Illinois School of Professional Psychology at Argosy University, Chicago COURSE SYLLABUS PP7051 Biological Bases of Behavior Fall 2012

Faculty Information: Faculty name: Eliezer Schwartz, Ph.D. Campus: Chicago Contact Information: Office phone number: 312-777-7696 E-mail: [email protected] Office Hours: Mondays 9:00 to 11:00AM Teaching Assistant: Samar Harfi Phone number: 312-480-8691 E-mail: [email protected]

Course Catalogue Description: This course introduces students to the gross anatomy and the neurophysiology of the nervous system. Students are presented with updated data and findings regarding neurological functions as the foundations of human behavior. It presents an overview of endocrinological processes, adding more breadth to the purpose of this course, introducing students to the fundamentals of physiology behavior correlates. In addition, this course introduces students to the clinical ramifications of primitive reflexes and developmental undertones.

Course Pre-requisites: None

Required Text:

Pinel, J.P.J. (2011). Biopsychology, 8th Edition. Pearson Education

Technology: Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office: Acrobat (full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape Navigator 4.08; Norton Antivirus.

Course length:7 Weeks

Contact Hours: 45 Hours

Credit Value: 3.0 Course Objectives: Course Objective Program Goal Method of Assessment Demonstrate a mastery of fundamental gross Goal 4 – Scientific Mid-term and final exam anatomy and physiology of the Central and Foundations Peripheral Nervous Systems. Demonstrate a mastery of main Goal 4 – Scientific Final exam endocrinological processes in the body. Foundations Demonstrate familiarity with neuro- Goal 4 – Scientific Final exam and optional developmental processes. Foundations papers Develop an understanding of brain-behavior Goal 4 – Scientific Final exam and optional and physiology-behavior correlates in the Foundations papers service of a necessary conceptual grasp of physiological determinants to human development, human behavior, and psychopathology.

Instructional Contact Hours/Credit Students can expect 15 hours of instructional engagement for every 1 semester credit hour of a course. Instructional engagement activities include lectures, presentations, discussions, group- work, and other activities that would normally occur during class time. Instructional engagement activities may occur in a face-to-face meeting, or in the classroom.

In addition to instructional engagement, students can expect to complete 30 hours of outside work for every 1 semester credit hour of a course. Outside work includes preparing for and completing readings and assignments. Such outside work includes, but is not limited to, all research associated with completing assignments, work with others to complete a group project, participation in tutorials, labs, simulations and other electronic activities that are not a part of the instructional engagement, as well as any activities related to preparation for instructional engagement.

At least an equivalent amount of work as required in paragraph above shall be applied for other academic activities as established by the institution, including laboratory work, internships, practica, studio work, and other academic work leading to the award of credit hours.

Course Assessment: This is a critical and fundamental course in the curriculum of our graduate program. Mastery of this course material is essential for several academic and training components of this program. Students are expected to attend all classes, read all designated chapters, and complete all assignments. Meaningful participation in classroom discussions is encouraged and expected. Students are invited to ask questions, express their thoughts regarding the material presented, and demonstrate respect and sensitivity to individual differences and opinions.

Starting the third week of classes, the Teaching Assistant will conduct study labs and review sessions every other lecture. Individual meetings with the instructor or the TA will be available during designated office hours and by appointment. A student who must miss a class or an assignment (regardless of the reason) has to inform the instructor as early as possible. Two unexcused absences will result in a loss of 10 points from the final grade.

Students’ class performance will be assessed in the following way: - Mid-term exam – an in-class examination will be presented in the 6th week, covering the lectures and reading assignments required for the 1st to the 5th week. - Final examination – the final exam will be presented in the last week of the term, covering material from lectures and the assignments required for weeks7 to 12. - These two exams will evaluate mastery of required body of knowledge. They will provide students the opportunity to integrate physiological facts toward an understanding of the body as a system (Objectives 1, 2 and 3). Classroom discussions and presentations of pragmatic clinical vignettes will provide students with a foundation toward an appreciation of the value of such knowledge to the study of human development and behavior (Objective 4).

Optional Assignments Students will have the option of gaining more knowledge and points toward their final grade. Chapters not included in the required readings for this course are optional, and can offer opportunities for extra assignments. Students who wish to enrich their knowledge base can choose the following assignment, given a priori approval of the topic by the instructor:

1. Write a 5 to 6 page paper on any topic presented in the optional chapters in Biopsychology by Pinel. You will need to demonstrate a general mastery of the topic (from your readings of the chosen chapter), and an integration of this knowledge with clinical psychology. For example, you can write a paper about the value of understanding neuron physiology to the psychopharmaco-therapist. 2. This paper will require more than readings in the required text for this course. Students will be required to use at least three additional recent references (2006 and on). 3. APA guidelines for professional writing must be followed. 4. Students are encouraged to discuss extra assignments with the TA and/or the instructor. 5. An optional assignment can add 5 to 10 points toward the final grade.

Course Schedule: Week Topic Readings Assignments 1 Introduction Chapter 1 (Biopsychology as a 9/10 Orientation to the human body; Neuroscience)& Chapter 2 Overview of the Nervous System. (Evolution, genetics, and experience) 2 Central Nervous System Chapter 3 (The anatomy of the 9/17 Gross anatomy and main nervous system) functions 3 Periphreal Nervous System Chapter 3 (The anatomy of the 9/24 Spinal and cranial nerves; nervous system) Autonomic nervous system 4 Nervous Tissue and Chapters 3 (The anatomy of the 10/8 Neurotransmission nervous system) & Chapter 4 Neurons and glial cells; synapses (Neuroconduction and the synaptic and neurotransmitters transmission) 5 Sensory Systems Chapters 6 (The visual system) & 10/15 Vision, audition and other Chpater 7 (Mechanisms of mechnaisms of perception perception) 6 Mid-term 10/22 Exam 7 Sensorimotor System and Chapter 8 (The sensorimotor 10/29 Movement system) Sensory and motor pathways; neuromuscular processes. 8 The Neuroendocrine System Chapter 13 (Hormones and sex) 11/5 Hormones Holsboer and Ising, 2008 9 The Neuroendocrine System Chapters 13 (Hormones and sex) 11/12 Hormones cont.; Reproductive physiology 10 Major Systemic Physiological Chapters 11 (Learning memory 11/19 Processes and amnesia) & Chapter 14 (Sleep, Circadian rhythms, sleep, and dreaming, and circadian rhythms) memory Amodio and Frith, 2006 Craig, 2009 Frith and Frith, 2003 Lombardo, 2010 11 Major Systemic Physiological Chapter 12 (Hunger, eating, and 11/26 Processes health) Hunger and thirst Berthou and Morrison, 2008 12 Major Systemic Physiological Lee and Siegle, 2009Gunnar and 12/3 Processes Quevedo, 2007 Physiological substrates of Murray, 2007 emotions Porges, 2007 13 Developmental Reflexology 12/10 From primitive reflexes to upright mobility; class demonstrations 14 Final EXAM 12/17

Required Articles

Amodio, D.M. and Frith, C.D. (2006) “Meeting of Minds: The medial frontal cortex and social cognition.” Nature Reviews Neuroscience 7:268-277

Berthoud, H.R. and Morrison, C. (2008) “The Brain, Appetite and Obesity.” Annual Review of Psychology 59:55-92

Craig, A.D. (2009) “How Do You Feel – Now? The anterior insula and human awareness.” Nature Reviews Neuroscience 10: 59-70

Frith, U. and Frith, C. (2003) “Development and Neurophysiology of Mentalizing.” Philosophical Transactions of the Royal Society 358: 459-473

Gunnar, M and Quevedo, K. (2007) “The Neurobiology of Stress and Development” Annual Review of Psychology 58: 145-174

Holsboer, F. and Ising, M. (2010) “Stress Hormone Regulation: Biological role and translation into therapy.” Annual Review of Psychology 61: 81-109

Lee, K.H. and Siegle, G.J. (2009) “ Common and Distinct Brain Networks Underlying Explicit Emotional Evaluation: A meta-analytic study.” Social, Cognitive and Affective Neuroscience March 6, doi:10.1093/scan/nsp001.

Lieberman, M.D. (2007) “Social Cognitive Neuroscience: A review of core processes.” Annual Review of Psychology 58: 259-290

Lombardo, M.V. et al (2010) “ Shared Neural Circuits for Mentalizing About the Self and Others.” Journal of Cognitive Neuroscience 22: 1623-1635)

Murray, E.A. (2007) “The Amygdala, Reward and Emotion.” Trends in Cognitive Sciences 11: 489-497

Porges, S.W. (2007) “The Polyvagal Perspective.” Biological Psychology 74: 116-143

Wager, T.D. et al (2008) “Prefrontal-subcortical Pathways Mediating Successful Emotional regulation.” Neuron 59: 1037-1050

Grading Criteria: The final grade for this course will be determined by the total points (100) earned from all assignments as following:

Grading requirements Grading Scale A 100 – 93 A- 92 – 90 B+ 89 – 88 B 87 – 83 B- 82 – 80 C+ 79 – 78 C 77 – 73 C- 72 – 70 F 69 and below class participation only when student is missing classes mid-term exam 50% (50 pts) final exam 50% (50 pts) 100% Library Resources

Argosy University’s core online collection features more than 21,000 full-text journals, 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. All electronic resources can be accessed through the library’s website at www.auchicagolib.org. User IDs and passwords are distributed during orientation, but can also be obtained at the circulation desk, calling 312-777-7653, or by e-mail at [email protected].

In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Library Online Catalog. Catalog searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.

Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach fundamental and transferable research skills, including selecting sources appropriate for academic-level research, searching periodical indexes and search engines, and evaluating and citing information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosy.edu/infolit/

Academic Policies

Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 6th Edition (2009). Washington DC: American Psychological Association (APA) format. Please refer to Chapter 2 (for manuscript structure and content) and Chapter 6 (for crediting sources) in the Publication Manual of the American Psychological Association, 6th Edition. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.

Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language. Americans with Disabilities Act Policy

It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request.

Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.

The Argosy University Statement Regarding Diversity

Argosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds. Acknowledgment of Syllabus Content

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