ECTS credits ECTS credits: 4
ECTS Hours Rules/Memories Student's work ECTS: 60 Hours of tutorials: 1 Expository Class: 29 Interactive Classroom: 10 Total: 100
Use languages Spanish, Galician
Type: Ordinary subject Master’s Degree RD 1393/2007 - 822/2021
Departments: Clinical Psychology and Psychobiology
Areas: Psychobiology
Center Faculty of Biology
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable
On successful completion of this subject students will:
- Understand the biological basis of human behavior and psychological processes through behavioral, affective and cognitive Neuroscience, its contributions and limitations, and be able to explain some animal and human behavior from this perspective.
- Know, at a basic and general level, the biological foundations of behavioral and cognitive processes such as motivation, emotion, learning and memory.
1. Introduction to behavioral, cognitive and affective neuroscience.
2. Introduction to techniques and procedures used to study the neural bases of behavioral and cognitive processes.
3. Physiological bases of learning and memory .
4. Physiological bases of emotion and motivation.
5. From animal research to human research.
Basic:
Carlson, N. (2014). Fisiología de la Conducta. Barcelona. Editorial Pearson.
Complementary:
Arnsten, A.F.T. (2009). Stress signalling pathways that impair prefrontal cortex structure and function. Nature Review Neuroscience, 10, 410-422.
Bear, M.F., Connors, B.W., Paradiso, M.A. (2008). Neurociencia: La exploración del cerebro. Barcelona: Wolters Kluwer.
Carretié Arangüena, L. (2001). Psicofisiología. Madrid: Pirámide.
Carretié Arangüena, L. (2016). Anatomía de la mente: emoción, cognición y cerebro. Madrid: Pirámide.
Dolan, R.J. (2002). Emotion, Cognition and Behavior. Science, 298, 1191-1194.
Eichenbaum, H. (2003). Neurociencia cognitiva de la memoria. Barcelona: Editorial Ariel.
Friston, K.J. (1997). Imaging cognitive anatomy. Trends in Cognitive Sciences, 1, 21-27.
Gluck, M.A., Mercado, E., Myers, C. (2008). Learning and memory: From brain to behaviour. New York: Worth Publishers.
Kandel, E.R., Schwartz, J.H.E., Jessell, T.M. (2001). Principios de neurociencia (4ª Ed). Madrid: McGraw Hill/Interamericana.
Kolb, B., Wishaw, I.Q. (2006). Neuropsicología humana. Buenos aires: Editorial Médica Panamericana.
Lane, R.D., Nadel, L. (2000). Cognitive neuroscience of emotion. Oxford: Oxford University Press.
LaBar, K.S., Cabeza, R. (2006). Cognitive neuroscience of emotional memory. Nat Rev Neurosci, 7, 54-64.
LeDoux, J.E. (1999). El cerebro emocional. Barcelona: Ariel.
Luck, S.J., Vogel, E.K. (1997). The capacity of visual working memory for features and conjunctions. Nature, 390, 279-281.
Phelps, E.A. (2006). Emotion and cognition: insights from studies of the human amygdala. Annu Rev Psychol, 57, 27-53
Phelps, E.A., LeDoux, J.E. (2005). Contributions of the amygdala to emotion processing: from animal models to human behaviour. Neuron, 57, 175-187.
Pinel, P.J. (2006). Biopsicología (6ª Ed.). Madrid: Pearson.
Purves, D., Brannon, E.M., Cabeza, R., Huettel, S.A., LaBar, K.S., Platt, M.L., Woldorff, M.G. (2008). Principles of Cognitive Neuroscience. Sunderland, Mass. : Sinauer Associates.
Redolar, D. (2014). Neurociencia Cognitiva. Madrid: Editorial Médica Panamericana.
Reisberg, D., Hertel, P. (2004). Memory and Emotion. Oxford, U.K.: Oxford University Press.
Rosenzweig, M.R., Breedlove, S.M., Watson, N.V. (2005). Psicobiología: Una introducción a la Neurociencia Conductual, Cognitiva y Clínica. Barcelona: Ariel.
Rudy, W. (2008). The Neurobiology of Learning and Memory. Sunderland, Mass.: Sinauer Associates.
Savoy, R.L. (2001). History and future directions of human brain mapping and functional neuroimaging. Acta Psychologica, 107, 9-42.
Uttal, W.R. (2001). The new phrenology: The limits of localizing cognitive processes in the brain. Cambridge, MA: MIT Press.
Zani, A., Proverbio, A.M. (2003). The cognitive electrophysiology of mind and brain. London: Academic Press.
The subject will contribuye to acquire the following competences of the degree:
General:
GC.1. To develope the cognitive and methodological skills for the professional practice
GC.2. To apply the acquired knowledge in problems resolution.
GC.3. To use critical reasonong based in contrasted facts, as well as analysis and summarizing skills.
GC.4. To communicate ideas, concepts and scientific data in a clear, precise way, both oral and written.
GC.5. To acquire skills that allow guiding Adquirir habilidades que permitan dirigir su autoaprendizaje a lo largo de la vida profesional.
Specific:
EC.1. To know and understand the advanced structural, molecular, genetic and functional aspects of the normal nervous system.
EC.3. To use properly the vocabulary and concepts of the subject.
EC.4. To understand and apply the current neuroanatomical, neurochemical, neurophysiological, molecular and clinical techniques of Neuroscience research.
In addition, the different activities to be performed during the course will allow to acquire several transversal competences:
- Updating knowledge using computer databases (Medline, Psychinfo)
- Acquiring the habit of reading and using additional sources to prepare the subject.
- Reading and interpretaron of scientific information in English
- Critical review of scientific literature.
Lectures for introducing and explaining the main theoretical topics of the program supported by the appropriated audiovisual resources. Basic bibliography will be provided for each lesson. Activities will be included in order to stimulate and facilitate the lectures follow up. Class time is understood as a multi-purpose time where, in some occasions, students will have to work, either individually or in group, to interpret relevant figures or make additional readings about the subject.
Previously to the beginning of the course, an outline of it (Guide of Study), with the main theoretical concepts, figures and graphics employed in the classroom and explanations of the programmed activities will be available. Student activities include reading of selected papers and writing activities that will complement the topics covered by student´s handbooks.
Depending on the health situation, the methodology may undergo changes that allow it to be adapted to telematic or blended learning scenarios (see Observations).
- Students must pass an exam with a grade of 5 out of 10. The exam score will represent the 70% of the student's final grade.
- Active class follow-up and performance of the programmed activities will represent the 30% of the student's final grade.
Attendance to theoretical and practical classes: 39 hours
Reading and commentary of bibliography: 25 hours.
Time for study: 35 hour, plus one hour of individual guidance.
Total time: 100 hours
It is very desirable to study the subject on a regular basis, progressing on the knowledge with the same rhythm as the theoretical program is explained in the lecture room.
We think that in order to prepare adequately the subject, it is essential to assist regularly to all the theoretical and practical classes.
It is also very valuable to have an active implication in the classroom.
Methodology:
Contingency plan
Methodology: Scenario 2.- The same schedule and time distribution will be followed with the subsequent adaptations: Synchronous sessions will be held, which may be either classroom-based or virtual through the Teams platform. As in Scenario 1, students will have access to the material to be used in the classes through the Virtual Campus.
Scenario 3.- The same calendar and time distribution will be followed with the subsequent adaptations: All sessions will be conducted virtually (synchronously) through the Teams platform. As in Scenario 1, students will have access to the material to be used in the classes through the Virtual Campus.
Given the uncertainty caused by the current health situation, part of the content may be worked on autonomously by the student, who will be informed through the Virtual Campus. The delivery of activities will be done on this platform and/or through Microsoft FORMS.
Assessment: The learning assessment system will be the same in all three scenarios, but, depending on the health circumstances, all assessment activities may take place telematically. In the case of fraudulent exercises or tests, the system set out in the "Regulations for the assessment of students' academic performance and the review of grades" will apply.
Sonia Doallo Pesado
- Department
- Clinical Psychology and Psychobiology
- Area
- Psychobiology
- Phone
- 881813916
- sonia.doallo [at] usc.es
- Category
- Professor: Temporary PhD professor
Paula Pazo Álvarez
Coordinador/a- Department
- Clinical Psychology and Psychobiology
- Area
- Psychobiology
- Phone
- 881813682
- paula.pazo [at] usc.es
- Category
- Professor: Temporary PhD professor
Samuel Suarez Suarez
- Department
- Clinical Psychology and Psychobiology
- Area
- Psychobiology
- Phone
- 881813915
- samuel.suarez [at] usc.es
- Category
- Ministry Post-doctoral Contract
| Monday | |||
|---|---|---|---|
| 17:00-18:00 | Grupo /CLE_01 | Galician, Spanish | Classroom 05 (video-conference). Rita Levi Montalcini |
| Tuesday | |||
| 16:00-18:00 | Grupo /CLE_01 | Spanish, Galician | Classroom 05 (video-conference). Rita Levi Montalcini |
| Wednesday | |||
| 18:00-19:00 | Grupo /CLE_01 | Galician, Spanish | Classroom 05 (video-conference). Rita Levi Montalcini |
| 12.16.2020 16:00-18:00 | Grupo /CLE_01 | Classroom 05 (video-conference). Rita Levi Montalcini |
| 06.14.2021 17:00-19:00 | Grupo /CLE_01 | Classroom 05 (video-conference). Rita Levi Montalcini |