|
PLEASE NOTE: The priinted Emory College Fall 2007 Atlas is INCORRECT.
CORRECT course information is available BELOW.
PLEASE REFER TO THE COURSE SCHEDULE FOR FINAL SCHEDULE
NBB Core Classes | NBB Seminars | NBB Classes | Anthropology | Biology | Chemistry | Philosophy | Psychology | Other Electives
Core Classes
NBB 201: Foundations of Behavior
S. Gouzoules, Rilling, TTH, 10:00-11:15, MAX: 10/130 (NBB - 130, ANTH - 10),
Anthro Room 303
(same as ANTH 200)
Content: This course presents an introduction to evolutionary processes and biological bases of behavior. Lectures and readings will be organized around a developmental and life history perspective and will emphasize the importance of context in biological mechanisms and the interaction of importance of contexts in biological mechanisms and the interaction of social life, behavior, and cognition. Examples drawn especially from humans and nonhuman primates will be used to place human behavior in the contexts of other species and to illustrate the dual inheritance of biology and culture in our species. Topics covered will include: evolutionary mechanisms, adaption, phylogenetic constraints, neural and neuroendocrine mechanisms of behavior, life history theory, developmental programs, principles of allometry, sexual selection and alternative reproductive strategies, social bonds and socialization, and the cognitive bases of social interaction.
Texts: TBA
Particulars: Grades will be based on two hourly exams and a final.
Prerequisite: Biology 141
NBB 301: Introduction to Neurobiology
TBA, TTH,10:00-11:15, MAX:30 (NBB - 22, Biol - 8), 1462 Clifton Road, Rm 100C
(same as BIOL 360)
Content: The first part of this course will focus on the electrophysiological properties of neurons, a crucial first step for understanding brain function. We will discuss the generation and propagation of action potentials, neurotransmitter release, and how ion channels and receptors determine the membrane potential and ultimately whether or not the action potential is passed to the next neuron. Also, we will examine the plasticity of this system and how the synapse is changed by learning. The second part of this course will expand upon these neuronal properties to investigate the processing of somatosensory and motor information.
Texts: Kandel, Schwartz, and Jessell. Principles of Neural Science and Behavior, 4th Edition. (McGraw-Hill)
Particulars: Exams: Three 1-1/2 hour in-class exams and a comprehensive final. There will also be a required review session for one hour each week.
Prerequisite: Completion of Chemistry 141 and 142, Biology 141 and 142 is required; completion or concurrent enrollment in Intro Physics is strongly recommended.
NBB 302: Behavioral Neuroscience
Neill,MWF, 10:40-11:30, MAX: 150 (NBB - 140),( Psyc - 10), Math?Science E208
(same as PSYC 353)
Content: The goal of this course is to present an integrated coverage of work at the intersection of animal behavior, evolution, and cellular/systems neuroscience. The course surveys the major areas of behavioral neuroscience.
Texts: None.
Prerequisite: NBB 301/Biology 360; or completion of Biology 444 or Psychology 320. (Concurrent enrollment in NBB 201 and NBB 302 is strongly discouraged)
Seminars
NBB 190S: Freshman Seminar: Mismeasure of Woman, Mismeasure of Man?
Marsteller, TTH, 1:00-2:15, Max:18, Woodruff Library Rm 214
Content: How do men and women differ? What components of intelligence, disease incidence, behavior, and physiology in different populations of humans are biological and what differences are better explained by culture, economic influences, and other factors? Do political and cultural conditions influence scientific explanations and research agendas?
This course will examine a number of hypotheses about sex, gender, and ethnic differences in intelligence, brain function, and physiology. After discussing several essay collections that address these issues, students will work in groups and will choose a particular issue and conduct a review of the current state of the evidence.
Texts:
· Fausto-Sterling, Anne. Myths of Gender: Biological Theories About Women and Men, 2nd Edition (1992) . (Basic Books) (REQUIRED)
· Gould, Stephen J. The Mismeasure of Man. (W.W. Norton & Co.) (REQUIRED)
Recommended Texts (on reserve):
· Fausto-Sterling, Anne. Sexing the Body.
· Devlin, Fienburg, Resnick, and Roeder. Intelligence, Genes, and Success: Scientists Respond to the Bell Curve.
· Gardner, Howard. Frames of Mind: Theories of Multiple Intelligences.
· Peterson, Dale and Richard Wrangham. Demonic Males: Apes and the Origins of Human Violence (1997). (Mariner Books)
Particulars: Open to Freshmen only. The class will be structured in seminar format. Seminar style courses for first year students are designed to introduce scholarly in-depth study of an area allowing students to learn the critical reading and analytical skills required for scholarly approaches to subjects and disciplines. It is our hope that students will take, in these courses, their first steps toward autonomy and independence of thought. To do so, students must learn to recognize fallacies of argument, to discern whether evidence presented in support of an idea is reliable, reasonable, and as unbiased as possible. They must learn to find evidence in support of opposing arguments and interpretations. They must question rather than believe. They must learn to use the Internet, the library, and other teachers to answer questions they generate.
In these classes, the role and responsibility of the teacher is not to dispense information and fact, but instead to guide development, to be proactive, to encourage, and to instill love of learning. Teachers can help students make connections to other disciplines and to the "real world". In short, the teacher is more "the guide on the side; not the sage on the stage".
The role of the students is different from what many have experienced. Although listening and recording skills are important, students have the often novel responsibility of questioning, reflecting deeply on the course material, finding new information, identifying learning issues, and relating course content to previous beliefs, ideas, and conceptions.
In this iteration of this class, we have decided on using a problem based learning (PBL) / investigative case (IC) pedagogy for much of the class, interspersed with readings and discussions and student led presentations. PBL/IC use stories and real problems and cases to engage students in their own learning. The evidence suggests that these methods increase interest, increase long term retention of the subject matter, and help students make connections. More about what to expect in the PBL/IC handout.
NBB 190S: How to Interpret Behavior you Didn't See
Martin, TTH, 10:00-11:15, Max: 18Max: 18 (ENVS 9/NBB 9), Math and Science Rm E523
Content: The purpose of this class is to examine how behavior can be interpreted reliably without actually witnessing it, which tests (and sometimes falsifies) the conventional wisdom of "seeing is believing." Inference will be used as a scientific methodology where students describe the products of behavior in order to interpret the processes of behavior, which in some cases provides more details about an organism's behavior than if it had been observed. Primary emphasis will be on how to track animals (including humans) in both natural and human-made settings, but will also include problem-based learning in paleontology and forensic methods. Fiction and its depiction of inferential reasoning used to interpret behavior will provide examples of the long history of this form of science in the popular imagination. Environmental factors and how they influence the behavior of both plants and animals is a key part of interpreting unwitnessed behavior. Accordingly, most classes will be conducted outdoors.
Texts: Animal Tracking Basics (2007), by Jon Young and Tiffany Morgan (Stackpole Books); Scats and Tracks of the Southeast (2001), by James Halfpenny (Falcon Press).
Particulars: Open only to freshmen. The majority of classes will be conducted outdoors, with one weekend field trip scheduled.
NBB 321: Behavioral Neuroendocrinology of Sex
Wallen, TTH, 2:30-4:00, MAX: 40 (NBB-20, PSYC-20), White Hall 102
(same as PSYC 321)
Content: This course examines the role hormones, particularly steroid hormones, play in the development and activation of reproductive behaviors in animals and humans. In addition, the role of hormones in the development of sex differences in the brain and behavior will be explored. The first third of this course covers biological mechanisms of hormone production and the regulation and function of the neuroendocrine system. A background in biology is helpful, but neither required, nor necessary. The concepts necessary to understand the biology of the neuroendocrine system are developed in class. The last two-thirds of the course covers the behavioral effects of hormones and is divided into the immediate effects of hormones (activation) and long-term effects of hormones (organization). Research covers both animals and humans with everything from sex changing fish to sex change in humans topics for consideration. This course provides a comprehensive overview of the manner in which hormones produce physical modifications and modulate sexual behavior in a variety of species.
Readings: Selected Reserve Readings
NBB 414SWR: Brain and Cognitive Development
Mills, W, 3:00-6:00, MAX: 15, (NBB-5, PSYC-10) Psy Bldg 332
(Same as PSYC 414SWR)
Content: The course examines developmental changes in brain organization linked to different aspects of cognitive development, especially during the first three years of life. The topics cover changes in cerebral specializations linked to sensory processing, attention, memory, face recognition, language and social/ emotional development. Issues pertaining to brain plasticity and the relative contributions of genetic and experiential factors on brain development will also be addressed. Throughout the course we will discuss how research in developmental cognitive neuroscience can influence and constrain general theories of child development.
Particulars: This course fulfills the post-freshman writing requirement.
NBB 425: Brain Imaging
Marino, TTH, 11:30-12:45, MAX 15: NBB-10, Psych-5,1462 Clifton Road, Room 100C
( Same as PSYC 425)
Content: This course will focus on the application of imaging technology (Computed Tomography (CT), Magnetic Resonance Imaging (MRI) and others) to the study of brain anatomy and function. The goal is for you to obtain a working knowledge of these techniques and the strengths and limitations of each. Our topics will range from historically well established methods to new methods on the horizon of basic and clinical research
Text: TBA
NBB 426S: Drug Development
Easterling, Kimmel, TTH, 11:30-12:45, MAX: 12, 1462 Clifton Rd, 231
Content: The focus of this course is the PROCESS by which a disease is identified and then medicines are developed and distributed to patients. Students will learn how molecules are designed, how basic pre-clinical screening (e.g. toxicology) is done, and how the clinical trials process works. Speakers from industry, government (FDA), economics, medicine and law will explain their roles. Shotgun screening and patent prosecution are given equal weight. Emory's research infrastructure is explained by other on-campus speakers. Selected compounds are reviewed and student research projects comparing "existing" compounds are explained in-class to account for a large part of the grade. Effort is made to introduce students to non-academic career paths in the sciences.
Texts: Readings are varied. No assigned text.
Prerequisites: One year of introductory Biology and Chemistry.
NBB 470: The Musical Brain
Lennard, Ransom and Vega Quartet, W 2-5, MAX 95 (NBB-50, MUS-45), White Hall, Rm 101
(Same as MUS 470))
Content: The course will examine the subjective experience and neural substrates of music perception and performance. Each week the class will participate in a dialog between musicians and neuroscientists examining both the experiential and mechanistic approach to music by asking questions such as "What makes something musical and how are the complex sounds of music processed by the brain?" The relationships of music to language, emotion and memory will be examined in detail. Theories of motor learning will be discussed and applied to musical performance. We will also explore the development of the musical mind from infancy to adulthood and ask the question, "How are the brain of composers, conductors, and performers different?" Evidence of the efficacy of music therapy and the impact of music on mental health will be evaluated. Finally the evolution of musicality in animals and humans will be investigated.
Texts: Selected Reserve Readings
Particulars: Some background knowledge of neuroscience and music is useful, but not required. Grading will be deterimined by class participation, a short (2-4 page) reflective paper based on attending a performance and a comprehensive open book take-home final exam.
NBB 470S: Neuroethics
Lennard, Banja, TuTH, 1:00-2:15, MAX:15, 1462 Clifton Road, Room 231
Content: Amazing technological advances in monitoring and manipulating the brain have brought a new understanding of neural function. If the brain is viewed as the “organ of individuality”, how does changing the brain change us as humans. The course will examine the ethics (good and bad consequences) of current and future neuroscientific research and associated medical practice. Biological, social and legal issues related to fixing damaged brains and enhancing functions of “normal” brains will be discussed. We will also examine emerging issues related to court-ordered CNS intervention and neuroimaging as a tool for “brain reading”. Finally, we will address technologies of the near-future such as CREB memory enhancers, neural prosthetics and deep TMS to manipulate moods and cognition.
Readings: TBA
NBB 470S: Animal Welfare
Marino, TTh, 2:30-3:45, Max15, 1462 Clifton Road, Rm 231
Content:In this course we will explore the ethical issues which arise when humans interact with other animals. Particular focus will be placed on concerns relevant to neuroscientists and other researchers. We will analyze the philosophical debates about the moral status of animals and examine the existing scientific evidence that we can bring to bear on animal welfare issues. Our overall objective is to achieve open and critical thinking about animal welfare issues.
Texts: Textbook and other readings.
NBB 470: Clinical Neurology Study
Hopkins, F, 5:00-6:00, MAX: 5, Rm TBA
Content: Selected undergraduates will have an opportunity to correlate experience with actual patient(s) with the science behind the diagnosis. During their time in the clinics, students will act as a 'patient assistant," helping patients who may have partial paralysis or loss of sensation. They will record the details of the patient's history and neurological findings as the medical student and faculty member perform the exam. Students will choose an individual patient to present and will conduct research on the patient's neurological problem. Medical student mentors will be selected to help develop the writing and poster projects. At the end of the semester, students will present a poster and paper to a faculty committee, post their work on learnlink to share with peers, and possibly publish their work.
Texts: TBA
Particulars: Permission Only. This course has been designed for juniors or seniors with outstanding academic records and strong interpersonal skills
NBB 470S: Madness, the Brain and Culture
Kushner, T, 2:00-5:00, MAX: 21 (7-NBB, 7-IDS, 7-BSHE), 1462 Clifton rm 100C
(same as IDS 485S)
Content: This seminar will explore the construction, meaning, and mpact of addiction in historical psychological,and neurobiological perspective. Particular attention will be given to the putative neurobiological mechanisms associated with addiction and consciousness altering substances and behaviors. Biological and psychological explanations that have been and continue to be used to explain the etiology and meaning f addiction will be examined. This exploration will include considerations of the role of social, cultural, and population differences as they may relate to addictive behaviors.
NBB 470: Math Concepts in the Neurosciences
Oilfer, MWF, 10:40-11:30, MAX: 15 (10-Bio, 5-NBB), 1462 Clifton Rd. Rm 100 A
(same as BIO 470)
Content: This course is intended for NBB majors and Biology majors with interest in the Neurosciences. It is a self-contained introduction to key mathematical concepts and reasoning in the Neurosciences. The topics in the Neurosciences include 1) neuronal coding, 2) neuronal network dynamics, and 3) learning and memory in neural networks. These topics will be addressed with the help algebra, differential and difference equations, probablity theory, and others.
Texts:
-Adler, F.R. Modeling the Dynamics of Life. (Brooks/Cole)
-Dayan and Abbott. Theoretical Neuroscience: Computational and Mathematical Modeling of Neural Systems. (MIT Press)
Particulars: Grading will be based on biweekly quizzes, a midterm exam, and a final exam. A discussion section will be scheduled on the first day of classes.
Prerequisites: NBB 301/Biology 360 will be a useful background; knowledge of calculus is not required but is a plus
NBB 470: Frontiers in Neuroscience (New Course)
Easterling, F, 12:00-1:30, MAX: 30, TBA
Content: This course that will allow our NBB undergraduates to experience the Frontiers in Neuroscience series that the Graduate Program in Neuroscience offers for their students.
Texts: Students will attend "cutting edge" Neuroscience seminars/talks and take notes on them. Notes will be turned in at the NBB office that same afternoon. It is expected that students receiving an "S", in part, will have missed no more than 3 seminars/semester.
will consist of primary papers, reviews, and book chapters. There will not be a required text though students will find “Principles of Neural Science” (4th Edition) by Kandel et al. and Basic Neurochemistry (6th Edition), which is available online, useful for background reading.
NBB 495A: Honors Research
Content: Fall, Spring, Summer. Open to senior NBB majors enrolled inthe College Honors Program. Honors research in neurobiology/behavior. Registrants attend biweekly meetings to present progress reports of their ongoing research, discuss how to write proposals and papers, and give oral presentations.
Pre/co-requisites: Permission of instructor and NBB 221 (Psychology 230 not accepted). Cannot be taken conurrently with NBB 497WR or NBB 499R. A maximum of four hours of NBB 495A, 495BWR, , 497R, 497WR, or 499R accepted as an elective toward the NBB major.(Forms in NBB Ofice)
NBB 495BWR: Honors Research
Easterling, Th,4:00-5:00pm, 1462 Clifton Road Rm 308
(Students meet every other week)
Content: Fall, Spring, Summer. Open to senior NBB majors enrolled in the College Honors Program. Honors research in neurobiology/behavior. Registrants attend biweekly meetings to present progress reports of their ongoing research, discuss how to write proposals, papers, and give oral presentations. To receive credit for the course and to satisfy the senior-year writing requirement, a student thesis must be accepted by the Honors Program.
Prerequisites: Permission of instructor; NBB 221 (Psychology 230 not accepted); NBB 495A (with permission of instructor, may substitute NBB 499R) Cannot be taken concurrently with NBB 499R; may not receive credit for NBB 495BWRa and NBB 497WR under the direction of the same faculty mentor. A maximum of four hours of NBB 495A, 495BWR, 497R, 497WR, or 499R accepted as an elective toward the NBB major.(Forms in NBB Office)
NBB 497R: Supervised Reading
Content: Fall, Spring, Summer. Credit, one to four hours. Independent, faculty-mentored research; designed as a prelude to conducting laboratory research under the same mentor.
Prerequisites: Permission of instructor. Cannot be taken conurrently with NBB 497WR. A maximum of four hours of NBB 495A, 495BWR, 497R, 497WR, or 499R accepted as an elective toward the NBB major.(Forms in NBB Ofice)
NBB 497WR: Supervised Writing
Content: Fall, Spring, Summer. Independent, faculty-mentored research and writing, with major writing assignment(s) accounting for at least 60% of the grade.
Prerequisite: Permission of instructor. Cannot be taken concurrently with NBB 497R. may not receive credit for NBB 497WR and 495BWR under the direction of the same faculty mentor. A maximum of four hours of NBB 495A, 495BWR, 497R, 497WR, or 499R accepted as an elective toward the NBB major. (Forms in NBB Office)
NBB 499R: Undergraduate Research
Easterling, Th, 4:00-5:00pm, 1462 Clifton Road, Room 308
(Students meet every other week)
Content: Fall, Spring, Summer. Credit, one to four hours.Up to eight hours may be taken, but a maximum of four hours of NBB 495A,, 495BWR, 497R, 497WR, or 499R accepted as an elective toward the NBB major. Independent research in neurobiology and behavior. Registrants attend biweekly meetings to present progress reports of their ongoing research, discuss how to write proposals, papers, and give oral presentations.
Prerequisites: Permission of instructor:(for enrollment in a second semester, NBB 221 (Psychology 230 not accepted); cannot be taken concurrently with NBB 495A, 495BWR or 497WR. (Forms in NBB Office)
Anthropology
ANTH 306SWR: Primate Mating Strategies
Whitten, MWF, 12:50-1:40, Max: 18,
Content: This course will focus on primate mating behavior from the perspectives of sexual selection, evolution, and ecology. Mating systems and patterns of sexual activity in a variety of primate species will be reviewed and compared in light of current theories on intrasexual competition and mate choice. Genetic success will be compared to evidence for mating success and mate selection. Alternative strategies and tactics will be compared within and among species.
Texts:
• Why Is Sex Fun? Jared Diamond
• Sexual Selection Malte Andersson
• Sexual Selection in Primates Peter Kappeler and Carel van Schaik
Journal articles and book chapters
Prerequisites: ANT 302 or by permission of instructor. Requires a prior class in primate behavior and some familiarity with concepts of animal behavior and evolutionary theory.
GER information:this course satisfies both the undergraduate writing and the post-freshman semina rrequirements.
The course will be taught as a seminar format. Theory and patterns of behavior are conveyed through discussion of assigned readings. Attendance and participation in discussions are required. Requirements include several oral presentations on assigned readings, a 15 page term paper, and reaction papers. Grades:
-Term paper 40%
-Presentations, participation, & quizzes 30%
-Reaction papers 30%
ANT 307S-000: Seminar in Primate Behavior
Freed, TTH, 1:00-2:15, MAX: 35, TBA
Content: Human evolution is a rapidily changing feild, filling with new discoveries, deabtes, and questions about human behavior, bioloogy, and origins. This course focuces on the human fossil record. We begin by reveiwing evolutionary theory, paleoanthropological methods, anatomy, ecology, taxonomy, and genetics. we then investigate the fossil apes that reveal the important clues as to teh origins of human lineage. After examining the earliest evidence of bipedality in primates, we investigate teh development, spread, and extinction of each fossil human species. Students will gain further appreciation for human biology, ecology, and evolution, and will also acheive a better understanding as to what it means to be a modern human. Students will participate in lecture as well as hands-on laboratory activites.
Texts: TBA
Particulars: Class participation , two exams, and lab activities.
Anthropology 313S: Human Development in Biocultural Perspective
Lampl, TTH, 2:30-3:45, MAX: 18, TBA
Content: TBA.
Text: TBA
Particulars: TBA
ANTH 385S-00P: Defining Human Health: Biocultura Approach
Lampl, MWF, 9:35-10:25, MAX: 5 (ANT 385S-00p)/ 5 (NBB 470S)
(Same as an NBB 470S)
Content: This is a research seminar utilizing investigative cases to explore the intersection of genomics, the environment and lifestyle/behavior as it pertains to human health. We will take a developmental perspective with the aim of understanding how generic processes shape human physiology over the lifespan.
Texts: TBA.
Particulars: Students will be expected to actively engage in topical areas each week, participating in class discussion, presentation and active interchange of ideas. Enrollment is by permission of the instructor.
Biology
BIOL 325: Primate Social Psychology
de Waal (Psychology), TT, 11:30-12:45, MAX: 30, TBA
(same as PSYC 325)
Content: Following a general introduction to primatology, this course covers recent progress in the growing field of primate social behavior. Topics range from aggression and dominance (e.g., warfare and power politics among chimpanzees) to affiliation, sex, and peaceful coexistence (e.g., parental behavior, behavioral sex differences, conflict resolution.) The evolution of the large brain and remarkable intelligence of primates has been explained as related to the complexity of their societies: survival in such societies requires sophisticated social skills and a thorough understanding of the relationship network. Course segments focus on the motivational and cognitive processes underlying coalition formation, reciprocal exchange of benefits, reconciliation following conflict, and the origin of moral systems. Parallels with human behavior will be discussed.
Texts: Required reading include two books and articles assigned at the beginning of the course.
Prerequisites: Biology 141 and 142
BIOL 336: Human Physiology
Stokes, MWF, 8:30-9:20, MAX: 140, 1462 Clifton Road, Room 230
Content: A study of human physiology emphasizing homeostatic mechanisms of integrated body functions. Topics include neurophysiology, endocrinology, muscle physiology, cardiology, immunology, respiration, gastroenterology, and urology.
Text: Widmaier, E., H. Raff, and K. Strang. Vander et. al's Human Physiology, 10th Edition (with FREE Art Notebook). (McGraw-Hill)
Particulars: Four in-class tests. Credit may be applied towards the Biology or NBB major for either Biology 336 or Biology 346, but NOT both.
Prerequisites: Biology 141 and 142 or permission of instructor.
BIOL 341: Evolutionary Biology
Beck, MWF, 10:40-11:30, MAX: 60, 1462 Clifton Road, Room 308
Content: A study of factors that cause genetic change and of the evolutionary consequences of such changes. Topics include population genetics, adaptation and natural selection, evolution of genes, proteins and genomes, sexual selection, kin selection, speciation, and diversification of taxa. Emphasis on molecular, genetic, ecological, and evolutionary factors related to variation and adaptation to environment, and constraints on adaptation.
Text: Freeman, Scott and Jon C. Heron. Evolutionary Analysis, 3rd Edition. (Prentice-Hall)
Particulars: Three tests and a comprehensive final. Discussion of current and classic literature and group presentations will be required.
Prerequisites: Biology 141, 142, and 143.
BIOLOGY 402SWR: Neuroscience Live ***NEW***
Jaeger, TTh, 4:00-5:00, MAX: 20, 1462 Clifton Road, Room 126
Content: This advanced seminar covers current topics of neuroscience research and the intellectual and experimental challenges involved. It is a hands-on writing intensive seminar, where you learn to read and critique research papers, and how to write a grant proposal. The authors of the research papers chosen will give seminars at Emory University, and you will be able to interact with them in a 'live' format, after having read their work. The necessary preparation with respect for background literature, research methods, and data analyses will be prepared in interactions with graduate students and postdoc study group advisors primarily during class time. In the last 1/3rd of the semester, you will read some successful NSRA predoctoral grant proposals written by Emory Neuroscience graduate students, and these proposals will be discussed. The final writing assignment will consist of a grant proposal written by the students.
Text: Kandel, Schwartz, and Jessell. Principles of Neural Science, 5th Edition. (McGraw-Hill) (NOTE: This text is mainly used as a resource of background information.)
Particulars: Prerequisites: Biology 142 is a prerequisite to BIOL 402SWR and BIOL 360/NBB 301 is a pre- or corequisite, meaning it can be taken in an earlier semester, or in the same semester. The course grade will be assigned 60% based on writing assignments and 40% based on powerpoint presentations in class.
BIOL 440S: Animal Communication
H. Gouzoules, TTh, 1:00-2:15, MAX:8, TBA
(same as Psych 440S; MAX:8)
Content: From the dance of the honey bee, the "honest advertising" of frogs, and the question of why birds sing, to the symbolic abilities of primates and dolphins, recent studies of animal communication have provided considerable insight into the evolutionary origins of human language. What do animals communicate about? How do signals and displays originate? Do animals deceive one another? How do social and physical environments influence communication? Does communication provide a window on the cognitive abilities of animals? These and other questions will be explored in the seminar.
Text: Original source material, discussed in seminar format.
Particulars: No exam. One paper required.
Prerequisites: Biology 141 and 142. Permission of the instructor is required prior to enrollment.
BIOLOGY 450 (000): Computational Neuroscience
Jaeger / Calabrese, MW, 4:00-6:00, MAX: 8, 1462 Clifton Road, Rooms 109
(Same as IBS 534; Max: 8)
Content: Exploration of single neurons and biological neural networks with computer simulations. Each class consists of an introductory lecture followed by computer tutorials using GENESIS software under UNIX. Specific topics include passive cable theory, compartmental modeling, voltage-gated and synaptic conductances, motor pattern generation, and cortical networks.
Text: Bower, James M. and David Beeman. The Book of GENESIS. (Free on-line at www.genesis-sim.org.)
Particulars: Grades will be determined through homework exercises and a final exam. Prerequisites: Biology 141, 142, and 360/NBB 301. Permission of instructor is required prior to enrollment.
BIOLOGY 475 (000): Biology of the Eye
Edelhauser/Nickerson, MWF, 9:35-10:25, MAX: 30,Emory Clinic B, Calhoun Conference Rm
(Same as IBS 548)
Content: A course designed for juniors, seniors, and graduate students who may be interested in a basic understanding of the eye. This course will review basic principles and state-of-the-art information on ocular anatomy, embryology, biochemistry, physiology, genetics, immunology, microbiology, pharmacology, and pathology. This course will provide a fascinating insight into the overall function of the eye.
Text: A course outline will be used with the appropriate text for each lecture.
Particulars: The course will have three didactic lectures with discussion per week. Course grade will be determined by two mid-term exams and one final. Graduate students will be required to write a term paper. Prerequisites: Biology 141 and 142.
Chemistry
468SWR: Perspectives in Chemistry - This is a senior seminar, writing-intensive course that provides a unified perspective of chemistry in our society. Topics will be chosen for novel chemistry, relevance, and societal impact. Students research and write a position paper on each of the topics discussed. Supporting papers and articles are provided for background reading. Class discussions and student presentations with invited domain experts is the usual format.
Psychology
PSYC 215: Cognition
Barsalou,TTh,11:30-12:45, MAX: 100
Content: A general introduction to cognition from the perspectives of cognitive psychology, cognitive science, and cognitive neuroscience. Topics will include the neural and cognitive bases of perception, categorization, attention, memory, knowledge, language, thought, and social cognition. Develops the theme that cognition is grounded in the biology of perception, movement, emotion, and introspection, rather than being disembodied as in traditional theories
PSYC 302: Learning and Memory
Hamann, TTH, 1:00-2:15, MAX: 30 (NBB-10, PSYC-20)
(same as NBB 470)
Content: Current views on how we remeber and why we forget. Examples from both psychological laboratory and naturalistic settongs will be used. Note: This course is not about the biological bases of memory.
Particulars: There will be two exams and 4 short papers.
PSYC 309: Brain and Langauge
Alexander, MWF 11:45-12:35, MAX: 40: PSYC=30; LING=10: TOTAL=30
Content: The purpose of this course is to examine language in a biological context and to investigate the relationship between brain mechanisms and language behavior. Topics covered will include aphasia and other language disorders; hemispheric specialization; aphasia in the deaf; critical periods and aphasia in children; and gender differences in brain organization and cognitive abilities. The format of the course will be primarily lecture with some discussion. Students will read primary source material as well as relevant background reading from a selection of books and journals. Both theoretical and methodological issues will be covered.
PSYC 313: Neuropsychology and Developmental Disabilities
Emory, TTH, 8:30-9:45, MAX:60
Content: The neuropsychology of developmental handicaps: Description of psychological consequences of nervous system handicaps, including epilepsy, blindness, deafness, cerebral palsy, and more complex disabilities like learning disability, psychosis, and mental retardation. Major emphasis will be given to understanding the information procession capabilities and limitations associated with these handicaps and their implications for personality development, education, and social adjustment. Students are expected to keep up with reading assignments and come to class prepared to ask questions and discuss materials.
Particulars: It is recommended that this course be taken after at least three other courses in Psychology. Examination format will depend on size of enrollment
PSYC 321: Behavioral Neuroendocrinology of Sex
Wallen, TTH, 2:30-4:00, MAX: 40: PSYC=20; NBB=20: TOTAL=40
(Same as NBB 321)
Content: This course examines the role hormones, particularly steroid hormones, play in the development and activation of reproductive behaviors in animals and humans. In addition, the role of hormones in the development of sex differences in the brain and behavior will be explored. The first third of this course covers biological mechanisms of hormone production and the regulation and function of the neuroendocrine system. A background in biology is helpful, but neither required, nor necessary. The concepts necessary to understand the biology of the neuroendocrine system are developed in class. The last two-thirds of the course cover the behavioral effects of hormones and are divided into the immediate effects of hormones (activation) and long-term effects of hormones (organization). Research covers both animals and humans with everything from sex changing fish to sex change in human’s topics for consideration. This course provides a comprehensive overview of the manner in which hormones produce physical modifications and modulate sexual behavior in a variety of species.
Readings : Selected reserve readings.
PSYC 325: Primate Social Psychology (Same as BIO 325)
de Waal, TTH 11:30-12:45, MAX: 80; (PSYC-50/BIOL-30), Rm TBA
Content: Following a general introduction to primatology, this course covers recent progress in the growing field of primate social behavior. Topics range from aggression and dominance (e.g., warfare and power politics among chimpanzees) to affiliation, sex and peaceful coexistence (e.g., parental behavior, behavioral sex differences, conflict resolution). The evolution of the large brain and remarkable intelligence of primates has been explained as related to the complexity of their societies: survival in such societies requires sophisticated social skills and a thorough understanding of the relationship network. Course segments focus on the motivational and cognitive processes underlying coalition formation, reciprocal exchange of benefits, reconciliation following conflict, and the origin of moral systems. Parallels with human behavior will be discussed.
Texts: Required readings include two books and articles assigned at the beginning of the course.
PSYC 350: Behavior Modification
McDowell, MWF 10:40-11:30, MAX: 30
Content: Use the principles of behavior to enhance human functioning. Application of basic research and theory from experimental psychology to personal, social, and educational problems.
PSYC 414SWR: Brain and Cognitive Development
Mills, W, 3:00-5:50, MAX: 15, (NBB-5, PSYC-10), PSYC 332
(Same as NBB 414SWR)
Content: The course examines developmental changes in brain organization linked to different aspects of cognitive development, especially during the first three years of life. The topics cover changes in cerebral specializations linked to sensory processing, attention, memory, face recognition, language and social/ emotional development. Issues pertaining to brain plasticity and the relative contributions of genetic and experiential factors on brain development will also be addressed. Throughout the course we will discuss how research in developmental cognitive neuroscience can influence and constrain general theories of child development.
Particulars: This course fulfills the post-freshman writing requirement.
PSYC 440S: Animal Communication (S (Same as BIO 440S)
Gouzoules, T TH 1:00-2:15, MAX: 16: PSYC=8; BIO=8: TOTAL=16
(Same as BIO 440S)
Content: From the dance of the honey bee, the “honest advertising” of frogs, and the question of why birds sing, to the symbolic abilities of primates and dolphins, recent studies of animal communication have provided considerable insight into the evolutionary origins of human language. What do animals communicate about? How do signals and displays originate? Do animals deceive one another? How do social and physical environments influence communication? Does communication provide a window on the cognitive abilities of animals? These and other questions will be explored in this seminar.
Texts: Original source material, discussed in seminar format.
Particulars: No exam. One paper required. PERMISSION OF THE INSTRUCTOR IS REQUIRED PRIOR TO ENROLLMENT.
Other Electives
Phil 360: Philosophy of Mind
McCauley,TTH, 10:00-11:15, Max: 30,
Content: After an introduction to the traditional issues in the philosophy of mind (the mind-body problem, the problem of other minds, the problem of mental contents, the character of mental representation), this course will look at two major contributions to teh philosophy of mind over the past quarter century. The first concerns the mind's functioning and organization and Jerry Fodor's proposal about the modularity of the mind;s input system. The second is the problem of consciousness. We will examine Dan Dennet's attempt to explain consciousness in terms in his Multiple Drafts model.
Texts: Churchland, Matter and Consciousness: A Contemporary Introduction to teh Philosophy of Mind (revised edition). Fodor, J. A. (1983). The Modularity of Mind. Cambridge: The MIT Press. Dennet, D.C (1991). Consciousness Explained. Boston: Little, Brown and Company. The course may also include a few reserve readings.
Particulars: The evaluation of students' performance will turn on three factors: (1) 2 short papers (about 40%), (2) a longer paper (around 10 pages) due near the end of the semester (about 40%), and (3) participation (about 20%). Attendance is required.
|
