PSYCHOLOGY 209H
BRAIN AND BEHAVIOR
Spring 2016
M/W Room 101 Giltner
3-4:20
Instructor:
Laura Smale, Professor, Psychology Department and Neuroscience Program
Office: 222 Giltner
Office hours: By appointment
Telephone: (517) 432-1632 e-mail: smale@msu.edu
Teaching Assistant
Janelle LeMon,
Office: 221B Giltner
Office hours: By appointment
Email: lemonjan@msu.edu
Readings
(1)
“The Minds Machine”, 2012, by NV Watson and SM Breedlove, Sinauer Press. It is available at the
Student Book Store. There is a companion website to your textbook: http://7e.biopsychology.com/ .
It includes some extras such as very short videos and activities to help you learn the material. Most importantly, it includes links to news articles on topics relevant to issues in behavioral neuroscience.
It’s a great way to start learning about the newest research findings on a topic that you may be interested in.
(2) One very small course pack (a single book chapter), available at the Student Book Store.
(3) Some additional material to supplement the text may periodically be posted on the class Web site (on
D2L) or handed out in class.
Note: It is important to do the readings before coming to class.
Objectives
This course will cover a range of issues related to the structure, function, development and evolution of the brain. We will discuss how single cells function within networks that enable us to think, feel and behave the way that we do. Basic structures of the nervous system as well as the operation of the elements with them will be covered. Some basics of sensory systems will be addressed, as well as the biology of sex and reproductive behaviors, sleep and rhythms, learning, memory, language and cognition. We will also learn about some of the ways that problems can arise in neural systems and in the behaviors and mental processes that they regulate. A range of social issues that can be informed by a better understanding of the nervous system will be discussed, and sometimes debated. The overarching goals are to provide you with a basic understanding of relationships between the nervous system and behavior and mental states, how some of these issues can be studied, as well as to engage you in critical thinking about research, and about some of the social/ethical issues related to behavioral neuroscience.
SCHEDULE
January 11 Introductions
Chapter 1
January 13 Cells and structures
Chapter 2

January 18 NO CLASS
January 20 Cells and structures
Chapter 2
January 25 *Looking into a living brain: How its done, what it can tell us and how should it be used?
Chapter 2
January 27 Neurophysiology
Chapter 3
February 1 The chemistry of behavior
Chapter 4
February 3 *The chemistry of behavior
Chapter 4
February 8 EXAM #1 [Covers material from January 11 through February 3]
February 10 Evolution of the brain and behavior
Reader (Breedlove and Watson 2013, Chapter, at SBS)
February 15 Somatosensory system
Chapter 5
February 17 Hearing and tasting
Chapter 6
February 22 Hormones and sex: Basics
Chapter 8
February 24 *Hormones and sex: Sexual orientation
Chapter 8
February 29 *Hormones and sex: *Intersexuality
Chapter 8
March 2 Homeostasis
Chapter 9
March 7
March 9
SPRING BREAK
SPRING BREAK
March 14 Biological rhythms
Chapter 10
March 16 EXAM #2 [Covera material from February 10 through March 9]
March 21 Sleep
Chapter 10

March 23 Emotion and aggression
Chapter 11
March 28 *Emotion and aggression
Chapter 11
March 30 Psychopathology
Chapter 12
April 4
April 6
*Psychopathology
Chapter 12
Memory and learning
Chapter 13
April 11 Attention and consciousness
Chapter 14
April 13 Language and hemispheric asymmetry
Chapter 15
April 18
April 20
April 25
Presentations
Presentations
Wrapping things up
April 27 EXAM #3 [Covers material from March 21 through April 25]
CLASS FORMAT, ASSIGNMENTS AND GRADES
Class meetings
(1) During most class periods we will focus on basic behavioral neuroscience using lecture, small group problem solving or discussions in which you will have the opportunity to participate actively and at the end of which you may be asked to present the conclusions that came from the small group session.
(2) Six class meetings will include discussions of controversies related to a topic in behavioral neuroscience. On those days the class will generally begin with a short lecture on some of what is known about the neuroscience related to the ethical issue and then some questions will be posed for you to discuss. The discussions will begin with dividing the class into smaller groups where you will be given approximately 15 minutes to go over the issues. These discussions should incorporate the relevance, or lack thereof, of neuroscience to the issue.
Sometimes each group will be asked to develop a case in support of one side or another of the issue. The class will then reconvene as a whole and we will have a general class discussion during which the different groups present their positions.
Written assignments
After four of these discussions (whichever four you choose) you will write a short paper (2-3 pages) in which you thoughtfully present your perspective on the issue and the reasoning behind this perspective (i.e. why you believe that the logic and the data to support it are strongest). You must integrate something about biology
(e.g. neuroscience) into your writings about the issues.

Group projects
Here, groups of 4-6 students will be formed early in the semester and will develop and engage in a research project. Each of you will select from a set of very general topics one that you would like to focus on. We will form groups on the basis of that information. Group members will then have the rest of the semester to work together to decide which issues within the general area might be of special interest and to formulate a “research question” (or multiple questions), and develop a hypothesis (or multiple hypotheses) around the question(s). The groups will then develop and conduct a very very simple study to collect “data” to test these hypotheses. We are not expecting any serious scientific research but are hoping that you will gain an appreciation of some of what is involved in some of the elements that go into it (e.g. identifying a research question, developing hypotheses and thinking through how they might be tested…etc.). Each group will present the project and the findings to the rest of the class either April 18 or 20.
Exams
There will be three exams in this course. Each will test your knowledge and comprehension of material covered during the dates indicated on the schedule. The format will be varied. For example, you may be asked to fill in a blank, define a term, draw a graph, interpret a graph, provide a short answer or write essays of ½-1 page in length. Study questions to help in preparation for exams will be provided 1 week before the exam. A make-up exam will be granted only in the case of a documented medical, religious, or legal reason for missing the exam.
Overall Grade
You will have an opportunity to earn 400 points in this course.
270 Exams (3 exams x 90 points)
15 Participation in group discussions (5 discussions x 3 points)
48 Papers (4 papers x 12 points)
67 Group project (1 project 67 points)
400 Total
Final course grades will be determined according to a standard grading scale: >90% total points=4.0,
85-89%=3.5, 80-84%=3.0, 75-79%=2.5, 70-74%=2.0, 65-69%=1.5, 60-64%=1.0 and <60%=0.
SOME ADDITIONAL ISSUES
A general comment
The TA and I are here to help you learn. We are both very happy to discuss with you a host of issues related to the brain and behavior and biological psychology more generally, and to discuss material covered in class or in the text, as well as questions you might have that go beyond what we are able to cover in class. We also would like to help students that are having difficulties with the class and might like general advice about how to study more effectively. We don’t have specific times set aside for office hours but we are eager to meet with you, so just let us know and we’ll find a time.
D2L
We will use the web-based D2L platform as the primary means of communicating outside the classroom. Abbreviated versions of Power Point files will be posted during the week following the lecture.
Observing a major religious holiday
You may make up course work missed to observe a major religious holiday if you make arrangements one week in advance.

Limits to confidentiality
Please be aware that class materials are generally considered confidential pursuant to the University’s student record policies. However, all University employees, including instructors, cannot maintain confidentiality when it conflicts with their responsibility to report certain issues based on external legal obligations or health and safety considerations of MSU community members and others. As the instructor, I must report the following information to other University offices if you share it with me:

Suspected child abuse/neglect, even if this maltreatment happened when you were a child

Allegations of sexual assault or sexual harassment when they involve MSU students, faculty, or staff

Credible threats of harm to oneself or to others
These reports may trigger contact from a campus official who will want to talk with you about the incident that you have shared. In almost all cases, it will be your decision whether you wish to speak with that individual or not. If you would like to talk about these events in a more confidential setting, you are encouraged to make an appointment with the MSU
Counseling Center ( http://www.counseling.msu.edu/students ).
Accommodations for Disabilities
Students with disabilities should contact the Resource Center for Persons with Disabilities to establish clear and reasonable accommodations. For an appointment with a counselor, call 353-9642 (voice) or 355-1293
(TTY). If you require a testing accommodation as specified from RCPD, contact your TA with the appropriate paperwork at least one week prior to the exam date.