Textbook EXAM 1Oct. 4 Introduction to Sensory ProcessingOct. 11 Touch & PainAuditory System Taste & SmellNov. 8 Basics of the Visual SystemPhysiological Psychology syllabus, page 1 Physiological Psychology (PSYC 221) Fall 2005 Professor: John Green Dewey Hall 358 E-mail: psyc221jtg (through WebCT) Office hours: By appointment Teaching Assistants: James Fox Alexandra Thanellou Dewey Hall 400 Dewey Hall 448 E-mail: [email protected] E-mail: [email protected] Office hours: TBA Office hours: TBA Laboratory Technician: Robert Schneider Dewey Hall 126 Meeting Time & Location: Class: Dewey Hall 212 Tuesdays and Thursdays, 12:30-1:45 pm Lab: Dewey Hall 126 Wednesday, 3:35-6:35 pm (Section A) Thursday, 3:30-6:30 pm (Section B) Prerequisite: Psychology Research Methods I (PSYC 109); 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 mechanisms underlying changes in neural function in response to sensory stimulation (i.e., neural plasticity) will be a recurring theme. The course will also include weekly individual laboratory experience. Textbook: Rosenzweig, Breedlove, & Watson (2005). Biological Psychology (4th edition). Sunderland, MA: Sinauer Supplemental Readings: (available on the class WebCT site) Bavelier, D., & Neville, H.J. (2002). Cross-modal plasticity: Where and how? Nature Reviews Neuroscience, 3, 443-452. Borsook, D., Becerra, L., Fishman, S., Edwards, A., Jennings, C.L., Stojanovic, M., Papinicolas, L., Ramachandran, V.S., Gonzalez, R.G., & Breiter, H. (1998). Acute plasticity in the human somatosensory cortex following amputation. Neuroreport, 9, 1013-1017. Domjan, M., & Purdy, J.E. (1995). Animal research in psychology: More than meets the eye of the general psychology student. American Psychologist, 50, 496-503.Physiological Psychology syllabus, page 2 Gage, F. H. (2003). Brain, repair yourself. Scientific American, 289(3), 46-53. McNeil, J. E., & Warrington, E. K. (1993). Prosopagnosia: A face-specific disorder. Quarterly Journal of Experimental Psychology, 46A, 1-10. Meister, I.G., Krings, T., Foltys, H., Boroojerdi, B., Muller, M., Topper, R., & Thron, A. (2004). Playing piano in the mind – an fMRI study on music imagery and performance in pianists. Cognitive Brain Research, 19, 219-228. Nestler, E. J., & Malenka, R. C. (2004). The addicted brain. Scientific American, 290(3), 78-85. Palmeri, T. J., Blake, R., Marois, R., Flanery, M. A., & Whetsell, W. (2002). The perceptual reality of synesthetic colors. Proceedings of the National Academy of Sciences, 99, 4127-4131. Shergill, S.S., Brammer, M.J., Williams, S.C.R., Murray, R.M., & McGuire, P.K. (2000). Mapping auditory hallucinations in schizophrenia using functional magnetic resonance imaging. Archives of General Psychiatry, 57, 1033-1038. Sobel, N. Prabhakaran, V., Desmond, J.E., Glover, G.H., Goode, R.L., Sullivan, E.V., & Gabrieli, J.D.E. (1998). Sniffing and smelling: Separate subsystems in the human olfactory cortex. Nature, 392, 282-286. Evaluation: Exam 1 – 20% 100 points Exam 2 – 20% 100 points Exam 3 – 20% 100 points Lab reports (4) – 28% 140 points Article presentation & summary – 12% 60 points Exams: Exam format generally will be multiple-choice and short answer. Exams will cover lectures, assigned textbook readings, and supplemental readings. Make-up examinations: Make-up exams must be arranged with the instructor at least 48 hours prior to the exam. In the event of an illness, make-up exams will be administered only if a medical excuse is provided by the Dean’s office. If you have a medical condition that may interfere with taking an exam sometime in the semester, you must contact me in the first week of class to discuss it. General structure of the class: On Tuesdays, I will be lecturing. Lectures will cover important topics in the textbook, including concepts and key experiments, and will add supplementary information. On Thursdays, I will be lecturing for about the first 50 minutes. For the rest of class time, students will be leading discussions of the supplementary readings as well as (time permitting) delving further into important concepts. My role will be to guide and shape the discussion, but I expect students to take an active role in posing and (hopefully) answering questions. Article presentation & summary: For the final 20-25 minutes on Thursdays, students will “assume the lecturer’s position” and present the supplemental reading for that week and lead a class discussion. Two or three students will sign up to present an article together. For this presentation, you should: (1) Summarize what the article was about, in your own words, emphasizing the behavioral tests and results; (2) Relate it to material from lectures or the textbook; and (3) Pose a question or two to the class for discussion. These presentations should be made in Powerpoint format and sent to me prior to class (so that I can install them on the class computer). Try not to include terminology from the article that you don’t understand! All students are expected to participate in these discussions, althoughPhysiological Psychology syllabus, page 3 it is not expected that every student will participate in every discussion. Following the discussion of your article, you will be required to write up 1-2 page written summary of the article and the class discussion of it, and send it to the entire class (and me) through the WebCT (see below) e-mail system. This summary is due one week after the discussion. Every day late will be penalized 5 points. (Please, no excuses!) Points will be awarded based on the following criteria: 1. Quality of Powerpoint overheads 2. Understanding of the paper 3. Quality of questions for the audience 4. Quality of the written summary Laboratory: There will be two, 3-hour laboratory sections. Half of the class will attend one, and half the other. You must attend the lab section that you registered for. The laboratories involve hands-on experience with a number of techniques in physiological psychology. More information will be provided in the first meeting of the laboratory. The schedule for