PSY208 201060 B D-24 June 2010-Version 1

PSY208 - Biopsychology
Session 2 2010
Faculty of Arts
School of Psychology
Bathurst Campus
Distance Mode
Subject Coordinator Izumi Hiramatsu
Subject Overview
Welcome to a new session of study at Charles Sturt University.
The aim of Biopsychology is to introduce students to paradigms for the explanation and
study of behaviour that are characterised by a focus on the functioning of the nervous
system. This subject will introduce students to basic principles of neuroscience,
including neuron structure and function, neurotransmission, and functional
neuroanatomy. These will be examined within the broader framework of the structures of
behaviour (innate and acquired), as well as functional systems (eg. sensation, perception,
motor control and memory).
Introduction
The purpose of this subject is to understand the physiological basis of human and animal
behaviour. The major focus of the subject will be on how the structure and function of
the brain subserves behaviour (including cognition and emotion). It is not possible to
understand the mind without understanding how the brain functions. Included in this
understanding is how behaviour is achieved neuro-physiologically. Since the brain
handles information coming in from all senses, and is responsible for the movements we
make, the language we use, and the thoughts we have, it also must be the origin our
emotions, our motivations, our learning and our memory that supports all these activities.
Our brain is not fully developed at birth but must use experience to achieve its potential.
This subject introduces you to the fascinating study of how the brain works. Accepting
that all behaviour has corresponding biological processes, a grounding in this subject
should lead on to a more informed idea of such human characteristics as consciousness,
self concept, altruism, and other characteristics that define us as "human".
The objectives of the subject are that, on completion of this subject, you should:
• have gained an overview of current explanations of behaviour from a biological

perspective;
• have an understanding of how function (information processing and behaviour) can
emerge from structure (the chemical and nervous pathways);
• have developed some understanding of how the brain functions, how the brain
normally processes information and learns, and how it is affected when damaged in
Charles Sturt University Subject Outline

PSY208 201060 B D-24 June 2010-Version 1 Page 1 of 21
various ways. You will be endeavouring to grasp the logic of the brain's hierarchical
organisation and its interactive networks.
• have an understanding of how research is conducted in the neurosciences.
Topics to be covered in the first half of the course will be the foundation for the applied
topics covered in the second half. Thus, you will be introduced to the basic anatomy of
the nervous system, and the electrical and chemical events which occur within and
between nerve cells, before we consider the neurophysiology of behaviours such as
learning, memory, language, emotion, motivation, sensation-perception and movement.
You will also learn a little about the neuropathology of these behavioural systems.
Your subject coordinator
Izumi Hiramatsu
Learning objectives
- be able to demonstrate knowledge of current explanations of behaviours from a

biological perspective
- be able to demonstrate ability to draw and describe the structure and function of
neurons within the central nervous system (CNS)
- be able to demonstrate ability to describe the major components of the CNS involved in
sensation, perception and movement and how they interact
- be able to demonstrate an understanding of the structures and pathways involved in
higher level functions such as motivation, emotion, learning and memory and language
- be able to demonstrate an understanding of the consequences of brain damage resulting
from psychopathological disorders and other trauma on the functioning of the CNS and
on behaviour
- be able to demonstrate an understanding of methods of research in neuroanatomy
Assumed knowledge
PSY101 & PSY102 (Foundations of Psychology)
Contact Procedures
Academic enquiries
Any questions concerning the teaching of this subject can be made by contacting your
subject coordinator.
Subject Coordinator Izumi Hiramatsu

Email ihiramatsu@csu.edu.au
Phone (02) 6338 4656

Fax (02) 6338 4401
Campus Bathurst
Building/Room number C6
Consultation procedures
The subject coordinator will be available for student consultation. Consultation times
will be advised via the online subject forum (or Announcement in the subject Interact
site) in week 1.
Minimum standards of consultation
According to the Minimum Standards for Communication with Students Policy (http://
www.csu.edu.au/acad_sec/manuals/p8.rtf), students can expect that the subject
coordinator or nominee of the distance education forums will respond to their postings at
least once a week during the teaching weeks of the session.
Contact procedures
If you need to discuss any issues regarding this subject, please do not hesitate to ring me
during my consultation hours. If you can not make the hours and you have any urgent
matters to discuss with me on the phone, the best and certain way to do so is to email me
to arrange a time or ring our school secretary (Ms. Kate Jacobson -0263384580).
Subject Delivery
Learning, teaching and support strategies
Online study guide

An online study guide will be established for the weekly topics in the subject Interact
site. It will provide you a brief summary of each topic, some questions for you to
consider after you read the relevant chapter of the textbooks and links to the relevant
study materials such as ‘mypsychkit’ (see below for mypsychkit). Please make sure you
will check the weekly topic regularly.
Mypsychkit
Your textbook (Carlson 10th) provides you ‘mypsychkit’ (web based supplementary
material). You will be able to receive the kit with your access code when you purchase
your textbook (if you are using the previous edition of the textbook please check the
subject forum for the instruction). Just follow the instruction to register and log in to the

web site when the semester starts. If you have any problem with the site, please contact
the customer service of the Pearson Education (product. support@pearsoned.com ).
On-line forum
An on-line subject forum will be established for PSY208. The main function of this
forum should be a channel for communication amongst students about possible common
issues within this subject and the place for me to post relevant materials. Also, I will
establish two more forums; assignment forum and social forum. The assignment forum is
where you can discuss any relevant issues regarding your two assignments. However, if
you would like to discuss something other than these, I would like you to use the social
forum.
Where possible, you can use these forums to ask questions about the subject and the
assignments. The benefits of doing this on a forum is that all students can participate in
the discussion, or receive some information from the discussion and students can help
each other to learn in this subject. I will attempt to monitor the main forum and the
assignment forum at least once a week (please don’t expect immediate replies to your
questions) not only to answer some relevant questions but also to facilitate the learning
process. I will also post some subject relevant infomation to the main forum and the
assignment forum (e.g., what I expect in your assignments, general feedback for the
assignments, some tips for the final exam, how to study for the exam). Please remember
that it is your responsibility to check the forums at least once a week as well.
All forum messages are public to those people who have access to the site, so if you wish
to communicate with one individual only (especially for any matters which are outside
the subject), then it is suggested that you use email.
Schedule
Session Week Topic/Module Text/Readings Notes

1 Topic 1: Carlson, Ch 1
12 July Overview and Introduction to Kandel (2000): reading 1
Neuron Theory
19 July Neurons & Action Potential Pinel, Ch 3
and Signaling Stevens (1979): reading2
3 Topic 3: Carlson, Ch 2 & 4

26 July Neurotransmitters and
Psychopharmacology
4 Topic4: Carlson, Ch 3
2 August Basics of Neuro-Anatomy Pinel Chs 5-7
Kandel (2000): reading 1
5 Topic 5: Carlson, Ch. 3 Assessment 1 due

9 August Neural development & Shatz (1993) reading 10 Augst 2010
Plasticity Pinel Ch4

6 Topic 6: Carlson, Chs. 6 & 7
16 August Vision & Sensation Pinel Ch. 8
7&8 Mid-session break

(23-5 September)
9 Topic 7: Carlson Ch 8
6 September Motor Systems Pinel, Ch.9
10 Topic 8: Carlson, Ch 13 Assessment 2 due

13 September Learning Pinel Ch 10 15 September
Barker (1997):reading 4 2010
Kandel & Hawkins
(1992):reading 5
Schwartz & Robbins
(1995):reading 6
20 September Memory Pinel Ch 10
Squire & Knowlton
(2000): reading 7

27 September Emotion Pinel Ch 11
LeDoux (1995): reading 8
13 Topic 11: Carlson Ch 10 & Ch 12

4 Octorber Eating, and Reproductive Pinel Ch 11
Behaviour Nader et al. (1997):
reading 9

11 Octorber Language and Cortical Pinel Ch 12
function Geshwind (1979):
reading 10
Examination Period (18-29 Octorber)
Residential school
There is no residential school for this subject.
Text and Learning Materials
Prescribed text(s)
There are two set textbooks which you need to purchase from the bookshop:

Carlson, N. R. (2010). Physiology of Behaviour (10th ed.). Boston, MA: Allyn & Bacon.
Pinel, P. J., & Edwards, M. (2008). A colorful introduction to the anatomy of the human
brain (2nd ed.). Boston, MA: Allyn & Bacon.
Note:
To purchase a special package price (including Carlson & Pinel), please refer the
following ISBN 9314994077865.
Recommended reading / resources
The following are suggested supplementary textbooks you should consult if you do not
find some concepts easy to understand (another person may have a better way of
explaining a concept). All these books are available in CSU library. There are many
others as well.
Bear, M.F., Connors, B.W., & Paradiso, M.A. (2001). Neuroscience: Exploring the brain
(2nd ed.). Baltimore, MD: Lippincott, Williams & Wilkins.
Carlson, N.R. (2002). Foundations of physiological psychology (5th ed.). Boston, MA:
Allyn & Bacon.
Gazzaniga, M.T. (2000). The new cognitive neurosciences. Cambridge, MA: MIT Press.
Kandel, E.R., Schwartz, J.H., & Jessell, T.M. (2000). Principles of neural science (3rd
ed.). Connecticut: Appleton & Lange.
Kolb, B., & Whishaw, I.Q. (2003). Fundamentals of human neuropsychology (5th ed.).
New York: W. H. Freeman.
Nolte, J. (2002). The human brain: An introduction to its functional anatomy (5th ed.). St
Louis, MI: Mosby.
Pinel, P.J. (2003). Biopsychology (5th ed.). Boston, MA: Allyn & Bacon.
Rosenzweig, M.R., Breedlove, S.M., & Leiman, A.L. (2002). Biological psychology (3rd
ed.). Sunderland, MA: Sinauer.
Toates, F. (2001). Biological psychology: An integrative approach. Harlow: Prentice-

Hall.
Winn, P. (Ed.) (2001). Dictionary of biological psychology. London: Routledge. In

Reference Section [R 612.803 WIN]
Report-Writing Texts
American Psychological Association (2001). Publication manual of the American

Psychological Association (5th ed.). Washington, DC: American Psychological
Association. In Reference Section [R 612.803 WIN].

Burton, L.J. (2002). An interactive approach to writing essays and research reports in
psychology. Milton, QLD: John Wiley & Sons.
Gelfand, H., & Walker, C.J. (1990). Mastering APA Style: Student's workbook and
training guide. Washington, DC: American Psychological Association.
Findlay, B. (2003). How to write psychology laboratory reports and essays (3rd ed.).
The Australian Psychological Society Ltd. Frenchs Forest, NSW: Pearson.
O'Shea, R.P. (2002). Writing for psychology (4th ed.). Melbourne: Thomson Learning.
Silyn-Roberts, H. (2002). Writing for science. Auckland: Pearson Education
Smyth, T.R. (1996). Writing in psychology: A student guide. Brisbane, QLD: John Wiley
& Sons. Also in Reference Section [R808.06615 SMY].
Statistics Textbooks
De Veaux, R.D., Velleman, P.F., & Bock, D.E. (2004). Intro stats. Boston, MA: Pearson
Education.
Donnelly, R.A. (2004). The complete idiot's guide to statistics. New York: Alpha Books.
Gravetter, F.J., Wallnau, L.B. (2004). Statistics for the behavioural sciences (6th ed.).
Belmont, CA: Wadsworth/Thomson Learning.
Howell, D.C. (2004). Fundamental statistics for the behavioural sciences (5th ed.).
Belmont, CA: Brooks/Cole.
http://bmj.bmjjournals.com/collections/statsbk/index.shtml
Site for Statistics at Square One, online textbook by T D V Swinscow (1997), revised by
M J Campbell.
Videos in CSU Library
611.81 DIS 1 (B) Dissection of the Human Brain

612.82 D1 (A) Development of the Human Brain
571.6 M1 (A) The Magic of Cells
599.935 HAN1 Family Patterns; in Hand-me-down
Genes: An Introduction to Genetics
616.042 HER1 (B) Heredity, Health and Genetic
Disorders
612.8 NER1 (B) The Nervous System
612.S1 (B) in AV Reserve The Biologix Series
• #2 - Nerve Impulse Conduction

• #3 - Synaptic Transmission
and Reflexes
• #4 - CNS & Brain
• #5 - The Peripheral Nervous
System

• #6 - Eye & Vision
• #7 - The Ear: Hearing &
Balance
• #8 - Tactile and
Chemoreceptors
CDs in CSU Library
Carlson (2002)
Kalat (2004)
Pinel (2003)
Reith Lectures (2003)
Plastic Brain
In Reserve, there is a plastic, life-sized, brain that is colour-coded in terms of nuclei, that
can be pulled apart and reassembled. It is available on two-hour loans within the library.
This brain was an expensive purchase; so, it would be good to have it well used. Past
students who have used it found it terrific. If you are within driving distance of Bathurst,
it would be worth the trip to come and try it. Alternatively, you may use it while on
campus for residential school. It would be worth consulting more than once as the course
moves through the various topics where gaining a 3-D image of the brain would be an
advantage.
Websites
There are a number of interactive websites that you may find via a Google search (use
search words such as BRAIN, or the particular part of the brain you are interested in,
such as BASAL GANGLIA). For neuro-anatomy, the University of Washington, Seattle
site, WUSTLE for short is available:
http://www9.biostr.washington.edu/da.html. (http://www9.biostr.washington.edu/da.html.
Another)
Another good one is:
http://faculty.washington.edu/chudler/introb.html
Click through it like chapters in a book. You may use it to test yourself on terminology
and localisation. Other universities that teach psychology have lecture notes on the
behavioural topics with which we will deal. Any site with .edu in the URL is worth
looking at as some lecturers have their lecture notes there. These notes are often brief,
and may explain the topic in a different way to your textbook, which may help you if the
textbook does not. They often have diagrams which assist understanding, too.
The 2003 Reith Lectures broadcast on Radio National are available for live audio on a
CD held in reserve, and on the Reith Lectures website at the following URL:

http://bbc.co.uk/radio4/reith2003
In 2003, the lecturer, Prof. Ramachandran from California, talked about neuroscience
matters. He is a highly entertaining speaker and there was quite a lot relevant to our
course in his talks. Well worth a listen.
Assessment Information
Pass Requirements
To pass the subject you must obtain an overall grade equivalent to 50% or more. You do
not need to pass every component of the assessment to pass the subject. However, both
assignments, and the final exam must be completed to meet terms for this subject.
It is primarily the responsibility of the student to ensure that all reasonable measures are
taken to adequately meet assessment requirements. These include:
• Ensuring that you understand all assessment requirements.

• Completing and submitting all assigned assessable tasks by the due date.
• Ensuring that all assessable items are safely submitted to the University in the
manner designated for this subject.
• Keeping a copy of all submitted assignments.
Grades
HD High Distinction 85% and above

DI Distinction 75% - 84%
CR Credit 65% - 74%
PS Pass 50% - 64%
FL Fail 49% and below
On your assignment, you may also find the grade in symbols modified by a 'plus' or
'minus'. This symbol indicates the top and bottom of the range, respectively, as opposed
to the middle, which will have no additional symbol. Thus, a CR+ will mean a value of
72.5, a CR- a value of 67.5. As there are 15 points in the Pass range, a PS with no +/-
will mean a middle value of 57.5, compared to minus of 52.5 and plus of 62.5; similarly
for the High Distinction range which also has 15 points. Keep a copy of your
assignment file in case of misadventure. Some assignments do get lost in transit, either
yours alone or a packet from CSU.
The result written on your assignment will be the letter grade and the raw score (%)
supplied. That is the policy of the School and not unique to this subject. In your final
result for the subject, your mark may be scaled, in order to conform to the distribution

that this university practices (that is, pushed up or down, depending upon the
distribution). Thus, you should strive to do the best of which you are capable and to
adhere to the instructions and advice.
Assessment Requirements
Students will be assessed in subjects on the basis of a combination of norm and criterion
referencing with marks and grades being awarded by a combination of predetermined
standards and the performance of other students in the subject. Subjects that have a
satisfactory/unsatisfactory grading scale will be clearly spelt out in this Subject Outline.
For further information please consult the Academic Regulations of the Academic
Manual http://www.csu.edu.au/acad_sec/academic-manual/gcontm.htm
Presentation
Written assignment should:
• Have the appropriate assignment cover sheet (provided);

• Be double-spaced, typed with 12 point font, and have enough margins;
• Have numbered pages;
• Have your name and student number on each page (e.g., as header or footer);
• Use American Psychological Association (APA) formatting and referencing
conventions.
Plagiarism
Charles Sturt University expects that the work of its students and staff will uphold the
values of academic honesty and integrity. The Guide to Avoiding Plagiarism is an
important resource that will help you understand these values and apply them in practice:
http://www.csu.edu.au/division/studserv/learning/plagiarism/
Extensions
Requests for extensions should be submitted to the Subject coordinator in writing prior
to the due date. Extensions will normally only be given for documented medical
reasons or misadventures for which there is documentary support. Extensions will
NOT usually be given for work related reasons unless you face unforeseen and
unavoidable problmes (in this case,you are still required to submit appropriate
supporting documentation). Normally, extensions will not be given for a period longer
than 2 weeks.

Online Submission
Assignments can be submitted electronically to the CSU Assignment Section via EASTS
(Electronic Assignment Submission Tracking System).
In order to access EASTS, go to the CSU Interact site for this subject and click on the
EASTS link in the menu bar on the left hand side. This will take you to the EASTS site
where you are provided with step-by-step instructions to guide you through the online
submission process. EASTS has a help function that will allow you to print out
instructions to assist you in this process if required.
Note:
A message will be sent to the email address, as recorded on the system under 'My Email',
confirming the receipt of your assignment via EASTS.
A duplicate assignment cover sheet will be attached to the assignment on receipt at CSU.
Assignments submitted electronically via EASTS will be returned, after marking, by

post, not electronically.
Faxed / Emailed Assignments
Faxed or email assignments will NOT be accepted.
Penalties for Late Submission
A penalty will be imposed for late assignments without an approved extension or

assignments submitted after the date given in the extension. The penalty will be 5% of
the available mark for the first day and then 2% of the available mark per day
thereafter. No assignment will be accepted after the others have been returned.
Resubmission
Resubmission is NOT usually available.
Assignment Return
You should normally expect your marked assignment to be despatched to you within
three weeks of the due date, if your assignment was submitted on time. If an assignment
is submitted on time but not returned by the return date, you should make enquiries in

the first instance to the subject coordinator. If the subject coordinator is not available,
contact Student Services Support Central on 1300 734 654.
Feedback
Written feedback is provided for all submitted assignments. Individual feedback will not
be provided for the final exam other than as a final grade for the subject.
Past exam paper(s)
The past exam papers for this subject are NOT available.
Assessment Items
Item number Title Type Value Due date* Return date**
1 Essay Assignment 20% 10-Aug-2010 31-Aug-2010
(Literature
review)
2 Research Report Assignment 30% 15-Sep-2010 03-Oct-2010
3 Final Exam Exam 50% To be Advised. -
* due date is the last date for assessment items to be received at the University
** applies only to assessment items submitted by the due date
Assessment item 1
Essay (Literature review)
Value: 20%
Due date: 10-Aug-2010
Return date: 31-Aug-2010
Length: 1000 words maximum (+ - 10% acceptable)
Submission method options
EASTS (online)
Post (option applies to DE & Offshore/Dubbo Tutorial only)
Task
Discuss the role of negative schema in the regulation of emotional responses with
particular emphasis upon empirical studies using the ‘emotional’ stroop tasks.
This assignment can be used as the foundation of the literature review component of
your second assignment. This second assignment is an experimental report based on the
emotional stroop task.

Rationale
The aims of this assignment are:
• To become familiar with the studies in the area of behavioural neuroscience with a
specific focus on emotion.
• To develop skills in establishing and communicating an argument as a theoretical
essay by obtaining, understanding and evaluating current experimental and
theoretical literature in the area of behavioural neuroscience, and conforming to
APA format.
• To undertake a critical evaluation of the relevant evidence and theories in order to
develop a logical argument.
Marking criteria
The following guidelines for the essay will give you some idea of the standard expected.
Standard Required Performance
Adequate • Completeness (including conforming

Will generally lead to a PS grade to 1000-word limit)
• A reasonable literature review
• The theoretical issues involved
• A logical and coherent argument
• Organised and readable presentation
• Sufficient journal articles read and
understood
Good • A high level of quality in all the
Will generally lead to a CR grade above areas
• A competent literature review and the
integration with that literature
• Pointing out areas of debate and
contradiction
• Evaluate theories by reference to
empirical evidence
Very Good • An exceptional level of quality in all
Will generally lead to a DI grade of the above areas, with attention to
detail throughout
• Presenting the whole essay as a
coherent argument in which the
empirical problem is clearly stated,
present theories addressing the
problems clearly, and critically
evaluate theories by reference to
empirical evidence
• Implications or alternative directions
• Very concise and good writing
Excellent • Meet all of the criteria of the
Will generally lead to a HD grade preceding levels

• Demonstrate a high level of critical
analysis and consideration of
alternative explanations
• Originality
Assignments should be handed in on time. Assignments will receive detailed feedback.
Late assignments will be marked, but may not receive detailed feedback.
Assessment item 2
Research Report
Value: 30%
Due date: 15-Sep-2010
Return date: 03-Oct-2010
Length: 2,000 words maximum (aim for 1500 words)
EASTS (online)
Post (option applies to DE & Offshore/Dubbo Tutorial only)
Task
Topic: Write up an experimental study which is about the attentional negativity bias.
The aim of this study is to test the effect of negative emotional schema on performance
on the emotional stroop task.
You are allowed to use the first assignment as the foundation of your introduction. You
should be able to improve/develop it based on some comments you will receive for your
first assignment and make the literature review fit into your introduction. Therefore,
there should be some changes (e.g., making it shorter, providing a rationale for the study,
adding the hypothesis). In this assignment, you do not need to collect the data as it has
already been collected for you (you will be able to access the data of the experiment and
the data analysis from the subject resource section by the middle of August). In your
write-up, you should take the position of the experimenter (you will be able to access
some information on the actual stimuli, the hypothesis and procedures).
Rationale
The aims of this assignment are:
• To understand how to conduct an experiment in the area of emotional processing

from the perspective of behavioural neuroscience.
• To become familiar with current models of emotional interference on attentional
bias tasks
• To develop skills in communicating the results of experimental research as an
experimental report. This includes
- Developing a literature review
- Developing a logical and coherent argument which leads to hypotheses and

predictions
- Understanding and presenting the data as a test of the hypotheses
- Conforming to APA format
Marking criteria
The following guidelines for the report will give you some idea of the standard expected.
Standard Required Performance

Adequate • Completeness (including conforming
Will generally lead to a PS grade to 2000-word limit)
• Organised and readable presentation
• Relevant content
• Coherent structure
• Sufficient journal articles read and
understood
Good • A high level of quality in all the
Will generally lead to a CR grade above areas plus masteryof research-
report format
• Additional material indicating your
individual endeavour
• Hypotheses, arguments and
conclusions are consistent
• Relevant literature reviewed
competently and findings integrated
with that literature
Very Good • An exceptional level of quality in all
Will generally lead to a DI grade of the above areas, with attention to
detail throughout
• Critical analysis and synthesis of the
experimental data, the literature and
the theory for the topic
Excellent • Meet all of the criteria of the
Will generally lead to a HD grade preceding levels
• Demonstrate a high level of critical
analysis and consideration of
alternative explanations, leading
original contributions in the
conclusions drawn and the
recommendations made
Assignments should be handed in on time. Assignments will receive detailed feedback.
Late assignments will be marked, but may not receive detailed feedback.
Assessment item 3

Final Exam
Value: 50%
Date: To be advised
Duration: 3 hours
N/A - submission not required/applicable
Rationale
The aim of this assessment is to evaluate your understanding of concepts covered in the
subject throughout the whole course.
Requirements
The final exam will be a closed book exam. It will consist of 40 multiple choice
questions, two short answer questions out of the option of six and one essay question out
of the option of 5. The short answer questions may include diagram.
Marking criteria
All multiple choice questions are of equal value (1 mark each for 40 questions which
will be transferred into the mark out of 30). There is no penalty for incorrect answers. All
short answer questions are of equal value (15 marks each for two to be answered and
therefore, 30 marks for the short answer section). All essay questions are of equal value
(30 marks). This 90 marks will be 50% of your final grade.
Material provided by the University

Writing booklets.
Material required by the student

Writing material only.
Support Services
Student Central
Student Central is the first point of contact for currently enrolled students to access all
non-teaching services. Student Central liaises closely with Divisions and Schools to
ensure the timely and accurate resolution of student enquiries.
You may direct your enquires in person to Student Central staff situated within the
Learning Commons found on campus at Albury-Wodonga, Bathurst, Dubbo, Orange,

and Wagga Wagga.
You may also contact Student Central through:
ask@csu.edu.au (mailto:ask@csu.edu.au)
1800 ASK CSU (1800 275 278)
Phone from outside Australia: + 61 2 6933 7507
Information on Your Library Services
Your Library Website (http://www.csu.edu.au/division/library/) provides access to

material such as eBooks, reports, journals, articles, dissertations, newspapers and other
reference tools. You will also find guides and assistance to help you to use the Library's
resources.
Subject Support Pages (http://www.csu.edu.au/division/library/find-info/subject/)

Use these pages to help you to find resources for your assignments. Choose your subject
area and follow the easy steps.
Library Skills Tutorials (http://www.web-ezy.com/csuweb-ezy/)

InfoSkills@CSU is an online tutorial which will help you to learn the research skills that
you will need to complete your assignments. It consists of modules such as using Library
databases and the Library catalogue. These modules can be done in any order and at your
own pace. It incorporates a number of exercises and quizzes to test your understanding.
Library Survival Toolbox (http://www.csu.edu.au/division/library/find-info/toolbox/

toolbox.html)
Tips and tricks for getting started with your Library services.
Frequently Asked Questions (http://www.csu.edu.au/division/library/how-to/faq/)

Answers to many questions about Library services and resources can be found here.
Information for Students undertaking Fieldwork or Practicum (http://www.csu.edu.au/

division/library/about/services/practicum.html)
Find out here about special arrangements for library access for students on practicum
placement.
Contact Your Library Services, through:
Student Central
1800 ASK CSU (1800 275 278)
Academic Learning Assistance
CSU Learning Skills offers learning support that enables you to succeed and excel in
your university studies. Learning Skills Advisers are available for academic language

and learning, maths and statistics, and specialist assistance in English language.
Academic language and learning advisers provide assistance in a range of language and
literacy areas including critical reading, analytical thinking, essay and report writing,
referencing, oral presentations, and exam preparation.
The CSU Learning Skills suite of websites includes:

Learning Skills home (http://www.csu.edu.au/division/studserv/learning)
Maths Skills (http://www.csu.edu.au/division/studserv/maths/)
English Support (http://www.csu.edu.au/division/studserv/ess/)
Online Learning (http://www.csu.edu.au/division/studserv/online)
Exam Success (http://www.csu.edu.au/division/studserv/exam/)
There is also STUDY LINK (http://www.csu.edu.au/student/studylink/):

This program provides access to a variety of short, non-award subjects in preparation for
university study. These subjects are available throughout the year through flexible,
online delivery, assisting you to gain confidence, skills and knowledge for your
university studies.
For academic learning assistance, contact:
Student Central
1800 ASK CSU (1800 275 278)
Policy and Procedures
Key Subjects
Passing a key subject is one of the indicators of satisfactory academic progress through
your course. You must pass the key subjects in your course at no more than two attempts.
The first time you fail a key subject you will be 'at risk' of exclusion; if you fail a second
time you will be excluded from the course.
To check whether this subject is a key subject for you, go to the Academic Progress
Regulations: Key subjects for CSU courses website: http://www.csu.edu.au/division/
deanstud/academicprogress/keysubjects.htm (http://www.csu.edu.au/division/student-
admin/current/academic-progress/key-subjects.htm)
University Policies and Regulations
Academic matters are defined by, and are subject to, Charles Sturt University policies
and regulations. Your Subject Outline should be read in conjunction with all such

academic regulations and policies, as some of these may affect the outcome of your
studies.
Variations to Subject Outlines
Should it be necessary to change the content of the Subject Outline during a teaching
session, it will be done in consultation with the Head of School and other support
services of the University. You then will be notified of the changes in writing by the
subject coordinator.
Variations to Assessment
Should it be necessary to vary the assessment in this subject, you will be notified in
writing by the Subject Coordinator, or Subject Convenor where one is appointed. The
variations to assessment include variations to the assessment tasks and/or assessment
procedures for assignments, examinations and any other assessment task published in the
Subject Outline. The variations will be communicated only after the Subject Coordinator
or Subject Convenor has obtained approval from their Head of School. The overriding
principle is that such changes will not disadvantage students and is made in accordance
with the Awards, Courses and Subjects policy (Part L6.3 (http://www.csu.edu.au/
acad_sec/academic-manual/docs/l6-3.rtf), Section 1.4) of the Academic Manual.
Evaluation of Subjects
CSU values the constructive feedback of all students on its subject offerings. Student
responses are fed back anonymously to Subject Coordinators and Heads of School and
form a basis for subject improvement and recognition of excellence in teaching. Every
School provides a report to their Faculty Board and the University Learning and
Teaching Committee on their evaluation data highlighting good practice and
documenting how problems have been addressed. A summary of those reports can be
found at:
http://www.csu.edu.au/division/landt/evalunit/online.htm
We rely on student feedback to improve our teaching and strongly encourage you to
complete the online evaluations which open three weeks before the end of session. You
are notified by email of the window opening and provided with a link to each subject
evaluation.
Individual subject results are reported to the Subject Coordinator and Heads of Schools
after grades have been submitted for each teaching session (except where subjects have
one student the results are not reported to staff). The aggregated results for subjects are
available within 3 weeks of the release of grades. They can be accessed online at:
http://www.csu.edu.au/division/landt/evalunit/results.htm

Special Consideration
Academic regulations provide for special consideration to be given if you suffer

misadventure or extenuating circumstances during the session (including the
examination period) which prevents you from meeting acceptable standards or deadlines.
Applications for special consideration must be submitted in writing and include

supporting documentary evidence. Such applications should be sent to the Student
Administration Office.
For further information about applying for special consideration please refer to Part C3 -
Special Consideration Regulations (http://www.csu.edu.au/acad_sec/academic-manual/
docs/c3.rtf) of the Academic Manual.
Assessment Regulations
The assessment practices of all University subjects are conducted in accordance with the
University’s Assessment regulations (http://www.csu.edu.au/acad_sec/academic-manual/
docs/g1.rtf).
Academic Conduct
The University expects that you, as a student, will be honest in your studies and research
and that you will not do anything that will interfere with or frustrate the studies and
research of other students. In particular, you are expected to:
• acknowledge the work of others in your assignments and other assessable work;
• not knowingly allow others to use your work without acknowledgment;
• report honestly the findings of your study and research; and
• use only permitted materials in examinations.
Details of expected academic conduct are provided in:
• the Student Academic Misconduct Rule (http://www.csu.edu.au/acad_sec/academic-

manual/docs/g6.rtf);
• the Academic Progress regulations (http://www.csu.edu.au/acad_sec/academic-
manual/icontm.htm);
Students are also expected to be responsible in the use of University facilities and
resources and to abide by University rules concerning the Library and electronic
resources.
• the Rule of the Library (http://www.csu.edu.au/division/library/about/policies/rule.

htm); and
• the Code of Conduct for Users of Electronic Facilities (http://www.csu.edu.au/
adminman/tec/PER12.rtf).

Copies of the Rule of the Library and Code of Conduct for Users of Electronic Facilities
can also be obtained from the Library or the Division of Information Technology (DIT)
Service Desk.
Penalties for breaching the above Rules and Code include suspension or exclusion from
the University.
Students also have expectations of the University and of other students in the
cooperative endeavour of studying. Details of these expectations are provided in the
Student Charter (http://www.csu.edu.au/handbook/).
Subject Outline as a Reference Document
This Subject Outline is an accurate and historical record of the curriculum and scope of
your subject. University policies (L6.3 – 1.3.8(f) (http://www.csu.edu.au/acad_sec/
academic-manual/docs/l6-3.rtf)) require that you retain a copy of the Subject Outline for
future use such as for accreditation purposes.


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PSY208 - Biopsychology

• have gained an overview of current explanations of behaviour from a biological

Charles Sturt University Subject Outline

Your subject coordinator

- be able to demonstrate knowledge of current explanations of behaviours from a

PSY101 & PSY102 (Foundations of Psychology)

Subject Coordinator Izumi Hiramatsu

Charles Sturt University Subject Outline

Minimum standards of consultation

Learning, teaching and support strategies

Online study guide

Charles Sturt University Subject Outline

Session Week Topic/Module Text/Readings Notes

3 Topic 3: Carlson, Ch 2 & 4

5 Topic 5: Carlson, Ch. 3 Assessment 1 due

Charles Sturt University Subject Outline

7&8 Mid-session break

10 Topic 8: Carlson, Ch 13 Assessment 2 due

12 Topic 10: Carlson, Ch 11

13 Topic 11: Carlson Ch 10 & Ch 12

14 Topic 12: Carlson, Ch 14

Examination Period (18-29 Octorber)

There is no residential school for this subject.

Text and Learning Materials

Charles Sturt University Subject Outline

Recommended reading / resources

Toates, F. (2001). Biological psychology: An integrative approach. Harlow: Prentice-

Winn, P. (Ed.) (2001). Dictionary of biological psychology. London: Routledge. In

American Psychological Association (2001). Publication manual of the American

Charles Sturt University Subject Outline

Silyn-Roberts, H. (2002). Writing for science. Auckland: Pearson Education

Videos in CSU Library

611.81 DIS 1 (B) Dissection of the Human Brain

• #2 - Nerve Impulse Conduction

Charles Sturt University Subject Outline

CDs in CSU Library

Reith Lectures (2003)

Another good one is:

Charles Sturt University Subject Outline

• Ensuring that you understand all assessment requirements.

HD High Distinction 85% and above

Charles Sturt University Subject Outline

Written assignment should:

• Have the appropriate assignment cover sheet (provided);

Charles Sturt University Subject Outline

Assignments submitted electronically via EASTS will be returned, after marking, by

Faxed / Emailed Assignments

Faxed or email assignments will NOT be accepted.

Penalties for Late Submission

A penalty will be imposed for late assignments without an approved extension or

Resubmission is NOT usually available.

Charles Sturt University Subject Outline

Past exam paper(s)

Essay (Literature review)

Charles Sturt University Subject Outline

Standard Required Performance

Adequate • Completeness (including conforming

Charles Sturt University Subject Outline

• To understand how to conduct an experiment in the area of emotional processing

Charles Sturt University Subject Outline

Standard Required Performance

Charles Sturt University Subject Outline