Fall Quarter 2001 Psy 377 Physiological Psychology MWF 1:10-2:10
Instructor: Dr. George F. Michel
Office Hours: MWF 2:30-4:30
Office: 507 Bryne Hall Telephone:
325-4246
E-Mail: gmichel@condor.depaul.edu
Discussion
Group
Text: Pinel, J.P.J. Biopsychology, 4th Ed., 2000, Needham Heights, MA: Allyn & Bacon.
Textbook Web Site at: http://www.abacon.com/pinel
Course Format: Each day I will lecture on the assigned topic and allow about 10-15 minutes for your questions and answers. I depend upon you for letting me know what parts of the text and/or lectures need clarification. Therefore, please read the text before lecture.
Grading: Your grade will be based upon your contribution to class discussion, your written homework assignments, and your performance on a midterm and final examination. Homework assignments will be given for each chapter (see enclosed pages). The homework is due on the first day for which the chapter is assigned.
Date Topic Assignment
9/5-9/7
Introduction
Ch
1 & pp. 21-24; 43-49
9/10-9/14
Methods
Ch
5
9/17-9/21
Neural
Signals
Ch
4
9/24-9/28
Psychopharmacology
Ch
13
10/1-10/5
Neuroplasticity
Ch
15
10/8 MIDTERM
10/10-10/15
Memory
Ch
14
10/17-10/22
Rhythms
& Sleep
Ch
12
10/24-10/29
Stress & Illness
Ch
17
10/31-11/5
Eating &
Drinking
Ch
10
11/7-11/12
Laterality &
Language
Ch
16
11/15 11:45-2:00 FINAL EXAM
Homework Assignments: Each assignment is due the first day of class that the topic will be discussed. Please keep a copy of your homework for your own records and use.
Chapter 5: a. Compare the following kinds of electrophysiological
recording techniques:
EEG recording, intracellular unit recording, extracellular recording, and
multiple
unit recording.
b. Describe two reasons why the behavioral effects of aspiration/electrolytic/radio-
frequency/cryogenic brain lesions can be difficult to interpret.
Chapter 4: a. Compare and contrast both excitatory and inhibitory
postsynaptic potentials with
action potentials.
b. A neurotransmitter can influence a postsynaptic neuron through
either ionotropic or
metabotropic receptors. Compare and contrast the effect that each type
of
receptor has on the function of the postsynaptic neuron.
Chapter 13: a. Compare and contrast the phenomena of contingent
drug tolerance and
conditioned drug tolerance. Provide an example of each kind of tolerance.
b. Describe the positive-incentive hypothesis of addiction.
Chapter 15: a. Describe the neural basis of the following kinds
of learning in the Aplysia
gill-withdrawal circuit: habituation, sensitization, and Pavlovian conditioning.
b. How do adult motor and sensory systems reorganize themselves
after damage?.
Chapter 14: a. Compare and contrast the cognitive-mapping theory,
the configural learning
theory, and the path-integration theory of hippocampal function.
b. Compare the memory deficits observed in patients with Alzheimer's
disease with
those of patient H.M. and patients suffering from Korsakoff's disease.
What might
account for these differences?
Chapter 12: a. Describe the strengths and weaknesses of two major
theoretical views about the
functions of sleep.
b. Describe the differences between SWS and REM sleep.
Chapter 17: a. Support the view that stress promotes human disease
and present one strong
criticism of this view.
b. Describe the dopamine hypothesis of schizophrenia. What are
the short-comings
of this idea?.
Chapter 10: a. Describe some of the factors that influence when
and how much we eat.
b. Discuss the neural basis for drinking behavior induced by hypovolemia
and
cellular dehydration, respectively.
Chapter 16: a. Compare and contrast the analytic-semantic theory,
the motor theory, and the
linguistic theory of cerebral asymmetry.
b. Identify the seven key components of the Wernicke-Geschwind model
of
language. Briefly describe what we currently know about the role
of each
component of the model.