Psyf 508 master syllabus-january 2010
Upcoming SlideShare
Loading in...5
×
 

Psyf 508 master syllabus-january 2010

on

  • 867 views

 

Statistics

Views

Total Views
867
Views on SlideShare
565
Embed Views
302

Actions

Likes
0
Downloads
1
Comments
0

3 Embeds 302

http://ciucab.wordpress.com 290
http://enciucab.wordpress.com 8
https://ciucab.wordpress.com 4

Accessibility

Categories

Upload Details

Uploaded via as Microsoft Word

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Psyf 508 master syllabus-january 2010 Psyf 508 master syllabus-january 2010 Document Transcript

  • CARLOS ALBIZU UNIVERSITYSAN JUAN CAMPUS<br />MASTER SYLLABUS<br />PSYF-508: PHYSIOLOGICAL PSYCHOLOGY: MASTER SYLLABUS<br />CREDITS: 3CONTACT HOURS: 45<br />COURSE DESCRIPTION<br />The purpose of this course is to examine the physiological bases of behavior. This course includes the physiological processes of human behavior such as the structure of the neurological system, endocrine system, synaptic chemistry and electrophysiology of the encephalon. Different pathologies, disorders and deficits related to the subject of each .unit will also be discussed.<br />PRE-REQUISITES<br />NONE<br />COURSE OBJECTIVES<br />The specific objectives of the course are:<br />1. Understand the basic areas of the physiological system<br />2. Describe the relationship between physiology and behavior<br />3. Describe the pathological processes related to human physiology<br />REQUIRED TEXT BOOKS<br />Carlson, N. (2009). Physiology of behavior. 10th Edition in English. New York: Akkyn & Bacon. . ISBN-10: 0205666272-http://www.gettextbooks.com/search/?isbn=ISBN-10%3A+0205666272+<br />Carlson, N. (2004). Physiology of behavior. 8th Edition in English. New York: Akkyn & Bacon. ISBN:-0-205-38175-8. http://www.gettextbooks.com/search/?isbn=ISBN-10%3A+0205666272+<br />Carlson, N. (2006) Fisiológica de la Conducta. 8va Edición en Español. SA Madrid; Pearson Education. ISBN:-84-7829-072-9. http://www.gettextbooks.com/search/?isbn=ISBN%3A-84-7829-072-9.++<br />Michael-Titus, A., et al. (2007). The Nervous System: Basic Science and Clinical Conditions. New York: Curchill Lingstone Elesevier. <br />ISBN:-13 978 0 443 07179 9<br />http://www.amazon.com/Nervous-System-Adina-T-Michael-Titus/dp/0443071799/ref=sr_1_2?ie=UTF8&s=books&qid=1264718453&sr=1-2<br />SUGGESTED READINGS<br />Haines, D.E., (2008). Neuroanatomy: An Atlas of Structures, Sections, and Systems. 7th Edition, New York: Wolters Kluwer / Lippincott Williams & Wilkins.<br />Felten, D.L., (2005). Natter’s Neuroscience Flash Cards. Seton Hall University: School of Graduate Medical Education.<br />ITINERARY OF CLASS UNITS<br />Unit 1:Structure and dynamics of the neuron and the nervous system<br />Unit 2:Psychopharmacology and Research methods<br />Unit 3:Vision<br />Unit 4:Hearing, somatic senses, chemical senses and vestibular <br /> system<br />Unit 5:Psychophysiology of movement<br />Unit 6:First exam<br />Unit 7:Biological rhythms and psychophysiology of sleeping<br />Unit 8:Reproductive behavior<br />Unit 9:Neurochemistry of emotion<br />Unit 10: Psychophysiology of ingestion and thirst mechanism<br />Unit 11: Learning and memory<br />Unit 12: Communication<br />Unit 13: Psychophysiology of mental disorders <br />Unit 14: Psychophysiology of addictions<br />Unit 15: Final exam<br />COURSE CONTACT HOURS <br />Professors who teach the course must divide the contact hours the following way:<br />Face-to-face time in the classroom must not be less than 40.0 hours (16 classes, 2.5 hours each class).<br />For the remaining hours (≥ 5.0 hours), students will conduct research projects or homework outside the classroom. These projects or homework will include, but are not limited to, monographs, documentaries and conferences.<br />METHODOLOGY<br />The professor who offers the course will select the specific methodology. These methodologies could include but would not be limited to: conferences by the professor, conferences by invited speakers, group discussion of assigned readings, class research projects, student presentations, individual meetings with students and working sub-groups in the classroom. <br />EDUCATIONAL TECHNIQUES<br /> <br />The professor who offers the course will select the specific educational techniques. These techniques could include but would not be limited to: debates, discussion, practical demonstrations, films/videos, simulations, slide shows and forums.<br />EVALUATION<br />The specific evaluation criteria are:<br />First Exam 30%<br />Second Exam 30%<br />Third Exam30%<br />Assistance5%<br />Quizzes5%<br />RESEARCH COMPETENCIES<br />Research competencies for Ph.D. students:<br />Critical analysis of research problems related to psychophysiology, related conditions and brain functioning.<br />Apply ethical principles and norms relevant to psychophysiology.<br />Search of research literature and interpretation of results related to psychophysiology, related conditions and brain functioning.<br /> Manage appropriately and correctly technical language related to psychophysiology, related conditions and brain functioning.<br />ATTENDANCE POLICY<br />Class attendance is mandatory for all students. After two unexcused absences, the student will be dropped from the class, unless the professor recommends otherwise. When a student misses a class, he/she is responsible for the material presented in class. <br />AMERICANS WITH DISABILITIES ACT (ADA)<br />Students that need special accommodations should request them directly to the professor during the first week of class.<br />COURSE UNITS<br />UNIT 1: STRUCTURE AND DYNAMICS OF THE NEURON AND THE <br /> NERVOUS SYSTEM<br />Upon successful completion of this unit students will be able to identify the basic types of neurons, and understand the development of the nervous system. The students will understand the mechanisms of action potential, synaptic activity, and voltage production of the encephalon.<br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit students will be able to: <br />Identify the parts of the neuron<br />Differentiate between motor and sensory neurons<br />Explain how the nervous system develops<br />Explain the different types of neurons and their functions<br />Explain how the electric activity of the brain is produced<br />Explain the relationship between synaptic chemistry and behavior<br />Discuss the importance of neurotransmitters to the nervous system and behavioral processes<br />Define and identify the central and peripheral nervous systems<br />Identify the basic subdivisions of the human brain<br />Explain the major functions of brain structures<br />ASSIGNED READINGS:<br />Carlson, N. (2006)<br />Chapter 2: Structure and functions of the nervous systems cells<br />Carlson, N. (2006)<br />Chapter 3: Structure of the nervous system <br />Michael-Titus, A., et al. (2007)<br />Chapter 1: Organization of the Nervous System<br />UNIT 2: PSYCHOPHARMACOLOGY AND RESEARCH METHODS OF <br /> PSYCHOPHYSIOLOGY<br />Upon successful completion of this unit students will be able to identify the different and principal neurotransmitter of the brain and nervous system, explain the effects of pharmacology to the brain and explain the role of neurotransmitter in behavior. Students will be able to identify, explain and discuss the different research methods to study the brain and its structures. <br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit students will be able to: <br />Discuss the importance of neurotransmitters to the nervous system and behavioral processes<br />Discuss the effects of pharmacology on neurotransmitters <br />Explain the synthesis and place of actions of neurotransmitters in the <br />brain and nervous system<br />Name the major neurotransmitters of the central nervous system and peripheral nervous system<br />Describe the major types of neurotransmitters receptor and explain how they act.<br />Identify the methods to study the brain <br />Discuss important research methods to the development of Psychophysiology <br />Explain the benefits and weakness of the different research methods to <br />study the brain<br />ASSIGNED READINGS:<br />Carlson, N. (2006)<br />Chapter 4: Psychopharmacology<br />Michael-Titus, A., et al. (2007)<br />Chapter 2: Elements of cellular and molecular Neuroscience.<br />Carlson, N. (2006)<br />Chapter 5: Research methods and strategies<br />UNIT 3: VISION<br />Upon successful completion of this unit students will be able to identify, explain and discuss the different structures of the visual system and their functions, recognize the brain mechanisms involved in the visual system and discuss the different disorders associated to this areas. <br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit students will be able to: <br />1. Identify the different structures of the visual system<br />2. Explain the mechanism of vision and color<br /> vision<br />3. Identify the brain and nervous system structure involve in<br /> the vision system<br />4. Discuss disorders associated to the vision system and its brain <br /> structures<br />ASSIGNED READINGS:<br />Carlson, N. (2006)<br />Chapter 6: Vision<br /> <br />Michael-Titus, A., et al. (2007)<br />Chapter 7: The visual system<br />UNIT 4: HEARING, SOMATIC SENSES, CHEMICAL SENSES AND <br /> VESTIBULAR SYSTEM<br />Upon successful completion of this unit students will be able to identify, explain and discuss the different structures of the HEARING, SOMATIC SENSES, CHEMICAL SENSES AND VESTIBULAR SYSTEM and their functions.<br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit students will be able to: <br />Identify the different structures of the hearing system, taste, skin response mechanisms, vestibular system and chemical senses<br />Explain the mechanism of hearing system, taste, skin response mechanisms, vestibular system and chemical senses<br />Identify the brain and nervous system structure imply in the hearing system, taste, skin response mechanisms, vestibular system and chemical senses<br />4. Discuss the disorders associated to the hearing system, <br /> taste, skin response mechanisms, vestibular system and <br /> chemical senses<br />ASSIGNED READINGS:<br />Carlson, N. (2006)<br />Chapter 7: Hearing, somatic senses and chemical senses<br />Michael-Titus, A., et al. (2007)<br />Chapter 8: Hearing and balance: the auditory and vestibular system<br />UNIT 5: PSYCHOPHYSIOLOGY OF MOVEMENT<br />Upon successful completion of this unit students will be able to identify, explain and discuss the muscular structures, reflect behavior, and the different brain structures involved in movement. <br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit students will be able to: <br />1. Identify the different muscular structures <br />2. Explain the mechanism of movement<br />3. Identify the brain and nervous system structure imply in<br /> movement control<br />4. Discuss movement deficits<br />ASSIGNED READINGS:<br />Carlson, N. (2006)<br />Chapter 8: Movement control<br />UNIT 6: FIRST EXAM<br />UNIT 7: BIOLOGICAL RHYTHMS AND PSYCHOPHYSIOLOGY OF <br /> SLEEPING<br />Upon successful completion of this unit students will understand the electric definition of sleep and its physiological dynamics. Some sleep disorders will be discussed.<br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit students will he able to: <br />1. Identify the stages of sleep<br />2. Discuss the importance of each stage and <br /> its characteristics<br />3. Describe and discuss some sleep <br /> disorders<br />4. Identify the neurotransmitter associated to sleeping <br /> behavior<br />5. Describe the biological rhythms<br />ASSIGNED READINGS:<br />Carlson, N. (2006)<br />Chapter 9: Sleep and biological rhythms<br />UNIT 8: REPRODUCTIVE BEHAVIOR<br />Upon successful completion of this unit, students will understand the stages of human reproduction, the hormone control of reproductive behavior, the brain mechanism associated to reproduction, attraction and parenting behavior. <br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit students will he able to: <br />1. Identify the stages of human reproduction and fetal development<br />2. Identify the hormones and brain structures involved in <br /> reproductive behavior<br />3. Describe and discuss the psychophysiology of attraction, <br /> parenting behavior and reproduction <br />ASSIGNED READINGS:<br />Carlson, N. (2006)<br />Chapter 10: Reproductive behavior<br />UNIT 9: NEUROCHEMISTRY OF EMOTION<br />Upon the successful completion of this unit, students will understand the bases of emotion and the structures and theories related to it. <br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit students will he able to: <br />1. Explain the physiological bases of pleasure <br /> and emotion<br />2. Discuss the scientific theories of emotion<br />3. Identify and discuss the structures and functions of the limbic system<br />ASSIGNED READINGS:<br />Carlson, N. (2006)<br />Chapter 11: Emotion<br />UNIT 10: PSYCHOPHYSIOLOGY OF INGESTION AND THIRST <br /> MECHANISMS<br />Upon the successful completion of this unit, students will understand the bases of ingestion and thirst mechanisms and the brain areas that controlled them. <br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit students will he able to: <br />1. Explain the physiological bases ingestion and thirst<br />2. Identify the types of thirst <br />3. Identify and discuss the brain structures involved in ingestion and thirst<br />ASSIGNED READINGS:<br />Carlson, N. (2006)<br />Chapter 12: Ingestion behavior<br />UNIT 11: LEARNING AND MEMORY<br />Upon successful completion of this unit students will understand the different theories concerning learning and memory, the chemical bases of memory consolidation, as well as the brain structures involved.<br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit students will be able to:<br /> l. Identify the areas of the brain related to memory<br />2. Identify neurochemical substances related to retention and <br /> consolidation processes<br />3. Explain the association between learning and memory <br /> 4. Discuss and identify short and long term memory<br />ASSIGNED READINGS:<br />Carlson, N. (2006)<br />Chapter 13: Learning and memory: Basic mechanism<br />Carlson, N. (2006)<br />Chapter 14: Learning and Amnesias<br />UNIT 12: COMMUNICATION<br />Upon successful completion of this unit students will understand the basic brain structures involved in human communications, the Brocca and Wernicke area and the different disorders and deficits associated to those brain regions. <br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit students will be able to:<br /> l. Identify the areas of the brain involved in human <br /> communication<br />2. Identify and explain the functions and localization of <br /> Brocca and Wernicke areas <br /> 3. Explain the types of dyslexia and disgraphias<br />4. Describe the functions of the brain hemispheres <br /> involved in human communication<br />ASSIGNED READINGS:<br />Carlson, N. (2006)<br />Chapter 15: Human Communication<br />UNIT 13: PSYCHOPHYSIOLOGY OF MENTAL DISORDERS<br />Upon successful completion of this unit students will understand the concepts of anxiety, tension, affective disorders, autism, ADHD and schizophrenia, the brain structures and the neurotransmitter imply on these disorders. <br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit students will be able to:<br />Differentiate among the different types of discussed mental disorders<br />Describe and identify the symptoms of unipolar and bipolar depression and the neurotransmitter and brain structures associated to it. <br />Describe anxiety disorders and the neurotransmitter and brain structures associated to it. <br />Describe and identify the neurotransmitter and brain structures associated to schizophrenia.<br />Describe and identify the neurotransmitter and brain structures associated to ADHD and autism<br />ASSIGNED READINGS:<br />Carlson, N. (2006)<br />Chapter 16: Schizophrenia and other disorders<br />Carlson, N. (2006)<br />Chapter 17: Anxiety, Autism, ADHD, Hyperactivity and PTSD<br />Michael-Titus, A., et al. (2007)<br />Chapter 15: Schizophrenia<br /> <br />Michael-Titus, A., et al. (2007)<br />Chapter 16: Depression and anxiety<br />UNIT 14: PSYCHOPHYSIOLOGY OF ADDICTIONS<br />Upon successful completion of this unit, students will understand the impact of substance abuse over the organism, the brain and the nervous system. <br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit students will be able to:<br />1. Explain the impact of some of the most common drugs upon the nervous system<br />2. Explain the concepts of tolerance, addiction, and abstinence behavior<br />ASSIGNED READINGS:<br />Carlson, N. (2006)<br />Chapter 18: Drug additions<br />Michael-Titus, A., et al. (2007)<br />Chapter 17: Addictions<br />UNIT 15: FINAL EXAM<br />REFERENCES<br />Carlson, N. (2006). Physiology of behavior. New York: Akkyn & Bacon. <br />Carlson, N. (2006). Fisiología de la conducta. Madrid: Pearson Addison Wesley (versión en español). <br />Felten, D.L., (2005). Natter’s Neuroscience Flash Cards. Seton Hall University: School of Graduate Medical Education.<br />Haines, D.E., (2008). Neuroanatomy: An Atlas of Structures, Sections, and Systems. 7th Edition, New York: Wolters Kluwer / Lippincott Williams & Wilkins.<br />Michael-Titus, A., et al. (2007). The Nervous System: Basic Science and Clinical Conditions. New York: Curchill Lingstone Elesevier.<br />Revised by: Lymaries Padilla, Ph.D. (July, 2008)<br />