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Psychology 220: Physiological Psychology: An overview of the biological bases of behavior. Basic concepts in neuroanatomy, neurophysiology, and neurochemistry.

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Presentation on theme: "Psychology 220: Physiological Psychology: An overview of the biological bases of behavior. Basic concepts in neuroanatomy, neurophysiology, and neurochemistry."— Presentation transcript:

1 Psychology 220: Physiological Psychology: An overview of the biological bases of behavior. Basic concepts in neuroanatomy, neurophysiology, and neurochemistry will be used to understand the neural basis of normal land abnormal behavior

2 Text Kandel, Schwartz & Jessell Principles of Neural Science

3 Sources for the power points for this course Aidley, D. J. (1989) Physiology of Excitable Cells. UK Univ. Cambridge Press: Cambridge,. (Probably the most readable high level text on the subject). Albers, B., Bray, D., Lewis, J., Martin, R., Roberts, K., Watson, J. D. (1983) Molecular biology of THE CELL. New York: Garland Pub. Inc. Carlson, N. R. (1994) Physiology of behavior. New York: Allayn & Bacon. Hillel, B (1992) Ion Channels of Excitable Cells Sinauer: Mass Kandel, E., Schwartz, & Jessell (1995) Essential of Neural Science and Behavior. McGraw – Hill: New York

4 Levitan, I. B. & Kaczmark, L. K. (1991) The neuron: cell and molecular biology. Oxford University Press: New York Mathews, G. G. (1998) Cellular Physiology of Nerve and Muscle. 3 rd ed. Blackwell Science : Mass Matthews, G. G. (2001) Neurobiology 2 nd ed, Blackwell Science. Mass. Nicholles, J. G., Martin, A. R. & Wallace, B. G. (1992) From neuron to brain. Sinauer & Assoc Inc.: Sutherland Mass: Shepherd, G. (1991) The synaptic organization of the brain. Oxford University Press: New York, Squires, L.R., Darwin, B., Bloom, F. E., du Lac, S., Ghosh, A. & Spitzer, N. (2008) Fundamental Neuroscience 3 rd ed Academic Press: New York

5 Neuroscience: an interdisciplinary field. Neuroscience is an interdisciplinary field. It combines all of the science fields with psychology some of sociology and anthropology. It is an assumption that on understanding the human brain one will understand the human mind. This is not a fact it is a working hypothesis. This view eliminates, mysticism, spirituality, and ghosts in the machine.

6 Course Objectives The basic objective of this course is to understand the detail of four basic models of the neuron doctrine (theory) that underpins neurosciences and physiological psychology:

7 Model 1 A physiological model emphasizing the dynamics of plasma membranes.

8 Model 2 An electrical model representing an electrical circuit analog of neuron behavior

9 Model 3 A biochemical model representing the behavior of ions, polypeptides and proteins involved in basic functions and structures of neurons and their synaptic dynamics.

10 Model 4 A mathematical model that integrates the above three models.

11 Lectures Lectures will parallel text only in part. The text is dense and will need explanation. At the beginning of each class I will ask two questions; procedural questions, content questions. Raise your hand to ask questions of procedure and or questions of content at appropriate times.


13 The integration A detail understanding of all four models is required to understand the neuron theory. The remainder of the course will look at how cognition is organized based on the organization of neurons in the brain.

14 Reading Schedule: Week 1 Week 2, Chap. 2 & 4(read chapter 3, general interest –no test) Week 3, Chap. 5 & 6 Week 4, Chap. 7 & 8 (the key chapters, may take more time to learn than 1 week to understand) Week 5, Chap. 9 &10 Week 6, Chap. 11, 12 & 13

15 Week 7, Chap. 14 & 15 Week 8, Chap.16 & 17 Week 9, Chap. 18 & 19

16 Tests There will be weekly test. No make ups, no exceptions 35 multiple choice, True/False questions. 1 Essay question restricted to one side of a page. I will not read that which is written on the back side of a page.

17 Final grade Your final grade is based on the highest score made by a student in the current class. All weekly grades will be summed for each student. The following grades apply: 90% of highest score and above = A 80% - 89.9% of highest score = B 70% - 79.9% of highest score = C 60% - 69.9% of highest score = D 59% or lower of highest score = F

18 Warnings 1. Read or Weep: The SCANTRON answer sheet must be filled in accurately on every test. Failure to fill in the SCANTRON correctly (This includes your name, student number and test number) results in a zero score for that test. No exceptions

19 Cell Phones All cell phones are to be turned off by the time class starts. Persons who allow their cell phone to ring in class will be excused from the class for that day. Two times over the quarter and the student will be removed from the class, permanently. No cell phones are allowed in the class during tests. No phones in the room.

20 Cheating DON’T: if caught, one flunks the class. No exceptions!


22 Egyptian hieroglyphics BRAIN (earliest writing to the brain in Edwin Smith Surgical Papyrus)


24 CNS

25 Cerebral Hemispheres

26 Ben Franklin and his kite (1) There are two types of charges but only one type of electricity. Charges come one for one, one positive charge and one negative charge.

27 (2) All forms of lightening are composed of differential charges.

28 Franklin’s results (cont.) (3) The flow of charges can be measured as one measures the flow of water through a pipe. (This will not be shown measure until Ohm has does his research in the 1800s)

29 Franklin’s results (cont.) (4) Place a sire above the tallest point of a building and one will ground the lightening.

30 Galvani




34 Galvani’s results (1) A frog nerve preparation would twitch at a distance from a electrostatic machine.

35 Galvani’s results (cont.) (2) Atmospheric electricity could be used to stimulate frog legs if a long wire was erected

36 Galvani’s results (cont) (3) Frog legs would twitch when hung by brass hooks to an iron railing even in the absence of a thunderstorm.

37 Volta’s rejoinder

38 Sulzer’s Study

39 Demonstrated two of the sensory responses of the tounge 1 st he tasted sour 2 nd tasted bitter on reversal of which metal was under the tongue

40 Volta repeated Sulzer’s study Placed one electrode on the roof of his mouth, the other electrode on his forehead or back of his skull. Saw stars; bright flashes of light

41 The problem of bi-metals Electrode of two different metals will have two different electromotive forces. Metals that occur early on in the chart of elements will be smaller than metals latter on in the chart. Latter metals are bigger molecules than early metals, thus they hold on to the electrons in their outer orbits with less strength than early metals. Volta did not know this he quessed this.

42 Galvani’s frogs where connected to an iron rail with brass-hooks, thus a bi-metal. Volta thought that Galvani’s frog-legs jumped because of the bi-metal potentials between the brass and the iron. Volta dismissed Galvani’s assertion of intrinsic animal electricity.

43 Mattucci’s experiment

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