Psychobiology of Behavioral Development Psychology 409 Spring 2016 Room 101 Giltner 10:20-11:40

Transcription

1 Psychobiology of Behavioral Development Psychology 409 Spring 2016 Room 101 Giltner 10:20-11:40 Instructor Laura Smale, Psychology Department Phone: Office: 222 Giltner Office hours: By appointment Teaching Assistant Janelle LeMon Office: 221B Giltner Office hours: By appointment Objectives This course will examine developmental changes in behavior, and neural and endocrine mechanisms that bring such changes about. It will start with a brief overview of how the nervous system unfolds over the course of development. We will then turn to historical debates, general principles and modern developments in our understanding of interactions between Nature and Nurture. At this point hormones will be brought into the picture to consider how they may, or may not, shape these processes. In the last part of the course we will focus on a range of more specialized topics. The course will cover principles that have emerged from research on nonhuman animals as well as humans. Class periods will include some time focused on lecture, and other time centered on discussions. The lectures will present an overview of key issues and principles while discussion periods will go into greater depth on a more restricted set of topics and be focused on assigned readings. Readings Most will be posted on the class Web site (D2L), one will be made available at the Student Book Store, some additional readings may be handed out in class, and selected Web sites may be assigned. Class schedule January 11 Introductions January 13 Lecture: Neural development #1 January 18 No class January 20 Lecture: Neural development #2 January 25 Discussion: Neural development, IQ and criminal responsibility January 27 Special guest: Susan Kendell on MSU library resources February 1 Lecture: Historical debates on Nature and Nurture #1 February 3 Discussion: Classics of comparative psychologists February 8 Lecture: Historical debates on Nature and Nurture #2 February 10 Discussion: More classics from the comparative psychologists February 15 Lecture: Maternal effects and individual differences

2 February 17 Discussion: Maternal effects and individual differences February 22 Lecture: Epigenetics and gene imprinting February 24 Discussion: Epigenetics and genetic imprinting February 29 EXAM #1 March 2 Lecture: Sensitive periods March 7 SPRING BREAK March 9 SPRING BREAK March 14 Lecture: Perinatal hormones and behavior March 16 Lecture: Perinatal hormones-a few exceptions to the rules OUTLINE FOR PAPER DUE March 21 Discussion: Perinatal hormones and human behavior March 23 Discussion: Perinatal hormones and how to raise intersexual children March 28 Lecture: Development of sexual orientation March 30 Discussion: Development of sexual orientation April 4 Lecture: Development of aggressive behavior April 6 Discussion: Development of aggressive behavior April 11 Lecture: Development of sleep and biological rhythms April 13 Discussion: Development of sleep and circadian rhythms April 18 Lecture: Temperament, stress and vulnerability PAPER DUE April 20 Discussion: Temperament, stress and vulnerability April 25 Reviewing and wrapping things up April 27 EXAM #2 ASSIGNMENTS AND GRADES Grades will be based on participation in class discussions and writings associated with them, an outline of a term paper, a term paper and two exams. Class discussion There will be 11 class sessions set aside for discussions of 2-4 papers that you need to read in advance of class that day. We will present background material on the general issues that these papers are related to for 1-2 class periods before the discussion days. Readings for each discussion day will be posted on our D2L site. Before coming to class on each of these 11 discussion days you must read all of the assigned articles and write a relatively short commentary about two of them (1/2 page each, double spaced) and hand them in at the beginning of that class; (you must hand in these questions in person and not through a classmate or by ). The commentary should be substantive and give your thoughts about either the specific topic the authors studied, the theories they suggest, the methods they used, the ways in which they interpreted their results, and/or something you would have liked the authors to have done differently or explained better; (these should not simply be descriptions of what is in the papers). This portion of your grade will be based on whether your writings show that you read and thought about the articles before coming to class. Grades will be assigned for each of the two commentaries according to a scale from 1-4 points where: 1 = unsatisfactory (comments were jotted down in the car on the way to class), 2 intermediate and 3 = very good (evidence that you spent some time reading and thinking about the article and have articulated your ideas clearly). (You will receive a 0 if you don t turn the commentary in). To receive credit for the commentary you must hand it in at the beginning of class and also stay to participate in the discussion.

3 On these class discussion days we will split the class into small groups to discuss each article. For 15 minutes. Each group will discuss four details about one (or more) of the assigned articles: 1) what research questions the work was intended to addressed, 2) how the experiment was performed, 3) what the major findings were, 4) how the findings were interpreted (i.e. what the major conclusions were) and 5) what are the strengths and weaknesses of the paper (e.g. were there were problems with how the study was done or how the results were interpreted). We may sometimes ask members of one group to focus on problems with the paper and another group to focus on identifying its strengths, and/or we may sometimes ask groups to discuss a question or two in addition to those outlined above. [There are some cases where the paper does not describe a primary research study but presents new ideas on an issue or integrates several research studies into a more general presentation. The discussion of these papers will be more open, not structured in the usual way]. One member of each group will then take ~10 minutes to verbally present the basic answers that the group arrived at when considering the 5 questions. The whole class will then discuss the article. Active contribution to this part of the discussion will earn you 4 points; even if you only speak up once (on the topic) you will receive these points. You will not know before class which article (or articles) your group will be asked to focus on. All students will present at least one time over the course of the semester. You will get credit for 10 of the 11 discussion periods. We will subtract the lowest score, (so if something comes up that makes it impossible for you to attend then will be the one that we drop). Term Paper This assignment involves writing of a 10 page paper (double spaced, not including title page, figures, or any text that you might choose to quote from another source, or the reference list). The first step is to choose a topic that you find particularly interesting and that has been the focus of a body of legitimate well documented research into developmental psychobiology. Please check with us about the suitability of the topic before you get into it too deeply. The paper should have the following 5 components, clearly labeled as they are below. 1. Introduction This should indicate what the paper will be about, and why the topic is an interesting one. (approximately 1page) 2. Review Here, you will review research that has been done to explore the issues. This section should focus on what is known about the issue, and how this knowledge has come about (i.e. provide a critical evaluation of the research that led to our current understanding of the issue). It should review, critique and integrate findings that have been reported in at least 6 primary research articles (more, later, on what that means). (approximately 6 pages) 3. Next research questions Here, the focus is on what is not known about the issue; i.e. this section should highlight at least one interesting question raised by the research that has already been done, a question that has not yet been answered. It should present the reasons that some see the issue as an interesting one. (approximately 1 page). 4. Proposal This should present ideas on how a researcher interested in that question might proceed to try to answer it. (approximately 2 pages) 5. Reference list A list of papers, books, book chapters and Web sites (appropriate and credible ones, to be discussed) that were used and referred to in the paper.

4 A one page outline of the paper should be turned in by March 16. This should contain: (1) a brief (3-4 sentence) statement of what the topic is, (2) an organized bullet point outline of what will be in the Review portion of the paper, and (3) a list of 3 of the references that you will use in preparation of the paper. When you hand in your final term paper, you also must hand in photocopies of the first page of at least 6 of the sources you cited in your text. Do not wait until the last minute to work on this paper; if you do, I am certain you will not have enough time to do a good job on this assignment. This paper should take at least 3-4 weeks of genuine work to it put together in a thoughtful and appropriate manner. Exams: There will be one exam on February 29 and another on the last day of classes; (there will be no final exam). The exams will cover lectures and any readings associated them; (they will not include questions from the class periods that have been devoted to discussions, or from the papers assigned those days). The format will be varied. For example, you may be asked to fill in a blank, define a term, draw a graph, interpret a graph, provide a short answer or write essays of ½-1 page in length. Study questions to help in preparation for exams will be provided 1 week before the exam. The second (and last) exam will be on the last day of class and will not be comprehensive (i.e. it will only cover material that we deal with after the first exam). After the exams are graded and handed back, any specific questions or concerns about how your answers were graded have to be sent to one of us in writing within one week after your exams are returned, and then we will meet within one week to discuss the issue. A make-up exam will be granted only in the case of a documented medical, religious, or legal reason for missing the exam. Grading scale: There are 300 points possible (100 for discussions; 5 for the outline of the paper; 95 for the paper; 50 for each of the 2 exams) and we will use a straight grading scale, such that: 90% = % = % = % = % = % = % = 1.0 <60%= 0.0 SOME OTHER ISSUES A general comment We are here to help you learn and are very happy to discuss with you a host of issues related to developmental psychobiology, and to behavioral biology more generally. We would also like to help students that are having difficulties with the class and might like general advice about how to study or write more effectively, or to participate more fully at a general level. So, please make arrangements to meet with to discuss whatever you would like. D2L We will use the web-based D2L platform as an important means of communicating outside the classroom, and readings and study questions will be posted there.

5 Posting Power Point Files Abbreviated versions of the PP files used for lectures will be posted on D2L during the week following each lecture. Academic Honesty and Integrity MSU has strict guidelines regarding academic honesty and integrity. These rules will be followed in this class. Refer to your Student Handbook to see details of these guidelines. Academic Honesty Article of the Academic Freedom Report states, A student shares with the faculty the responsibility for maintaining the integrity of scholarship, grades, and professional standards. In addition, the Psychology Department adheres to the policies on academic honesty specified in General Student Regulation Protection of Scholarship and Grades, the all University Policy on Integrity of Scholarship and Grades, and Ordinance Examinations ( Therefore, unless authorized by me, you are expected to complete all course assignments without assistance from each other or any other source. You are not authorized to use the web site to complete any work in this course. Students who violate MSU rules may receive a penalty grade, including but not limited to a failing grade on the assignment or in the course. If you have any questions or concerns about whether any particular activity is permitted in carrying out the work for this course you are urged to see the very useful web site prepared by the University Ombudsman at especially the section on Academic Honesty. The Ombudsman has some very specific information about the kinds of activities that are or are not appropriate. Also, please do not hesitate to discuss concerns or questions about these issues with me. Limits to Confidentiality Please be aware that class materials are generally considered confidential pursuant to the University s student record policies. However, all University employees, including instructors, cannot maintain confidentiality when it conflicts with their responsibility to report certain issues based on external legal obligations or health and safety considerations of MSU community members and others. As the instructor, I must report the following information to other University offices if you share it with me. 1. Suspected child abuse/neglect, even if this maltreatment happened when you were a child 2. Allegations of sexual assault or sexual harassment when they involve MSU students, faculty, or staff 3. Credible threats of harm to oneself or to others These reports may trigger contact from a campus official who will want to talk with you about the incident that you have shared. In almost all cases, it will be your decision whether you wish to speak with that individual or not. If you would like to talk about these events in a more confidential setting, you are encouraged to make an appointment with the MSU Counseling Center ( Two more things 1. Please be aware that it is against University policy for a professor to give any one student a special opportunity that is not provided to all students. 2. Accommodations for Disabilities: Students with disabilities should contact the Resource Center for Persons with Disabilities to establish reasonable accommodations. For an appointment with a counselor,call (voice) or (TTY).