Guía docente de Plasticidad Neural y Comportamental (M30/56/2/17)

1. Association and Representation (1.1. Representations 1.2. Associative Structures: Extinction, Context and Occasion setting. 1.3. Stimuli-exposure phenomena: Latent Inhibition and Perceptual learning)

2. Neurobiology of learning (2.1. Neural plasticity and learning 2.2. Neurobiology of extinction and context modulation 2.3. Cortical plasticity and perceptual learning)

The student will know:

1. The cellular and molecular mechanisms of neural plasticity involved in learning and memory

2. The principles of reorganization of the neural systems induced by the experience

3. The theoretical foundations and the current models of associative learning

4. Advanced knowledge on complex learning phenomena: conditional and perceptual learning

5. Behavioural techniques to distinguish goal-directed action and habits, and their neural substrates

The student will be able to:

1. Identify the underlying neural-plasticity mechanisms involved in different kinds of behavioral changes

2. Apply and deduce hypothesis from the theoretical models of associative learning

3. Analyze advanced experimental designs of complex learning phenomena and their neural mechanisms

4. Acquire precise academic standards enabling the development and discussion in group scientific work on specific topics relating to the course contents.

5. Use basic IT and information tools for the purpose of research.

Tema 1. Introduction to associative learning.

Tema 2. Introduction to neural plasticity.

Tema 3. Extinction and context modulation.

Tema 4. Neurobiology of the extinction and context modulation.

Tema 5. Stimuli-exposure phenomena: Latent inhibition and perceptual learning.

Tema 6. Cortical plasticity and perceptual learning.

Reading and analysis of research papers.

Hall, Geoffrey (2021). Some unresolved issues in perceptual learning. Journal of Experimental Psychology: Animal Learning and Cognition, 47(1), 4.

Kondo, Makoto (2016) Molecular mechanisms of experience-dependent structural and functional plasticity in the brain. Anat. Sci. Int, 92 (1) 1-17.

Maren, Stephen, Phan, K.Luan and Liberzon, Israel (2013) The contextual brain: implications for fear conditioning, extinction and psychopathology. Nature Reviews in Neuroscience, 14, 417-428.

Todd, Travis, Vurbic, Drina & Bouton, Mark (2013). Behavioral and neurobiological mechanisms of extinction in Pavlovian and instrumental learning. Neurobiology of Learning and Memory.(págs.1-4).

Neural plasticity:

• Andero, Raul and Ressler, Kerry (2012) Fear extinction and BDNF: translating animal models of PTSD to the clinic. Genes, Brain and Behavior, 11, 503-512.

• Berlucchi, Giovanni and Buchtel, H.A. (2009) Neuronal plasticity: historical roots and evolution of meaning. Experimental Brain Research, 192, 307-319.

• Careaga, Mariela, et al., (2016) Understanding posttraumatic stress disorder through fear conditioning, extinction and reconsolidation. Neurosci. Biobehav. Rev., 71:48-57. 

• Cooke, Sam and Bear, Mark (2012) Stimulus-selective response plasticity in the visual cortex: an assay for the assessment of pathophysiology and treatment of cognitive impairment associated with psychiatric disorders. Biological Psychiatry, 71, 487-495.

• Cooke, Sam and Bliss, Tim (2006) Plasticity in the human central nervous system. Brain, 129(Pt 7) 1659-1673.

• Doidge, Norman (2008) El cerebro se cambia a si mismo. Madrid: Aguilar. • Dunsmoor. J.E, Niv, Y., Daw, N., Phelps, E.A. (2015) Rethinking Extinction. Neuron, 88(1):47-63.

• Kondo, Makoto (2016) Molecular mechanisms of experience-dependent structural and functional plasticity in the brain. Anat. Sci. Int, 92 (1) 1-17.

• Irvine, Dexter (2018) Plasticity in the auditory cortex. Hearing Research, 362, 61-73.

• Mora, Francisco. (2018) Mitos y verdades del cerebro. Espasa Libros: Barcelona.

• Pan, Yung-Wei et al. (2013) Role of adult neurogenesis in hippocampus-dependent memory, contextual fear extinction and remote contextual memory: new insights from ERK5 MAP kinase. Neurobiology of Learning and Memory, 105, 81-92.

• Pucket, Rosemary and Lubin, Farah (2011) Epigenetic mechanisms in experience driven memory formation and behaviour. Epigenomics, 3(5) 649-664.

• Redolar, Diego (2009) El cerebro cambiante. Niberta, UOC: Barcelona.

• Rose Tobias and Bonhoeffer Tobias (2018) Experience-dependent plasticity in the lateral geniculate nucleus. Current Opinion in Neurobiology, 53:22-28.

• Spear, Norman, Spear, Linda and Woodruff, Michael (1995). Neurobehavioral plasticity. Lawrence Erlbaum.

• Sacktor, Todd (2011) How does PKMzeta maintain long-term memory?. Nature Reviews in Neuroscience, 12, 9-15.

• Squire, Larry  and Dede, Adam (2015) Conscious and unconscious memory systems. Cold Spring Harb Perspect Biol., 7(3):a021667. 

• Xerri, Christian (2008) Imprinting of idiosyncratic experience in cortical sensory maps: neural substrates of representational remodeling and correlative perceptual changes. Behavioral Brain Research, 192(1):26-41.

Behavioural plasticity

• Byrne, John. (2017). Learning and memory: a comprehensive reference. Academic Press.

• Bouton, Mark (2007). Learning & Behavior: A Contemporary Synthesis. Sunderland, MA: Sinauer Associates, Inc. Publishers.

• Delamater, Andrew (2004). Experimental Extinction in Pavlovian Conditioning: Behavioural and Neuroscience Perspectives, Quarterly Journal of Experimental Psychology, 57B, 97 -132.

• Delamater, Andrew. (2012). Issues in the extinction of specific stimulus-outcome associations in Pavlovian conditioning. Behavioural Processes, 90, 9-19.

• Delamater, Andrew and Westbrook, Frederick (2014). Psychological and Neural Mechanisims of Experimental Extinction: A selective review. Neurobiology of Learning and Memory, 108:38-51..

• Hall, Geoffrey. (2002). Associative structures in Pavlovian and instrumental conditioning. En H. Pashler y R. Gallistel (Eds.), Steven's handbook of Experimental Psychology (pp. 1-45).

• Hall, Geoffrey(2007). Learned changes in stimulus representations (a personal history). The Spanish Journal of Psychology, vol. 10, no. 2, 218-229.

• Mitchell, Chris, and Hall, Geoffrey (2014). Can theories of animal discrimination explain perceptual learning in humans? Psychological Bulletin.140, 283-307.

• Murphy, Robin and Honey, Robert (Eds.). (2016). The Wiley Handbook on the Cognitive Neuroscience of Learning. John Wiley and Sons.

• Rescorla, Robert (1988) Pavlovian conditioning: It's not what you think it is. American Psychologist, 43, 151-160.

• Rescorla, Robert (2001). Experimental extinction. En R. R. Mowrer y S. B. Klein (Eds.), Handbook of contemporary learning theories. Mahwah, NJ: Erlbaum.

• Rosas, Juan Manuel (Ed.). (2002). Teorías asociativas del aprendizaje. (pp. 60-66). Jaén: Del Lunar • Rosas, J. M., Todd, T. P. and Bouton, M. E. (2013), Context change and associative learning. WIREs Cogn Sci, 4: 237–244. doi: 10.1002/wcs.1225.

• Swartzentruber, Derrick (1995). Modulatory mechanisms in pavlovian conditioning. Animal learning and behavior, 23, 123- 143.

Byrne, John (2017). Learning and memory: a comprehensive reference. Academic Press.

Neurogenesis (wellesley.edu)

Le cerveau à tous les niveaux (mcgill.ca)

Biology Animations - CSHL DNA Learning Center

Epigenomics Fact Sheet (genome.gov)

The students’ evaluation and ratings regulation of the UGR will be applied.

El artículo 18 de la Normativa de Evaluación y Calificación del alumnado de la Universidad de Granada establece que la convocatoria ordinaria estará basada preferentemente en la evaluación continua del/la estudiante, excepto para quienes se les haya reconocido el derecho a la evaluación única final. Página5

Tools: FACE-TO-FACE AND ON-LINE continuous assessment will be performed using PRADO (https://prado.ugr.es/).

Description and evaluation: The evaluation will be continuous and diversified in order to guarantee the student’s learning and performance assessment. It will consists in:

1. Active participation in class and discussion in the enabled forums: 20%.

2. Oral presentation of a specific topic: 30%.

3. Open-book final exam consisting of an essay: 50%

The students’ evaluation and ratings regulation of the UGR will be applied.

El artículo 19 de la Normativa de Evaluación y Calificación del alumnado de la Universidad de Granada establece que quienes no hayan superado la asignatura en la convocatoria ordinaria dispondrán de una convocatoria extraordinaria. A ella podrán concurrir, con independencia de haber seguido o no un proceso de evaluación continua. De esta forma, el/la estudiante que no haya realizado la evaluación continua tendrá la posibilidad de obtener el 100% de la calificación mediante la realización de una prueba y/o trabajo.

Tools: ON-LINE assessment will be performed using PRADO  (https://prado.ugr.es/).

Description and evaluation: The evaluation will consist in:

1. Exercises/writing work: 50%

2. Open-book final exam consisting of an essay covering the whole course contents: 50%.

El artículo 8 de la Normativa de Evaluación y Calificación del alumnado de la Universidad de Granada establece que podrán acogerse a la evaluación única final, el/la estudiante que no pueda cumplir con el método de evaluación continua por causas justificadas. Para acogerse a la evaluación única final, en las dos primeras semanas de impartición de la asignatura o en las dos semanas siguientes a su matriculación si ésta se ha producido con posterioridad al inicio de las clases o por causa sobrevenidas, lo solicitará, a través del procedimiento electrónico, a la Coordinación del Máster, quien dará traslado al profesorado correspondiente, alegando y acreditando las razones que le asisten para no poder seguir el sistema de evaluación continua.

Tools: Assessment will be performed using PRADO (https://prado.ugr.es/).

Description and evaluation: The unique final evaluation will consist of an oral presentation (50%) and an open-book final essay covering the key concepts and fundamentals of the subject (50%). The student should contact Prof. Milagros Gallo (mgallo@ugr.es) who will facilitate the material to be evaluated.

HOURS OF DEDICATION TO TRAINING ACTIVITIES AND TEACHING METHODOLOGY:

Face-to-face classes: 32 h ·

- Expository introductory  lesson by the teacher on the topic included in the theoretical program, the methodology and evaluation: 20 h ·

- Discussion and debate sessions of the issues included in the program: 6 h ·

- Oral presentations by the students of issues related with the topics included in the program: 6 h

Face-to-face written exam: 4 h

Autonomous work: 64 h ·

- Critical reading of scientific papers, study, interpretation, alternative hipotheses and questions: 60 h

- Monitoring, advice and feedback of oral presentations through tutorials with the teacher: 4 h

The teaching methodology and assessment will be adapted to students with specific needs (SEN), in accordance with Article 11 of the Regulations on assessment and grading of students at the University of Granada.