|
|
Behavioral
Neuroscience Syllabus
|
Text
Readings
B:
Bear 2001 required
Z:
Zigmond 1999 suppl |
|
Class
|
Topic |
|
|
1 |
Introduction
& Course Organization |
|
|
2 |
Historical
Highlights; Tools & Methods in Behavioral Neuroscience |
B:
1 |
|
3 |
Cellular
Elements (Neurons & Glia); Cellular organization of CNS |
B2;
B7; Z3; Z4 |
|
4 |
Excitable
Cell Neurobiology:
Membranes,
Potentials, Channels, Pumps |
B3;
Z6 |
|
5 |
Excitable
Cell Neurobiology: Action
Potentials; Currents; Voltage-Gated Ion Channels; Action Potential
Conduction |
B4 |
|
6 |
SynapticTransmission
I: Basic Properties & Principles--Synaptic Potentials,
Transmitters, Synthesis & Release; Receptors |
B5 |
|
7 |
Synaptic
Transmission II: Cholinergic & Monoaminergic Systems
(Localization,
Neurochemistry, Receptors, Neuropharmacology) |
B6
(130-147)
B15
(512-520); Z8 |
|
8 |
Synaptic
Transmission III: Glutatmate & GABA Systems; Peptides; Others
(Localization, Neurochemistry, Receptors, Neuropharmacology) |
|
|
9 |
Synaptic
Transmission IV:
Ligand-Gated
& G-Protein-Coupled Receptors |
B6
(147-161); Z9 |
|
10 |
Synaptic
Transmission V: Receptors
and Intracellur Signaling Mechanisms of Neuronal Communication and
Neuroplasticity |
Z10 |
|
11 |
Signaling
Mechanisms of Neurons; Chemical Senses as a Model System |
B8 |
|
12 |
EXAM
1 |
|
|
13 |
Overview
of CNS Organization & Development: Sensory, Motor Limbic,
Cortical, Autonomic & Neuroendocrine System; Comp Tutorial
|
B7
(& Appdx.); B15 (497-512);
Z2
|
|
14 |
Sensory
Transduction
|
B9
(281-301); B11 (351-368; 385-389); B12: (397-402); Z24 |
|
15 |
Vision
(cellular function and organization; cortical representation;
visual experience and critical periods of development) |
B9
(301-311);
B10;
B22 (721-737) |
|
16 |
Audition;
Somesthesis and Pain
|
B11
(368-385);
B12
(403-435); Z27 |
|
17 |
Motor
Systems: Structural & Functional Organization; Motor Disorders |
B13
& B14; Z34 |
|
18 |
Sleep
and Biological Rhythms |
B19;
Z46 |
|
19 |
Regulatory
Systems and Motivated Behavior (feeding; drinking)
[Take
Home Exam handed out] |
B15;
B16;
Z37 |
|
20 |
Sex
and Brain: Hormones, Development, Dimorphic Brain & Behavior
|
B:
17; Z47 |
|
21 |
Brain
Mechanisms of Emotional Experience, Expression & Learning;
anxiety, fear & aggression [Take Home Exam due] |
B18;
Z48 |
|
22 |
Brain
Mechanisms of Emotions: Hedonic Experience |
B18;
Z49 |
|
23 |
Mental
Illness: Neurobiological theories and treatment |
B21 |
|
24 |
Memory
and Memory Disorders: Brain Systems of Declarative and Working Memory |
B23;
Z56 |
|
25 |
Neural
Systems and Molecular Mechanisms of Learning & Memory
|
B23 |
|
26 |
Synaptic
Plasticity & Mechanisms of Information Storage [Paper due] |
B24;
Z55 |
|
27-30 |
Student
Presentations on Topics in Neurobiology of Behavioral or Mental
Processes, see sample listing (20 min each) |
B20;
Z54; Z57; Z58 Language &Attention |
|
Fnl |
Final
Exam
(Bear
Chapts 17,18,20, 21, 23, 24, & student presentations) |
|
Required
Text:
Bear,
Connors & Paradiso (2001). Neuroscience:
Exploring the Brain, 2nd Edition,
Lippencott Williams & Wilkins
Supplemental
Text
(on
reserve): Zigmond et al. (1999). Fundamental
Neuroscience, Academic Press,
Other
readings from the current literature will be assigned and placed on electronic
reserve.
Major
Paper and Presentation.
Research Paper (15-20 text pages, plus references, double spaced).
The focus of the paper must be derived from some aspect of cognitive
and behavioral neuroscience representing content from Chapters 16-24 in the
Bear text. Topics concerning
abnormal functioning, behavioral or mental disorders, effects of drug abuse,
cognitive dysfunction, or developmental disorders are typically popular, but
the neurobiology and experimental analysis of normal behavioral functions or
processes can also be pursued (.e.g, working memory; spatial cognition).
The guidelines for the paper will be provided in class.
The presentation will be a lecture/seminar (approximately 20 minutes)
on the topic of your paper. The
goal of the presentation is to educate the class on the major issues and
current research status of the topic. Although
the paper may have substantial depth of detail on certain research directions,
the presentation should balance broad understanding of the topic with
sufficient depth of knowledge of the research base.
Performance
and Grades:
Exams are considered teaching tools to enhance your assimilation of
knowledge. The paper and
presentation are means to acquire depth of knowledge in areas of interest and
to gain experience in critically important skills of written and oral
communication
Exams (3; 100 points each)
300
Major paper
100
Presentation 50
Sample Paper Topics (others topics may be chosen from content of Chapters 16-24 in the Bear text).
revised 05/29/01