Course Syllabus
ODU Biological Bases I: Physiological Psychology
PSYC 873/672
SP 2011
Instructor:
Office:
Phone:
E-Mail:
Office Hrs:
Philip J. Langlais, Ph.D.
130C MGB
3-3984
planglai@odu.edu
Class Location:
Time:
Text:
130 MGB Conference Rm
Wednesday, 4:20-7:00PM
Biological Psychology: An Introduction to Behavioral, Cognitive and
Clinical Neuroscience, 6th Edition, 2010 by Breedlove, Watson,
Rosenweig, Sinauer Associate Inc.,
"Gentlemen, look on this wonder!
Whatever the bids of the bidders,
They cannot be high enough for it;
For it the globe lay preparing quintillions
of years, without one animal or plant;
For it the revolving cycles truly and steadily roll'd.
In this head the all-baffling brain;
In it and below it, the makings of heroes."
- Walt Whitman - I Sing the Body Electric, 1855
COURSE OBJECTIVES-LEARNING OUTCOMES
After successfully completing this class, students will be able to:
1. Recognize and understand fundamental physiological principles that underlie normal and
disordered development, movement, emotions, perception, learning, cognition, memory and
consciousness.
2. Use scientific terminology appropriately in reference to biology and behavior.
3. Engage in scientific academic inquiry to explore personal and current interest topics.
4. Discuss how bio-psychological knowledge and principles can be used to address and
better understand a wide range of behavioral and physiological problems.
5. Independently conduct carefully constructed and targeted literature and database
searchers to obtain information that is relevant and of high quality.
6. Evaluate and critically analyze information from a variety of sources with respect to
relevance, authority, accuracy, strengths and limitations, and intended audience and
objectivity.
7. Synthesize research findings and personal analyses into well-constructed and effectively
delivered short papers and presentations.
COURSE DESCRIPTION
Physiological or biological psychology is the scientific study of the structure and function of the
nervous system, the development and evolution of neural and behavioral systems, and
interactions among behavior, environment, physiology, and heredity. Research in this area
focuses on the relationship between brain and behavior but often extends to physiological
processes elsewhere in the body (e.g. muscles, sensory organs, stomach, glands). In this course
students will investigate the biological underpinnings of behavior and explore what is currently
known about the biological basis of movement, emotions, mental illness, sexual behavior,
memory, states of consciousness, sensory perception, thought and language, and several neuropsychiatric disorders.
This course is designed to engage students in active learning, enhancing critical and creative
thinking, and effective communication of timely topics in physiological/biological psychology.
Through reading, researching, and discussing information on a variety of topics, students will
acquire knowledge of the fundamental physiological mechanisms and principles that govern
human behavior. Through active learning exercises, i.e., class discussion, reports, critiques,
short papers and presentations students will be able to apply their critical thinking skills and
knowledge towards completion of a final research paper and project presentation.
COURSE REQUIREMENTS
1. BASICS – QUIZ, GROUP DISCUSSIONS & SUMMARY
Each of the first four classes will begin with a quiz on the assigned chapter followed by group
discussions. These classes will establish your knowledge and an applied understanding of the
basic fundamentals of biological psychology, i.e., neuroanatomy, neurotransmission and
neuroendocrine systems. Among the concepts to be discussed are the following: 1-the
relationships of physiological psychology to other scientific disciplines; 2-fables and facts about
brain and behavior; 3-approaches to understanding the relationships of brain to behavior; 4hormones and the brain; 5-plastic patterns of neural organization; 6-functional and anatomical
organization of the nervous system (central and peripheral); 7- ten principles of nervous system
function; and, 8-neurotransmitter systems and behavior.
Students will be randomly assigned to small groups to discuss thought questions which I will
provide. Group assignments will be posted in Blackboard by January 9th. In preparation for
group discussion, students are expected to read the appropriate chapter of the course textbook
and take the self-study exams covering these topics. By 5pm of the Friday following each group
discussion, each student will submit via Blackboard a brief summary of what they learned and
their responses to the thought questions. Your written responses to the thought questions and
your participation in group discussion will be graded on the breadth, depth, accuracy and
for thoughtful analysis and synthesis.
2. ORAL PRESENTATIONS ON SPECIFIC TOPICS
For the remainder of the course the specific topics to be covered will be dictated by students’
interests. By January 15th each student will submit via Blackboard a topic and two research
articles on one of the following topics: 1- life-span development; 2-movement and plasticity; 3perception and action; 4- emotions; 5-sexual behavior; 6- sleep and waking; 7- learning and
memory; 8- attention and higher cognitive functions; 9-language and communication; and, 10mental illness-behavioral disorders. I will review and either approve or suggest modifications or
selection of a different topic and articles to insure that each of these ten broad areas are
discussed. Journal articles should be submitted in PDF format. Assignment of date for class
presentation will be done by lottery. The topics, research articles and the order of class
presentation will be posted in Blackboard by Jan 19th.
On the day assigned, the student will begin by giving an overview of the relevant topic material.
This overview should provide a “big picture” view and demonstrate your knowledge of the broad
area and the context for the specific topic chosen. This overview should take approximately 2025 mins. Following the overview, you will then spend about one hour covering the two articles.
Seminars are an opportunity to “tell a story” and to engage your fellow classmates in discussion
and active learning. You should use PowerPoint or iWorks for your presentation. Following
your presentation and a short break, we will have an open Q&A and discussion period.
Written critiques of assigned articles: Each student except for the presenter is expected to read
each article and the appropriate material in the course text and submit via Blackboard a succinct
summary and critique of one of the assigned articles. You may choose which article to
summarize and should include at least one constructive, possibly critical comment (e.g.,
inadequate/incomplete presentation of existing literature, inadequate description of methodology,
subjects, missing data, improper controls, insufficient number of subjects, etc.,). Your summary
and critique should clearly describe your understanding of how the results presented in the article
addressed (or didn’t) the hypothesis or research question. DO NOT simply list all of the methods,
subjects, and a re-statement of the authors’ conclusions. In constructing your summary and
critique consider the following questions: 1-Did the authors provide sufficient background and
significance for the study?; 2-Were the methods adequate?; 3- What were the strengths and
limitations of the methods?; 4- Was the presentation of the results clear and complete?; 5- Were
the interpretations and conclusions clear and convincing?; 6-Do you have alternative
explanations, interpretations and/or conclusions based on the data presented?
3. TOPIC PAPER OR RESEARCH PROPOSAL
The final requirement for successful completion of the course is the submission of a short topic
paper or a research proposal. Each student must submit the title of her/his topic paper or
research proposal to me no later than Jan. 26. Your topic paper or research proposal can be
similar or different from your class presentation. A rough draft of your paper/research
proposal must be submitted to me by March 2. I will schedule a meeting with you within the
following week to provide any comments, directions or concerns as well as to provide you with
any help or advice you need. The completed paper or research proposal is due by 5PM on
April 29 (electronic and a paper copy.) You can turn in your paper or proposal at any time
prior to April 29. Your paper or proposal must be entirely your own work-PLAGIARISM or
ghost written papers/proposals will result in an F grade for the paper and the course.
The topic paper or research proposal should be no less than 10 and no more than 15 pages
including text and figures but not references. Figures and tables should be used sparingly and
only when essential to the clarity of your presentation.
If you chose to write a topic paper, use headings to separate major sections and ideas and use
APA style format for references and in-text citations. The paper should begin with a brief
Abstract (less than 1 page) that succinctly summarizes the main points of the paper and include a
Conclusion/Discussion section, and a References section. Only the Abstract, Main Body, and
Conclusions/Discussions section count toward the page count. You may include as many
literature citations as necessary to support you paper.
A research proposal should be written according to the guidelines for submitting a NRSA postdoctoral application. Briefly the proposal should contain the following:
Specific Aims
State concisely the goals of the proposed research and summarize the expected outcome(s),
including the impact that the results of the proposed research will exert on the research field(s)
involved.
List succinctly the specific objectives of the research proposed, e.g., to test a stated hypothesis,
create a novel design, solve a specific problem, challenge an existing paradigm or clinical
practice, address a critical barrier to progress in the field, or develop new technology.
Specific Aims are limited to one page.
Research Strategy
Organize the Research Strategy in the specified order and using the instructions provided below.
Start each section with the appropriate section heading—Significance, Innovation, Approach.
Cite published experimental details in the Research Strategy section and provide the full
reference in the Bibliography and References Cited section.
(a) Significance
• Explain the importance of the problem or critical barrier to progress in the field that the
proposed project addresses.
• Explain how the proposed project will improve scientific knowledge, technical capability,
and/or clinical practice in one or more broad fields.
• Describe how the concepts, methods, technologies, treatments, services, or preventative
interventions that drive this field will be changed if the proposed aims are achieved.
(b) Innovation
• Explain how the application challenges and seeks to shift current research or clinical practice
paradigms.
• Describe any novel theoretical concepts, approaches or methodologies, instrumentation or
intervention(s) to be developed or used, and any advantage over existing methodologies,
instrumentation or intervention(s).
• Explain any refinements, improvements, or new applications of theoretical concepts,
approaches or methodologies, instrumentation or interventions.
(c) Approach
• Describe the overall strategy, methodology, and analyses to be used to accomplish the specific
aims of the project. Include how the data will be collected, analyzed, and interpreted as well as
any resource sharing plans as appropriate. NOTE: It is not necessary that you have experience
in any or all of the proposed techniques, just that they are doable with currently available
technologies or instruments.
• Discuss potential problems, alternative strategies, and benchmarks for success anticipated to
achieve the aims.
• Discuss potential problems, alternative strategies, and benchmarks for success anticipated to
achieve the aims.
• If the project is in the early stages of development, describe any strategy to establish feasibility,
and address the management of any high risk aspects of the proposed work.
• Point out any procedures, situations, or materials that may be hazardous to personnel and
precautions to
GRADING
Your final grade will be based on an assessment of how well you have demonstrated the 7
Learning Outcomes (outlined above) in each of the course activities. The proportion of the final
grade will be as follows: 15% for quizes, group discussion and summaries of basics; 30% for
presentation; 15% for critiques of research articles; 30% for topic paper or research proposal;
10% for class participation. Letter grades will be assigned as follows: A (excellent); A-(good);
B+, B (satisfactory); B- or C (unsatisfactory); F (failed). Any student who fails to submit
her/his topic paper or research proposal by the due date will receive an F for the paper and final
grade of C or lower for the course.
PROGRESS AND MEETINGS
I strongly encourage each of you to meet with me to discuss your class presentation and written
topic paper or research proposal. I also welcome the opportunity to discuss with you any of the
topics, journal articles, issues you may be having with the course, e.g., comprehending any of the
material and/or how it relates to your career goals. I am readily available during office hours or
by appointment or without an appointment provided I am not occupied with other activities.
WEEK
DATE
SUBJECT - Assignments
1
Jan 12
2
3
Jan 19
Jan 26
4
5
6
7
8
Feb 2
Feb 9
Feb 16
Feb 23
Mar 2
9
10
11
Mar 9
Mar 16
Mar 23
Mar 29
Mar 30
Apr 6
Apr 13
Apr 20
Apr 27
Apr 29
Introductions, Topic Assignments, Quiz & Group Discussion Chap 1Overview of Biological/Physiological Psychology
Quiz & Group Discussions Chap 2 – Functional Neuroanatomy
Quiz & Group Discussions Chap 4 – Chemical Bases of Behavior
Title of Paper/Research Proposal Due
Quiz & Group Discussions Chap 5 – Hormones and the Brain
Student Presentation
Student Presentation
Student Presentation
Student Presentation
Rough Draft of Paper/Research Proposal is due
SPRING BREAK
Student Presentation
Student Presentation
Last day to withdraw from course
Student Presentation
Student Presentation
Student Presentation
Student Presentation
Student Presentation
Completed Paper/Research Proposals due (electronic and paper copy)
12
13
14
15
16
17