PSY 409W
Biopsychology of Behavioral Development
Spring, 2011
The objective of this advanced seminar course is to examine the biological factors influencing how behavior is
shaped by events that occur during early life, as well as how behavior changes over the course of an organism’s
early development. These changes result from a complex interaction among an organism’s genetic profile,
physical development (especially of the nervous system), sensory experience, exposure to internal and external
chemical factors, and their social environment. Each week we will explore one of these factors. Most of what’s
known about this topic is from research on animals, but relevant information about human development will be
included whenever possible. Please be aware that this course deals with a lot of biology underlying the
development of behavior. If you don’t think that you like biology very much, this may not be the course for you.
Students should already have completed Neurobiology (ZOL 402) and/or Brain and Behavior (PSY 209) and
their Tier I writing requirement before taking this course.
Where and When: Giltner Hall room 101; Tuesdays and Thursdays, 2:40-4:00 pm.
Professor: Joe Lonstein, 219 Giltner Hall, 353-8675, lonstein@msu.edu
Office Hours: Fridays, 9:30-10:30 am, Giltner Hall room 219.
Text: The Psychobiology of Behavioral Development by Ron Gandelman, plus additional readings each week
Grading:
1. 30% of your grade will be based on you reading and commenting on the weekly reading
assignments (10%), level of participation in class discussions through the entire semester (10%), and
your attendance during the last half of the semester (10%).
The course will run like this: For each topic in the course I will present material related to it
for one or two class periods to provide background information. I will then assign scientific journal
articles that will be discussed during the very next class period. Articles will be uploaded into
ANGEL so you can access them. This syllabus also has citations for every article assigned, so you
also have the option of going to the MSU library to get and copy the articles if you want to. To
ensure that you read the articles before coming to the class discussion day, before that class you will
write a relatively short commentary about each of the articles (therefore, you=ll prepare two or three
commentaries each time, with one commentary for each article assigned) and hand them in at the
beginning of that discussion day. You must hand in these questions in person at the beginning of
class, and not through a classmate, by email, or in my mailbox. The comments should be about
something in the article you weren’t clear about, have questions about, or would have liked the
authors to have explained better. The commentary should be substantive and about the specific topic
the authors studied, the theories they suggest, or the methods used. This portion of your grade will
be based on your handing these in, as well as whether the comments/questions show that you read
and thought about the articles before coming to class. I will grade these each week with a 3-point
system: 0 = you didn’t hand anything in, 1 = unsatisfactory (comments were jotted down in the car
on the way to class), or 2 = satisfactory (you clearly spent some time reading and thinking about the
articles).
Everyone must read the articles before coming to class discussion days because I will split the
class into small groups to discuss each article. For 15 minutes, each group will discuss four details
about one of the assigned articles: 1) what the experiment intended to investigate, 2) how the
experiment was performed, 3) what the major findings were, and 4) what the major conclusions
were. I will randomly choose one member of each group to take ~10 minutes to verbally present the
highlights of that article to the rest of the class. The whole class will then discuss the article. You
will not know before class which article your group will discuss/present. All students will present an
equal number of times over the course of the semester. Becoming comfortable discussing the
scientific material you read for class is a critical component of this course. Therefore, even if you
regularly show up to class, but never participate in class discussions, you will receive a zero for
this portion of your grade.
2. Another 30% of your grade will be based on one midterm exam covering material from
the beginning of the semester up until the exam date. The exam will be closed-book and entirely in
essay format. After the exams are graded and handed back, any specific questions or concerns about
how your essays were graded will need to be sent to me in writing within one week after I return your
exams, and then you and I will meet within one week after that to discuss it. I will not reconsider
exam grades any later in the semester than this.
3. The last 40% of your grade will be preparing and handing in a final term paper. This term
paper will be no less than 10 full, double-spaced typed pages, not including the title page or
references. You will use 12-point Times Roman font and 1-inch margins. Your paper will provide
an overview of the research in a field of your choice related to a topic discussed in class. You should
exclusively use primary scientific articles, similar to the ones we read in class, to obtain the
necessary information for your paper. Textbooks, articles from popular magazines, health-related
websites, and class lecture notes are not appropriate sources for this paper and I will tell you to
remove them. The two essential places to find abstracts of the articles you should use are
www.pubmed.com or the PsychInfo database accessible from the MSU library webpage. When on
these websites, type in the keywords most relevant for your paper topic. Once you find the abstracts
of the article you’re interested in, you can either download the actual articles from the links provided
on the webpages, or go to the Main Library to photocopy them if they are not available as PDFs to
download. Again, sources found outside of these databases or the MSU library are probably not
appropriate to use for this paper.
To receive full credit for the term paper, you must turn in on the assigned dates specified
below: (1) A 1-page double-spaced description of the topic you will write that includes discussion of
why it’s an important/interesting topic. I’ll then email to help you refine the topic. (2) A detailed
outline of your paper. I’ll look at these and then make an appointment with you to talk about your
outline and progress so far, and (3) the final paper. When you hand in your term paper, you also
must show me photocopies of all the articles you cited in your text. Throughout the semester, we
will take class time to talk about the content and structure of the term paper, and some tips to think
about when writing a review of a scientific literature. Do not wait until the last week of school or
finals week to complete this paper; if you do, I am certain you will not have enough time to do a
good job on this assignment. This paper should take at least 3 weeks to put together appropriately.
Be aware that you cannot pass the course without completing all components of this term paper
(one-page summary, outline and meeting with me, full final paper), even if you think you should
have enough points to pass the course without handing in this assignment.
Academic Honesty and Integrity:
MSU has strict guidelines regarding academic honesty and integrity. These rules will be
followed in this class, and no student is exempt for any reason. Please refer to your Student
Handbook to see details of these guidelines. Academic Honesty Article 2.3.3 of the Academic
Freedom Report states, AThe student shares with the faculty the responsibility for maintaining the
integrity of scholarship, grades, and professional standards.@ In addition, the Psychology Department
adheres to the policies on academic honesty specified in General Student Regulation 1.0 - Protection
of Scholarship and Grades, the all University Policy on Integrity of Scholarship and Grades, and
Ordinance 17.00 - Examinations (www.msu.edu/unit/ombud/RegsOrdsPolicies.html). Therefore,
unless authorized by me, you are expected to complete all course assignments without assistance
from each other or any other source. You are not authorized to use the www.allmsu.com web site to
complete any work in this course. Students who violate MSU rules may receive a penalty grade,
including but not limited to a failing grade on the assignment or in the course. If you have any
questions or concerns about whether any particular activity is permitted in carrying out the work for
this course are urged to see the very useful web site prepared by the University Ombudsman at
www.msu.edu/unit/ombud, especially the section on Academic Honesty. The Ombudsman has some
very specific information about the kinds of activities that are or are not appropriate. Also, please do
not hesitate to discuss concerns or questions about these issues with me.
Date
Topic
1/11
Class Organization & Introduction to Behavioral Development
Readings: None
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1/13, 1/18
Lecture - Development of the Vertebrate Nervous System
Readings: Nothing from Gandelman, just excerpt from the chapter below
Early vertebrate development: Neurulation and ectoderm. In: Scott F. Gilbert’s Developmental
Biology, second edition. Pp. 152-173.
________________________________________________________________________________________
1/20
Lecture - Genetic Imprinting Effects on Behavior
Readings: Nothing from Gandelman, just the two articles immediately below
Goos & Silverman (2006). The inheritance of cognitive skills: does genomic imprinting play a
role? Journal of Neurogenetics, 20:19.
Davies, Isles, Smith et al., (2005). Xlr3b is a new imprinted candidate for X-linked
parent-of-origin effects on cognitive function in mice. Nature Genetics, 37:625.
1/25
Discussion
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1/27
Lecture - Gene-Environment Interactions and Behavioral Development
Readings: Nothing from Gandelman, just the three articles immediately below
Cooper & Zubek (1958). Effects of enriched and restricted early environments on the learning
ability of bright and dull rats. Canadian Journal of Psychology, 12:159.
Caspi, McClay, Moffitt, Mill, Martin et al., (2002). Role of genotype in the cycle of violence in
maltreated children. Science, 297:851.
Caspi, Sugden, Moffitt, Taylor, Craig et al., (2003). Influence of life stress on depression:
moderation by a polymorphism in the 5-HTT gene. Science, 301:3869.
2/1
Discussion
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2/3
Lecture - Movement and Behavior in Prenatal Organisms
Readings: Gandelman, chapter 1 (pp. 3-25) and the three articles below
Smotherman & Robinson (1987). Prenatal expression of species-typical action patterns in the rat fetus
(Rattus norvegicus). Journal of Comparative Psychology, 101:190.
Robinson & Smotherman (1987). Environmental determinants of behaviour in the rat fetus, II. The
emergence of synchronous movement. Animal Behaviour, 35:1652.
Haverkamp & Oppenheim (1986). Behavioral development in the absence of neural activity: Effects
of chronic immobilization on amphibian embryos. Journal of Neuroscience, 6:1332.
2/8
Discussion
2/10
Lecture - Fetal Sensory Exposure and Experience
Readings: Gandelman, chapter 2 (pp. 36-48) and the three articles below
DeCasper & Fifer (1980). Of human bonding: Newborns prefer their mother=s voices. Science, 208:
1174.
Gottlieb (1980). Development of species identification in ducklings: VI. Specific embryonic
experience required to maintain species-typical perception in Peking ducks. Journal of
Comparative and Physiological Psychology, 94:579.
Mennella et al., (2001). Prenatal and postnatal flavor learning by human infants. Pediatrics,
107(6):E88, 1-6.
2/15
Discussion
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2/17
Lecture - Neonatal Sensory Exposure and Experience
Readings: Gandelman, chapter 6 (pp. 167-202) and the three articles below
Levine et al. (1967). Physiological and behavioral effects of infantile stimulation. Physiology and
Behavior, 2:55.
Blakemore & Cooper (1970). Development of the brain depends on the visual environment. Nature,
228:477.
Pacteau, Einon, & Sinden (1989). Early rearing environment and dorsal hippocampal ibotenic acid
lesions: long-term influences on spatial learning and alternation in the rat. Behav Brain Res.
34(1-2):79-96.
2/22
Discussion
________________________________________________________________________________________
2/24, 3/1
Lecture - Developmental Effects of Hormones on Later Behavior I
Readings: Gandelman, chapter 3 (pp. 52-72) and the three articles below
Phoenix et al. (1959). Organizing action of prenatally administered testosterone propionate on the tissues
mediating mating behavior in the female guinea pig. Endocrinology, 65:369.
Edwards (1968). Fighting by neonatally androgenized females. Science, 161:1027.
Berenbaum & Bailey (2003). Effects on gender identity of prenatal androgens and genital appearance:
evidence from girls with congenital adrenal hyperplasia. J Clin Endocrinol Metab 88(3):1102-6.
3/3
Discussion
_______________________________________________________________________________________________
3/8, 3/10
No class - Spring Break!
3/15
Lecture - Developmental Effects of Hormones on Later Behavior II
Reading: Gandelman, chapter 3 (pp. 72-81) and the three articles below
Ward (1972). Prenatal stress feminizes and demasculinizes the behavior of males. Science, 175: 82.
Bailey, Willerman, & Parks (1991). A test of the maternal stress theory of human male homosexuality.
Archives of Sexual Behavior, 20:277.
Clemens, Gladue, & Coniglio (1978). Prenatal endogenous influences on masculine sexual behavior and
genital morphology in male and rats. Hormones and Behavior, 10:40.
3/17
Discussion
Term paper topic and one-page summary of what you’ll write about is due in class by 3/17!
_____________________________________________________________________________________________
3/22
Midterm Exam!
_____________________________________________________________________________________________
3/24, 3/29
Lecture - Effects of Drugs on Later Behavior
Reading: Gandelman, chapter 4 (pp. 91-110) and the three articles below
Wakschlag et al. (1997). Maternal smoking during pregnancy and the risk of conduct disorder in boys.
Archives of General Psychiatry, 54:670.
Overstreet et al. (2000). Enduring effects of prenatal cocaine administration on emotional behavior in rats.
Physiology and Behavior, 70:149.
Cronise et al. (2001). Critical periods for the effects of alcohol exposure on learning in rats. Behavioral
Neuroscience, 115:138.
3/31
Discussion
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4/5, 4/7
Lecture - Role of the Mother on Offspring Development and Behavior
Reading: Gandelman, chapter 5 (pp. 127-156) and the three articles below
Eiland & McEwen (2010). Early life stress followed by subsequent adult chronic stress potentiates anxiety
and blunts hippocampal structural remodeling. Hippocampus, in press.
Liu et al. (1997). Maternal care, hippocampal glucocorticoid receptors, and hypothalamic-pituitary-adrenal
responses to stress. Science, 277:1659.
Langlois et al. (1995). Infant attractiveness predicts maternal behaviors and attitudes. Developmental
Psychology, 31:464.
4/12
Discussion
Detailed outline of paper due in class by 4/12!
4/14
Lecture - Effects of the Early Social Environment on Behavior
Reading: Gandelman, chapter 5 (pp. 156-161) and the three articles below
Fox (1969). Behavioural effects of rearing dogs with cats during the critical period of socialization. Behaviour,
35:274.
Lonstein & De Vries (2001). Social influences on parental and non-parental responses towards pups in virgin
female prairie voles (Microtus ochrogaster). Journal of Comparative Psychology, 115:53.
Slomkowski et al. (2001). Sisters, brothers, and delinquency: evaluating social influence during early and
middle adolescence. Child Development, 72:271.
4/19
Discussion
_______________________________________________________________________________________________
4/21, 4/26
Lecture - Developmental Changes in Ingestive Behavior
Reading: Gandelman, chapter 9 (pp. 279-295) and the three articles below
Hall (1975). Weaning and growth of artificially reared rats. Science, 190:1313.
Galef & Sherry (1973). Mother=s milk: A medium for transmission of cues reflecting the flavor of mother=s
diet. Journal of Comparative and Physiological Psychology, 83:374.
Nock, Williams & Hall (1978). Suckling behavior of the infant rat: modulation by a developing
neurotransmitter system. Pharmacology Biochemistry and Behavior, 8:277.
4/28
Discussion
________________________________________________________________________________________________
5/5 (Thurs.)
Final papers due in my office by 5 pm