University of California Davis
Introduction to Psychobiology (PSC 101)
Fall-Winter-Spring-Summer
CRN: 12345 Section 1
Location: 1100 Social Sciences
Time: M-W: 12:10--14:00
Instructor: Chris T. Tromborg, Ph.D.
Office: 268 F Young Hall
Time: Mon-Wed 14:00-15:00 & by arrangement
Phone: UCD 1-530-754-8298
E-Mail: cttromborg@ucdavis.edu
Voice 1-916-558-2514
Website: christromborg.com
Assistant: Doug Miller
Office: YH 166 Phone: 755-0627 E-Mail: dugout@ucdavis.eye
Textbook: Introduction to Psychobiology (3rd edition)
Edited by Donald H. Owings; Richard G. Coss; & Kenneth R. Henry
Pearson Custom Publishing (Prentice-Hall): 2003. ISBN: 0-536-750-07-6
Course Description and Objectives
Introduction to Psychobiology is a course designed primarily for psychology majors
interested in developing a better understanding of the biological basis of behavior. The course
consists of a broad review of general topics and current research in the related fields of
psychobiology, physiological psychology, neuroscience, neuroanatomy, neurochemistry,
neuroethology, and psychopharmacology. Topics addressed in this course include: the
philosophy of science; history of brain research; scientific methodology; the biological
determinates of behavior; sensory processes; perceptual processes; neurological disorders;
treatment of disorders; and research ethics.
This course is designed to foster a better appreciation for the behavior of both human and
non-human animals by emphasizing a comparative approach to the study of their nervous
systems and the influence these exert on behavior. Results generated through research employing
several different theoretical perspectives will be presented in class for discussion, a process in
which students are encouraged to participate.
Upon completion of this course, students should be able to:
Demonstrate fluency with the major concepts, theoretical perspectives, current findings, research
methods, and interdisciplinary connections between biological psychology, physiological
psychology, neuroscience, and other scientific disciplines; Develop a firm understanding of
evolutionary principles so that students appreciate the rationale for the use of nonhumans in
research; Foster an understanding of the application of ethical principles to research using human
and nonhuman subjects; Demonstrate a basic understanding of various approaches to research,
levels of analysis, modes of inquiry, analytical procedures, and manners of presenting findings as
they relate to biological psychology; Demonstrate the capacity to critically evaluate reports
focusing on psychobiological issues in the popular press and be able to assess the merits of
claims made about research by both its proponents and opponents; Compare and contrast the
influence of genetic and environmental factors on nervous system development and function and
their ultimate consequences for behavior; Identify and describe the major anatomical features of
the central and peripheral nervous systems and their interactions with the endocrine and immune
systems; Discriminate the general anatomy and function of neurons and glia and their respective
functions in the nervous system; Demonstrate a preliminary understanding of within neuron
communication, including the electrical and chemical elements of resting, pre-synaptic, postsynaptic, and action potentials; Describe the critical steps in synaptic transmission and the
components of the neuron that facilitate inter-neuronal communication; Evaluate the
psychobiological mechanisms underlying mental processes and behavior, especially those
associated with development, sensory processes, perception, movement, consciousness,
motivation, emotion, learning, memory, language, and psychological disorders; Evaluate the
actions of major psychotherapeutic and recreational drugs on neuronal function and explain the
connection between changes in neuronal function and their behavioral consequences; and,
finally, Develop a commitment in your colleagues to use their knowledge of neuroscience to
enhance the experience of others outside of the classroom.
Evaluation Procedures
Students are evaluated on the basis of their performance on exams, participation in class
discussion, and attendance.
Students may earn up to a maximum of 200 points in this course. Grading is strictly proportional:
Grades are never curved.
There will be five equally weighted 50 point exams.
Exams consist exclusively of objective test items (multiple choice: Scantron #882).
The student's lowest exam score from the second, third, or fourth exam will be disregarded when
the final grades are calculated. Students are allowed up to 60 minutes to complete each exam.
Exams absolutely must be taken when scheduled and can only be rescheduled for
compelling reasons authorized by your instructor.
Remember: Students are evaluated on the basis of their performance on exams, participation in
class discussion, and attendance.
We reserve the right to alter this schedule as the quarter proceeds.
Responsibilities and Suggestions for Success
General Principles of Psychology (PSY 1 and Research Methods (PSY 41) are
prerequisites for this course. Other courses in biology and physiology are recommended.
Attendance is important. You are encouraged to attend class: Students who do not attend lecture
during the first two weeks will be dropped from the class roster. Thereafter, students missing
more than nine hours of lecture may be dropped from the class. It is your responsibility to
officially obtain a withdrawal from this course. Failure to do so may result an F grade.
Please attempt to arrive to class on time and plan to remain for the duration of the lecture to
minimize disrupting others. Students should not engage in conversations unrelated to course
materials during lectures.
Students are encouraged to remain current in the readings to facilitate discussion in class.
Prepared students are able to offer informed questions that can clarify points of confusion for
themselves and frequently for their classmates.
We encourage you to participate in class discussions. Failure to participate might be reflected in
your performance on exams and in your final grade.
Outside of class, students should attempt to work together on course materials.
Students must take exams when they are scheduled. A student missing an exam will receive
zero points and this score will be treated as their low midterm score, which is not entered into the
calculation of the final grades.
Students missing two exams or receiving a grade of D or lower on three exams will
automatically be dropped from the class.
Students must arrive within fifteen minutes of the beginning of the exam, after which it is closed.
Cheating on exams will be rewarded with a grade of F and subsequent disciplinary actions.
Students with learning or other disabilities should speak to the instructor, who will place them in
contact with the Disability Resource Center or other agencies offering instructional assistance.
Please deactivate all casual communications equipment within the classroom.
Grading Scale
200-180=A; 179-160=B; 159-140=C; 139-120=D; 119 and below=F
Tentative Course Schedule
The term begins at the beginning of the quarter and concludes at the end of the quarter.
The last day to add the class occurs during the second week , the last day to drop the class occurs
during the fourth week , and the last day to petition for a Pass-No Pass grade occurs during the
fifth week of the quarter.
-We reserve the right to alter this schedule as the quarter proceeds-
Week One: Introduction to the course
Perspectives of the instructor
Prologue pg. XV
Evolution, Genetics, & Experience: Thinking about the biology of behavior
Ch. 1 pg. 19
The anatomy of the nervous system: The systems, structures, & cells of your nervous system
Ch. 2 pg. 51
Week Two: Neural conduction & synaptic transmission: How neurons send & receive signals
Ch. 3 pg. 79
The human Genome Project and its impact on Psychiatry:
Genetic and environmental interactions influencing schizophrenia, depression,
Alzheimer’s disease, alcoholism, aggression, sexual orientation, and intelligence
Ch. 4 pg. 104
Week Three: Exam One
The visual system: From your eyes to your cortex
Ch. 5 pg. 132
Mechanisms of perception, conscious awareness, & attention: How you know the World
Ch. 6 pg. 161
Week Four: Biology and Behavior
Ch. 7 pg. 194
Nervous systems: Adaptive significance and evolution
Ch. 8 pg. 204
Week Five: Exam Two
Learning: Classical Conditioning & Pavlov
Ch. 9 pg. 216
Learning: Operant Conditioning & Skinner
Ch. 10 pg. 230
Neuroendocrinology of the stress response
Ch. 11 pg. 244
Week Five: Cognition
Learning and memory
Ch. 12 pg. 264
Week Six: Exam Three
Prenatal hormone exposure and sexual variation
Ch. 13 pg. 276
Sex, sexual orientation, & how sex hormones influence cognition
Ch. 14 pg. 288
Week Seven: Critical events in the development of bird song:
What neurobiology contributes to the study of the evolution of behavior
Ch. 15 pg. 296
Reproductive and social behavior
Ch. 16 pg. 312
Week Eight: Nature of proximate mechanisms underlying primate social systems
Ch. 17 pg. 350
Human maternal vocalizations to infants as biologically relevant signals
Ch. 18 pg. 358
Week Nine: Exam Four
Early social learning and behavior
Ch. 19 pg. 384
Predators and prey
Week Nine: Ecological Interactions
Predators and Prey
Ch. 20 pg. 420
Environmental, Ecological, and Evolutionary Psychology
Retrospective and review
Week Ten: Final Exam Period!
Week Ten: Ground Squirrels Under Siege!
Final Exam
Note: We reserve the right to alter this schedule as the quarter proceeds.
Myucdavis.edu / www.christromborg.com
Belief in myths allows the comfort of opinion without the discomfort of thought