Spring 10

Course Atlas: Spring 2010

These courses, rooms and times are tentative and subject to change

Core Classes

NBB 201: Foundations of Behavior
S. Gouzoules, Rilling, TTH, 10:00-11:15, MAX: 155 (NBB - 140, ANTH - 15), Anthro Room 303

(same as ANTH 200)

Content: This course presents an introduction to evolutionary processes and biological bases of behavior. Lectures and readings will be organized around a developmental and life history perspective and will emphasize the importance of context in biological mechanisms and the interaction of importance of contexts in biological mechanisms and the interaction of social life, behavior, and cognition. Examples drawn especially from humans and nonhuman primates will be used to place human behavior in the contexts of other species and to illustrate the dual inheritance of biology and culture in our species. Topics covered will include: evolutionary mechanisms, adaption, phylogenetic constraints, neural and neuroendocrine mechanisms of behavior, life history theory, developmental programs, principles of allometry, sexual selection and alternative reproductive strategies, social bonds and socialization, and the cognitive bases of social interaction.

Texts: TBA

Particulars: Grades will be based on two hourly exams and a final.

Prerequisite: Biology 141

NBB 301: Introduction to Neurobiology
Frenzel, TTH, 1:00-2:15, MAX:30 (NBB - 22, Biol - 8), 1462 Clifton Road, Rm 100C

(same as BIOL 360)

Content: The first part of this course will focus on the electrophysiological properties of neurons, a crucial first step for understanding brain function. We will discuss the generation and propagation of action potentials, neurotransmitter release, and how ion channels and receptors determine the membrane potential and ultimately whether or not the action potential is passed to the next neuron. Also, we will examine the plasticity of this system and how the synapse is changed by learning. The second part of this course will expand upon these neuronal properties to investigate the processing of somatosensory and motor information.

Texts: Kandel, Schwartz, and Jessell. Principles of Neural Science and Behavior, 4th Edition. (McGraw-Hill)

Particulars: Exams: Three 1-1/2 hour in-class exams and a comprehensive final. There will also be a required review session for one hour each week.

Prerequisite: Completion of Chemistry 141 and 142, Biology 141 and 142 is required; completion or concurrent enrollment in Intro Physics is strongly recommended.

NBB 302: Behavioral Neuroscience
Maney, TTH, 11:30-12:45, MAX: 150 (NBB - 140),( Psyc - 10), Anth 303

(same as PSYC 353)

Content: The goal of this course is to present an integrated coverage of work at the intersection of animal behavior, evolution, and cellular/systems neuroscience. The course surveys the major areas of behavioral neuroscience.

Texts: None.

Prerequisite: NBB 301/Biology 360; or completion of Biology 444 or Psychology 320. (Concurrent enrollment in NBB 201 and NBB 302 is strongly discouraged)

Seminars

NBB 190S: Freshman Seminar: Brain Enhancement

Crutcher, MWF, 2:00-2:50, Max: 18, 1462CR 231

Content: This seminar course will examine the science and ethics of brain and cognitive enhancement techniques. Topics that will be covered will include drug enhancements and mood manipulation, electroconvulsive therapy, transcranial magnetic stimulation, electrical stimulation of the brain, cochlear and visual implants, deep brain stimulation for the treatment of neurological diseases, motor prosthetic devices and memory enhancement technologies. The history of brain enhancement techniques as well as predictions of future enhancement technologies will be covered. The ethical implications and societal impact of these technologies will also be discussed.

Text: TBA

Particulars: Open to Freshman only. No prerequisites are required. Grade will be based on class discussion and short papers written during the semester.

NBB 190S: Freshman Seminar: Self-Awareness in Animals

Marino, TTH, 2:30-3:45, Max: 18, 1462CR 231

Content: In this course we will explore the topic of self-awareness in other animals and the related concepts of consciousness sentience, memory and identity. We will investigate these issues from a number of different scientific and philosophical angles in a range of species representing invertebrates, birds, and mammals, including humans

NBB 221: Research Methods in Neuroscience

Crutcher, TTH, 2:30-3:45, Max: 15, 1462CR 123

Content: This course is intended for NBB majors, and its primary focus will be to educate students in the scientific method: generating testable hypotheses, sampling (observational and experimental), randomization, and control techniques. Students will also learn the basic statistical vocabulary necessary to read and interpret scientific articles in the field. Examples will be drawn from the neurobiological literature. First, the most basic statistical vocabulary, concepts and methods: descriptive statistics, graphical display of data, and probability will be introduced. Then, the most frequently used parametric statistical hypothesis test in neuroscience, including one- and two- sample t-tests will be included. Real data sets will be analyzed using statistical computer packages. This course will be required of all NBB majors taking NBB 495A or NBB 495BWR.

NBB 300: The Musical Brain

Lennard, W, 2:000-5:00, Max: 100 WH 101

Content: This course examines the subjective experience and neural substrates of music perception and performance. Each week the class participates in a dialog between musicians and neuroscientists that examines both the experiential and mechanistic approach to music by asking questions such as "What makes something musical and how are the complex sounds of music processed by the brain?" The relationships of music to language, emotion and memory will be examined in detail. Theories of motor learning will be discussed and applied to musical performance. The course explores the development of the musical mind from infancy to adulthood and asks the question, "How are the brains of composers, conductors, and performers different?" Evidence of the efficacy of music therapy and the impact of music on mental health are evaluated. Finally the evolution of musicality in animals and humans is examined.

Guests: Ayke Agus who was the accompanist for Jascha Heifetz and wrote the book Heifetz As I Knew Him will speak about musical genius. Yoel Levi, Principal conductor of the Orchestre National d’Île de France and Principal Guest Conductor of the Israeli Philharmonic Orchestra, has committed to memory over 2,500 scores and will come and speak about musical memory. Lois Reitzes, Director of Arts and Cultural Programming for Atlanta Public Broadcasting and Host for WABE’s popular classical radio show “Second Cup Concert” will discuss changes in musical preferences as a function of time of day. Cecylia Arzewski, former Concertmaster of the Atlanta Symphony and a winner of the International Bach Competition, will examine techniques of musical learning. Additional guest speakers from the Emory Music Department will include William Ransom, Steven Everett, Gary Motley, and the Vega String Quartet.

Maestro Levi has invited the class to attend the Dress Rehearsal of The Atlanta Opera production of Aida.

Particulars: Prerequisites: Any one of the following courses: Biol 120; Biol 141,142; OR Music 114; Music 121-122. There will be a midterm and final. Students are only responsible for material presented in class but optional supplemental readings from the lay and scientific literature will be available online.

NBB 350: Animal Welfare

Marino, TTH, 1:00-2:15, Max: 18, 1462CR 231

Content: In this course we will explore the ethical issues which arise when humans interact with other animals. Particular focus will be placed on concerns relevant to neuroscientists and other researchers, as well as educators. We will analyze the philosophical debates about the moral status of animals and examine the existing scientific evidence that we can bring to bear on animal welfare issues. Our overall objective is to become open and rigorous thinkers about animal welfare issues.

NBB 361WR: Experimental Neurobiology Project lab

Frenzel, MW, 2:00-5:00, MAX: 8, 1462 Clifton Road 226

Content: This project lab is designed for juniors and seniors who are interested in research design and analysis and want “hands-on” lab experience. The students work on current research projects of NBB faculty to learn basic molecular, cellular, electrophysiology and imaging techniques. The goal of this course is to provide an introduction to current concepts, analytical methods, and laboratory techniques. For the writing portion of the course, students write a NIH Pre-doctoral grant based on a topic of their choice.

Text: none

Prerequisites: NBB301 and permission of instructor.

NBB 370S: Sex, Gender and the Brain

Roy, M 1:00-3:50, Max:30, NBB 15 WS 15 1462CR 100C

Content: This course introduces the student to the interdisciplinary field of feminist science studies. The course will cover a historical analysis of scientific research on the brain in relation to gender, and provide cultural critiques of these early scientific studies. Students will also examine current topics in neuroscience and gender as they relate to: (i) the question of women in science, (ii) the relation between gender and scientific research, (iii) scientific research on gender differences, and (iv) scientific practices and the use of biotechnologies. This course aims to inform undergraduate students in the natural sciences, social sciences and/or humanities regarding the social and political impacts of neuroscience research and technological progress.

NBB 370S: Math Concepts in the Neurosciences

Olifer; Max 15: NBB 10, Bio 5; 1462 Clifton Road, Room R226

(same as BIO 470)

Content: This course is intended for NBB majors and Biology majors interested in mathematical models and quantitative reasoning. Several mathematical concepts fundamentally important in multiple areas of biology will be considered. The concepts will include differential and difference equations, information measures, stochastic processes, and others. The concepts will be introduced in the context of specific problems in the neurosciences to demonstrate how these concepts really work in biology. The exemplary problems will be from neuronal coding, neuronal network dynamics, and learning in neuronal networks. My ideal students need no prior knowledge of college mathematics. Everything will be introduced from “scratch”, on the basis of the high school mathematics. The course will give you a foundation for understanding mathematical models in modern research literature. The development of the course was funded by a Howard Hughes Medical Institute Fellowship.

Textbooks: 1) F.R. Adler. Modeling the Dynamics of Life. Brooks/Cole, 2005. 2) P.Dayan and L.F.Abbott. Theoretical Neuroscience: Computational and Mathematical Modeling of Neural Systems. MIT Press, 2001.

Particulars: Grading will be based on regular homework assignments, a midterm exam, and a final exam. There will be a discussion section every week to ensure understanding of the course material. This course will fulfill elective credit for NBB and Biology majors.

Prerequisite: NBB 301/ Bio 360 will be a useful background; knowledge of calculus is not required but is a plus.

NBB 426: Drug Development

Easterling, Kimmel, TTH 11:30-12:45, 1462 Clifton Road 231

Content: The focus of this course is the PROCESS by which a disease is identified and then medicines are developed and distributed to patients. Students will learn how molecules are designed, how basic pre-clinical screening (e.g. toxicology) is done, and how the clinical trials process works. Speakers from industry, government (FDA), economics, medicine and law will explain their roles. Shotgun screening and patent prosecution are given equal weight. Emory's research infrastructure is explained by other on-campus speakers. Selected compounds are reviewed and student research projects comparing "existing" compounds are explained in-class to account for a large part of the grade. Effort is made to introduce students to non-academic career paths in the sciences.

Texts: Readings are varied. No assigned text.

Prerequisites: One year of introductory Biology and Chemistry.

NBB 470S: Clinical Neurology Study
Hopkins, Lennard, F, TBA, MAX: 13, Rm TBA

Content: Selected undergraduates will have an opportunity to correlate experience with actual patients with the science behind the diagnosis. During their time in the clinics, students will act as a 'patient assistant," helping patients who may have partial paralysis or loss of sensation. They will record the details of the patient's history and neurological findings as the clinicians perform the exam. Students will choose an individual patient to present and will conduct research on the patient's neurological problem. Each student will be assigned a Clinical Neurology faculty mentor who will help develop the writing and poster projects. At the end of the semester, students will present a poster and paper to a faculty committee, post their work on learnlink to share with peers, and possibly publish their work.

Texts: TBA

Particulars: Permission Only. This course has been designed for juniors or seniors with outstanding academic records and strong interpersonal skills

NBB 470S: "The Brain(Addiction), History and Culture
Kushner, T, 1:00-4:00, MAX: 21 (7-NBB, 7-IDS, 7-BSHE), Callaway S423

(same as IDS 485S)

Content: This seminar will explore the construction, meaning, and mpact of addiction in historical psychological,and neurobiological perspective. Particular attention will be given to the putative neurobiological mechanisms associated with addiction and consciousness altering substances and behaviors. Biological and psychological explanations that have been and continue to be used to explain the etiology and meaning f addiction will be examined. This exploration will include considerations of the role of social, cultural, and population differences as they may relate to addictive behaviors.

NBB 482: Frontiers in Neuroscience

Easterling, F, 12:00-1:30, MAX: 30, TBA

Content: This course that will allow our NBB undergraduates to experience the Frontiers in Neuroscience series that the Graduate Program in Neuroscience offers for their students.

Texts: Students will attend "cutting edge" Neuroscience seminars/talks and take notes on them. Notes will be turned in at the NBB office that same afternoon. It is expected that students receiving an "S", in part, will have missed no more than 3 seminars/semester.
will consist of primary papers, reviews, and book chapters. There will not be a required text though students will find “Principles of Neural Science” (4th Edition) by Kandel et al. and Basic Neurochemistry (6th Edition), which is available online, useful for background reading.

NBB 495A: Honors Research

Easterling, M, 3:00-4:00, 1462 Clifton Rd Room 231

(Meets every other week)

Pre/co-requisites: Permission of instructor and NBB 221 (Psychology 230 not accepted). Cannot be taken conurrently with NBB 497WR or NBB 499R. A maximum of four hours of NBB 495A, 495BWR, , 497R, 497WR, or 499R accepted as an elective toward the NBB major.(Forms in NBB Ofice)

NBB 495BWR: Honors Research
Easterling, M, 3:00-4:00pm, 1462 Clifton Road Rm 231
(Students meet every other week)

Content: Fall, Spring, Summer. Open to senior NBB majors enrolled in the College Honors Program. Honors research in neurobiology/behavior. Registrants attend biweekly meetings to present progress reports of their ongoing research, discuss how to write proposals, papers, and give oral presentations. To receive credit for the course and to satisfy the senior-year writing requirement, a student thesis must be accepted by the Honors Program.

Prerequisites: Permission of instructor; NBB 221 (Psychology 230 not accepted); NBB 495A (with permission of instructor, may substitute NBB 499R) Cannot be taken concurrently with NBB 499R; may not receive credit for NBB 495BWRa and NBB 497WR under the direction of the same faculty mentor. A maximum of four hours of NBB 495A, 495BWR, 497R, 497WR, or 499R accepted as an elective toward the NBB major.(Forms in NBB Office)

NBB 497R: Supervised Reading

Content: Fall, Spring, Summer. Credit, one to four hours. Independent, faculty-mentored research; designed as a prelude to conducting laboratory research under the same mentor.

Prerequisites: Permission of instructor. Cannot be taken conurrently with NBB 497WR. A maximum of four hours of NBB 495A, 495BWR, 497R, 497WR, or 499R accepted as an elective toward the NBB major.(Forms in NBB Ofice)

NBB 497WR: Supervised Writing

Content: Fall, Spring, Summer. Independent, faculty-mentored research and writing, with major writing assignment(s) accounting for at least 60% of the grade.

Prerequisite: Permission of instructor. Cannot be taken concurrently with NBB 497R. may not receive credit for NBB 497WR and 495BWR under the direction of the same faculty mentor. A maximum of four hours of NBB 495A, 495BWR, 497R, 497WR, or 499R accepted as an elective toward the NBB major. (Forms in NBB Office)

NBB 499R: Undergraduate Research
Easterling, M, 3:00-4:00pm, 1462 Clifton Road, Room 231
(Students meet every other week)

Content: Fall, Spring, Summer. Credit, one to four hours.Up to eight hours may be taken, but a maximum of four hours of NBB 495A,, 495BWR, 497R, 497WR, or 499R accepted as an elective toward the NBB major. Independent research in neurobiology and behavior. Registrants attend biweekly meetings to present progress reports of their ongoing research, discuss how to write proposals, papers, and give oral presentations.

Prerequisites: Permission of instructor:(for enrollment in a second semester, NBB 221 (Psychology 230 not accepted); cannot be taken concurrently with NBB 495A, 495BWR or 497WR. (Forms in NBB Office)

Anthropology

ANTH 306SWR: Primate Mating Strategies
Whitten, TTH 1:00-2:15, Max:18

Content: This course will focus on primate mating behavior from the perspectives of sexual selection, evolution, and ecology. Mating systems and patterns of sexual activity in a variety of primate species will be reviewed and compared in light of current theories on intrasexual competition and mate choice. Genetic success will be compared to evidence for mating success and mate selection. Alternative strategies and tactics will be compared within and among species.

Texts:

• Why Is Sex Fun? Jared Diamond
• Sexual Selection Malte Andersson
• Sexual Selection in Primates Peter Kappeler and Carel van Schaik

Journal articles and book chapters

Prerequisites: ANT 302 or by permission of instructor. Requires a prior class in primate behavior and some familiarity with concepts of animal behavior and evolutionary theory.

GER information:this course satisfies both the undergraduate writing and the post-freshman semina rrequirements.

The course will be taught as a seminar format. Theory and patterns of behavior are conveyed through discussion of assigned readings. Attendance and participation in discussions are required. Requirements include several oral presentations on assigned readings, a 15 page term paper, and reaction papers. Grades:

-Term paper 40%
-Presentations, participation, & quizzes 30%
-Reaction papers 30%

ANT 323 Sex Differences: Biological Bases

Whitten, TTH 4:00-5:15

Content: Examination of the biological bases of sex differences and their development.

Biology

BIOL 241: Evolutionary Biology

de Roode / Gerardo , MWF, 10:40-11:30, MAX: 60, 1462 Clifton Road, Room 308

Content: A study of the factors that cause genetic change and of the evolutionary consequences of such changes. Topics include population genetics, adaptation and natural selection, evolution of genes, proteins and genomes, sexual selection, kin selection, speciation, and diversification of taxa. Emphasis on molecular, genetic, ecological, and evolutionary factors related to variation and adaptation to environment, and constraints on adaptation.

Text: Freeman, Scott and Jon C. Herron. Evolutionary Analysis, 4th Edition. (Prentice-Hall)

Particulars: Three tests and a comprehensive final. Discussion of current and classic literature and group presentations will be required. Prerequisites: Biology 141 and 142.

BIOLOGY 302 (000): Biochemistry II
Kelly / Lutz (Chemistry), Tu Th, 1:00-2:15, MAX: 50, White Hall 206

(Same as CHEM 302)

Content: This course builds on principles developed in Biol/Cheml 301 and will focus on how simple metabolic pathways expanded and were incorporated into more complex biochemical systems during the evolution of the eukaryotic genome. Aspects of molecular evolution, parasitic and symbiotic relations, and compartmentalization will be developed from a metabolic perspective. Specific examples will include the evolution and integration of the mitochondrian and chloroplast genomes into the eukaryotic cell, and the role of compartmentalization in gene expression, energy regulation, and anabolic/catabolic regulation.

Text: Garrett, Reginald and Charles M. Grisham. Biochemistry, 3rd Edition (Thomson Publishing)

Particulars: This course is the second semester of a two-semester sequence in introductory biochemistry, which is offered jointly by the Biology and Chemistry Departments. Completion of both courses should provide students with a firm foundation in biochemistry. Prerequisites: Biology 141 and 142; Chemistry 222. Completion of Biology/Chemistry 301 is recommended.

BIOLOGY 325 (000): Primate Social Psychology
de Waal (Psychology) , Tu Th, 11:30-12:45, MAX: 30, Psych 290

(Same as PSYC 325)

Content: Following a general introduction to primatology, this course covers recent progress in the growing field of primate social behavior. Topics range from aggression and dominance (e.g., warfare and power politics among chimpanzees) to affiliation, sex, and peaceful coexistence (e.g., parental behavior, behavioral sex differences, conflict resolution). The evolution of the large brain and remarkable intelligence of primates has been explained as related to the complexity of their societies: survival in such societies requires sophisticated social skills and a thorough understanding of the relationship network. Course segments focus on the motivational and cognitive processes underlying coalition formation, reciprocal exchange of benefits, reconciliation following conflict, and the origin of moral systems. Parallels with human behavior will be discussed.

Text: Required reading includes two books and articles assigned at the beginning of the course.

Particulars: Prerequisites: Biology 141 and 142. This course originates in the Psychology Department.

BIOL 336 (000): Human Physiology
Starnes, MWF, 8:30-9:20, MAX: 140, 1462 Clifton Road Room 230

BIOL 336 (001): Human Physiology

Siegler, TTH, 2:30-3:45, Max: 140, 1462 Clifton Road Room 230

Content: A study of human physiology emphasizing homeostatic mechanisms of integrated body functions. Topics include neurophysiology, endocrinology, muscle physiology, cardiology, immunology, respiration, gastroenterology, and urology.

Text: Widmaier, E., H. Raff, and K. Strang. Vander et. al's Human Physiology, 10th Edition (with FREE Art Notebook). (McGraw-Hill)

Particulars: Four in-class tests. Credit may be applied towards the Biology or NBB major for either Biology 336 or Biology 346, but NOT both.

Prerequisites: Biology 141 and 142 or permission of instructor.

BIOL 348: Mechanisms of Animal Behavior

Liu, TTH 10:00-11:15

Content: This course is a survey of current topics in neural development and neural basis of behavior. Emphasis is on research work that uses a combination of physiological, genetic, cellular, and molecular techniques to understand neural systems and their evolution and development. Prerequisites: Biology 141, 142, Biology 336 or 360; Chemistry 141 and 142, or permission of instructor.

BIOLOGY 440 (00P): Animal Communication
Gouzoules (Psychology), Tu Th, 1:00-2:15, MAX: 8, PAIS 393

(Same as PSYC 440)

Content: From the dance of the honey bee, the "honest advertising" of frogs, and the question of why birds sing, to the symbolic abilities of primates and dolphins, recent studies of animal communication have provided considerable insight into the evolutionary origins of human language. What do animals communicate about? How do signals and displays originate? Do animals deceive one another? How do social and physical environments influence communication? Does communication provide a window on the cognitive abilities of animals? These and other questions will be explored in the seminar.

Text: Original source material, discussed in seminar format.

Particulars: Grades will be based on class participation and one paper (approximately 15 pages). There will be a large amount of reading for the course. Permission of instructor is required prior to enrollment and priority is given to students who have taken PSYC 320/BIOL 320. Prerequisites: Biology 141 and 142. This course originates in the Psychology Department.

BIOL 450: Computational Neuroscience

Jaeger

Content: This course will look at the exploration of single neurons and biological neural networks with computer simulations. Each class consists of an introductory lecture followed by computer tutorials using the GENESIS software under UNIX. Specific topics include passive cable theory, compartmental modeling, voltage-gated and synaptic conductances, motor pattern generation, and cortical networks. Prerequisites: Biology 141, 142, and 360 (or IBS 502 or equivalent). Permission of instructor is also required.

BIOLOGY 475 (000): Biology of the Eye
Edelhauser/Nickerson, MWF, 9:35-10:25, MAX: 30,Emory Clinic B, Calhoun Conference Rm

(Same as IBS 548)

Content: A course designed for juniors, seniors, and graduate students who may be interested in a basic understanding of the eye. This course will review basic principles and state-of-the-art information on ocular anatomy, embryology, biochemistry, physiology, genetics, immunology, microbiology, pharmacology, and pathology. This course will provide a fascinating insight into the overall function of the eye.

Text: A course outline will be used with the appropriate text for each lecture.

Particulars: The course will have three didactic lectures with discussion per week. Course grade will be determined by two mid-term exams and one final. Graduate students will be required to write a term paper. Prerequisites: Biology 141 and 142.

Psychology

PSYC 321: Behavioral Neuroendocrinology of Sex
Wallen, TTH, 2:30-4:00, MAX: 40: PSYC=20; NBB=20: TOTAL=40

(Same as NBB 321)

Content: This course examines the role hormones, particularly steroid hormones, play in the development and activation of reproductive behaviors in animals and humans. In addition, the role of hormones in the development of sex differences in the brain and behavior will be explored. The first third of this course covers biological mechanisms of hormone production and the regulation and function of the neuroendocrine system. A background in biology is helpful, but neither required, nor necessary. The concepts necessary to understand the biology of the neuroendocrine system are developed in class. The last two-thirds of the course cover the behavioral effects of hormones and are divided into the immediate effects of hormones (activation) and long-term effects of hormones (organization). Research covers both animals and humans with everything from sex changing fish to sex change in human’s topics for consideration. This course provides a comprehensive overview of the manner in which hormones produce physical modifications and modulate sexual behavior in a variety of species.

Readings : Selected reserve readings.

PSYC 420WR: Psychobiology of Visual Perception
Rodman, TTH 2:30-3:45, MAX: 12

Content: The overall goal of this course is to understand how brain interacts with the mind in generating perceptions. At the same time, you’ll explore and practice scientific writing in a format designed to improve your writing skills and help you think deeply about the course topics. We’ll combine discussion of readings and discussion of the process of writing with some lecturing for background, writing exercises, and brief presentations. We’ll also have one or two lab sessions to examine and compare vertebrate eyes and brain material, as well as individual meetings with the instructor to plan and receive feedback on your writing projects and drafts. We will cover three broad areas within the psychology and neuroscience of vision, sequenced to allow us to consider the question of “what is visual experience?” in increasingly sophisticated ways. The areas are: I. Comparative perception and evolution of vision: how do animals see the world? For example, how do visual environments and ecology specify what animals ‘need’ to see? How are these differences reflected in structure and function of eyes and visual systems? How can we begin to understand how an animal perceives? II. How do we recognize and process faces? How is face recognition accomplished by the brain? How do the characteristics of a face, of the perceiver, and of the social context affect the perception of facial information? How and why does face recognition break down in neurological and psychiatric disease? III. What is the neural basis of visual experience and visual consciousness? How might it be possible to study the neural basis of consciousness in humans? How can visual consciousness be modeled in animals? What brain mechanisms appear to reflect aspects of awareness?

Prerequisites: Neuroscience coverage at an introductory level (such as Psych 110 or NBB 301/302 or Bio 141/142), plus at least one other course in ANY of the following: psychology, NBB, biology, anthropology, or philosophy.

Particulars: Readings will include selections from a variety of sources, including text chapters and monographs and journal articles from the scientific literature. Assignments will include two papers (one 7-9 pages, one 14-18 pages), brief summaries of articles, individual Blackboard course blogs, and in-class writing exercises. Class participation also counts.

Religion

REL 370: The Cognitive Science of Religion

McCauley

Content: This course will serve as an introduction to a new approach to the study of religion that has emerged over the past twenty years and that takes its inspiration from the cognitive sciences. Cognitive scientists of religion see their work as addressing various imbalances in religious studies, including, at the methodological level, favoring interpretation over explanation, and at the substantive level, favoring the idiographic over the recurrent, favoring experience and emotion over cognition, and favoring explicit conscious belief over implicit mental activity. The readings will include theoretical and methodological works that kick started this movement, a collection of empirical and experimental studies about religious cognition that it has inspired, and one of the most influential theoretical statements, to date, to have arisen from this school of thought.

Texts: Sperber, D. (1975). Rethinking Symbolism. A. Morton (Trans.). Cambridge: Cambridge University Press.

Slone, D. J. (ed.) (2006). Religion and Cognition: A Reader. London: Equinox.

Boyer, P. (2001). Religion Explained: The Evolutionary Origins of Religious Thought. New York: Basic Books.

The course may also include a few reserve readings.

Assessment: The evaluation of students' performance will turn on three factors: (1) 2 short papers (about 40%), (2) a longer paper (around 10 pages) due near the end of the semester (about 40%), and (3) participation (about 20%). Attendance is required.