ADVANCED BIOLOGICAL PSYCHOLOGY
PSYC.674.101
Fall, 2014
INSTRUCTOR: Bryan D. Devan, Ph.D.
CLASS MEETING: College of Liberal Arts Bldg, LA 2150, Thur 4:20 PM – 6:50 PM
OFFICE AND PHONE: CLA; LA 3146; 410.704.3727
OFFICE HOURS: Mon-Thur: 3:20-4:20PM; OR BY APPOINTMENT
EMAIL: bdevan@towson.edu
CLASS WEBSITE: http://pages.towson.edu/bdevan/Adv_biopsych.htm
MAC FRIENDLY HOMEPAGE: http://pages.towson.edu/bdevan
HOMEPAGE: http://pages.towson.edu/bdevan/Welcome.htm (internet explorer)
LABORATORY WEBSITE: http://pages.towson.edu/bdevan/LCN.htm (internet explorer)
Background Resources
Brain Facts
A Primer on the Brain and Nervous System
http://www.sfn.org/index.aspx?pagename=brainfacts
© 2008, Society for Neuroscience
Neuroscience: Science of the Brain
An Introduction for Young Students
www.sfn-montreal.ca/baw/brainbee/Eng.pdf
© 2003, British Neuroscience Association
Course Objectives

Provide a primer of knowledge as the basis for more advanced critical thinking

Review some of the major research methods, findings and theories in the field of biological
psychology (obviously not an exhaustive account but the psychological interests of the
students will be taken into consideration)

Understand important brain-behavior relations and some contemporary problems that
biopsychologists are attempting to answer

Survey and evaluate the literature on a specific topic in the field

Design and propose a novel research project

OPTION 1: conduct the research study and report on the results

OPTION 2: A Take home final exam will replace option 1, in which all material covered in
class may be used to develop follow-questions that the students may independently work on
for the period between the final class meeting and the scheduled final exam. The exam will
require significant research that not only draws upon course content but should include
2
significant work, at the graduate level, that expands on and includes topics not covered in
the course.
Description
As outlined above, the main objectives of this course are twofold: 1) to review specific content in
the field of biopsychology and 2) to critically evaluate contemporary research and conduct a
novel study in this broad area of investigation. Readings from the journal articles, books, lecture
material and multimedia presentations will focus on key questions that neuroscientists ask about
the brain and behavior. During the first few weeks, students will do a literature search and select
a topic involving the relationship between brain and behavior (or more generally biologypsychological function) to present to the class for consideration in developing group research
projects (see below). A five page written summary of the topic (with APA citations and at least –
the absolute minimum requirement – 5 references to journal articles) should be submitted by
midterm (week 8). Some prospective topics and methods will be presented during the first few
weeks, along with a list of research articles that may be helpful in developing ideas for individual
topics and the research projects. Each student will give a 10-15 minute presentation on their
chosen research topic, followed by group discussion (led by the presenter) of some general ideas
for research (including hypotheses, experimental design and methodology). Participation in
class discussion is an integral part of planning each research project; therefore, part of your
course grade will be based on class participation.
For the research component of the course, students may work in groups (2-4 individuals) on a
research project (laboratory experiment or field study) that is based on the former class
presentations and discussion. Individuals within a group will work together on developing a
formal research proposal using resources available in the department. A tour of laboratory
facilities will be given at this time as each group considers the available options. Each group
will then meet with me to formalize their plans and subsequently present a summary of the
proposal to the class for further consideration and fine-tuning. Each group will write up a short
proposal/research protocol and fill out the required forms that must be submitted and approved
by the Towson University Institutional Animal Care and Use Committee (IACUC, vertebrate
animals) or Institutional Research Board (IRB, human subjects) prior to beginning the research.
Given time constraints on obtaining approval, completing the research and reporting the results,
you are encouraged to use noninvasive (or less invasive, i.e., nonsurgical) methods for the course
investigation. Research leading to follow-up study using more invasive procedures may be
considered if individuals are committed to using such methods in their thesis research or other
outside work (this should be discussed with me). At the end of the course each group will
submit a manuscript, written in APA journal format. If Option 2 above is chosen individual
students will be given a Take home examination covering material presented in class but also
requiring significant knowledge that may be gained through follow-up research of peer-reviewed
scholarly journals and books.
COURSE SCHEDULE (Subject to change as necessary)
Week
Date
1
Aug 28
2
Sept 4
3
Sept 11
Topics/discussion
Localization of brain functions
Biopsychology as a neuroscience
Neuroanatomy: structure of the brain
Sex, stress, and spatial navigation
Neurophysiology & Synaptic
transmission
Psychopharmacology and Dopamine
theories of Schizophrenia
Assignments
Literature review
Literature review
Literature review
3
4
Sept 18
5
6
7
8
9
10
11
12
13
14
Sept 25
Oct 2
Oct 9
Oct 16
Oct 23
Oct 30
Nov 6
Nov 13
Nov 20
Nov 27
15
Dec 4
16
Dec 11
Epi-gentics, nutrition and brain health
Endogenous psychopharmacology
Psychosurgery and neuroimaging
Brainstorming (food for thought)
V.S. Ramachandran: neurodetective
Brain transplant (MPTP-induced PD)
Ghosts in your genes
Group proposal presentations
Animal minds: intelligence
Animal minds: emotions
Statistical results and interpretation
Thanksgiving
Final report presentations
Alternative assignment given
Final written report due (APA format)
Presentations
Presentations
D-day (design/decision)
IACUC/IRB submission
Introduction/Method
Introduction/Method
Group proposal presentations
Data collection
Data collection
Data collection and analysis
No Class
Final report presentations or
Take-home final exam
Final class meeting
Final exam due
GRADES
Individual component (120 points)
Literature review (topic of your choice but must include brain-behavior content)
Presentation (lit review summary and general research proposal) – 40 points
Written summary in APA format (5 pages, minimum of 5 references) – 60 points
Participation in class discussion – 20 points
Option 1 Group component (80 points)
Group proposal presentation – 20 points (one grade is earned by all group members)
Final report presentation – 20 points (same as above)
Final paper in APA format – 40 points (same as above)
Option 2(80 points)
10 Essay questions – You choose 8 of the 10 questions to answer, each worth 10 points (at least
5 peer-reviewed scholarly references/question must be included and provided electronically)
Total points = 200
Change in Grading System for Graduate Courses
Following approvals from the Graduate Studies Committee and the University Senate (at its
February meeting), the system of grading graduate courses will change effective with the Fall
2010 Semester. The previous system used was A/B/C/F. The new system is:
A = 4.00 / A- = 3.67 / B+ = 3.33 / B = 3.00 / C = 2.00 / F = 0.00
As before, a 3.00 average is required to remain in good academic standing and to graduate.
Also, as before, a student’s overall graduate program can include no more than two grades of
C.
ACADEMIC INTEGRITY EXPECTATIONS:
Towson University’s full policy to address the variety of behaviors that represent a breach of
academic integrity can be found in Appendix F of the University Catalog. In addition, if you
type in “Academic Integrity Policy” in the search box in the upper right-hand corner of the
Towson University webpage, you will be taken to a page of links. Click on “Towson University
Policies” and open the “Academic Affairs” link. You will find a link to the full Academic Integrity
Policy at that location. The site can be access by clicking the following link:
4
https://inside.towson.edu/generalcampus/tupolicies/documents/0301.00%20Student%20Academic%20Integrity%20Policy.pdf
PLAGIARISM AND CHEATING:
Plagiarism and cheating will not be tolerated. There are several types of plagiarism. The most
obvious variety occurs when an individual presents someone else’s ideas as his/her own. This
plagiarism can be avoided simply by giving credit to the appropriate source. A second type
occurs when credit has been given but the individual uses the same wording or nearly the
same wording as the source. This also is plagiarism and can be avoided by substantially
recasting the idea in your own words. Looking at someone else’s paper during an exam or
giving aid to someone else during an exam will be interpreted as cheating. The first instance of
either plagiarism or cheating will result in an automatic zero for the examination or assignment
in question. The second instance will result in an automatic failure of the course and possible
suspension from the University.
ATTENDANCE:
Regular attendance is expected and is necessary for good performance. Attendance will be
taken on a regular basis and will be considered in the case of a borderline grade. You are
responsible for any material or information presented in class, whether you attend or not. I
strongly recommend that you make arrangements with others in the class ahead of time to find
out what you will miss if you cannot attend class.
REPEATING THIS COURSE:
University policy states that a student may not repeat a course more than once without specific
prior permission from the Academic Standards Committee. If you have taken this course twice
before and have not received written permission from the Academic Standards Committee to
take the course a third time, you should not be registered in this course - please consult the
Registrar's office about the procedure for petitioning the Academic Standards Committee.
SPECIAL NEEDS:
For any student who may need an accommodation due to a disability, please make an
appointment to see me during my office hours. A memo from Disability Support Services
authorizing your accommodations will be required.
EMERGENCY STATEMENT:
In the event of a University-wide emergency, course requirements deadlines and grading
schemes are subject to changes that may include alternative delivery methods, alternative
methods of interaction with the instructor, class materials, and/or classmates, a revised
attendance policy, and a revised semester calendar and/or grading scheme. In the case of a
University-wide emergency, please refer to the following about changes in this course:
Course web page (see above)
Instructor’s email (see above)
Emergency telephone number (i.e., my mobile # -- 410/446-1425)
For general information about any emergency situation, please refer to the following:
1) Towson University’s Website: www.towson.edu
2) TU Text Alert System: This is a service designed to alert the Towson University
community via text messages to cell phones when situations arise on campus
that affect the ability of the campus to function normally. Sign up:
http://www.towson.edu/adminfinance/facilities/police/campusemergency/
Please note: I will attempt to communicate with you via your Towson e-mail
address, the course webpage (given above) and/or the course Blackboard site.
GENERAL INFORMATION:
Please turn off cell phones and other electronic devices that emit audible sounds during class.
This syllabus is subject to change at the discretion of the instructor.
Journal Articles (check the class website weekly for the posting of journal articles for
discussion)
The below references may be of use in developing research projects. In addition, several
reference sources will be provided electronically to each student for gaining background
and pursuing research topics.
5
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correlations in a virtual Morris water task, a virtual radial arm maze, and mental rotation.
Behav Brain Res, 151, 103-115.
Beiko, J., Lander, R., Hampson, E., Boon, F., & Cain, D. P. (2004). Contribution of sex
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Benedetti, F., Colloca, L., Torre, E., Lanotte, M., Melcarne, A., Pesare, M., Bergamasco, B., &
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