COURSE SYLLABUS
Psychology 2: Physiological Psychology
Extended Spring 2013: Section 7744
Instructor: Robin B. Davidson, Ph.D.
Psychology 2, Section 7744, Prof. Davidson
Extended Spring 2013
Time: Mon, Tues & Wed., 6-9pm
Location: C-364
Instructor: Robin B. Davidson, Ph.D.
Email: rbdavidson@pasadena.edu
Phone: For messages only: (626) 585-7248
Office Hours: Tuesdays, 5:15pm and by
appointment
Office: C-417
Mailbox: Social Sciences Office C321
Required Textbook: Kalat, J. W. (2012). Biological Psychology. Eleventh Edition. Thomson Higher Education:
Belmont: CA. You can probably get away with the 10th edition. Note: I will frequently hand out my PowerPoint
presentations, articles, assignments, etc. in class. You must be present to obtain them. I will also occasionally
email you resources to help you in your studies, so you will be asked to provide your email address.
Course Description: (Psych. 1 must have been completed before taking this class). This course covers the
interrelationships between physiological mechanisms and behavior, with a particular focus on the role of the
brain and nervous system in perception, emotion, motivation, states of consciousness, thoughts, language,
memory, learning, development and psychological disorders. The course will help students understand the
importance of the biological perspective to understanding behavior, development and experience, as well as
the relationship between nature/heredity and nurture/environment.
General Student Learning Outcomes (What you should get out of this class):
 Understand the structure and functioning of the brain and other physiological structures and
mechanisms and use them to explain a range of processes like learning, sexual behavior, emotional
responses, etc.
 Compare, contrast, and analyze viewpoints, issues and controversies in biological psychology, including
physiological determinants of behavior, genetic influences on behavior and development (and vice
versa in some instances), mind-body dualism and brain plasticity, to name a few.
 Develop a basic understanding of research approaches and methodologies in the field, and evaluate
their validity, reliability, value/relevance and implications. Understand and apply research findings in
the field to real world issues and problems.
Specific Learning Outcomes for Students. You will be able to:
 Describe the various methods used to study the biological basis of behavior.
 Read and critically evaluate published bio-psychological research.
 Identify the divisions of the brain and nervous system and describe their functions.
 Describe the structure of neurons and how neural impulses are generated.
 Describe the structure and functioning of synapses (chemical rxns/communication BETWEEN neurons)
 Identify the major neurotransmitters and discuss the impact of each on behavior.
 Describe the nature and function of the endocrine system and its effect on behavior.
 Understand basics of genetics and discuss their role in behavior.
 Discuss the role of the brain and nervous system in health and disease.
 Apply your knowledge and discuss how bio-psychological knowledge can be used to address many
behavioral and physiological problems.
 Be inspired and curious about the biological basis of behavior!
My Teaching Philosophy
 Stimulate students to think critically and analytically as they grasp scientific principles, general
concepts, theories and issues.
 Encourage students to think about “what could be”; to consider what more can be done to further
increase understanding of issues and topics.
 Help students relate psychological concepts to the real world whenever possible.
 Inspire students with energy and passion for psychology.
 Use methods to help students learn, retain and analyze information, including providing class time for
reflection on earlier course content, encouraging questions, and bringing in unique and memorable
opportunities for learning.
 Expect students to take responsibility for their own learning and academic performance, while helping
them connect with the resources that can help them do so.
Housekeeping and Policies:
Be considerate: Your cell phone (and beepers, etc.) must be turned off – that will keep you more
focused and avoid disturbing your fellow students or the instructor.
Attendance: Plan on attending every class – your grade depends on it. Every unexcused absence
beyond two and every 4 late arrivals will lower your grade by 5 points, which means you could fail the
class for poor attendance as attendance also impacts class participation, discussions and exercises - all
important to helping you learn concepts and apply them.
Reading Assignments: Complete reading assignments before you come to class – have questions,
issues, ideas/thoughts ready when you get to class and be ready to complete in-class assignments.
Tests/Papers: there will be 2 exams, 2 quizzes, writing and group exercises and a term paper. See the
Grading section for the specifics. Please note: if you have a disability and would like to request
accommodation, please see me as soon as possible.
Plagiarism and Cheating - Keeping it real: It is critical you understand what plagiarism is and avoid it. I
sincerely hope no students will demonstrate cheating and plagiarism of any kind - they will not be
tolerated and will result in a “0” on the impacted assignment or test and potentially a fail of the class
along with a note on your permanent academic record. Within the first week I will present to the class
and review a great article on avoiding plagiarism.
Grading
Item
Points Each
Total
Exams - 2
Midterm 75; Final Exam: 175
225
Percentage of
Final Grade
38%
Term Paper
100
100
17%
Quizzes - 2
40 points each
80
13%
Class activities and
assignments
Class participation and
attendance
TOTAL POINTS POSSIBLE
125
125
21%
70
70
12%
600
100%
Term Paper: Due Wed. June 12th (Topic selection due 5/21; Outline w/ copy of journal article due 5/29):
5 pages (minus cover page and references), 12 point font, double spaced, using APA Style Guide:
I will provide a list of topics from which you can choose – you will provide your top 3 choices and I will
assign 3 students per topic. There will be group presentations in each topic at the end of the semester. For
this paper, your job is to:
 Review of the Literature: Conduct a literature review on the topic. Define a specific issue (the
controversy or problem being addressed) that is currently of huge importance.
Describe the history of the related research and the differing viewpoints or explanations.
 Understanding the research: Once you have a full understanding of the problem or issue find the
most current primary research study article you can find, and discuss the approach the authors
took in studying the problem. Make a copy of the article to be turned in to me by 5/29 and to be
included with your paper. Summarize the article - write briefly about:
o What is the specific hypothesis being tested or what is the researchers expecting/hoping to
happen or find?
o How are the researchers/authors testing it: participants, protocols/methods, short term
versus long terms study, observations, lab experiments, surveys, interviews, etc.
o What did they find and how strong were the results?
o What did the authors conclude?
 Analysis- this should be the longest part of your paper!
o Your opinion: Relate the findings of your research article to your literature review. How did
the article contribute to a better understanding of the issue? How did it support or not
support particular viewpoints or disagreements about the issue? What flaws if any is there
in the thinking about the problem or the research approach(es) to studying the issue?
Explain, explain, explain!
o How are the findings tied to physiological causes of related physiological issues? Be sure to
describe key physiological contributors or causes or processes as they relate to the issue.
o How can future research shed more light on the issue – what approach can be taken or
improved upon to address the issue in a scientific way? New methods? Other methods you
learned about in class or from another, related issue?
Campus Resources – USE THESE! I have found that just about every student needs support of
various kinds over the semester. These are resources available to you as a PCC student for AT
NO COST to you:
 Social Sciences Learning Center, C-3 - has computers, copy of the text, books,
tons of other resources and FREE TUTORING!
 The PCC Library has FREE 24/7 online tutoring – Smarthinking Program
http://www.pasadena.edu/smarthinking/
 Campus Learning Assistance Center, Building D,
http://www.pasadena.edu/studentservices/lac/
 Psychological support/counseling
http://www.pasadena.edu/studentservices/psychservices/
Schedule
Please note: The exact dates and topics may shift a bit during the semester. The class will be notified prior to
any changes. If you miss a class be sure to check in with a classmate or me for any discussion questions for
the next class.
CHAPTER Reading & Assignments
DATE
TOPIC
Mon, 5/13
Review of syllabus and course
1
expectations
Go over term paper topic choices
Module 1.1: The Biological Approach to
Studying Behavior - Overview of major
course concepts and issues
Tues. 5/14
Module 1.2: Heredity, Evolution
1
Modules 1.1 & 1.2 – all
Overview of term paper and topic
Skip module 1.3
selection;
Discussion of epigenetics – read article in
class
Wed. 5/15
Module 2.1 Anatomy of Neurons & Glia 2
Read 2.1 and prepare for term
Classmate contact exchange
paper topic selection
Avoiding plagiarism hand out/discussion
Review topic choices
Mon. 5/20
Module 2.2: Nerve Impulses & Action
2
Read 2.2 – all
Potentials
DUE: Term Paper Topic Choice –
typed with your name
Tues. 5/21
Wed./5/22
Module 3.1: Understanding Synapses
Module 3.2: Chemical Rxns @ Synapses
Term paper groups assigned
Module 3.3 Drug Actions & Addiction
FIRST QUIZ
3
3
Read: 3.1 – all
3.2: Only 65 – 66 (skip hormones)
& 66 - 70
3.3 – all
Study for Quiz
DUE: BRING 4 GREEN SCANTRONS + 4
bluebooks to class
Tues. 5/28
Wed. 5/29
Mon. 6/3
Tues. 6/4
Mod. 4.1 Anatomy of the Nervous
System
Mod. 4.2 Cerebral Cortex and Lobes
Brain/Neuron Jeopardy
Mod. 4.3 Methods for Studying the
Brain – brain damage
Mod. 5.1 Brain development &
plasticity
4
4.1 & 4.2 – read all
DUE: Turn in copy of selected
research article.
5
Mods. 6.1 – 6.3: Visual Sensation &
Perception
MID-TERM EXAM
Sensation & Perception – Other Senses
& Perception of Emotional information
Module 7.1 Audition
6
4.3 read all
5.1: only 124 – 126; 131-134, 136 –
139
(Skip 5.2 & 5.3)
DUE: Outline of Paper + copy of
selected research article
6.1: read all
6.2: only 168 – 172
6.3: only 183-186
Read all of Chapter 7
7
Give term paper groups time to
Module 7.2 Mechanical/Pain
Module 7.3 Taste & Smell
Presentation on Perception of Emotion
Wed. 6/5
Movement and Sleep /Mental States
8.1 Control of Movement
8.2 Brain Mechanisms of Movement
8.3 Parkinsons
9.1 Cycles of Sleep
9.2 Stages of Sleep
Mon., 6/10
10.2 Eating Disorders
Special Topic: Anorexia
Tues. 6/11
Wed. 6/12
Mon. 6/17
Tues. 6/18
Wed., 6/19
11: Reproduction & Sexual Behavior
NPR Program On Sexual Orientation –
listen and discuss
Term paper work groups
Emotion
12.1 Overview
12.2 Violence
12.3 Stress & PTSD
QUIZ #2
Term paper work groups
13.1 Biology of Learning & Alzheimers
Term paper Presentations
14.1: Cognition
14.2: Language
Term paper presentations
Psychological Disorders
15.1 Mood Disorders
15.2 Schizophrenia
Special Topic: Electroconvulsive Therapy
Term paper presentations
Term paper presentations
FINAL EXAM – 7 to 9pm (tentative
timeslot)
meet – maybe 20 min
8&9
8.1 Read all
8.2 240-242 & 244 – 246 only
8.3 254-257 & 258-261 only
9.1: read all
9.2: read all
9.3: read only 290 – 293
EXTRA CREDITS DUE
10 & 11 10.2: Read only pages 320 -322
11 – read all
12
12.1: 355 – 361 only
12.2: 366 – 379 only
12.3: read all
13
14
13.1 read all, skip rest of chapter
Term Papers Due
14.1: read all
14.2: read all
skip 4.3
15
15.1 & 15.2: Read all
Cumulative, but emphasis on
material since mid-term, including
term paper presentations
TERM PAPER ISSUES – Each student will provide their top 3 choices and I will assign 3
students to each topic. You will write your own paper, but the presentations to the class at
the end of the semester will be by group.
The physiological effects of nicotine and smoking OR cocaine use during pregnancy on increased risk for ADHD
Brain/neurological processes involved in recovery after stroke OR brain/neurological processes underling
emotional/psychological adjustment and recovery after stroke
Biological determinants of sexual orientation and relation to environmental factors
Neurological/brain evidence that that emotion plays a role in everyday decision-making.
Reversal of early negative experiences of abuse/neglect on the brain/brain circuitry
Environmental and biological causes of eating disorders
Fetal alcohol syndrome – the impact on later physiological and psychological development and adjustment
Impact of maternal anxiousness on the child – role of bodily stress responses
Mood-congruent memory: The role of physiological arousal and mood in recalling memories.
Physiological differences in male and female experience of unipolar depression
The Effectiveness of deep brain stimulation in treating major depression or obsessive compulsive disorder
Physiological effects of social stress among middle managers or people in the middle of social hierarchies.
Neurological or brain factors that impact or explain adolescent impulsive behavior
Genetic influences on the academic achievement OR cognitive developments of adolescents
Genetic influences on the self-concept of adolescent girls.
Biological impact of maternal cocaine use during pregnancy on child’s ADHD