BIOLOGICAL FUNDAMENTALS OF BEHAVIOUR

Transcription

1 BIOLOGICAL FUNDAMENTALS OF BEHAVIOUR DEGREE COURSE YEAR: FIRST SECOND THIRD FOURTH SEMESTER: 1º SEMESTER 2º SEMESTER CATEGORY: BASIC COMPULSORY OPTIONAL NO. OF CREDITS (ECTS): 6 3 LANGUAGE: ENGLISH SPANISH FORMAT: OBLIGATORY CLASS ATTENDANCE PRERREQUISITES: The subject does not imply any special prerequisite, except being a student in the first degree of the School of Psychology of the IE University. In spite of it, we consider it recommendable that the student has at least some basic knowledge related to the subject (especially in the topics referred to genetic and evolution) which may facilitate the assimilation of the new contents. Therefore, we suggest that the student revises the most relevant contents of Biology normally approached in the Secondary School, which are usually summarized in current textbooks. We assume that the student has the necessary knowledge required for the correct comprehension of scientific texts written in English. It is advantageous for the student to use the computer program Windows (any version or similar) and to be able to navigate the Net with agility. We recommend learning the use of campus online as soon as possible. 1. SUBJECT DESCRIPTION The subject is based on the need of introducing the Psychology student into the biological principles of behaviour. A subject with the characteristics described in this project is justified by the fact that Psychology is a science that deals with observable behaviour and the processes that support it in a certain context; therefore it cannot be understood without making reference to its biological principles. In summary, this subject tries to supply the student with an overall view of the human being, set up by multiple levels of behaviour integrated in a comprehensive and complex totality. This forces us to delimit the subject with regard to other close disciplines. After that, we are going to explain in a logic order and from molecular to molar aspects the biological principles of behaviour. This way, we begin to expose the student to the genetic and evolutionary principles of behaviour and then continue deepening in his neuropsychological basis (histological and physiological aspects of the nervous system). The acquired knowledge will be complete with a brief reference to the structure and the functioning of the principle sensorial and motor systems. Edited by IE University Publishing Department. 1

2 2. OBJECTIVES AND SKILLS 2.1. CONCEPTUAL SKILLS - The student must acquire the basic knowledge about genetic, evolution, neurosciences and Physiological Psychology, necessary for understanding the biological principles which maintain the human behaviour, including psychological processes. - The student should become conscious about the biological continuity existing between human being and other species. - The student needs to understand that human behaviour is determined in an integrated manner by his genetic and his environmental conditions. - Besides, the subject has to try to fix the theoretical basis necessary for the future acquisition of knowledge in the following subjects: Comparative Psychology (second course) and Neurosciences (third course) PROCESS SKILLS - How to carry on a critical reading of a pseudo-scientific or a scientific document in order to be more effective in the acquisition of new and complex information. - How to access the main sources of information available in the academic world (including new technologies)in order to be ready to manage a wide range of strategies for acquiring new and complex information in an autonomic manner. - How to present an academic paper in order to adapt academic contributions to scientific criteria and increase the opportunities for participation in the science field. - How to create and participate in a efficient group dynamic, in order to improve verbal and non-verbal communication skills and increase opportunities to spread scientific contributions ACTITUDINAL SKILLS - The importance of being responsible in the fulfilment of academic tasks, according to a calendar and a time-schedule in order to achieve an organized and effective labour task. - How to make constructive and justified criticism, in order to assure a future professional and ethical work. - How to develop abilities for auto-criticism about own tasks in order to advance in a constant search of quality in work, to avoid being mediocre and to supply only those professional services which are in accordance with personal knowledge and skills. - How to be tolerant and respectful toward different opinions and behaviours (as long as they are ethical), in order to increase the necessary flexibility for accepting different point of views, the only way for advancing in scientific work. - The importance of being honest in academic life in order to be honest in professional life. 3. METHODOLOGY AND WEIGHTING The course includes theory classes and fieldwork. Each session will be 1.5 hours long; according to the course plan, two consecutive sessions will be given when needed, and three have been planned for the Practices. 2

3 In-class methodology Class attendance is mandatory; attendance is also mandatory for the extracurricular activities that are directly related to the course. Students that miss a class or extracurricular activity can, when possible, carry out an extra activity related to the missed class, as agreed by the professor. When it s not possible to make up the missed activity, the activity will be graded with a 0. Students will have to study class material previously given by the teacher to better understand each class. Each session (or group of sessions) will begin with a theoretical lecture. After that, the teacher will detail the material and techniques to be used in the practical part of the session. Students will also have a class guide or short presentation if the teacher feels it s needed for better understanding. In any case, the teacher will be always at the students disposal for any additional help to understand the contents of that day s session. Student participation and team-work will be encouraged. Open questions to the students will be asked during the sessions to maximize understanding of the information given, as well as to help the teacher better evaluate student s participation. Also depending on the teacher s discretion, additional explanations will be given if necessary. Fieldwork trip will be carried out for practical research at the paleontological site of Atapuerca (Burgos) and to the Madrid Zoo. Written papers will be asked of the students and evaluated. Individual tutorials These tutorials are individual consulting hours directed to fix the concepts introduced in the lectures, to solve doubts and to correct exercises. The teacher has the right to call a student to a personal meeting, if she considers it necessary. In this case, the student has the obligation to attend. This normally occurs about twice a course (once at the beginning and other at the end). On the other hand, the students may request an individual tutorial if they need it. The tutorials will always take place according to the established timetable. All the aspects related to the students volunteer work will be reviewed during these tutorials. Regarding volunteer work, each student can present an original piece of work on any topic covered in the course. The work will be evaluated by the professor, and according to his criteria, the final note will be raised by 1 point (10%). Out of class methodology Prior to each class, students will read the appropriate material. Also, they must study and review the contents of the subject. Also, audiovisual contents given by the teacher will be reviewed by students as a part of their individual work. 3

4 CREDITS ECTS ACTIVITIES AND RESULTS ACADEMIC HOURS INDEPENDENT WORK TOTAL HOURS Lectures Personal or group work (exercises and reports) Practices Tutorials Exams Exams revision TOTAL CONTENT UNIT 1: PRINCIPLES OF BIOLOGICAL PSYCHOLOGY TOPIC 1: INTRODUCTION TO BIOLOGICAL PSYCHOLOGY The topic claims to introduce students to the different disciplines that compose Biological Psychology and how the different topics included in the program and approached by neighbouring subjects relate to this different discipline (Comparative Psychology, Neuroscience). We will try to illustrate that Psychology results as an answer to the most basic theoretic and methodological questions of Philosophy and Biology, and that even Psychology develops from Biology. At last, we pretend that students become conscious about the importance of mental processes (specially superior processes) in Biological Psychology, and how the study of this psychological processes attempts to answer a fundamental question, not only for Philosophy, also for Science: the origin of consciousness, of the human mind. UNIT 2: PRINCIPLES OF GENETIC TOPIC 2: BASIC PRINCIPLES OF GENETIC The first objective of the topic is to transmit that the classic dichotomy between inheritance and environment is only an effective way approaching the nature of structural and functional basis of behaviour, and that both variables determine behaviour in an interactive way. We expect that at the end of the topic the students will manage with agility, fluency and precision the main concepts and understand the principal conceptualizations related to Genetics. The topic ends with a reference to the more up-to-date applications of modern Genetics. 4

5 TOPIC 3: THE MOLECULAR CONSTITUENT OF INHERITANCE: GENS AND DNA The topic revises the general characteristics of genes and DNA, and of the most important processes related to the transmission and expression of genetic information: replication, transcription and transduction. At the end of the topic, the student must be able to recognize the main characteristics of genes and DNA and to describe how this genetic components participate determining the physical and behavioural characteristics of human beings. With a reference to the regulation of processes related to genetic information expression, we will try to illustrate the flexibility of this processes, so that the student becomes conscious of the influence of environment in inheritance. TOPIC 4: THE STRUCTURAL CONSTITUENT OF HERITAGE: CHROMOSOMES The topic summarizes the main knowledge referred to the structure and dynamics of human chromosomes. We especially insist in how the profound structure of chromosomes relates to genes and DNA. Through the definition and description of a Karyotype and its purpose, we will try to transmit the idea that basic knowledge in Biological Psychology is essential for Psychology, especially for Psychopathology and Clinical Psychology. A brief reference to basic cellular division processes, mitosis and meiosis is geared to introduce students in the principles of genetic variability and the diversity of species. TOPIC 5: PATHOLOGIES RESULTING FROM GENETIC ALTERATION This topic revises the main known genetic alterations. At the end of the topic, students must be able to distinguish between different genetic diseases and to understand the underlying mechanisms. The final objective is to obtain the necessary scientific resources for understanding information related to genetic alterations normally contained in clinical reports. UNIT III: PRINCIPLES OF EVOLUTION TOPIC 6: BASIC PRINCIPLES OF THE EVOLUTION PROCESS The topic introduces a revision of the main theories about the origin of species with the purpose to facilitate the correct comprehension of concepts and basic postulates that sustain the most actual evolution theory, the synthetic theory. This way, we try to make comprehensive to students that human beings constitute only one of the much links that form the evolution process of species, and there is a biological continuity in Mankind and in other species, as on the physical as on the behavioural level. Consequently, we may not speak about directionality or perfection related to the evolution process (evolution does not try to reach perfection), or superiority of Mankind, or any present or past species. Only in this way, the students will understand how the study of the evolution process makes the study of the evolution of mental processes possible. The final allusion to the link existing between the Darwinian theory of evolution and Psychology tries to illustrate how Psychology has drawn, and continues drawing, from the scientific knowledge of Darwinism. 5

6 TOPIC 7: EVOLUTION OF MANKIND This topic concentrates on the singularity of humans, comparing them with their nearest species, the big anthropomorphic apes (chimpanzees, gorillas, orang-utan and gibbons). The explicit clarification of their main similarities and differences allows us to understand with ease the biological continuity existing between different species of primates, especially referring to similarities in the structure and functioning of their nervous system, and in social, communicative and affective behaviour. A last reference to the most actual facts about the fossil history of Mankind tries to answer some of the most interesting questions referring to the evolution of social systems, language, intelligence and, last, consciousness, and how these different concepts articulate in the concept cultural evolution. UNIT IV: PRINCIPLES OF NEUROSCIENCE: HISTOLOGY OF THE NERVOUS SYSTEM TOPIC 8: HISTOLOGY OF THE NERVOUS SYSTEM This topic addresses to the classification of the cells contained in the nervous system (neurons and neuroglia). We first face the main characteristics of cells situated in the nervous system (external and internal structure). We then refer to the origins of neurons and neuroglia, their development, maturing process and aging. Explaining how main cell processes occur during the development of nervous system (cell proliferation, cell migration, cell differentiation and celldeath), we will be able to simplify the comprehension of general cell organization in the nervous system. We complete the topic with a reference to the histology of the cerebral cortex, the association of cells in nuclei and ganglions, and the blood-brain barrier. TOPIC 9: COMMUNICATION IN THE NERVOUS SYSTEM Here we try to explain the main characteristics of communication into the nervous system, referring to electric and chemical processes. The topic develops and explains important concepts related to nervous communication, like membrane potential, action potential, depolarization, synapse and transmitter substances (neurotransmitter, hormones, etc.). All concepts integrate when referring to synaptic transmission. When the topic is covered in its totality, the student must be able to manage with fluency and precision the main concepts exposed in it and be able to explain the relationship between behaviour and nervous communication processes. UNIT V: PHYSIOLOGICAL PSYCHOLOGY TOPIC 10: SENSORIAL SYSTEMS After a brief reference about the relevance of sensation and perception in the study of mental processes, the topic presents a summary of the main characteristics of stimuli and of sensorial systems (eye, ear, tongue, nose, skin). After describing the sensorial pathways, we approach the codification process of stimuli attributes in the different sensorial systems. We will conclude this topic establishing an integration of the exposed information by remarking the common plan followed by the sensorial systems and referring to the functional organization of the sensorial 6

7 systems. We try to make comprehensive for all students that sensorial systems are essential to perceive environmental stimulation and that stimuli are the primary substance with which the nervous system works. In this sense, it is important to note that similarities between different sensorial organs are more salient than their differences and therefore, that it is the brain, which recreates stimulation in a creative way, unique for every individual. TOPIC 11: MOTOR SYSTEM The program concludes with a reference to the main effectors system of the living organism, the muscle system. This last topic studies from muscle-anatomy issues to the physiological basis of movement. An explanation of the control mechanism of movement, including reflexes and cerebral control is most important. The topic demonstrates that the main part of behaviour has a motor component and that mental processes usually express themselves through motor actions. At the end of the topic, the student has to be able to understand how motor processes occur and what their ends are. 5. EVALUATION SYSTEM (ORDINARY AND EXTRAORDINARY) 5.1. GENERAL OBSERVATIONS The evaluation of the teaching activities is a continuous, permanent and systematic process that will be applied throughout the course. Student performance will be evaluated on a scale from 0 to 10, with final qualification of at least 5 points necessary to pass. Students who do not hand in the mandatory assignments and those who do not attend the final exam will be graded in these activities with the minimum grade (0). Students who plagiarize contents from publications and/or from other students reports will also be graded with the minimum grade (0). Recommendations for students: - To attend, preferably 100%, of all class sessions. - To read the mandatory materials/audiovisuals before each session to understand, argue and relate their contents. - Have a positive attitude and active participation (express doubts, questions). - To work and carry out the course activities. - To carry out the assignments given by the teacher. Mid-term Exam The exam consists of: - Five short questions 60% - One large questions (the students have to relate different aspects of the theoretical and practice contents) 40% If the student does not pass the Mid-term Exam, the Final Exam will include all the contents of the course. 7

8 Final exam The exam consists of: - Five short questions 50% (10% each) - Two large questions (the students have to relate different aspects of the theoretical and practice contents) 50% Students who wish to improve their final grade by up to 1 point will be given the opportunity to present a voluntary original piece of work, in writing and in computer format (CD, or document attached to an to the teacher), on any subject related to the course they are interested in, or about the subjects proposed by the teacher. This work will be handed in to the teacher before the agreed deadline EVALUATION AND WEIGHTING CRITERIA ASPECT CRITERIA INSTRUMENT WEIGHT (%) Theoretical-practical Domain, expertise and Work in class, 25% knowledge knowledge of the subject participation Theoretical-practical knowledge in out class activities Domain and right use of the most common field techniques in ethological studies Reports fieldwork participation and 25% Theoretical-practical Mid-term Exam Domain of basic knowledge of the subject Theoreticalpractical exam 20% Theoretical-practical FINAL Exam Domain of basic knowledge of the subject Theoreticalpractical exam 20% Attitude Punctuality, positive Predisposition in practical work and in the resolution of any inconvenience. Evaluation of the student's overall attitude. 5% Work to improve the mark Structure,clarity of presentation and quality of the work Evaluation of the quality of work by the teacher as well as by the classmates Up to one point in the Final grade (10%) To pass the course, it will be necessary to obtain a final qualification of at least 5 points out of RETAKE POLICY Each student has 4 chances to pass any given course distributed in two consecutive academic years (regular period and July period). Students who do not comply with the 70% attendance rule will lose their 1st and 2 nd chance, and go directly to the 3rd one (they will need to enrol again in this course next academic year). 8

9 Grading for retakes will be subject to the following rules: Students failing the course in the first regular period will have to do a retake in July (except those not complying with the attendance rules, which are banned from this possibility). Dates and location of the July retakes will be posted in advance and will not be changed. Please take this into consideration when planning your summer. The maximum grade that a student may obtain in the retake will be 8 out of 10. The exam will consist of: Five short questions 50% (10% each) Two large questions (the students have to relate different aspects of the theoretical and practice contents) 50% 6. USE OF ELECTRONIC DEVICES IN CLASS This subject does not require the use of a laptop in class; nevertheless, if you want to bring your laptop, please contact your professor. 7. OFFICE HOURS; CONTACT INFORMATION Office hours: One hour before and one hour after each class. 9