Both clinical observations and popular culture support the idea that food might have addictive properties. Similar to the narrative for addictive drugs,individuals and the media use terms like "food addict" and "chocoholic", and refer to cravings, symptoms of withdrawal, and escalating patterns of eating that might be viewed as evidence of tolerance. The class will discuss chocolate and coffee as examples of so-called "addictive" food and compare their effects and mechanisms with those of alcohol and nicotine, two substances with well-characterzed addictive properties. Furthermore, we will discuss why some forms of overeating are thought to reflect an addictive behavior. Considering the social dimension of alcohol,coffee, and tobacco consumption and the fact that large numbers of the population consume them together, we will also discuss the possible interactive effects of combinationsof these psychoactive substances on mood and disease state. At the end of the course the student will become familiar with the diagnostic criteria for substance dependence, the anatomy and physiology of the brain circuits involvedin reward processing and drug depencence, and the neurotransmitter systems involved.

This course examines the neurobiological processes underlying autism spectrum disorders. In this seminar course, we will first examine the brain phenotypes associated with Autism Spectrum Disorders (ASD), in addition to investigating the genetic and environmental contributions to the etiology and pathophysiology of ASD. After an initial examination of the clinical literature and research, we will focus on animal models of ASD, including those of syndromic causes of autism (Rett Syndrome, Tuberous Sclerosis, Fragile X) and investigate changes in neurotransmitter systems and synaptic dysfunctions in the brain of these models.

Why do we sleep? This question has puzzled scientists for centuries, but one reason emerging from research in the area is that sleep is critical for forming, retaining, and transforming our memories. This seminar explores human and animal research in psychology and neuroscience that has shed light on how sleep carries out these functions. Topics will include the different stages of sleep and their roles in memory consolidation, the neural systems involved in representing memory at different timescales, and the role of dreams in processing memories.

All organisms respond to chemicals in their environment. This chemosensation guides diverse behaviors such as a feeding, avoiding predators, sex, and social interactions. This course will provide a broad survey of our current understanding of taste and smell, focusing on insect and rodent model systems as well as studies in humans. The course will begin with a review of chemical signal transduction mechanisms, and build to an exploration of the cortical integration of chemical signals and chemical guided behaviors. Class time will emphasize primary literature, discussion, and student presentations. The goal is to reach an integrated understanding of the physiology and psychology of chemical sensory systems. In the process, students will learn to read and critically evaluate data from primary research articles.

This course will allow students to understand the variety, function, and evolution of complex behaviors in simple animals and how the genes governing these behaviors can be used to provide insight into human behavior and brain disease. The course is structured to allow students to experience what it is like to work in a neuroscience research laboratory. We will use the fruit fly (Drosophila melanogaster) as our model organism (with one class dedicated to song birds). Over the course of the semester, we will examine the underlying neurobiology, physiology, and genetics of a variety of fly behaviors to understand aggression, taste, learning and memory, courtship, neurodegenerative diseases, and circadian rhythms. We will review both current and historical research advances in detail by focusing on primary literature. Students will be expected to design, analyze and interpret the behavioral experiments that are employed. Students will learn how to conduct animal behavior research, enhance their ability to critically read scientific literature, and improve their written and oral communication skills through paper presentations and written reports.

This course will introduce the student to the functioning of the autonomic nervous system (ANS), which is critically involved in the maintenance of body homeostasis through regulation of behavior and physiology. The course will begin with a review of the basic anatomy and physiology of the ANS including the sympathetic, parasympathetic and enteric divisions. The mechanisms by which the ANS regulates peripheral tissues will be discussed, including reflex and regulatory functions, as will the effect of drugs which modulate ANS activity. The role of the ANS in regulating behavior will be addressed in the context of thirst, salt appetite and food intake.

The study of the neural systems that underlie human perception, memory and language; and of the pathological syndromes that result from damage to these systems.

Topics to be covered include basic principles of chronobiology; neuroscience mechanisms of circadian rhythms and sleep; phylogeny and ontongeny of sleep; human sleep and sleep disorders; circadian dysfunction; circadian and sleep homeostatic influences in human health and safety. Students may not recieve credit for both BIBB 240 and BIBB 040.

In course, students will learn how neurobiologists study the relationship between neural circuitry and behavior. Behaviors such as bat echolocation, birdsong, insect olfaction, spatial navigation, eye movement and others will be used to explore fundamental principles of brain function that include brain oscillations, population codes, efference copy, sensorimotor maps and sleep replay. The course will also discuss the various methodologies that are used to address these questions. The reading material will be derived mostly from the primary literature.

This course is an opportunity for undergraduates to share their interest and enthusiasm for neuroscience with students in grades 9-12 attending urban public schools in West Philadelphia. The course will allow Penn students to develop their science communication and teaching skills. Students will prepare neuroscience demonstrations, hands-on activities, and assessment tools. In parallel, the course aims to engage local high school students, increasing their interest and knowledge in science, and ultimately promoting lifelong science literacy.