of neuroscience research. Their goal is to challenge your thinking about the brain and behavior while putting the concepts into a practical context. These assignments will sometimes include videos, e.g. TED talks, by prominent neuroscientists extending the material in the lectures. There will be different required readings for each exam. I will post the assignments on CANVAS in the Modules section.
You should read these articles and watch the videos thoroughly and carefully. The exams will include specific questions drawn from them.
The Mind’s Machine: Foundations of Brain and Behavior (2nd ed.)
byWatson and Breedlove
ISBN: 978-1-60535-276-3 Price: $77 - $140 depending on version
(Must be 2nd edition)
Excellent graphics, a highly readable text, and a sensible organization make this easily the best of all the books I ‘auditioned’ for PSYC 301. The associated website has animations and videos of variable usefulness plus some study aids.
Although optional, I highly recommend the coloring book. Many students have told me that getting out their colored pencils helped them finally understand brain anatomy (and soothed their psyche).
Carter’s book is filled with creative and useful illustrations depicting various CNS functions and the related structures. It would be most helpful in the second half of the course.
A Colorful Introduction to the Anatomy of the Human Brain
by John P.J. Pinel,
ISBN: 978-0205548-8743
Price: $17
Exams are not anyone’s favorite part of a course, but they serve important purposes. They are excellent motivators for studying and learning. Exams are a mechanism for evaluation of how you’re doing during the course, and how you have done throughout the whole course. Having said that, I am changing the course this semester to give students more graded assignments (essays - see below) and to put less emphasis on the exams. I intend the essays enjoyable opportunities to explore a range of interesting and timely neuroscience topics.
There will be three in-class examinations during the semester, each worth 75 points. Only the two highest scores from these three exams will be used in computing the course score, i.e. the lowest score will be dropped.
All students must take the comprehensive final examination, which is also worth 75 points.
PSYC 301 SPRING, 2018 PAGE 3
GRADINGPhilosophy
Exams
Essays
Course grades
Makeup exams
Incompletes
CANVAS for PSYC 301
An "incomplete" will be assigned as a grade only in cases of compelling and documented need. Incompletes are normally reserved for students experiencing a catastrophic event near the end of the semester. To qualify for an incomplete, the student must have finished a substantial portion of the course, i.e. at least two of the exams, and be performing at a "C" level or better. The student will be asked to sign an "incomplete contract" stipulating the requirements and date for the completion of the course and assignment of a final grade.
We have a CANVAS site for the course and will be using it extensively.
There may occasionally be announcements of immediate importance, e.g. a cancelled class. Be sure your notification setting for Announcements is ‘ASAP’ so that you don’t miss time-critical information.
To access CANVAS, go to ELMS which is both a portal and a source of help and information about the system. If you have trouble logging on, try the OIT Help Desk.
Following University guidelines (see below), a makeup exam can be given in cases where an unexpected, major problem (severe illness/injury, hospitalization, kidnapping, death, etc.) prevents a student from attending an exam. Recreational travel and family social events are examples of non-valid justifications for a make-up exam. The student or a guardian must email me or call me PRIOR to the exam to inform me of the situation. At the earliest possible time, the student must present me with official, written documentation of the reason for missing the exam. A note from a parent or roommate is not official documentation. If the student does not inform me prior to the exam or does not present me with timely, complete documentation, there will be no makeup and the student’s score for the exam will be zero (0%). To be fair to everyone, I strictly follow this policy.
The final course score will simply be the total number of points earned on the tests and essays as a percentage of the total points possible (300). Letter grades will be assigned from the course score using an equal divisions scale, e.g. 80.00 to 83.29 = B-, 83.30 to 86.69 = B, 86.70 to 89.99 = B+
There will be no extra-credit assignments. There will be no retakes of examinations.
Each student will write three short (700 word) essays during the semester. The essay topics will complement and extend material covered in class. We will discuss details of the essays in class, and I will provide specific information and guidelines on CANVAS.
Each essay will be worth 25 points.
Essential to the fundamental purpose of the University is commitment to the principles of truth and academic honesty. Accordingly, the Code of Academic Integrity is designed to ensure that the principle of academic honesty is upheld. Although all members of the University share this responsibility, the Code of Academic Integrity is designed so that special responsibility for upholding the principle of academic honesty lies with the students. It is the responsibility of each student to understand what actions constitute a violation of the Code and understand the consequences of Code violation.
The University of Maryland Honor System is fully described at Student Honor Council.
PSYC 301 SPRING, 2018 PAGE 4
LEARNING RESOURCES
Images and videos
Practice quizzes
Review sessions
Office hours
Emails
UNIVERSITY POLICIES
Academic integrity
On Monday of each week starting February 5th, Matt will post a practice quiz on CANVAS. The quiz will normally be 6-10 questions in a format similar to exam questions. You can take the quiz as many times as you like until you get all the questions correct.
Each quiz you complete with a score of 100% will add one (1) percentage point to your grade on the test covering the material in the quizzes.
An important point: neuroeducation research shows that studying is most effective when done shortly after first presentation of the material and consistently throughout the period between tests. As part of my anti-cramming initiative, the practice quizzes will be available for one week and then replaced by a new quiz. Old quizzes will NOT be available, so take them regularly.
I have scheduled extensive office hours, and Matt has office hours as well. Use them! We can talk about the material covered in lecture, study strategies, exciting neuroscience research - whatever will be useful and interesting for you.
Avoid last-minute cramming - it simply doesn’t work. Come to office hours regularly, not just a day or two before the exam.
I will post the images used in each lecture up on CANVAS in the Modules section. These will be in PowerPoint format. It is not always possible to post the videos I show in class because the files can be very large. The Panopto system uploads videos of each lecture to CANVAS. Although Panopto has improved, it does not always work, so you can NOT assume that every lecture will be recorded.
PSYC 301 adheres to University of Maryland policies regarding undergraduate courses. You can find detailed descriptions of the policies at: Course Related Policies.
For your convenience, I have summarized some of the most important here.
I am happy to respond to emails for class business, making appointments, and brief questions about course content. I’m almost always able to respond within 24 hours, and usually much sooner.
Please use my direct email address ([email protected]) Do not go through CANVAS.
Every Monday afternoon at 4:30 (room TBA) starting February 5th, Matt or I will run a review session covering the material from the previous week. These will be strictly question/answer sessions. Matt and I will not make a presentation and will not introduce any new material. In the past, these sessions have been very enjoyable and productive. Highly recommended.
PSYC 301 SPRING, 2018 PAGE 5
Accessibility
Religious observances
Course evaluations
Copyright
If your effective learning requires accommodation of any type, you can find information and assistance at Accessibility and Disability Services. Each semester students with documented needs should apply to ADS for accommodation request forms that you can provide to your professors as proof of your eligibility for accommodations. This form should be provided at the beginning of the semester.
Special arrangements for each individual test should be made at least a week before the test date.
The University System of Maryland policy provides that students should not be penalized because of observances of their religious beliefs, students shall be given an opportunity, whenever feasible, to make up within a reasonable time any academic assignment that is missed due to individual participation in religious observances.
It is the responsibility of the student to inform the instructor of any intended absences for religious observances in advance. Notice should be provided as soon as possible, but no later than the end of the schedule adjustment period. Prior notification is especially important in connection with final exams, since failure to reschedule a final exam promptly can have very serious academic consequences.
Your participation in the evaluation of courses through CourseEvalUM is a responsibility you hold as a student member of our academic community. Your feedback is confidential and important to the improvement of teaching and learning. CourseEvalUM will be open for you to complete your evaluations for fall semester courses between approximately April 23rd and May 13th. You can go to the website directly (CourseEvalUM) or through CANVAS to complete your evaluations. By completing all of your course evaluations each semester, you will have the privilege of accessing the summary reports for thousands of courses online at Testudo.
© 2018 David D. Yager as to this syllabus, all lectures, and all course materials. Class meetings and course materials, including instructions, presentations, assessments, content outlines, and similar materials are the intellectual property of the course instructor and protected by legal copyright. You may take notes and make copies of course materials for your own personal use. You may not, nor may you allow others to, distribute lecture notes and course materials publicly whether or not a fee is charged without the express written consent of the instructor.
Rock Stars of Neuroscience
Class Schedule
The first five lectures provide an overview of the anatomy of the nervous system and its cells. We will make a link between structure and function (where it is + what it does) and introduce some of the other ‘Big Ideas’ of nervous system structure (bilateral symmetry, contralaterality, neurogenesis, and others). We will also discuss current ideas about brain networks, the ‘connectome,’ and hemispheric asymmetry.
Introduction to the course; structure of neurons
Glia and their diverse functions
Brain and spinal cord anatomy I
Brain and spinal cord anatomy II
Brain networks - functional specialization (or not …)
One of the most basic jobs of neurons is to communicate – from and to the outside world, with one another, and to muscles and glands. The next six lectures will examine the signals that move information from one place to another (action potentials) and other signals (postsynaptic potentials) that allow each neuron to make ‘decisions’ based thousands of signals from other neurons. We will look especially closely at chemical communication between neurons including neurotransmitter and receptor function.
Resting membrane potentials; 1st essay due by 11:59pm
Neural signals - PSPs and integration
Neural signals - APs and conduction
The synapse - structure and function
In-class examination
Neurotransmitters and receptors
Neurotransmitters and behavior; schizophrenia, Parkinson’s disease
The next group of lectures will introduce you to more of the ‘Big Ideas’ about how the nervous system works (parallel and hierarchical processing, receptive fields, CNS maps, among others). We will see how the nervous system detects and interprets touch to the skin and light patterns striking the eye. Sensory information is not truly relevant unless it can be used to create and modify behaviors like conscious movement. The constant intimate interplay of sensory and motor systems is sensorimotor integration.
Sensory systems: touch and pain
Sensory systems: visual system basics
Sensory systems: visual pathways; 2nd essay due by 11:59pm
Spring break
Spring break
January 25th
January 30th
February 1st
February 6th
February 8th
February 13th
February 15th
February 20th
February 22nd
February 27th
March 1st
March 6th
March 8th
March 13th
March 15th
March 20th
March 22nd
PSYC 301 SPRING, 2018 PAGE 6
PSYC 301 SPRING, 2018 PAGE 7
Sensory systems - visual perception
Sensorimotor integration - central processing; mirror systems
Sensorimotor integration - peripheral execution and control
In-class examination
Everything animals—including humans—do, regardless of complexity, arises from action potentials, postsynaptic potentials, and synapses. How you can get such complex and elaborate behaviors from electrical and chemical signals within a three-pound hunk of fat (the brain) largely remains a mystery. Neuroscientists do, however, have many pieces of the puzzle for some complex behaviors, and we will look briefly at several of those. One goal of this last section of the course is to pull together many concepts from the earlier parts of the course.
First, the nervous system is ALWAYS changing. What forms do the changes take? What are the mechanisms? What guides change? We will approach ‘plasticity’ from several perspectives starting with the effects of experience on the structure and growth of the CNS and the changes in the brain following injury.
Neural development - early CNS development; forming connections
Developmental and compensatory plasticity in the CNS
Developmental plasticity and adult behavior - hormones and sex
Second, how does the nervous system store information and, in the process, create asense of time?
Early studies on the neurobiology of memory and amnesia
Anatomy and physiology of memory; 3rd essay due by 11:59pm
Remembering, revising, and forgetting; Alzheimer’s disease
Finally, biological rhythms profoundly affect our behaviors. Circadian disruptions figure prominently in many maladies including depression and bipolar disorder. Sleep is one of the most prominent rhythmic behaviors. What is sleep, what goes on in the nervous system while we sleep, and, most important and most puzzling, why is sleep so important that we simply can’t live without it.
Circadian rhythms using alertness and sleep as examples
A night of sleep - behavior, neurobiology and neuropharmacology
Sleep and CNS plasticity - Do we sleep to remember or sleep to forget?
In-class examination
Final examination - 1:30 - 3:30
Note: Lectures will routinely be recorded via Panopto and posted on CANVAS. However, experience has shown that this system is not completely dependable, and I can’t guarantee that every lecture will be recorded.
March 27th
March 29th
April 3rd
April 5th
April 10th
April 12th
April 17th
April 19th
April 24th
April 26th
May 1st
May 3rd
May 8th
May 10th
May 17th
PSYC 301 SPRING, 2009 PAGE 8PSYC 301 SPRING, 2018 PAGE 8
Reading guidelines by topic
These are guidelines, not assignments. There may be additional sections of the book that are relevant to each topic.
These readings are from the 2nd edition of Watson and Breedlove. Supplement with sections from the coloring book as relevant.
Chapter 1; Appendix A may also be usefulChapter 2 (28-49); Chapter 11 (320-335);
Chapter 13 (396-397)
Chapter 4 (84-85);Chapter 14 (426-437)
Chapter 3 (50-76)
Chapter 4 (78-94);
Chapter 12 (340-352)
Chapter 5 (110-126);
Chapter 7 (174-195, 202-207)
Chapter 5 (126-141)
Chapter 13 (393-407);Chapter 15 (466-471);Chapter 8 (236-253)
Chapter 13 (370-393)
Chapter 10
CNS cells and anatomy
Brain networks
Neurophysiology
Transmitters, receptors, and
drugs
Sensory systems
Motor systems
Development and plasticity
Memory
Rhythms and sleep
