TextbookNeurophysiologyNeurophysiologySept. 29EXAM 1Oct. 6Introduction to Sensory ProcessingTouch & PainAuditory System Nov. 3catch-up & reviewPhysiological Psychology syllabus, page 1 Physiological Psychology (PSYC 221) Fall 2010 Professor: Sayamwong “Jom Hammack Dewey Hall 332 E-mail: [email protected] Office hours: 9:30-11:00 am, Monday and Tuesdays or by appointment. Teaching Assistants: Jasmine Salam (Wednesday lab) Brendan Hare (Thursday lab) E-mail: [email protected] E-mail: [email protected] Office hours: Office hours: 11:00-noon, Tuesdays or by appt. 1:00-2:00 pm Wednesdays or by appt. Dewey 356 Dewey 356 Laboratory Technician: Jeremy Arenos E-mail: [email protected] Dewey Hall 126 Meeting Time & Location: Class: Dewey Hall 212 Mondays, Wednesdays, and Fridays, 8:30-9:20 am Lab: Dewey Hall 126 Wednesdays, 3:00-6:00 pm (Section A; TA – Jasmine Salam) or Thursdays, 4:00-7:00 pm (Section B; TA – Brendan Hare) Prerequisites: Psychology Research Methods I (PSYC 109) and Biopsychology (PSYC 121) Course Description: This course will examine the structure and function of the mammalian nervous system, focusing on the neurobiological bases of sensory experience, perception, and movement. Throughout these discussions, the processes and mechanisms involved in changes in neural function in response to sensory stimulation (i.e., neural plasticity, which comes in many interrelated forms, such as cortical map reorganization, changes in dendritic structure, and the birth and survival of new neurons in certain brain areas; plasticity occurs with both development and learning) will be a recurring theme. The course will also include weekly individual laboratory experience. The broad goal of this course is to provide you with a foundation in basic principles of the nervous system, and an understanding of sight, hearing, touch, taste, smell, and movement from the level of individual neurons to cortical systems. This foundation will help to prepare you for more advanced courses in neuroscience (e.g., BIOL 261, Neurobiology) and for graduate school in biobehavioral psychology or neuroscience, or medical school. Learning Goals: The Department of Psychology has identified 4 program-wide learning goals to meet in our upper-level courses. Here is how this course meets those 4 goals: 1. Students should demonstrate knowledge of core concepts, theoretical perspectives, empirical findings, and historical trends in most of the core areas of psychology (social, developmental, clinical, biobehavioral, learning & memory, and history of psychology) and their interrelationships. The lectures will address this goal for biobehavioral psychology. Exams will be used to assess how well this goal is being met. 2. Students should demonstrate knowledge of the ethical standards and the scientific process in psychology including research methods and applications.Physiological Psychology syllabus, page 2 The supplemental readings from the primary literature will address this goal. Oral presentations and discussion will be used to assess how well this goal is being met. The laboratory exercises will also address this goal. Lab reports will be used to assess how well this goal is being met. 3. Students should be able to evaluate critically and interpret psychological claims from a scientific perspective. See #2. 4. Students should be able to review and communicate psychological material effectively both orally and in writing. See #2. Short essay questions on exams will also be used to assess how well this goal is being met. Required Textbook: Breedlove, Rosenzweig, & Watson (2007). Biological Psychology (5th or 6th edition). Sunderland, MA: Sinauer Supplemental Readings: (available on the class Blackboard site under the week they are presented) Briggs, F., & Usrey, W. M. (2008). Emerging views of corticothalamic function. Current Opinion in Neurobiology, 18, 403-407. Hofer, S.B., Mrsic-Flogel, T.D., Bonhoeffer, T., Hubener, M. (2009). Experience leaves a lasting structural trace in cortical circuits. Nature 457, 313-318. Kupers, R., Chebat, D.R., Madsen, K.H., Paulson, O.B., Ptito, M. (2010). Neural correlates of virtual route recognition in congenital blindness. Proceedings of the National Academy of Sciences, 107 (28), 12716-12721. Lundy, R.L. (2008). Gustatory hedonic value: Potential function for forebrain control of brainstem taste processing. Neuroscience and Biobehavioral Reviews 32, 1601-1606. Miller, K.J., Schalk, G., Fetz, E.E., den Nijs, M., Ojemann, J.G., Rao, R.P.N. (2010). Cortical activity during motor execution, motor imagery, and imagery-based online feedback. Proceedings of the National Academy of Sciences, 107 (9), 4430-4435. Mouret, A., Gheusi, G., Gabellec, M-M., de Chaumont, F., Olivo-Marin, J-C., & Lledo, P-M. (2008). Learning and survival of newly generated neurons: When time matters. Journal of Neuroscience, 28, 11511-11516. Murray, R.M., Morrison, P.D., Henquet, C., Di Forti, M. (2007). Cannibis, the mind and society: the hash realities. Nature Reviews Neuroscience, 8, 885-895. Petkov, C.I., O’Connor, K.N., Sutter, M.L. (2007) Encoding of illusory continuity in primary auditory cortex. Neuron 54 (1), 153-165. Swanson L.W. (2005). Anatomy of the soul as reflected in the cerebral hemispheres: neural circuits underlying voluntary control of basic motivated behaviors. The Journal of Comparative Neurology 493, 122-131. Will et al. (2008). The concept of brain plasticity – Paillard’s systemic analysis and emphasis on structure and function. Behavioural Brain Research, 192, 2-7. Attendance: Attendance of lectures is highly encouraged, since I will be discussing material not on the Powerpoint slides. Please be on time! A few times throughout the semester, at the beginning of class, I will take attendance. You will receive 5 pts of extra credit for no more than 1 absence during these attendance takings. If you are absent on more than 1 of these occasions, you will receive no extra credit points. Attendance of at least 9 of 10 labs is mandatory (see Laboratory section below). Religious Holidays: Students have the right to practice the religion of their choice. If your religious observance will affect your attendance, you should submit in writing to me your documented religious holiday schedule for the semester by the end of the second full week of classes. Faculty must permit