COGST 220: The Human Brain and Mind: Biological Issues in Human Development (Also HD 220)
Instructor(s): Elise Temple (Fall 2005) |
| What do we know about the biology of the mind? As long ago as the 1600s, when the philosopher Descartes speculated on how the mind and body interact, humans have been fascinated by how the chunk of tissue we call the brain can give rise to all the complexity that is human behavior. This course is designed as an introduction to the biology underlying human behavior. After studying basic concepts in neurobiology and neuroanatomy, the course will explore a variety of topics, such as how the brain reacts to drugs and hormones, and what brain mechanisms underlie seeing, hearing, thinking, talking, feeling emotions and desires, and dreaming. We will try to understand what is understood (and what is not yet understood) about the biological mechanisms underlying the human experience. In addition, we will discuss the biology of clinical disorders throughout. This course will give background necessary for other courses in HD that focus on biological mechanisms of human development and serves as a prerequisite for many of them. |
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BIONB 222: Neurobiology and Behavior II: Introduction to Neurobiology
Teaching Assistant(s): Jonathan King |
| A general introduction to the field of cellular and integrative neurobiology. Topics include neural systems, neuroanatomy, developmental neurobiology, electrical properties of nerve cells, synaptic mechanisms, neurochemistry, motor systems, sensory systems, learning, and memory. Some discussion sections include dissections of preserved brains. |
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| PSYCH 223: Introduction to Biopsychology |
| An introduction to psychology from a biological perspective, including both evolutionary and physiological approaches to behavior. Topics include the structure and function of the nervous system, genetic and biochemical models of behavior, hormones and behavior, biological bases of learning, cognition, communication, and language, and the evolution of social organization |
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| HD 226: Emotional Functions of the Brain |
| The focus of this course concerns networks of brain regions that are organized around the integration of processes related to emotion and motivation. The course first explores the basic brain mechanisms for recognizing and evaluating emotionally-relevant stimuli. Then the brain mechanisms involved in emotional expression are discussed, including hormonal and behavioral variables. The special nature of emotional feelings is explored. Then, all of these basic processes are extended by placing them within larger brain networks that support phylogenetically-old emotional-motivational systems that help us to adapt to critical stimuli in the environment. Neurobiological modulation of emotional processes by several neurotransmitters/neuropeptides (dopamine, norepinephrine, serotonin, corticotropin releasing hormone, opiates) of wide distribution in the brain are detailed. The manner in which emotion influences learning and memory concludes the discussion. |
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HD 266: Emotional Functions of the Brain
Instructor(s): Richard A. Depue (Spr. 2005) |
| Much of our social behavior, and what we refer to as personality, is related to phylogenetically-old emotional systems that help us to adapt to critical stimuli in the environment. These systems are structured and organized within the brain, but they are also capable of being modified by our everyday experiences. After an overview of the gross neuroanatomy of the primate brain is presented, the focus of the course concerns networks of brain regions that are organized around the integration of processes related to emotion and motivation. First, general features of the brain in relation to emotional evaluation and expression processes are discussed, and then the brain organization related to several specific types of emotional systems is presented, including incentive-reward motivation, social bonding, fear versus anxiety and affective aggression. Emotion, memory, and conscious awareness of emotional feelings are also discussed. Neurobiological modulation of emotional processes by neurotransmitters and neuropeptides of wide distribution in the brain are detailed as well. The latter lay the groundwork for understanding the nature of individual differences in much of our social and emotional behavior as explored in HD 366. |
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PSYCH 322: Hormones and Behavior (Also BioNB 322, Psych 722)
Instructor(s): Elizabeth Adkins-Regan (Fall 2004) |
| Comparative and evolutionary approaches to the study of the relationship between reproductive hormones, the nervous system, and sexual behavior in vertebrates, including humans. Also parental behavior, aggression, stress, learning and memory, and biological rhythms. |
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| PSYCH 324: Biopsychology Laboratory (Also BIONB 324) |
| Experiments designed to provide experience in animal behavior (including learning) and its neural and hormonal mechanisms. A variety of techniques, animal species, and behavior patterns are included. |
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BIONB 326: The Visual System
Instructor(s): Howard C. Howland (Spr. 2006) |
| The visual systems of vertebrates are discussed in breadth and depth as well as some aspects of invertebrate vision. Topics covered include the optics and anatomy of eyes, retinal neurophysiology, structure and function of higher visual centers, ocular motility, and ocular and visual system development |
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| BIONB 326: The Visual System |
| The visual systems of vertebrates are discussed in breadth and depth as well as some aspects of invertebrate vision. Topics include the optics and anatomy of eyes, retinal neurophysiology, structure and function of higher visual centers, ocular motility, color vision, stereopsis, and visual development. |
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BIONB 330 : Introduction to Computational Neuroscience (Also COGST 330, PSYCH 330)
Teaching Assistant(s): Ann Marie McNamara |
| This course covers the basic ideas and techniques involved in computational neuroscience. The course surveys diverse topics, including neural dynamics of small networks of cells, neural coding, learning in neural networks and in brain structures, memory models of the hippocampus, sensory coding, and others. |
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PSYCH 332/632: Biopsychology of Learning and Memory (Also BIONB 328)
Instructor(s): Timothy J. DeVoogd (Spr. 2005) |
| This course surveys the approaches that have been or are currently being used to understand the biological bases for learning and memory. Topics include invertebrate, "simple system" approaches, imprinting, avian song learning, hippocampal and cerebellar function, or research using fMRI pathology in humans. Many of the readings are from primary literature. |
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| HD 344: Infant Behavior and Development |
| Behavior and development from conception through the first two years of life is examined in traditional areas (e.g., perception, cognition, socioemotional theory, language, motor function). The fundamental interconnectedness of these aspects of development is strongly emphasized, as is their relation to the biology of fetal and infant development. Topics with implications for general theories of development are emphasized (e.g., the functional significance of early behavior, the nature of continuity and change, and the role of the environment in development). Conditions which put infants at risk for poor development (e.g., premature birth, exposure to environmental toxins, maternal depression) and topics with current social, ethical, or political implications (e.g., infant day care, fetal rights) are also considered. An emphasis on research methodology in the study of early behavior and development is maintained throughout the course. |
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NS 361: Biology of Normal and Abnormal Behavior (Also Psych 361)
Instructor(s): Barbara J. Strupp (Fall 2004) |
| PSYCH 361: Biology of Normal and Abnormal Behavior (Also NS 361) |
| Serves as a critical evaluation of biological factors thought to influence behavior and/or cognitive functioning. Biological, psychological, and societal influences are integrated. Topics include nutrition and behavior, psychiatric disorders, developmental exposure to environmental toxins and abused drugs, biopsychology of learning, memory, intelligence, and related cognitive disorders. |
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| BIONB 392: Drugs and the Brain |
| An introduction to neuropharmacology, with an emphasis on the neural mechanisms of psychoactive drugs. Topics include a brief introduction to neuropharmacology and a discussion of the major neurotransmitter families. The rest of the course covers the major psychoactive drugs, including cocaine, heroin, psychedelics, marijuana, and alcohol, as well as pharmaceuticals for the treatment of anxiety, schizophrenia, and depression. The course includes a term paper in the form of a grant proposal to study a current problem in neuropharmacology |
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BIONB 394: Circadian rhythms (Also ENT394, BIOGD394, PLPA394)
Instructor(s): John Ewer (Fall 2003) |
| This course explores a fundamental feature of living organisms from all kingdoms: how the cellular 24-hour biological clock operates and influences biological activities. The course covers fundamental properties of biological rhythms and cellular and molecular structure of circadian oscillators in many organisms, including cyanobacteria, fungi, insects, plants, reptiles, birds, and mammals (including humans). |
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BIONB 396: Introduction to Sensory Systems (Also PSYCH 396)
Instructor(s): Bruce P. Halpern (Spr. 2006) |
| Both those characteristics of sensory systems that are common across living organisms and those sensory properties that represent adaptations of animals to particular habitats, environments, or niches are considered. The principles and limitations of major methods used to examine sensory systems are examined. Emphasis is on receptor, primary afferent neuron, and lower brain stem function for somesthetic, visual, and auditory systems. Chemosensory systems are not covered. |
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BIOG 400N: Neuroscience
Instructor(s): Ben J. Arthur (Fall 2004) |
| This is the Weill Cornell Medical School - Qatar version of the BIONB 222 Neurobiology and Behavior II: Introduction to Neurobiology course taught in Ithaca. |
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BIONB 410-2 : The Quest for Agelessness - Molecular Biology of Aging (Also Psych 527)
Instructor(s): Bruce P. Halpern (Spr. 2005) |
| This seminar course will be an overview of the molecular-biology-of -aging. Connections to the sociobiology of science and molecular biology entrepreneurship will be considered. Readings will include book chapters, current on-line journal articles, reviews, items in the Course Documents section of the course web site (go to http://blackboard.cornell.edu/, Login, select psych_nbb527-420-720-Halpern-Spring2005: The Quest for Agelessness) and other references. Brief written statements by email of questions and problems related to each set of assigned readings will be required in advance of each class meeting and will be automatically distributed to all members of the class. This course will be taught using the Socratic Method, in which the instructor asks questions of the students. Students will read, analyze, and discuss in class difficult original literature dealing with the nature of aging, the molecular biology of aging, and potential interventions. Students are expected to come to each class having already thought about the background, methods, results, and conclusions of the assigned readings, and to take an active part in every class. A course-related web site or a term-paper in digital format will be required. |
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BIONB 413: Molecules of Social Behavior and Emotion
Instructor(s): David P. McCobb (Spr. 2006) |
COGST 416: Modeling Perception and Cognition (Also PSYCH 416/616)
Instructor(s): Michael J. Spivey (Spr. 2005) |
| This course offers a survey of several computational approaches to understanding perception and cognition. We explore linear systems analysis, connectionist models, dynamical systems, and production systems, to name a few. Emphasis is placed on how complex sensory information gets represented in these models, as well as how it gets processed. This course covers computational accounts of language processing, language acquisition, visual perception, and visual development, among other topics. Students complete a final project that applies a computational model to some perceptual/cognitive phenomena. |
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BIONB 420-04: Behavioral phenotyping of mutant mice
Instructor(s): Thomas A. Cleland (Spr. 2006) |
| Behavioral studies are used to measure the cognitive capabilities of mice, and to study how these capabilities are affected by specific brain structures and the influences of certain genes. To date, they have taught us a great deal about the complexities underlying seemingly straightforward concepts such as sensation, learning, and memory. With the arrival of genetically modified mice designed as research models for human neuropsychiatric disorders, behavioral studies can now potentially teach us about the nature of the cognitive and psychiatric disabilities characterizing these disorders. This course will examine behavioral tests used to assess cognitive capabilities in mice and discuss their application and interpretations in contemporary research, including studies of specific strains of mutant mice. Critical review of original research papers will be emphasized. |
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BIONB 420/720: The Neural Basis of Hearing
Instructor(s): Ben J. Arthur (Fall 2005) |
| A journal-club formatted class, in which students will read and present relevant articles from the primary scientific literature. Focus will be on how the nervous system of animals, including humans, processes auditory information relevant for communication and success in a natural environment. Topics will
include the anatomy and physiology of the auditory system, sound localization, auditory perception, processing of language, and auditory diseases and defects.
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BIONB 421 : Effects of Aging on Sensory and Perceptual Systems (Also PSYCH 431)
Instructor(s): Bruce P. Halpern (Fall 2004) |
| A literature-based examination of post-maturation changes in the perceptual, structural, and physiological characteristics of somesthetic, visual, auditory, and chemosensory systems. Emphasis is on human data, with nonhuman information included when especially relevant. Quality of Life issues are included. Current developments in human sensory prosthetic devices, and in regeneration or replacement of receptor structures or organs are examined. |
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| PSYCH 422/622: Developmental Biopsychology |
| We discuss the relationship of the development and evolution of the brain to the development of behavior. Topics include how neurons are generated, finding targets, and establishing connections; the emergence of reflexive and complex behavior; how experience affects the developing brain; evolutionary perspectives on the development of perception, memory, and communication systems; and abnormal development. |
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| BIONB 424: Neuroethology (Also PSYCH 424) |
| Neuroethologists take a comparative and evolutionary approach to study the nervous system. They ask, how do brains of animals compare and how did they come about through the process of evolution? How are neural circuits adapted to species-typical behavior? What is the hope and interest in the study of a large diversity of animals, compared to a specialized look at just a few mammalian species? Can we hope to understand how animals with specialized behaviors have specialized nervous systems? What is the sensory world of a real animal and how does it vary from species to species? These and other questions drive this introductory survey of neuroethology: exotic senses; amazing motor programs; surprising integration. |
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PSYCH 425 : Cognitive Neuroscience (Also Psych 625, BioNB 423)
Instructor(s): Barbara L. Finlay (Fall 2004) |
| We will be studying the relationship of brain structure and organization to perception, thought and action. We will concentrate on what is known about the organization of complex perceptual and cognitive functions in the brain, starting with vision, and including other sensory systems, and going on to memory, spatial navigation, language, planning for action, and social cognition. Knowledge about these topics comes from work with animal neuroanatomy and physiology, from neuropsychology, which is the study of the effects of brain damage in humans, from new non-invasive ways of imaging neural activity in the functioning human brain, from direct study of perception and cognition, and from computer modeling of intelligent systems. Integration of all these areas is allowing major insights to be gained on how complex functions are organized in the nervous system. |
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| BIONB 425: Molecular Neurophysiology |
| Course focuses on ion channels, the primary proteins generating cellular electrical signals function in nerve cells and other excitable cells (e.g., muscle, heart, glands). The latest electrophysiological and molecular genetic experiments are reviewed. Diversity of electrophysiology deriving from channel structure and expression patterns is considered in the contexts of behavior and behavioral plasticity (learning), neural development, and channel evolution. Course format includes written and oral presentations, reviewing scientific literature in selected areas, and proposing new experiments. |
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BIONB 429 : Olfaction and Taste: Structure and Function (Also PSYCH 429)
Instructor(s): Bruce P. Halpern (Spr. 2004) |
| The structural and functional characteristics of smelling and tasting are explored by reading and discussing current literature in these areas. Substantial use is made of on-line resources. For smelling, the main olfactory system and the trigeminal system are considered, and, for relevant terrestrial vertebrates, both orthonasal and retronasal input and processing. In general, structure is examined at the gross, light and electron microscope, and molecular levels. Function includes odorant and tastants access, and neurophysiological, biochemical, and molecular/genetic aspects. The emphasis is on vertebrates, especially air-breathing vertebrates in the case of smelling. Species-specific as well as general mechanisms are considered. |
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BIONB 430: Experimental Molecular Neurobiology (Also BioBM 443)
Instructor(s): David L. Deitcher |
| Experiments include PCR, cloning of DNA fragments, RNA purification, restriction digests, bacterial transformation, DNA sequencing, and protein interactions. Experiments emphasize how molecular techniques can be applied to studying neurobiological problems. |
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BIONB 431: Genes and behavior
Instructor(s): Joseph R. Fetcho (Spr. 2005) |
| Your genes influence how you behave. This lecture course explores the current understanding of how genes influence the behavior of a variety of animals, including humans. Some of the topics include the genetic basis of smell, hearing, movement, learning, memory, intelligence, sexual behavior, aggression, sleep, life span, and diseases of behavior. The focus will be on the unprecedented insight that modern molecular and genetic tools are providing into the genetic basis of behavior. |
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| HD 433: Developmental Cognitive Neuroscience |
| What are the brain mechanisms underlying human behavior and cognition? How do those underlying brain mechanisms develop? These are the questions that developmental cognitive neuroscience tries to address and those we explore in this course. The course explores methods used in the field (including brain imaging techniques), recent findings on the development of brain mechanisms underlying human behaviors such as, language, attention, and memory, as well as the brain mechanisms that may underlie various developmental disorders such as developmental dyslexia, autism, and attention deficit (hyperactive) disorder (AD(H)D). Emphasis is on reading primary research literature and acquiring the skills to understand, critique, discuss, and write about primary research. The format includes lecture and discussion. |
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PSYCH 434/634 : Sensory Construction
Instructor(s): Thomas A. Cleland (Spr. 2008) |
| Is it true that everything you encounter is stored somewhere in your memory, if only you could recall it? How does that information get into your brain in the first place? This course investigates how coherent sensory percepts are constructed from the physical features of sensory stimuli, the properties of animal sensors and neural circuits, the active allocation of cognitive and physiological resources to selective sampling, and the integration of sampled data, prior knowledge, and expectations. Emphasis is placed on integrating multiple approaches – including biophysical, neurobiological, evolutionary, cognitive, social, and legal – to the problem of complex perception, cognition and memory. |
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| PSYCH 440/640: The Brain and Sleep |
| Taking a comparative evolutionary perspective, this course examines the neural events that instigate, maintain, and disturb the states and rhythms of sleep in various species. Emphasizing human data where possible, special topics include sleep deprivation and the biological functions of sleep; biologically interesting deviations from normal sleep; and the cognitive neuroscience of sleep, including sleep's possible role in learning and memory. |
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PSYCH 444 : Neural Computation (Also BIONB 444)
Instructor(s): Thomas A. Cleland (Spr. 2009) |
| Lecture and computer lab course covering the biophysical mechanisms underlying neural computation and information coding by neurons and networks. |
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BIONB 470 : Biophysical Methods (Also AEP 470, VETMM 470, BMEP 570)
Instructor(s): Manfred Lindau |
| An overview of the diversity of modern biophysical experimental techniques used in the study of biological systems at the cellular and molecular level as will be found in articles published in the Biophysical Journal. Topics covered will include methods that examine both structure and function of biological systems. Topics include light microscopy, fluorescence microscopy, Fourier optics and image processing, confocal and multiphoton microscopy, Evanescent wave microscopy and Fluorescence correlations spectroscopy, phase contrast, electron microscopy, x-ray diffraction and protein structure determination, multidimensional NMR, ESR, spectroscopy, chromophores, calcium measurements, resonance energy transfer, membrane biophysics, electrophysiology, ion channels, action potentials, ligand-gated channels, fluctuation analysis, patch-clamp, molecular biology of ion channels, rapid kinetics, caged compounds, transmitter release, capacitance measurements, amperometry, optical traps, and molecular force measurements, as well as computer modelling. The course format will include assigned literature reviews by the students on specific topics and individual student presentations on these topics. The course is intended for students of the engineering, physics, chemistry and biological disciplines who seek an introduction to modern biophysical experimental methods. Due to the interdisciplinary nature of the course students will have diverse backgrounds. A basic knowledge of and interest in physics and mathematics is expected but strong attempts are made to give an intuitive understanding of the mathematics and physics involved. Some knowledge of physical chemistry, molecular and cell biology, or neurobiology will be helpful. Depending on individual background all students will find certain aspects easy and other aspects demanding. |
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HD 474 : Autism and the Development of Social Cognition
Instructor(s): Matthew Belmonte (Fall 2006) |
| What drives the development of social cognitive skills such as language, theory of mind, and empathy? To what extent do these capacities constitute isolable "modules," or how might they emerge from more elementary neural properties? How can understanding what goes wrong during autistic development teach us about what goes right during normal development, and about how neural and cognitive development intertwine? This seminar covers current psychological and neurobiological theories of autism, emphasising written analysis and critical review of the primary research literature. Specific topics will be selected to match students' interests, and each student will develop and orally defend a research proposal on an open question in the neuroscience of autism or related developmental disorders. |
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BIONB 491 : Principles of Neurophysiology (Also BMEP 491)
Teaching Assistant(s): Ann Marie McNamara, Jonathan King |
| A laboratory-oriented course designed to teach the theory and techniques of modern cellular neurophysiology including computer acquisition and analysis of laboratory results. Lecture time is used to introduce laboratory exercises and discuss results, to supplement laboratory topics, and to discuss primary research papers. Extracellular and intracellular recording and voltage clamp techniques are used to analyze motor neuron and sensory receptor firing properties, and examine the cellular basis for resting and action potentials and synaptic transmission. Invertebrate preparations are used as model systems |
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BIONB 492 : Sensory Function (Also PSYCH 492)
Instructor(s): Bruce P. Halpern (Fall 2005), Howard C. Howland (Fall 2005) |
| Sensory Function 492 will cover vision and hearing. Both human and nonhuman systems will be discussed. The chemical, physical, and neurophysiological bases of sensory information will be treated, and the processing of this information will be followed into the central nervous system. |
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BIONB 493: Developmental Neurobiology
Instructor(s): Ronald Booker (Fall 2005) |
| Lectures covering the development of the nervous system, taking examples from both vertebrates and invertebrates. Emphasis is on cellular and molecular issues, that is, how do nerve cells differentiate both morphologically and biochemically? The role of cues such as hormones and dvelopmental genes in neural development is discussed. Readings are taken from original journal articles. |
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| BIONB 494 : Brain Evolution and Behavior |
| Organization and evolution of neuroanatomical pathways as substrates for species-typical vertebrate behaviors. Course is divided into three major sections: development, general principles of brain organization, and co-evolution of vertebrate brain and behavior. |
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BIONB 495 : Molecular and Genetic Approaches to Neuroscience
Instructor(s): David L. Deitcher |
| The Focus of the course is on how different molecular and genetic approaches have led to major advances in neuroscience. Lectures, student presentations and discussions examine original research articles. Topics include ligand-gated channels, potassium channels, seven membrane spanning receptors, development of the neuromuscular junction, neurotransmitter release, second messengers, learning and memory and neurodiseases. |
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| BIONB 496: Bioacoustic Signals in Animals and Man |
| Humans and animals live in a world of sound. Mechanisms for sound production and perception are extremely varied. Acoustic signals mediate social interactions and are used to scan the environment for food and to aid in navigation. For many species acoustic sensing plays a critical role in predator detection and avoidance. This course teaches students about animal acoustic signaling by introducing them to various animal acoustic systems. The course presents the physical properties of sound, physiological mechanisms for sound production and hearing, and the behavioral contexts in which sounds are used. Acoustic techniques are provided in the laboratory where students learn how to record, synthesize, and analyze sounds with the aid of recorders and Mac and/or PC computers running customized software. Labs are designed around the lecture material and provide practical "real-world" exercises designed to stimulate discovery of fundamental principles described in lectures. Class research projects on a selected topic in bioacoustics are required. Engineering students with interests in music, audio analysis, digital signal processing, and computer science are encouraged. |
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PSYCH 527 : Intelligent Design: Approaches to Optimality
Instructor(s): David J. Field (Fall 2005), Barbara L. Finlay (Fall 2005) |
| This seminar will explore the question of how efficient the brain is at representing the world. We will consider both computational, developmental and evolutionary constraints on building optimalrepresentations of sensory information. Among the question s that will be addressed are: Are the same types of computations performed at different parts of the nervous system. Are there universal rules or common networks? For a given brain size, why does a big body make a species stupid? Are there common develo pmental rules? And how do such rules relate to the kinds of solutions found in nervous systems? |
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| PSYCH 530: Structure in Vision and Language (Also COGST 530, LING 530, COM S 393) |
| One of the central puzzles of cognition is the manner in which brains deal with structured information such as scenes composed of a variety of objects, or sentences composed of words and phrases. The processing of structure by the brain is constrained by the neuronal architecture, as well as by general principles of information processing that are studied in computer science. This course focuses on insights from these different disciplines, striving for understanding couched in abstract computational terms, yet compatible with the basic neurobiological constraints, with behavioral data, and with philosophical intuition. |
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| BIOGD 600: Development of Sensory Systems (Also BIONB 600) |
| This course explores the unique and shared mechanisms used in sensory system development of both vertebrates and invertebrates. The first class of the course provides a general introduction to the development of sensory systems in vertebrates and invertebrates. Following classes involve the reading of current and classic papers in sensory system development. |
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| HD 632: Cognitive Neuroscience Seminar: Applications of Brain Science to Behavioral Research |
| This course gives graduate students the opportunity to learn about current methods of cognitive neuroscience and explore the ways cognitive neuroscience methods and current findings may impact their field of research. Initial meetings include foundational lectures on the fundamentals of cognitive neuroscience. Subsequent meetings cover current topics in cognitive neuroscience that will vary year to year depending on the research fields of the graduate students enrolled. Sample topics include cognitive neuroscience of false memory formation, sexual orientation, effects of trauma, and bilingualism. Students do not need to have had previous course work in neurobiology or cognitive neuroscience but rather to be actively engaged in planning or implementing their thesis research. Class format is graduate seminar with reading and discussion of research, student presentations, and papers. |
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VETMM 703: Receptor-Ligand Interactions (Also BIONB 790-02)
Instructor(s): Gregory A. Weiland (Fall 2005) |
| The course covers both the practical and theoretical aspects of the study of ligand-receptor interactions, emphasizing the quantitative and physical chemical aspects of receptor theory. Topics discussed are basic methods of radioligand binding assays, including separation and measurement of bound and free ligand; characterization of receptor function; analysis of receptor structure; thermodynamic basis of binding; methods of analyzing equilibrium binding; equilibrium binding for complex mechanisms; kinetics of simple and complex binding; and common artifacts and errors encountered. |
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VETMM 704: CNS Synaptic Transmission
Instructor(s): Linda M. Nowak |
| This is a survey course in vertebrate central nervous system physiology and pharmacology, that focuses on mechanisms of neuro-transmitter action at the membrane and cellular levels. Roles of selected neurotransmitters in normal brain and neurological disorders are covered. Topics are introduced in lectures and followed up by discussions of recent journal articles. |
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VETMM 720: Patch Clamp Methods in Biology
Instructor(s): Linda M. Nowak (Spr. 2006) |
| This is an advanced neurophysiology workshop course for those students who intend to use patch clamp electrophysiology methods in their thesis research. It features 20 lectures on voltage- and ligand-actived ion channels, stuent presentation of their on-going work, and 12-15 hours of hands-on training with recording modes and single channel data analysis. |
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| BIONB 720-03: Current Topics in Neuroethology |
| The Neuroethology Journal Club |
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