Psychobiology of Behavioral Development
Psychology 409
Spring 2018
Room 101 Giltner
M/W 3:00-4:20 p.m.
Instructor
Laura Smale, Psychology Department
e-mail:
Phone: 432-1632
Office: 222 Giltner
Office hours: By appointment
Teaching Assistant
Erika Vitale
Email:
Office: 309 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 and we will 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 research on non-human animals as well as humans, andprinciples that have emerged from such work. Some class periods will be comprised of lectures and others will be 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
- A course reader, available at the Student Book Store
- Articles posted on the class Web site (D2L)
- A schedule for the readings is posted on an expanded syllabus on D2L.
- There is no textbook for this class.
Class schedule ______
January 8Introductions
January 10Lecture: Neural development #1
January 15No class
January 17Lecture: Neural development #2
January 22Discussion: Neural development, IQ and criminal responsibility
January 24Special guest: Dr. Susan Kendell, MSU Biological Sciences Librarian, on how to obtain the most reliable information and how to identify the least reliable information
January 29Lecture: Historical debates on “Nature” and “Nurture” #1
January 31Discussion: Classics of comparative psychologists
February 5Lecture: Historical debates on “Nature” and “Nurture” #2
February 7Discussion: More classics from the comparative psychologists
February 12Lecture: Maternal effects
February 14Discussion: Maternal effects
February 19Lecture: Epigenetics
February 21Discussion: Epigenetics
February 26EXAM #1
February 28Lecture: Sensitive periods
March 5SPRING BREAK
March 7SPRING BREAK
March 12Lecture: Perinatal hormones and behavior
March 14Lecture: Perinatal hormones-a few exceptions to the rules
OUTLINES FOR PAPERS ARE DUE
March 19Discussion: Perinatal hormones and human behavior
March 21Discussion: Intersex issues and development of sexual identity
March 26Lecture: Development of sexual orientation
March 28Discussion: Development of sexual orientation
April 2Lecture: Development of aggressive behavior
April 4Discussion: Development of aggressive behavior
April 9Lecture: Development of sleep and biological rhythms
April 11Discussion:Development of sleep and circadian rhythms
April 16Lecture: Temperamentand vulnerability
April 18Discussion: Temperamentand vulnerability
April 23Reviewing and wrapping things up
April 25EXAM #2
April 30PAPERS ARE DUE [finals week]
NOTE: THERE WILL BE NO FINAL EXAM
______
ASSIGNMENTS AND GRADES
Grades will be based onparticipation in class discussions and written commentaries associated with them, an outline of a term paper, a term paper, and two exams.
Class discussion and commentaries
[On discussion days3 points can be earned for written commentaries of each of two of the articles that have been assigned and 2points can be earned for contributing to the discussion.]
There will be 11class periodsfocused on discussions of 2-3papers that you need to read in advance of class.The papers, and a schedule for when to read them, are posted on D2L. I will present background material on the general issuesthat these papers are related to for 1-2 class periods before the corresponding discussion day.
Before coming to class on each of these days you must read allof the assigned articles and write a relatively short (1/2-3/4 page) commentary about 2of them(whichever ones you choose to write about). Commentaries must be handed in at the beginning of that class period; (you must hand in these questions in person and not through a classmate or by email). 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, and why; 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 2 commentaries according to a scale from 0-3 points where: 0 = no commentary was submitted, 1 = unsatisfactory (e.g. it looks like comments were jotted down in the car on the way to class), 2 = intermediate and3 = very good (evidence that you spent time carefully reading and thinking about the paper and you have articulated your ideas clearly. VERY IMPORTANT: To receive any credit for the commentary you must hand it in at the beginning of class (i.e. don’t be late) andstay to participate in the discussion.There is no way to make up credit for a discussion period that you have missed (or the associated commentaries). However, we will be providing credit for 10 of the 11 discussion periods and dropping the lowest score; if you have been unable to attend one, we will simply base the grade on the other 10.
On these discussion days we will split the class into small groups to discuss one or more of the articles for 15-20 minutes. If the article is an “empirical” one (the first, and most detailed, description of a research study) then the group will discuss five details about it: 1) key parts of the background and what research questions the work was intended to answer, 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) 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).Some readings do not describe a primary research study but, rather, present new ideason an issue or integrate several research studies into a more general paper. The discussion of these will be more open, not structured in the usual way.At this point, one member of each group will take8-10 minutesto verbally present the basic conclusions that members of the group have reached about each of the questions noted above; (individuals may have arrived at different conclusions, which is perfectly fine). All students will present at least one time over the course of the semester. The whole class will then discuss issues associated with the article. Active contribution to this part of the discussion will earn you 2 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.
Term Paper [100 points]
This assignment involves writing of a 12page paper (double spaced, not including title page, reference list, or any figures or text that you might choose to quote, which you can only do with quotation marks).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.DETAILS OF THIS ASSIGNMENT ARE DESCRIBED IN A RUBRIC POSTED ON D2L.
When you hand in your final term paper, which must be submitted as a hard copyand a drop box on D2L on or before April 30, you also must hand in photocopies of the first page of at least 6 of the sources you cite in your text (see the rubric for details). 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, which represents 1/3 of your overall grade. This paper should take at least 3-4 weeks of genuine work to put together in a thoughtful and appropriate manner.
Outline of term paper [10 points]
A one page outline of the paper should be turned in by March 15. This should contain: (1) a brief (4-5 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 have read and that you will use in preparation of the paper.
Exams [110 points can be earned through exams (55 points/exam x 2 exams)]
There will be two exams, one on February 26 and another on April 25 (the last day of classes).There will be no final exam. The exams will cover lectures and readings; (they will not include questions from the class periods that have been devoted to discussions). The format will be short essays (1/2-1 1/2 pages).One week before each exam you will be given 10 study questions; the exam will be comprised of 6 of these (or components of them). After exams are graded and handed back, any specific concerns about how your answers were graded should be sent to your TA and I in writing within one week after your exams are returned, and then we will meet within one week to discuss the issue. A makeup exam (which will be different from the original and ask questions that are not in the study guide) will be granted if there is a documented medical, religious, or legal reason for missing the exam.
Grading scale:
There are 300 points possible [80for discussionsand associated commentaries (10 x 8);10for the outline of the paper; 100 for the paper; 110 for exams (55 x 2)].We will use a “straight” grading scale, such that:
90% =4.0
85% = 3.5
80% = 3.0
75% = 2.5
70% = 2.0
65% = 1.5
60% = 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 us 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.
Posting Power Point Files
Abbreviated versions of the PP files used for lectures will be posted on D2L during the week following each lecture.Do not rely on these to prepare for your exam; they will be abbreviated and without attending lecture you would have a very hard time writing good answers to exam questions. Posted power points are intended to help remind you of key issues covered in class.
Classroom conduct
Please treat other members of the class with courtesy and respect. Cell phones must be turned offbefore class starts and put awayunless you have been explicitly told to access the internet. Texting, emailing, game playing, and web surfing during class lessen your capacity to learn, may interfere with others, and can be rude. I reserve the right to confiscate for the duration of class any device that I feel is affecting my ability to teach effectively regardless of whether you think it is not distracting you or others. Try to leave the outside world outside of class and be fully present!
Questions about grades
If you have a disagreement about how a question on an exam has been graded and would like that concern to be addressed you must bring it to the attention of both Erica and I within one week of the day that you received the score on the exam. Specifically, (1) return the exam to us and (2) send us an email describing why you believe that there was a mistake, i.e. why you believe that your answer was correct. We will go over it and arrange to talk to you about it, and we will correct any mistakes that we may have made.
Honor and ethics
Here is a very nice item, “The Spartan Code of Honor,” that MSU students have written for each other: “As a Spartan, I will strive to uphold values of the highest ethical standard. I will practice honesty in my work, foster honesty in my peers, and take pride in knowing that honor is worth more than grades. I will carry these values beyond my time as a student at Michigan State University, continuing the endeavor to build personal integrity in all that I do.”
If you would like to understand some of the issues related to that “code of honor” in the context of student papers and the possibility of plagiarism you can go to this site: One of the things indicated on that site is that students are the ones responsible for knowing what plagiarism is (beyond the fact that it’s bad). The consequences of it may be severe (e.g. failing the course…etc.). If you have questions about this just let me know, or visit this site:
Limits to confidentiality
You should be aware that University employees, including instructors, may not be able to maintain confidentiality when it conflicts with their responsibility to report certain issues based on external legal obligations, or that relate to the health and safety 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:
- Suspected child abuse/neglect, even if this maltreatment happened when you were a child
- Allegations of sexual assault or sexual harassment when they involve MSU students, faculty, or staff
- 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.
Observing a major religious holiday
You may make up course work missed in order to observe a major religious holiday if you make arrangements one week in advance.
Accommodations for Students with Disabilities
Michigan State University is committed to providing equal opportunity for participation in all programs, services and activities. Requests for accommodations by persons with disabilities may be made by contacting the Resource Center for Persons with Disabilities at 517-884-RCPD or on the web at rcpd.msu.edu. Once your eligibility for an accommodation has been determined, you will be issued a Verified Individual Services Accommodation ("VISA") form. If you require testing accommodations (additional time, less disruptive room, etc.) you must contact me and present your VISA at least two weeks before the examdateto schedule an alternative exam. Typically, I will schedule for you to take the exam during a special exam sessions offered by the Psychology Department. Those exams occur in small group settings and are offered every Wednesday at 2:00pm and Thursday at 9:00am in Giltner 346. If you are unable to make either of those times, or that option does not meet your VISA accommodations, you may be able to schedule to take your exam at the RCPD office. In either case, the exam must be scheduled well in advance, so you need to adhere to the two week prior notification requirement.