Important notice
The course guide is provisional.
The PDF version of the course guide may take a few days to become available in the DDD.
Neurobiology of Cognition and Behaviour
Code: 42911Credits: 9
| Degree programme | Type | Course |
|---|---|---|
| Neurosciences | OB | 1 |
Contact lecturer
- Name :
- Lydia Gimenez Llort
- Email :
- lidia.gimenez@uab.cat
Teaching staff
- Soleil Garcia Brito
- Laura Aldavert Vera
- Antonio Armario Garcia
- Margalida Coll Andreu
- David Costa Miserachs
- Gemma Guillazo Blanch
- Roser Nadal Alemany
- Marc Pallarés i Añó
- Pilar Segura Torres
- Anna Vale Martinez
- Meritxell Torras Garcia
- Jordi Ortiz De Pablo
- Lydia Gimenez Llort
- Silvia Fuentes García
- Beatriz Molinuevo Alonso
- Marta Portero Tresserra
- Albert Fernandez Teruel
Group languages
You can consult this information at the end of the document.
Prerequisites
None special, except those established by the Master of Neurosciences.
Objectives
The subject explores the brain, the central nervous system and its interaction with neuroendocrine and immune systems, always in relation to complex psychological processes, such as emotions, stress and the multiple aspects of cognitive functions. The neurobiology (and Neurogenetics) of the main psychopathologies (psychiatric pathologies) and brain aging are also studied, with emphasis on basic research in both laboratory and human animals, and in the translation of this research to the clinic.
Learning outcomes
- CA14 (Plan scientific projects on the neurobiology of cognition, identifying aspects related to ethical responsibility and respect for fundamental rights and duties, diversity, and democratic values.) Plan scientific projects on the neurobiology of cognition, identifying aspects related to ethical responsibility and respect for fundamental rights and duties, diversity, and democratic values.
- CA15 (Plan scientific projects on the neurobiology of cognition, identifying aspects related to ethical responsibility and respect for fundamental rights and duties, diversity, and democratic values.) Plan scientific projects on the neurobiology of cognition, identifying aspects related to ethical responsibility and respect for fundamental rights and duties, diversity, and democratic values.
- CA16 (Incorporate the knowledge acquired in the field of neuroscience to continue your professional career independently or in a team.) Incorporate the knowledge acquired in the field of neuroscience to continue your professional career independently or in a team.
- KA12 (Identify the nervous, endocrine, and immune systems in the context of complex psychological processes such as emotions, stress, and cognition.) Identify the nervous, endocrine, and immune systems in the context of complex psychological processes such as emotions, stress, and cognition.
- KA13 (Indicate the biological basis of both psychopathology and the ageing of the nervous system.) Indicate the biological basis of both psychopathology and the ageing of the nervous system.
- KA14 (Relate basic research to experimental models and their transfer to a clinical setting, both in experimental animals and in humans.) Relate basic research to experimental models and their transfer to a clinical setting, both in experimental animals and in humans.
- SA13 (Investigate the systems and models used in research on the degeneration, regeneration, and plasticity of the nervous system.) Investigate the systems and models used in research on the degeneration, regeneration, and plasticity of the nervous system.
- SA14 (Analyse cognitive processes under normal and psychopathological conditions.) Analyse cognitive processes under normal and psychopathological conditions.
- SA15 (Examine the foundations of therapeutic treatments for pathologies of the nervous system.) Examine the foundations of therapeutic treatments for pathologies of the nervous system.
Contents
CONTENTS
BLOCK 1: SOME BASIC CONCEPTS AND PROCESSES
BLOCK 1A: LEARNING & MEMORY
1-LEARNING PROCESSES (I). Non-associative learning. Associative learning: Apetitive and Aversive Classical conditioning. Neurobiology of some forms of classical conditioning. (2 hours)
Alberto Fernández Teruel
2-LEARNING PROCESSES (II). Associative learning: Instrumental conditioning. Spatial and other forms of learning. Neurobiology of some forms of instrumental conditioning and spatial learning. (2 hours)
Alberto Fernández Teruel
3-MEMORY PROCESSES AND TEMPORAL DYNAMICS. Consolidation and reconsolidation. (2 hours)
Meritxell Torras
4-MEMORY SYSTEMS IN THE BRAIN (I). Explicit memory. Cognitive flexibility. (2 hours)
Anna Vale
5-MEMORY SYSTEMS IN THE BRAIN (II). Working memory. Emergence and maturational changes in implicit and explicit memory systems, and in working memory. (2 hours)
Soleil García
6-THE EMOTIONAL BRAIN. (2 hours)
Margarita Coll
7-SYNAPTIC PLASTICITY AND MEMORY. (2hours)
David Costa
8-THE ROLE OF SLEEP IN MEMORY CONSOLIDATION. (2 hours)
Marta Portero
9-WORKSHOP: Practical evaluation of Block 1A (2 Subgroups). (2 hours)
Pilar Segura and Laura Aldavert
BLOCK1B: NEUROENDOCRINOLOGY & NEUROBIOLOGY OF STRESS
10-NEUROENDOCRINOLOGY & NEUROBIOLOGY OF STRESS (I). Hormone action mechanisms in the CNS. Neuroendocrine regulation of hypophysiary hormones. (2 hours)
Antonio Armario
11-NEUROENDOCRINOLOGY & NEUROBIOLOGY OF STRESS (II). Neurosteroids. (2 hours)
Marc Pallarés
12-NEUROENDOCRINOLOGY & NEUROBIOLOGY OF STRESS (III). Neurobiology of stress: Concepts, types and physiological markers. Processing stressing stimuli in CNS: Chronic stress and adaptation. Stress and pathological processes. (2 hours)
Antonio Armario
BLOCK 1C: NEUROBIOLOGY OF CONCIOUSNESS
13-NEUROBIOLOGY OF CONCIOUSNESS. Nature and basic concepts. Neural mechanisms of consciousness. (2 hours)
Gemma Guillazo
BLOCK 2: MENTAL HEALTH THROUGH THE LIFE CYCLE: FROM BASIC RESEARCH TO HUMAN SUFFERING
14-LIFE CYCLE: CHILD AND ADOLESCENT MENTAL HEALTH. Externalizing and internalizing behavior. Early life adversity. (3 hours)
Sílvia Fuentes, Beatriz Molinuevo
15-NEUROBIOLOGY OF AGGRESSIVE BEHAVIOR. Basic concepts. Classifications of aggressive behaviors. Animal models of aggression. Neurobiology of aggression. Development of aggressive behavior. Learning, maintenance, and control of aggressive behavior. Proximal causal factors of aggressive behavior. Gene-environmental interactions. Causal models of the development of conduct problems. (3 hours)
Beatriz Molinuevo
16-ADDICTIVE BEHAVIOR (I). Addictive drugs. Neuroanatomy and neurochemistry of cerebral circuits of addictive behavior. Molecular basis of addiction. (3 hours)
Jordi Ortiz
17-ADDICTIVE BEHAVIOR (II). Addictive behavior. Human and animal models. Adolescence and drug addiction. Sex/Gender differences. Stress and addiction. Individual differences.
Roser Nadal
18-ANIMAL MODELS IN NEUROSCIENCE AND PSYCHIATRY RESEARCH. Overview on animal models of neuro-psychopathology. Validity criteria. Representative examples. (2 hours)
Lydia Giménez Llort
19-ANXIETY AND ITS DISORDERS. Definition of anxiety and fear. Essential neurobiology and neuropharmacology of anxiety and fear. Basic research with animal models. Main anxiety disorders. Pharmacological and non-pharmacological treatments. (2 hours)
Alberto Fernández Teruel
20-NEUROBIOLOGY OF DEPRESSION AND AFFECTIVE DISORDERS. Definition of depression. Stress and depression. Essential neurobiology and neuropharmacology of depressive disorders. Basic research with animal models. Main depressive disorders. Pharmacological and non-pharmacological treatments. (3 hours)
Antonio Armario
21-NEUROBIOLOGY OF SCHIZOPHRENIA. Definition of schizophrenia. Essential neurobiology and neuropharmacology of schizophrenia. Basic research with animal models. Pharmacological and non-pharmacological treatments. (3 hours)
Alberto Fernández Teruel
22-LIFE CYCLE: THE AGING BRAIN (I). Health aging. Sensory, motor, cognitive, emotional and social human functioning in the older people. Age-related cognitive and functional decline. Risk factors and interventions (under GDS, cultural and sex/gender perspectives). (2 hours)
Lydia Giménez Llort
23-LIFE CYCLE: THE AGING BRAIN (II). Aging and brain-related diseases: translational research from animal models to human patients. Comorbidities. Risk factors and preventive/therapeutical interventions, under GDS, cultural and sex/gender perspectives. (2 hours)
Lydia Giménez Llort
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Workshop | 2 | 0.08 | |
| Actividades autónomas | 167 | 6.68 | |
| Clases magistrales | 50 | 2 |
Master classes / expositions.
Discussion of some cases and / or scientific articles and experimental designs.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Theoretical exam-2nd part / Examen teórico (2a parte) | 50 | 2 | 0.08 | KA12, KA13, KA14, SA13, SA14, SA15 |
| Practical evaluation (1st part)- Ejercicio práctico evaluativo (1a parte) | 15 | 2 | 0.08 | KA12, KA13, KA14, SA13, SA14, SA15 |
| Theoretical exam- 1st part / Examen Teórico (1a parte) | 35 | 2 | 0.08 | CA14, CA15, CA16 |
To pass this module, it will be necessary to get at least a 5.0 / 10.0 mark after averaging the marks of the different parts.
In order to be able to calculate this average it will be necessary to get a minimum of 5.0 in each one of the following parts: (Block 1A), (Block 1B), (Block 1C and Block 2), Workshop.
The assessment tests will have different typologies (short questions, problem solving or multiple choice).
Students will have a second opportunity to take an examination of any part of the parts that they have failed, in a final recovery exam.
In order to take the recovery exam, students must have been previously assessed in a set of activities whose weight is equivalent to at least two-thirds of the total grade for the subject or module.
Students will receive a grade of \"Not Evaluated\" when the completed assessment activities account for less than a third of the final grade.
In this subject, the use of Artificial Intelligence (AI) technologies is not allowed in any of its phases. Any work that includes fragments generated with AI will be considered a lack of academic honesty and may lead to a partial or total penalty in the grade of the activity, or greater sanctions in serious cases.
The commission of any irregularity in an assessment act (academic fraud, plagiarism or improper use of AI, unless this use is expressly authorized in the teaching guide), which may lead to a significant variation in the grade, means that this act will be graded with a 0. In the event that the teaching guide provides that in order to pass the subject it is an essential requirement to have obtained a minimum grade in this assessment act or that several irregularities occur in the assessment acts of the same subject, the final grade for this subject is 0. Apart from this, a disciplinary process may be initiated against the student who incurs any of these irregularities.
Bibliography
GENERAL
Bear, M.F., Connors, B. i Paradiso, M. (2008) Neurociencia: la exploración del cerebro (3ª edició). Barcelona: Wolters Kluwer.
NR Carlson \"Fisiologia de la Conducta\", (8 Ed.) Barcelona: Ariel, 2005.
Kandel E. (2012) Principles of neural science. 5th ed. Ed. McGraw Hill.
MR Rosenzweig, AL Leiman y SM Breedlove, Psicobiologia, Barcelona: Ariel, 2005.
Squire LR, Bloom FE, Spitzer NC, Du Lac S, Ghosh A and Berg D (Eds)
\"Fundamental Neuroscience\" (3rd. Edit), New York Elsevier, 2008.
Stahl SM. Psicofarmacología esencial. Bases neurocietíficas y aplicaciones clínicas. Barcelona: Ariel. 2002.
Vallejo Ruiloba J, Leal Pérez C. Tratado de Psiquiatría (Volúmenes I y II). Barcelona: Ars Médica, 2010.
ESPECÍFICA
A Fernández-Teruel \"Farmacología de la conducta: De los psicofármacos a las psicoterapias\", Bellaterra: Servei de Publicacions de la UAB, 2008.
Ch. Koch \"The quest for consciousness: a neurobiological approach\", Colorado: Roberts and Co, 2004 (Ed.
española. Barcelona: Ariel).
GF Koob and ML LeMoal, \"Neurobiology of addiction\", New York: Academic Press, 2005
Morgado Bernal, I. (2007) Emociones e inteligencia social: las claves para una alianza entre los sentimientos y la razón. Barcelona: Ariel.
Morgado-Bernal, I: (2014) Aprender, recordar y olvidar: Claves cerebrales de la memoria y la educación. Barcelona: Ariel.
ET Rolls ET \"Emotions explained\", New York: Oxford University Press., 2005.
Sandi C, venero C, Cordero MI. Estrés, Memoria y trastornos asociados. Implicaciones para el daño cerebral y el envejecimiento. Barcelona: Ariel. 2001.
A Tobeña \"Anatomia de la agresividad humana\", Barcelona: Galaxia Gutenberg, 2001.
More specific bibliography on the different sessions / topics of this subject will be indicated by the respective professors and teachers at the time
Software
No specific programs are needed
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (TEm) Theory (master) | 1 | Catalan/Spanish | second semester | morning-mixed |
| (SEMm) Seminars (master) | 1 | Catalan | second semester | morning-mixed |
| (SEMm) Seminars (master) | 2 | Catalan | second semester | morning-mixed |