TextbookNeurophysiologyNeurophysiologyOct. 1EXAM 1Oct. 8Introduction to Sensory ProcessingTouch & PainAuditory System Nov. 5catch-up & reviewno class – Minority Biomedical confno class – Minority Biomedical confPhysiological Psychology syllabus, page 1 Physiological Psychology (PSYC 221) Fall 2008 Professor: John Green Dewey Hall 358 E-mail: [email protected] Office hours: By appointment Teaching Assistants: Alexandra Thanellou Jamie Fox E-mail: [email protected] E-mail: [email protected] Office hours: TBA Office hours: TBA Laboratory Technician: Jeremy Arenos Dewey Hall 126 Meeting Time & Location: Class: Dewey Hall 212 Mondays, Wednesdays, and Fridays, 8:00-8:50 am Lab: Dewey Hall 126 Wednesdays, 3:30-6:30 pm (Section A; TA – Jamie Fox) or Thursdays, 5:00-8:00 pm (Section B; TA – Alexandra Thanellou) 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.Physiological Psychology syllabus, page 2 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. 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. Textbook: Breedlove, Rosenzweig, & Watson (2007). Biological Psychology (5th edition). Sunderland, MA: Sinauer Supplemental Readings: (available on the class Blackboard site) Bourne, J., & Harris, K. M. (2007). Do thin spines learn to be mushroom spines that remember? Neuron, 17, 381- 386. DeFelipe, J. (2006). Brain plasticity and mental processes: Cajal again. Nature Reviews Neuroscience, 7, 811-817. Galvez, R., Weiss, C., Weible, A. P., & Disterhoft, J. F. (2006). Vibrissa-signaled eyeblink conditioning induces somatosensory cortical plasticity. Journal of Neuroscience, 26, 6062-6068. Goldenberg, G., & Karnath, H-O. (2006). The neural basis of imitation is body part specific. Journal of Neuroscience, 26, 6282-6287. Gould, E. (2007). How widespread is adult neurogenesis in mammals? Nature Reviews Neuroscience, 8, 481-488. Johnson, K. L., Nicol, T., Zecker, S. G., & Kraus, N. (2008). Developmental plasticity in the human auditory brainstem. Journal of Neuroscience, 28, 4000-4007. Konrad, C., Jansen, A., Henningsen, H., Sommer, J., Turski, P. A., Brooks, B. R., & Knecht, S. (2006). Subcortical reorganization in amyotrophic lateral sclerosis. Experimental Brain Research, 172, 361-369. Rochefort, C., & Lledo, P-M. (2005). Short-term survival of newborn neurons in the adult olfactory bulb after exposure to a complex odor environment. European Journal of Neuroscience, 22, 2863-2870. Shuler, M. G., & Bear, M. F. (2006). Reward timing in the primary visual cortex. Science, 311, 1606-1609. Weinberger, N. M. (2007). Associative representational plasticity in the auditory cortex: A synthesis of two disciplines. Learning & Memory, 14, 1-16 (responsible only for pp. 1-4) Attendance: Attendance of lectures is highly encouraged, since I will be discussing material not on the Powerpoint slides. Please be on time! At least 5 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).Physiological Psychology syllabus, page 3 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 students who miss work for the purpose of religious observance to make up this work. Special Needs & Health: For special needs, you can get information at www.uvm.edu/~access. For health-related issues, you can get information at www.uvm.edu/health. Important Dates: The Add/Drop deadline is Monday, September 15. If you drop the course before this deadline, it will be removed from your