Psychology

Seminar in Biopsychology: PS463B

Brain Maps of Meaning: Navigating the Neuroplasticity of Addictive Behaviour

Wilfrid Laurier University, Waterloo Campus

Department of Psychology, Faculty of Science

(This schedule is tentative and subject to change at the Instructor’s discretion)

Course Instructor: Dr. Laurie A. Manwell

Copyright @ 2016 Laurie A. Manwell
Email: lmanwell@myls.wlu.ca (through MyLS only)
Term/Year: Winter 2017
Class Time & Room: Tues. & Thurs. 5:30-6:50 pm; Room N1058
Office Hours: After class and by appointment in BA546
Phone: 519-884-0710 x3900
Website: https://mylearningspace.wlu.ca

Course Description:
Do human beings have free will? If so, how much conscious control do we have over our behavior? Is
there a division between voluntary and involuntary behaviour in the brain? Classic debates on the issue of
free will are rapidly evolving with new and fascinating findings from the frontiers of neuroscience. This
course will cover the science and philosophy of addictive behavior by looking at how the brain navigates
sensory information and reorganizes itself to update neural “maps of meaning” in a social world. We will
explore both 1) a neuropsychopharmacological perspective on the development of drug abuse and 2) a
neuropsychotechnological perspective on the development of problematic internet use. In addition to the
critical evaluation of research methodology, issues of medical, ethical, social, political significance will be
discussed. (3 Lecture hours; 0.5 credit)

Prerequisites: PS363 Research in Biopsychology (or PS263 Biopsychology and two of PS394 Linear
Models, PS395 Analysis of Variance, PS397 Psychological Measurement and Testing)

Course Objectives:
We will address these questions using both Socratic and Scientific methods with the following objectives:
1. To develop a multidisciplinary perspective of human behaviour, from basic molecular processes
within neurons to the neural pathways that regulate the body and which determine individual action
and social interaction.
2. To develop an appreciation of how the neurophysiology of the brain encodes and integrates
information about the physical, mental, and social domains of the human condition, thus creating
neural ‘maps of meaning’, and the implications for individuals and society.
3. To develop and apply the principles of critical thinking to scientific and other claims, including the
ability to make objective, evidence-based arguments and identify and refute illogical arguments by
challenging the assumptions underlying various belief systems.
4. To develop transferrable skills essential for career success, including critical analysis, knowledge
synthesis and application, collaboration, and oral and written communication skills.
1
Required Resources:
Doidge, N. (2007). The Brain That Changes Itself: Stories of Personal Triumph from the Frontiers
of Brain Science. Penguin Books: USA.
Frankl, V.E. (1959). Man’s Search for Meaning: An Introduction to Logotherapy. Revised 3rd Edition
(1984). Simon & Schuster, Inc.: New York, NY.
Maté, G. (2008). In the Realm of Hungry Ghosts: Close Encounters with Addiction. Vintage Canada: ON.

Additional Resources:
Additional readings will be assigned throughout the course. The readings will be posted on
MyLearningSpace (MyLS). Students may also be required to retrieve information from various websites
and the library. There is a course website at https://mylearningspace.wlu.ca/ which is password protected
and is mandatory for meeting course objectives, including assignments and lecture preparation. Students
are expected to familiarize themselves with the website and to contact the instructor and classmates
between classes, especially in preparation for any collaborative assignments.

Formal Assessment:
This course is designed to engage students in an overview of key concepts, empirical approaches and
theoretical perspectives in the interdisciplinary study of human behaviour, including critical analysis of
their significance and implications for research, medicine, individuals and society. Engagement and critical
analysis are core components of this course and there will be a significant amount of reading, writing,
discussion, and collaboration required to fully comprehend the content. This course requires autonomy,
initiative, and innovation and students should carefully follow instructions for formal assessments as
described in the course syllabus and marking rubrics to successfully complete the course. Students are
required to have completed assigned readings prior to each class and be prepared to participate in whole
class discussions and thus students are required to attend 75% of all lectures just to pass the course.
To receive an A+, students must demonstrate a strong understanding of the course content as it relates to
multilevel processes through exceptional analysis and application of concepts. In general, grades advance
or drop depending on both content and style; for an A-/A/A+, the assignment must demonstrate
exceptional thoughtfulness, reasoning, and presentation. “A” projects involve difficult and time-consuming
work – and a tremendous investment in your education and development! A solid “B” is a mark of
achievement which reflects critical reasoning and/or thorough research and solid writing skill. In cases of
medical or otherwise compassionate circumstances, students should contact the instructor to determine
what arrangements can be made to ensure that course requirements are met and students successfully pass
the course. Course requirements are as follows:

1) Reading Journal: 35%

- All classes
- Formally assessed Week 7 (Feb 17 @ 5pm, 15%) and Week 14 (Apr. 3 @ 5pm, 20%)

2) Participation/Professionalism: 30%
- All classes; Formally assessed Week 7 (Feb 16, 15%) and Week 13 (Mar 30, 15%)

3) Presentation (Individual or Team): 15%

- Proposal due: Jan. 10 in class; Returned Jan. 12 in class
- Presentations: Weeks 3-12 inclusive

4) Research Essay (Individual): 20%

- Proposal due: Feb. 2 in class; Returned Feb 7 in class
- Final paper due: Apr. 3 @ 5 pm (BA546)
2
Participation and Professionalism: 30%
Each week students are expected to participate fully and in a professional manner; for example, reviewing
assigned readings, offering and challenging ideas, asking questions and demonstrating interest and respect
towards peers and their ideas. Class is mandatory and marks will be deducted if missed (e.g., if you arrive
late and/or leave early). If you must miss a class, please contact the instructor immediately with the
appropriate documentation and be prepared to make up any missed work. You are responsible for finding
out what you missed and how to make up missed work. Computers and other electronic devices are
permitted in class ONLY for course-related work; any other use will be regarded as unprofessional and
indicative of non-participation and graded accordingly. Students are to be respectful of and engage fully in
the university learning environment as a place to demonstrate higher order thinking skills involving
analysis, evaluation and synthesis of knowledge. Students will be formally assessed on Week 7 (Feb 16,
15%) and Week 13 (Mar 30, 15%). REFER TO APPENDIX A FOR MARKING RUBRIC

Reading Journal: 35%

Students will complete a reading journal throughout the term that will be formally assessed at Week 7 (Feb
17, 15%) and Week 14 (Apr. 3, 20%). The assessments are not cumulative, meaning that work not
completed by the first assessment date will not be assessed at the second assessment date. Students are
encouraged to complete the assigned reading guide questions each week and bring the reading journal to
class as a prompt for any discussions that we have during class and to record additional notes. Although
students are encouraged to discuss the questions with peers, the answers for this journal must be composed
and recorded individually. The purpose of this assessment tool is: a) to increase discussion participation by
having prepared notes to refer to in class, b) for both students and the instructor to reflect on what students
learned in each class, c) to practice communicating ideas in both written and oral form, and d) for students
to demonstrate high order reflective and critical thinking skills. The reading journal can be downloaded
from MyLS (word and/or pdf format) and students can either type or hand-print notes in the journal within
the allotted spaces. It is strongly recommended that students review and revise the journal based upon class
discussions and submit a polished draft (e.g., typed). If hand-printed, the reading journal must be legible –
if I cannot read it then I cannot fairly assess it and a mark of zero will be assigned. Emailed journals will
not be accepted, no exceptions. REFER TO APPENDIX B FOR MARKING RUBRIC

Research Presentation (Individual or Team): 15%

This project is designed to engage students in critical analysis of the impact of a specific experiment, or
related series of experiments, in biopsychology and as it relates to the course readings. The topic of the
project will be the following: “Choose a scientific experiment – either historical or current – and describe
its significance to society, both when it was conducted and its relevance today. First, briefly describe the
key components of the experiment, specifically highlighting how they relate to concepts covered in the
course (e.g., quality of the research question, interpretation of findings, ethics, etc…). Second, briefly
describe the significance of the experimental findings, including how the results were interpreted at the
time they were discovered and their relevance today.”

The maximum time of presentation is 15 min – no exceptions – with up to an additional 10 minutes

for Q & A with the instructor and class. The presentation should answer both questions making sure to
provide a brief summary of the article, discuss the merits and limitations of the research, and its
significance to society. Students must provide the instructor with any presentation aids (e.g., powerpoint
slides, podcast, video, interactive demonstration, etc…) a minimum of 48 h prior to presentation and in
a format that is compatible with Windows 10. Failure to do so will result in a 10% penalty and risk of 0%
for the presentation if there are problems during the presentation session. There will be no re-scheduling of
presentations for any reason.
3
The presentation must be based on one of the approved research articles cited from Doidge (2007),
Maté (2008) and/or Frankl (1984) and listed in Appendix X. The presentation can be creative in format
(e.g., student made video/podcast, powerpoint presentation, interactive demonstration, mini-debate,
newscast and/or interview with the lead experimenter, etc…). Students can present independently or in
teams of 2-3 members. A hard-copy of the research article and a one-page maximum project proposal
with all student names, IDs, and signatures, is due in class on Tue. Jan. 10 and will be returned by
Thurs. Jan. 12 in class as Approved, Conditionally Approved, or Not Approved by the instructor; the
date that the individual/team is assigned to present on will be included. All projects must be
approved by the instructor in writing to receive a final grade; failure to submit a proposal on time
will result in an immediate deduction of 10% of the final grade. Students will have time during classes
to work with the instructor and peers on the project. REFER TO APPENDIX C FOR MARKING RUBRIC.

Research Paper: 20%

The essay topic will be to independently explore a common theme throughout the course, which is lessons
that neuroscience teaches us about human morality. The essay will answer the following question: “If, as
evidence from neuroscience indicates, humans and animals are not fundamentally different in behaviour
and mental experience, then what claim do humans have on morality?” Students will use an evidence-
based approach as demonstrated by the instructor throughout the course. First, the essay will begin by
introducing the general topic and defining all relevant terms using academic sources. Second, the essay
will take a position and present logical arguments supported by empirical and/or theoretical evidence.
Third, the essay will identify, discuss, and refute counterarguments in the same manner. Finally, the
conclusion of the essay will include a statement of the significance to society of the position of that has
been presented both now and for the future. Students are permitted and strongly encouraged to use many of
the same research articles discussed throughout the course and/or listed in the reference sections of the
assigned textbooks. Students must include a minimum of 2 primary, 2 secondary, and 2 tertiary articles.
The essay must be between 3-5 pages (1.5 spaced, 12-pt Times Roman Font, 1” margins all around; must
be APA style). REFER TO APPENDIX D FOR MARKING RUBRIC

Learning Contract:
Everyone has the right to learn, the responsibility not to deprive others of this right, and is accountable for
one’s actions. Please let the instructor know immediately if you have a problem that is preventing you
from performing satisfactorily in this class. Each student and his/her success in this course is very
important to me; please help me help you achieve your professional and personal goals for this course.
Please consider the following for student success in the course:
- Attend all scheduled classes and arrive on time prepared with lecture notes.
- Please be quiet and respectful if you absolutely must arrive late and/or leave early.
- Laptops and other devices are restricted to class-related activities only.
- Disruptive behaviour is not tolerated and students will be required to leave.

Missed Classes/Assignments and Late Policy

A Verification of Illness Form (VIF) is necessary for all academic accommodations, including missed
classes, and can be found here: https://legacy.wlu.ca//forms/2034/Verification_of_Illness_Form2.pdf
A missed class and/or assignment without valid medical documentation will result in a mark of “zero” –
without exception. VIFs must be submitted within 24 hours after the missed class or assignment. Travel
plans are not a valid reason to miss a class or assignment and will result in a mark of “zero”. The penalty
for late assignments handed in on the same day but AFTER the designated time period (i.e. during class) is
2%. After that, a 5% penalty is applied each day (including Saturday and Sunday) up to a maximum of 5
days after which a mark of zero will be applied.
4
Hints for Success:
1. Read the course syllabus completely and carefully. Refer to it throughout the term.
2. Read the textbook chapters before the material is discussed in class and attend all classes.
3. If you are having trouble with the course, either the content or the process, see me asap for assistance.
4. Refer to marking rubrics when working on assignments; they explain exactly how you will be marked.
5. For any team work, begin collaborating early in the term. Keep in constant and consistent
communication through MLS in a highly professional and cooperative manner. If any concerns arise please
try to resolve them in an open and supportive manner and please do approach the instructor if you require
any assistance in doing so. The purpose of any team work is to practice professional collaboration on a
topic that is meaningful, interesting and highly educational. It is also meant to be a challenging and
enjoyable experience for all involved! 

Policy 9.3: Guidelines for Technology use During Class and During Course:
Instructors are permitted to regulate use of technology for social communicative purposes. Students who
require technology as an assistive device for learning are encouraged to register with Accessible Learning.

Obligations of Instructor. Instructors are required to make explicit on course syllabi Guidelines for
Technology use During Class and During Course Assessments and make explicit any consequences for
inappropriate use of technology that are in addition to those outlined in Polices 9.1 and 12.2.
PS463 Policy: The use of audio/or video recording devices during lecture is strictly prohibited. Please turn off
all electronic devices at the start of class. Failure to do so can result in being asked to leave the classroom.
Students are permitted to use laptops strictly for the purpose of note-taking. Use of laptops for reasons other
than note-taking is strictly forbidden. Any behaviour that is disruptive to student learning in the classroom,
including off-task use of technology, will not be tolerated and students will be asked to leave. Students who are
asked to leave will be responsible for all material covered during their absence.

Use of visual or audio images. Image, video, and audio recording of instructors or in -class activities are
strictly prohibited without the prior written consent of the instructor, students, and/or Accessible Learning.

Use of technology during assessments. Students may be permitted to use technological devices during
assessments only under the direct and written permission, in advance of the exam or test date, of the course
instructor or Accessible Learning.

Obligations of Students. Students are encouraged to make informed decisions regarding technology use during
class and assessment. Some devices are distracting during learning and can disrupt the learning of others. Off -
task use of technology (e.g., communicating with friends/family; using social networking sites; playing games;
accessing the internet on websites not related to the course; reading an electronic book that is not related to the
course; playing music or video, etc.) during instruction which are distracting to self or others are prohibited.

Copyright. The educational materials developed for this course, including, but not limited to, lecture notes and
slides, handout materials, examinations and assignments, and any materials posted to MyLearningSpace, are
the intellectual property of the course instructor. These materials have been developed for student use only and
they are not intended for wider dissemination and/or communication outside of a given course. Posting or
providing unauthorized audio, video, or textual material of lecture content to third-party websites violates an
instructor’s intellectual property rights, and the Canadian Copyright Act. Recording lectures in any way is
prohibited in this course unless specific permission has been granted by the instructor. Failure to follow these
instructions may be in contravention of the university’s Code of Student Conduct and/or Code of Academic
Conduct, and will result in appropriate penalties. Participation in this course constitutes an agreement by all
parties to abide by the relevant University Policies, and to respect the intellectual property of others
during and after their association with Wilfrid Laurier University.
5
 SCHEDULE OF TOPICS
Lecture Topic Readings Events
WK1: - The Perceptual Process and Behaviour - Syllabus (all) - Course Overview
Jan. 3, 5 - Neuroplasticity and Human Potential - Doidge: Preface - Class introductions
- The Human Condition & Nature of Free Will - Harris (2011)
WK2: - Animal Research & Human Morality - Herzog (1993) - Presentation proposals
Jan. 10, 12 - A Woman Perpetually Falling - Doidge: Ch. 1 due Jan 10 in class;
- Building Herself a Better Brain - Doidge: Ch. 2 returned Jan. 12
WK3: - Sharpening Perception, Learning and Memory - Doidge: Ch. 3 - Presentations 1 - 2
Jan. 17, 19 - Neuroplasticity of Attraction - Doidge: Ch. 4
- Recovering from Brain Injuries - Doidge: Ch. 5
- Neuroplasticity of Obsessions & Compulsions - Doidge: Ch. 6
WK4: - Pain: The Dark Side of Neuroplasticity - Doidge: Ch. 7 - Presentations 3 - 4
Jan. 24, 26 - Imagination: How Thinking Makes It So - Doidge: Ch. 8
- Psychoanalysis as a Neuroplastic Therapy - Doidge: Ch. 9
WK5: - Rejuvenation: Potential of Neural Stem Cells - Doidge: Ch. 10 - Presentations 5 - 6
Jan. 31, Feb. 2 - How Radically Plastic the Brain Can Be - Doidge: Ch. 11 - Essay proposals due
- Plasticity and the Idea of Progress - Doidge: App. I-II Feb. 2; returned Feb. 7
WK6: - The Drug Experience & The Human Condition - Maté: p. 1-32 - Presentations 7 - 8
Feb. 7, 9 - Addiction: Life Stories, Science, & Society - Maté: p. 33-97
WK7: - The Self: Delusions of Control - Maté: p. 98-126 - Presentations 9 - 10
Feb. 14, 16 - From Vietnam to “Rat Park”: Do Drugs Cause - Maté: p. 127-175
Addiction?
- Participation Mark Part 1: Feb 16 (15%)
- Reading Journal Part 1: Feb 17 (15%)
WK8: Reading Week – No Classes – Feb. 19-25 Sleep In!!! Enjoy Your Break!!! 
WK9: - A Different State of the Brain: Early Life - Maté: p. 176-250 - Presentations 11 - 12
Feb. 28, Mar 2 Trauma and Illness - Maté: p. 251-272
- Dislocation and the Social Roots of Addiction
WK10: - Beyond the War on Drugs - Maté: p. 273-325 - Presentations 13 - 14
Mar. 7, 9
WK11: - Intervention and Healing - Maté: p. 326-426 - Presentations 15 - 16
Mar. 14, 16
WK12: - Experiences in a Concentration Camp - Frankl: p. 7-100 - Presentations 17 – 18
Mar. 21, 23
WK13: - Logotherapy and a Case for Tragic Optimism - Frankl: p.101-154 Good luck on final exams
Mar. 28, 30 - Discussion of Research Essay Answers - Research Essay: and have a fantastic
- Course Evaluations Apr. 3 (20%) summer!! 
- Participation Mark Part 2: Mar. 30 (15%)
- Reading Journal Part 2: Mar. 31 (20%)

6
Important Information for Undergraduate Students
Description of Grades: By now, you are probably familiar with the University’s grading scheme:
A+ 90-100% C 63-66
A 85-89 C- 60-62
A- 80-84 D 57-59
B+ 77-79 D- 50-52
B 73-76 F 0-49
B- 70-72

80-100 (A) Excellent An outstanding performance in which the student demonstrates superior grasp of the subject
matter and an ability to go beyond the given material in a critical and constructive manner. The student demonstrates
a high degree of creativity and/or logical thinking, a superior ability to organize, to analyse and to integrate ideas,
and a thorough familiarity with the relevant literature and techniques.

70-79 (B) Good A more than adequate performance in which the student demonstrates a thorough grasp of the
subject matter, and an ability to organize and examine the material in a critical and constructive manner. The student
demonstrates a good understanding of the relevant issues and a familiarity with the relevant literature and
techniques.

60-69 (C) Satisfactory An adequate performance in which the student demonstrates a generally adequate grasp of
the subject matter and a moderate ability to examine the material in a critical and constructive manner. The student
displays an adequate understanding of the relevant issues, and a general familiarity with the relevant literature and
techniques.

50-59 (D) Poor A barely adequate performance in which the student demonstrates a familiarity with the subject
matter, but whose attempts to examine the material in a critical and constructive manner are only partially
successful. The student displays some understanding of the relevant issues, and some familiarity with the relevant
literature and techniques.

0-49 (F) Fail An inadequate performance.

Adding and Dropping

Important Dates for Course Adding/Dropping and Tuition charges for the Fall 2016 Term:
https://legacy.wlu.ca/calendars/dates.php?cal=1&t=284&y=69
Important Dates for Course Adding/Dropping and Tuition charges for the Winter 2017 Term:
https://legacy.wlu.ca/calendars/dates.php?cal=1&t=285&y=69

Examination Deferrals
The Academic Date section of the Calendar (Printed and Web Site Versions) clearly states the examination
date period for each semester. Students must note that they are required to reserve this time in their
personal calendars for the examinations. The Fall examination period is: December 10-21, 2016. The
Winter examination period is: April 6-24, 2017. Students who are considering registering to write MCAT,
LSAT or GMAT or a similar examination, should select a time for those examinations that occurs outside
the University examination period. For additional information that describes the special circumstances for
examination deferment, please check the following web page:
https://students.wlu.ca/academics/exams/deferred-exams.html – Faculty of Science: Request for Deferred
Final Examination.

7
Student Awareness of Accessible Learning Centre
Students with disabilities or special needs are advised to contact Laurier’s Accessible Learning Centre for
information regarding its services and resources, ext. 3086. Students are encouraged to review the
Calendar for information regarding all services available on campus. https://alc.wlu.ca/.

Academic and Research Misconduct

Academic misconduct is an act by a student, or by students working on a team project, which may result in
a false evaluation of the student(s), or which represents a deliberate attempt to unfairly gain an academic
advantage. For detailed information on Academic Misconduct please refer to:
https://students.wlu.ca/academics/academic-integrity/index.html.

Plagiarism Detection Software

Wilfrid Laurier University uses software that can check for plagiarism. Students may be required to
submit their written work in electronic form and have it checked for plagiarism.

Learning Services
There is a range of academic learning support services offered at Laurier designed for all students who
want to improve their academic achievement in the classroom. These services include the following
specific areas:
* Central Academic Advising Office
* Mathematics Assistance Centre
* Study Skills and Supplemental Instruction Centre
* Writing Centre
Please access the following web page for detailed information:
https://students.wlu.ca/academics/support-and-advising/index.html.

Laurier Email Account

Our official means of communication is with your Laurier email account. Students are expected to
regularly check their Laurier email account for important notices from the university community. Students
are also expected to send emails to official members of the university community from their Laurier email
account in order to ensure delivery. Emails sent from non-Laurier accounts, such as hotmail, may be
identified as spam and not delivered. Your co-operation is appreciated.

8
 APPENDIX A

Participation and Professionalism: 20%

(All classes from Jan. 3 to Mar. 30; Assessments of 15% on Week 7 (Feb. 16) and 15% on Week
12 (Mar. 30))

Attendance, Participation, and Professionalism: /10

0-2: Does not meet minimum criteria for acceptable work; did not demonstrate critical thinking skills,
organization, interpretation of resources, or logical flow of ideas; unclear or incomplete arguments;
missed many classes and/or did not make up any missed work; did not contribute constructively to
classes; lack of respect for instructor and/or peers; distracted and/or disruptive in class; not on task
during class discussions and team work.
3-4: Minimally acceptable. Demonstrates limited preparation for classes; demonstrates limited critical
thinking skills, organization, interpretation of resources, and logical flow of ideas; unclear or incomplete
arguments; missed some classes and/or did not make-up class work; minimal constructive contribution
to class discussions and team work; often not on task during class discussions and team work.
5-6: Acceptable. Demonstrates adequate preparation for classes; demonstrates adequate critical thinking
skills organization, interpretation of resources, and logical flow of ideas; clear and complete arguments;
demonstrates some principles learned throughout the course; incomplete critique of ideas; on task during
class discussions and team work; interacts with instructor and peers in a respectful manner;
listens/responds to ideas and offers own ideas; almost no missed classes; made up all missed class work.
7-8: Well done. More than adequate preparation and participation; demonstrates more than adequate critical
thinking skills, organization, interpretation of resources, and logical flow of ideas; clear and complete
arguments; uses correct and relevant evidence to support or refute points; demonstrates many principles
learned throughout the course; strong critique of ideas; always on task during class discussions and
team work; demonstrates consistent and positive interactions with instructor and peers; openly
shares insights and encourages others to reciprocate; no missed classes and/or or made up all
class work.
9-10: Outstanding performance. Student demonstrates superior preparation and participation; demonstrates
superior critical thinking skills in discussion of complex topics; excellent use and interpretation of
resources and logical flow of ideas; clear, concise, complete and novel arguments presented with
corresponding evidence in supporting or refuting points; strong and interesting critique of ideas; always
on task during class discussions and team work; demonstrates consistent and positive interactions with
instructor and peers; consistently engages with others by respectfully offering and critiquing ideas; no
missed classes or missed class work.

Comments:

9
 APPENDIX B

Reading Journal: 35% (All classes from January to April; Assessments of 15%
on Week 7 (Feb. 17) and 20% on Week 14 (Apr. 3))

Content and Comprehension: /25

0 - 10: Does not meet the minimum criteria for acceptable work. Incomplete, incoherent or
incorrect.
11-14: Minimally acceptable. Demonstrates limited writing skills, organization, and
interpretation of text; did not answer all of the questions or did not provide meaningful
answers; many grammatical and spelling errors.
15-19: Acceptable. Demonstrates adequate writing skills, organization and interpretation of text;
demonstrates that the student has read and understood the basic ideas in the assigned
readings; answered all questions but one or more answers were cursory or too general;
some grammatical and spelling errors.
20-22: Well done. More than adequate writing skills, organization and interpretation of text;
demonstrates that the student has read and understands the major ideas in the assigned
readings; summaries are concise and coherent; answered all questions, reflecting a good
grasp of the important issues; few grammatical and spelling errors.
23-25: Excellent. Outstanding performance in which the student demonstrates superior writing
skills, organization, and interpretation of text; student fully answered reflection questions
with a high degree of insight and/or provided additional information making connections
beyond what was required; no or almost no grammatical or spelling errors.

Comments:

10
 APPENDIX C

PRESENTATION: 15%
Content and Comprehension: /10
0-2: Does not meet the minimum criteria for acceptable work. Does not demonstrate critical
thinking skills, organization, interpretation of primary and/or secondary sources, and/or logical
flow of ideas; no evidence-based arguments presented.
3-4: Minimally acceptable. Demonstrates limited critical thinking skills, organization, interpretation of
primary and/or secondary sources, and logical flow of ideas; unclear or incomplete evidence-based
arguments presented.
5-6: Acceptable. Adequate critical thinking skills, organization, interpretation of primary and/or
secondary sources, and logical flow of ideas; demonstrates some basic principles learned
throughout the course; some basic evidence-based arguments presented.
7-8: Well done. More than adequate critical thinking skills, organization, interpretation of primary
and/or secondary sources, and logical flow of ideas; demonstrates application of content and
critical thinking principles to work; correct description of experimental findings and their
significance; uses evidence to support ideas as taught during lectures and according to Doidge
(2007), Maté (2008), and/or Frankl (1984), and APA (2013); reason for topic choice is clear and
relevant; advanced evidence-based arguments presented.
9-10: Outstanding performance. Demonstrates superior critical thinking skills, organization,
interpretation of primary and/or secondary sources, and logical flow of ideas; accurate and
thorough description of the experimental findings and their significance; uses evidence to support
arguments as taught during lectures and according to Doidge (2007), Maté (2008), and/or Frankl
(1984), and APA (2013); engages the audience with insight, critical arguments, and novel and/or
unique perspective; the importance and relevance of the topic are clear and compelling; topic is
meaningful and challenging; exceptional evidence-based arguments presented.

Approach to Project Topic: /10

0-2: Does not meet the minimum criteria for acceptable work. Presentation is unacceptable.
3-4: Minimally acceptable. Demonstrates limited understanding of principles of biopsychology; choice
of topic and arguments are too simplistic or obvious; unprepared to present; unable to answer
questions.
5-6: Acceptable. Demonstrates adequate understanding of principles of biopsychology; topic and
presentation format are complimentary; choice of topic and arguments are somewhat cursory but
provides some opportunity for discussion and debate; prepared to present; minimal answers to
questions.
7-8: Well done. More than adequate understanding of principles of biopsychology; topic and
presentation format complement each other; choice of topic are argument are meaningful and
relevant; well prepared to present; well informed answers to questions.
9-10: Outstanding performance. Demonstrates superior understanding of the principles of biopsychology;
topic and presentation format enhance each other; choice of topic are arguments are very
significant and compel the audience to re-evaluate their prior knowledge of the topic; more than
well prepared to present; well informed and insightful answers to questions; thoroughly engages
audience in topic and various perspectives; takes a risk focusing on controversial and/or less well
known information/positions; highly constructive and very professional.

Comments:

11
 APPENDIX D
RESEARCH ESSAY: 20%
Content and Comprehension: /10
0-2: Does not meet the minimum criteria for acceptable work. Does not demonstrate critical thinking
skills, organization, interpretation of primary and/or secondary sources, and/or logical flow of
ideas; no evidence-based arguments presented. Essay is unacceptable.
3-4: Minimally acceptable. Demonstrates limited writing skills, organization, interpretation of primary
and secondary sources, and logical flow of ideas; some grammatical and/or spelling errors; follows
some APA (2013) guidelines.
5-6: Acceptable. Adequate writing skills, organization, interpretation of primary and secondary sources,
and logical flow of ideas; demonstrates that student has read the assigned readings and applied the
content and critical thinking principles to his/her work; few grammatical and/or spelling errors;
follows most APA (2013) guidelines.
7-8: Well done. More than adequate writing skills, organization, interpretation of primary and secondary
sources, and logical flow of ideas; demonstrates the student has read the assigned readings and
applied the content and critical thinking principles to his/her work; student uses evidence to support
arguments as taught during lectures and according to Doidge (2007), Maté (2008), and/or Frankl
(1984); no or almost no grammatical and/or spelling errors; follows all APA (2013) guidelines.
9-10: Outstanding performance. Student demonstrates superior writing skills, organization, interpretation
of primary and secondary sources, and logical flow of ideas; student uses evidence to support
arguments as taught during lecture and according to Doidge (2007), Maté (2008), and/or Frankl
(1984); student engages the reader with insight, critical arguments, and novel and/or unique
perspective; no grammatical or spelling errors; follows all APA (2013) guidelines.

Approach to Questions: /10

0-2: Does not meet the minimum criteria for acceptable work. Does not demonstrate reflective and/or
critical thinking skills; did not answer assigned essay questions. Essay is unacceptable.
3-4: Minimally acceptable. Demonstrates limited reflective and/or critical thinking skills; did not
answer the assigned essay questions.
5-6: Acceptable. Demonstrates adequate reflective and/or critical thinking skills; answered some of the
essay questions or partially answered questions; incomplete evidence and arguments presented.
7-8: Well done. More than adequate reflective and/or critical thinking skills; partially answered all of
the essay questions; supportive evidence and clear arguments presented.
9-10: Outstanding performance. Student demonstrates superior reflective and/or critical thinking skills;
thoroughly answered all of the essay questions; strong evidence and balanced arguments presented;
student engages reader topic and various perspectives; student takes a risk focusing on controversial
and/or less well known information/positions.

References/Sources: /5
0-1: Does not meet the minimum criteria for acceptable work. Sources are incomplete.
1.5-2: Minimally acceptable. Primary/secondary/tertiary sources are missing, incomplete, or inadequate.
2.5-3: Acceptable. Primary/secondary/tertiary sources are complete, adequate at minimum requirements.
3.5-4: Well done. Primary/secondary/tertiary sources extend beyond the minimum requirements and are
highly relevant, novel, and interesting, providing a unique perspective
4.5-5: Outstanding performance. Primary/secondary/tertiary sources extend beyond the minimum
requirements and are highly relevant, novel, challenging, thought-provoking, and compel the reader
to re-evaluate his/her understanding of the issues discussed.

Comments:
12
 APPENDIX X

Approved Papers for Presentations:

* = recommended

Week 3: Jan. 17-19: Presentations 1 and 2:

Ch. 3: Redesigning the Brain

*Buononmano & Merzenich (1998). Cortical plasticity: From synapses to maps.

Annual Review of Neuroscience, 21: 149-186.
Castrén et al (1992). Light regulates expression of brain-derived neurotrophic factor mRNA in
rat visual cortex. Proceedings of the National Academy of Sciences, USA: 89: 9444-9448.
Jenkins et al (1990). Functional reorganization of primary somatosensory cortex in adult owl
monkeys after behaviorally controlled tactile stimulation. Journal of Neurophysiology,
63: 82-104.
Kilgard & Merzenich (1998). Cortical map reorganization enabled by nucleus basilis activity.
Science, 279: 1714-1718.
Merzenich et al (1984). Somatosensory cortical map changes following digit amputation in adult
monkeys. Journal of Comparative Neurology, 41: 7-9.
*Rubenstein & Merzenich (2003). Model of autism: Increased ratio of excitation/inhibition in
key neural systems. Genes, Brain and Behavior, 2: 255-267.
Sanes & Donoghue (2000). Plasticity and primary motor cortex. Annual Review of Neuroscience,
23: 393-415.
Schott (1993). Penfield’s homunculus: A note on cerebral cartography. Journal of Neurology,
Neurosurgery and Psychiatry, 56: 329-333.
Tallal et al (1996). Language comprehension in language-learning impaired children improved
with acoustically modified speech. Science, 271: 81-84.
Temple et al (2003). Neural deficits in children with dyslexia ameliorated by behavioral
remediation: Evidence from functional MRI. Proceedings of the National Academy of
Sciences, USA, 100: 2860-2865.
Wiesel (1999). Early explorations of the development and plasticity of the visual cortex:
A personal view. Journal of Neurobiology, 41: 7-9.

Ch. 4. Acquiring Tastes and Loves

Bao et al (2003). Suppression of cortical representation through backward conditioning.

Proceedings of the National Academy of Sciences, USA, 100: 1405-1408.
*Bartels, A., Zeki, S. (2000). The neural basis for romantic love. NeuroReport, 11: 3829-3834.
*Bartels, A., Zeki, S. (2004). The neural correlates of maternal and romantic love. NeuroImage,
21: 1155-1166.
*Maren (2001). Neurobiology of Pavlovian fear conditioning. Annual Review of
Neuroscience, 24: 897-931. (especially p. 914)
*McEwen (1999). Stress and hippocampal plasticity. Annual Review of Neuroscience, 22: 105-
122.

13
*Nestler (2001). Molecular basis of long-term plasticity underlying addiction. Nature
Reviews Neuroscience, 2: 119-128.
Rosenweig et al (2002). Making room for new memories. Nature Neuroscience, 5: 6-8.
*Kovács et al (1998). Oxytocin and addiction: A review. Psychoneuroendocrinology, 23: 945-
962.
*Wismer Fries et al (2005). Early experiences in humans is associated with changes in
neuropeptides critical for regulating social behavior. Proceedings of the National
Academy of Sciences, USA, 102: 17237-17240.
*Young, L.J., Wang, Z. (2004). The neurobiology of pair bonding. Nature Neuroscience, 7:
1048-1054.

Ch 5: Midnight Resurrections: Stroke Victims Learn to Move and Speak Again

Taub et al (2006) Placebo-controlled trial of constraint-induced movement therapy for upper

extremity after stroke. Stroke, 37(4): 1045-1049.
*Pulvermuller et al (2001) Constraint-induced therapy of chronic aphasia after stroke Stroke,
32(7): 1621-26.
Liepert et al (1998) Motor cortex plasticity during constraint-induced movement therapy in
stroke patients. Neuroscience Letters, 250: 5-8.
Taub et al 2004 Efficacy of constraint-induced movement therapy for children with cerebral
palsy with asymmetric motor impairment. Pediatrics, 113(2): 305-12.
Pons et al 1991 Massive cortical reorganization after sensory deafferentation in adult macaques.
Science, 252(5014): 1857-60.

Ch 6: Brain Lock Unlocked: Using Plasticity to Stop Worries, Obsessions, Compulsions,

and Bad Habits (p. 164-176)

*Abramowitz (2006) Psychological treatment of obsessive compulsive disorder. Canadian

Journal of Psychiatry, 51(7): 407-16.

14
Week 4: Jan. 24-26: Presentations 3 and 4:

Ch 7: Pain: The Dark Side of Plasticity

Altschuler et al 1999 Rehabilitation of hemiparesis after stroke with a mirror. Lancet,

353(9169):2035-36.
Flor et al (1995) Phantom limb pain as a perceptual correlation of cortical reorganization
following are amputation. Nature, 375(6531):482-84.
*Giraux and Sirigu (2003) Illusory movements of the paralyzed limb restore motor cortex
activity. NeuroImage, 20: S107-11. (188 & 360)
Katz and Melzack (1990) Pain memories in phantom limb - review and clinical observations.
Pain, 43:319-36.
Melzack and Wall (1965) Pain mechanisms: A new theory. Science, 150(3699): 971-79.
Moseley (2004) Graded motor imagery is effective for long-standing complex regional pain
syndrome - a randomized controlled trial. Pain, 108: 192-98.
Sathian et al (2000) Doing it with mirrors - case study of a novel approach to neurorehabilitation.
Neurorehabilitation and Neural Repair, 14(1): 73-76. (195 & 363)
*Ramachandran (1992) Perceptual correlates of massive cortical reorganization. Science,
258(5085): 1159-60.
*Wager et al 2004 Placebo-induced changes in fMRI in the anticipation and experience of pain.
Science, 303(5661): 1162-67.

Ch 8: Imagination: How Thinking Makes It So

Birbaumer et al (1999) Spelling device for the paralyzed. Nature, 398: 297-98.
*Carmena et al 2003 Learning to control a brain-machine interface for reaching and grasping by
primates. PLOS Biology, 1: 193-208.
Chapin (2004) Using multi-neuron population recordings for neural prosthetics. Nature
Neuroscience, 7: 452-55.
*Decety 1996 Do imagined and executed actions share the same neural substrate? Cognitive
Brain Research, 3:87-93.
Decety and Michel (1989) Comparative analysis of actual and mental movement times in two
graphic tasks. Brain and Cognition, 11:87-97.
Farah et al (1989) Brain activity underlying visual imagery - event related potentials during
mental image generation. Journal of Cognitive Neuroscience, 1: 302-16.
Hochberg et al (2006) Neuronal ensemble control of prosthetic devices by a human with
tetraplegia. Nature, 442: 164-71.
Jeannerod and Decety (1995) Mental motor imagery - a window into the representational stages
of action. Current Opinions in Neurobiology, 5: 727-32.
Kosslyn et al (1993) Visual mental imagery activates topographically organized visual cortex –
PET investigations. Journal of Cognitive Neuroscience, 5:263-87.
Kubler et al (1999) Thought translation device - a neurophysiological approach to
communication in total motor paralysis. Experimental Brain Research, 124:223-32.
Pascual-Leone and Torres (1993) Plasticity of the sensorimotor cortex representation of the
reading finger in Braille readers. Brain, 116: 39-52.
Pascual-Leone et al (1996) Rapid rate transcranial magnetic stimulation of left dorsolateral
15
 prefrontal cortex in drug-resistant depression. Lancet, 348(9022): 233-37.
Pascual-Leone et al (1995) Modulation of muscle responses evoked by transcranial magnetic
stimulation during the acquisition of new fine motor skills. Journal of Neurophysiology,
74(3):1037-45.
Presenti et al (2001) Mental calculation in a prodigy is sustained by right prefrontal and medial
temporal areas. Nature Neuroscience, 4(1): 103-7.
Serruya et al (2002) Brain-machine interface - instant neural control of a movement signal.
Nature, 416(6877): 141-42.
Roland and Gulyas (1994) Visual imagery and visual representation. Trends in Neurosciences,
17(7): 281-87.
*Yue and Cole 1992 Strength increases from the motor program - comparison of training with
maximal voluntary and imagined muscle contractions. Journal of Neurophysiology,
67): 1114-23.

Ch 9: Turning Our Ghosts Into Ancestors: Psychoanalysis as a Neuroplastic Therapy

Bauer (2005) Developments in declarative memory - decreasing susceptibility to storage failure

over the second year of life. Psychological Science, 16: 41-47.
Bauer & Wewerka (1995) One- to two-year olds recall of events - the more expressed the more
impressed. Journal of Experimental Child Psychology, 59: 475-96.
Crick and Mitchison (1983) The function of dream sleep. Nature, 304(5922):111-4.
Etkin et al 2005 Toward a neurobiology of psychotherapy - basic science and clinical
applications. Journal of Neuropsychiatry and Clinical Neurosciences, 17: 145-58.
*Gaensbauer (2002) Representations of trauma in infancy - clinical and theoretical implications
for the understanding of early memory. Infant Mental Health Journal, 23(3): 259-77.
Gaensbauer (2005) Wild child and declarative memory. Journal of the American Academy of
Child and Adolescent Psychiatry, 44(7):627-28.
*Heim et al 2001 Altered pituitary-adrenal axis responses to provocative challenge tests in adult
survivors of childhood abuse. American Journal of Psychiatry, 158: 575-81.
Jacobs et al (2000) Depression and the birth and death of brain cells - turnover of neurons in the
hippocampus might help to explain onset and recovery of depression. American Scientist,
88(4):340-46.
Levine (1957) Infantile experience and resistance to physiological stress. Science, 126(3270):
405.
Levine (1962) Plasma-free corticosteroid response to electric shock in rats stimulated in infancy.
Science, 135(3506): 795-96.
Levine et al 1967 Physiological and behavioral effects of infantile stimulation. Physiology and
Behavior, 2:55-59. (240 & 388)
Liu et al (1997) Maternal care hippocampal glucocorticoid receptors and hypothalamic- pituitary
-adrenal responses to stress. Science, 277(5332): 1659-62. (240 & 388)
Kandel (1998) New intellectual framework for psychiatry. American Journal of Psychiatry,
155: 457-69.
*Kandel et al (1999) Biology and the future of psychoanalysis - a new intellectual framework for
psychiatry revisited. American Journal of Psychiatry, 156:505-24.

16
Manns & Eichenbaum (2006) Evolution of declarative memory. Hippocampus, 16: 795-808.
Nader et al (2000) Fear memories require protein synthesis in the amygdala for reconsolidation
after retrieval. Nature, 406: 722-26.
*Rovee-Collier (1997) Dissociations in infant memory - rethinking the development of implicit
and explicit memory. Psychological Review, 104(3): 467-98.
*Rovee-Collier (1999) Development of infant memory. Current Directions in Psychological
Sciences, 8(3): 80-85.
Sapolsky (1996) Why stress is bad for your brain. Science, 273(5276): 749-50.
Sieratzski and Woll (1996) Why do mothers cradle their babies on their left? Lancet,
347: 1746-48.
Terr (2003) Wild child - How three principles of healing organized 12 years of psychotherapy.
Journal of the American Academy of Child and Adolescent Psychiatry, 42(12):1401-9.

17
Week 5: Jan. 31- Feb. 2: Presentations 5 and 6:

Ch 10: Rejuvenation: The Discovery of the Neuronal Stem Cell and Lessons for Preserving
Our Brains

Cabeza (2002) Hemispheric asymmetry reduction in older adults - the HAROLD model.
Psychology and Aging, 17(1): 85-100.
Eriksson et al (1998) Neurogenesis in the adult human hippocampus. Nature Medicine,
4: 1313-17.
*Kempermann et al (1997) More hippocampal neurons in adult mice living in an enriched
environment. Nature, 386(6624): 493-95.
*Kempermann et al (2002) Neuroplasticity in old age - sustained fivefold induction of
hippocampal neurogenesis by long-term environmental enrichment. Annals of
Neurology, 52: 135-43.
Lutz et al (2004) Long-term meditators self-induce high-amplitude gamma synchrony during
mental practice. PNAS USA, 101(46): 16369-73.
Song et al (2002) Neural stem cells from adult hippocampus develop essential properties of
functional CNS neurons. Nature Neuroscience, 5(5): 438-45.
Springer et al (2005) Relation between brain activity during memory tasks and years of
education in young and older adults. Neuropsychology, 19(2): 181-92.
*Verghese et al (2003) Leisure activities and the risk of dementia in the elderly. New England
Journal of Medicine, 348(25): 2508-16.
*Vaynman and Gomez-Pinilla (2005) License to run - exercise impacts functional plasticity in
the intact and injured central nervous system by using neurotrophins. Neurorehabilitation
and Neural Repair, 19(4): 283-95.
*van Praag et al (1999) Running increases cell proliferation and neurogenesis in the adult
mouse dentate gyrus. Nature Neuroscience, 2(3): 266-70.
van Praag et al (2002) Functional neurogenesis in the adult hippocampus. Nature, 415(6875):
1030-34.
*Wilson et al (2002) Participation in cognitively stimulating activities and risk of incident
Alzheimer disease. JAMA, 287(6): 742-48.

Ch 11: More than the Sum of Her Parts: A Woman Shows Us How Radically Plastic the
Brain Can Be

Grafman et al (1988) Intellectual function following penetrating head injury in Vietnam veterans.
Brain, 111: 169-84.
Grafman (2000) Conceptualizing functional neuroplasticity. Journal of Communication
Disorders, 33(4): 345-56. (276 & 393)

Appendix 1: The Culturally Modified Brain

*Christakis et al (2004) Early television exposure and subsequent attentional problems in

children. Pediatrics, 113(4):708-13.
Elbert et al (1995) Increased cortical representation of the fingers of the left hand in string
players. Science, 270(5234): 305-7.
18
Gauthier et al (2000) Expertise for cars and birds recruits areas involved in face recognition.
Nature Neuroscience, 3(2): 191-97.
Gislen et al (2003) Superior underwater vision in a human population of sea gypsies. Current
Biology, 13:833-36.
*Healy (2004) Early TV exposure and attention problems in children. Pediatrics, 113: 917-18.
*Koepp et al (1998) Evidence for striatal dopamine release during a video game. Nature,
393: 266-68.
Li et al (2004) Perceptual learning and top-down influences in primary visual cortex. Nature
Neuroscience, 7:651-57.
*Maguire et al (2000) Navigation-related structural change in the hippocampi of taxi drivers.
PNAS USA, 97(8):4398-4403.
Michael et al (2001) Investigation of sentence comprehension by eye and by ear. Human Brain
Mapping, 13:239-52.
Munte et al (2002) The musician's brain as a model of neuroplasticity. Nature Reviews
Neuroscience, 3(6):473-78.
*Nisbett et al (2001) Culture and systems of thought - Holistic versus analytic cognition.
Psychological Review, 291-310.
*Sapolsky (2006) The 2% Difference. Discover, April 27(4): 42-45. (294 & 399)

Appendix 2: Plasticity and the Idea of Progress

*Rosenweig (1996) Aspects of the search for neural mechanisms of memory. Annual Review of
Psychology, 47:1-32.

19
Week 6: Feb. 7-9: Presentations 7 and 8:

Maté Part I: Hellbound Train (p. 1-97)

*Dube et al (2003) Childhood abuse neglect and household dysfunction and the risk of illicit
drug use - The Adverse Childhood Experiences Study. Pediatrics, 111: 564-572.
*Eisenberger (2003) Does rejection hurt? An fMRI study of social exclusion. Science, 10: 290-
292.
*Tchalova & Eisenberger (2015) How the brain feels the hurt of heartbreak: Examining the
neurobiological overlap between social and physical pain. In: Arthur W. Toga, editor.
Brain Mapping: An Encyclopedic Reference, vol. 3, pp. 15-20. Academic Press: Elsevier:
https://sanlab.psych.ucla.edu/wp-content/uploads/sites/31/2016/08/A-87.pdf (in place of
Panskeep (2005)listed on page 427)

20
Week 7: Feb. 14-16: Presentations 9 and 10:

Maté - Part II: Physician, Heal Thyself (101-126)

*Alexander (2001) The myth of drug-induced addiction. Report to the Canadian Senate.
http://www.parl.gc.ca/content/sen/committee/371/ille/presentation/alexender-e.htm
*Alexander et al (1981) Effects of early and later colony housing on oral ingestion of morphine
in rats. Psychopharmacology Biochemistry and Behavior, 58: 175-179
Anthony et al (1994) Comparative epidemiology of dependence on tobacco alcohol controlled
substances and inhalants – national comorbidity study. Experimental and Clinical
Psychopharmacology, 2: 244-268.
Aronoff (2000) Opioids in chronic pain management: Is there a significant risk of addiction?
Current Review of Pain, 4: 112-121.
*Bozarth & Wise (1984) Anatomically distinct opiate receptor fields mediate reward and
physical dependence. Science, 4: 516-517.
Furlan et al (2006) Opioids for chronic noncancer pain - a meta-analysis of effectiveness and
side effects. CMAJ, 174: 1589-94.
* Morgan et al (2002) Social dominance in monkeys - Dopamine D2 receptors and cocaine self-
administration. Nature Neuroscience, 5: 169-174.
Panskeep et al (1980) Endogenous opioids and social behavior. Neuroscience and Biobehavioral
Reviews, 4: 473-87.
*Robins et al (1975) Narcotic use in Southeast Asia and afterward. General Archives of
Psychiatry, 23: 955-961.
Ytterberg et al (1998) Codeine and oxycodone use in patients with chronic rheumatic disease
pain. Arthritis and Rheumatism, 41: 1603-12.

Maté - Part III: A Different State: The Addicted Brain (p. 127-175)

*Bartzokis et al (2002) Brain maturation may be arrested in chronic cocaine addicts. Biological
Psychiatry, 5:605-611.
Bencherif et al (2004) Mu-opioid receptor binding measured by PET is related to craving and
mood in alcohol dependence. Biological Psychiatry, 55: 255-262.
*Dom et al (2005) Substance use disorders and the orbitofrontal cortex. British Journal of
Psychiatry, 187: 209-220.
*Goldstein & Volkow (2002) Drug addiction and its underlying neurobiological basis –
neuroimaging evidence for the involvement of the frontal cortex. American Journal of
Psychiatry, 159: 1642-1652.
Gorelick et al (2005) Imaging mu-opioid receptors in abstinent cocaine users - time course and
relation to cocaine craving. Biological Psychiatry, 57: 1573-1582.
Koob (1992) Drugs of abuse - anatomy pharmacology and function of reward pathways. Trends
in Pharmacological Science, 13: 177-184
London et al (2000) Orbitofrontal cortex and human drug abuse - functional imaging. Cerebral
Cortex, 10: 334-342.
*Moles et al (2004) Deficit in attachment behavior in mice lacking the mu-opioid receptor gene.
Science, 304: 1983-1986.
21
*Nader et al (2006) PET imaging of dopamine D2 receptors during chronic cocaine self-
administration in monkeys. Nature Neuroscience, 9: 1050-1057.
O’Brien (2003) Research advances in the understanding and treatment of addiction. The
American Journal on Addiction, 12: 836-847.
Robinson & Kolb (2004) Structural plasticity associated with drugs of abuse.
Neuropharmacology, 47: 33-46.
*Self (2004) Regulation of drug-taking and -seeking behaviors and mesolimbic dopamine
system. Neuropharmacology, 47: 252-25
Volkow et al (2001) Low level of brain dopamine D2 receptors in methamphetamine abusers.
American Journal of Psychiatry, 158: 2015-2021.
*Zubieta et al (2003) Regulation of human affective responses by anterior cingulate and limbic
mu-opioid neurotransmission. Archives of General Psychiatry, 60: 1145-1153.

22
Week 9: Feb. 28, Mar. 2: Presentations 11 and 12:

Maté - Part IV: How the Addicted Brain Develops (179-212)

*Anderson et al (2002) Abnormal T2 relaxation time in the cerebellar vermis of adults sexually
abused in childhood - potential role of the vermis in stress-enhanced risk for drug abuse.
Psychoneuroendocrinology, 27: 231-44.
Barr et al (2003) Serotonin transporter gene variation is associated with alcohol sensitivity in
rhesus macaques exposed to early life stress. Alcoholism: Clinical and Experimental
Research, 27(5): 812-7
Brady & Sonne (1999) Role of stress in alcohol use alcoholism treatment and relapse. Alcohol
Research and Health, 23: 263-71.
Clarke et al (1996) Rearing experience and biogenic amine activity in infant rhesus monkeys.
Biological Psychiatry, 40: 338-352
271-291.
Colvis et al (2005) Epigenetic mechanisms and gene networks in the nervous system. Journal of
Neuroscience, 25(45): 10379-89.
DeBellis et al (1999) Developmental traumatology Part I- Biological Stress Systems. Biological
Psychiatry, 45: 1271-1284.
DeTurck & Pohorecky (1987) Ethanol sensitivity in rats - effect of prenatal stress.
Physiological Behavior, 40: 407-10
*Dube et al (2006) Adverse childhood experiences and the association with ever using alcohol
and drug use during adolescence. Journal of Adolescent Health, 38: 441-444
Enoch & Goldman (2002) Genetics of alcoholism and alcohol abuse. Current Psychiatry
Reports, 3: 144-51
Gelernter & Kranzler (1999) D2 dopamine receptor gene allele and haplotype frequencies in
alcohol dependent and control subject. Neuropsychopharmacology, 20: 640-49.
*Gordon (2002) Early environmental stress and biological vulnerability to drug abuse.
Psychoneuroendocrinology, 27: 115-126.
Gunnar & Donnella (2002) Social regulation of the cortisol levels in early human development.
Psychoneuroendocrinology, 27: 199-220.
Heim et al (2000) Pituitary-adrenal and autonomic responses to stress in women after sexual and
physical abuse in childhood. JAMA, 284: 592-97
*Higley et al (1997) Nonhuman primate model of alcohol abuse - effects of early experience
personality and stress on alcohol consumption. PNAS, 88: 7261-7265.
Jacobson (1989) Physical and sexual assault histories among psychiatric outpatients. American
Journal of Psychiatry, 146: 755-58.
Joseph (1999) Environmental influences on neural; plasticity the limbic system emotional
development and attachment - a review. Child Psychiatry and Human Development, 29:
189-208.
Kendler & Prescott (1998) Cannabis use abuse and dependence on a population-based sample of
female twins. American Journal of Psychiatry, 155: 1016-22.
Kendler & Prescott (1998) Cocaine use abuse and dependence in a population-based sample of
female twins. British Journal of Psychiatry, 173: 345-50.
*Kraemer et al (1991) Strangers in a strange land - Psychobiological study of infant monkeys

23
 before and after separation from real or inanimate mothers. Child Development, 62: 548-
66.
*Meany (2001) Maternal care gene expression and the transmission of individual differences in
stress reactivity across generations. Annual Review of Neuroscience, 24: 1161-92.
Meaney et al (2002) Environmental regulation of the development of mesolimbic dopamine
systems – a neurobiological mechanism for vulnerability to drug addiction.
Psychoneuroendocrinology, 27: 127-138.
Papp et al (1994) Parallel changes in dopamine D2 receptor binding in limbic forebrain
associated with chronic mild stress-induced anhedonia and its reversal by imipramine.
Psychopharmacology, 115: 441-46.
*Pedersen (2004) Biological aspects of social bonding and the roots of human violence. Annals
of the New York Academy of Sciences, 1036: 106-127.
*Perry et al (1995) Childhood trauma the neurobiology of adaptation and use-dependent
development of the brain - how states become traits. Infant Mental Health Journal, 16:
Piazza & LeMoal (1996) Pathophysiological basis of vulnerability to drug abuse - role of an
interaction between stress glucocorticoids and dopaminergic neurons. Annual Review of
Pharmacology and Toxicology, 36: 359-78.
Pohorecky (1990) Interaction of ethanol and stress - research with experimental animals. Alcohol
and Alcoholism, 2-3: 263-76.
*Schenk et al (1987) Cocaine self-administration in rats influenced by environmental conditions
– implications for the etiology of drug abuse. Neuroscience Letters, 81: 227-31.
Sondergaard et al (2003) Psychosocial distress during pregnancy and the risk of infantile colic - a
followup study. Acta Paediatrica, 92(7): 811-116.
Tarter & Vanyukov (1994) Alcoholism a developmental disorder. Journal of Consulting and
Clinical Psychology, 62: 1096-1107.
*Teicher (2000) Wounds that time won’t heal - the neurobiology of child abuse. Cerebrum, 2.
*Vythilingam et al (2002) Childhood trauma associated with smaller hippocampal volume in
women with major depression. American Journal of Psychiatry, 159: 2072-80. –
Williams (1994) Recall of childhood trauma - a prospective study of women's memories of child
sexual abuse. Journal of Consulting and Clinical Psychology, 62: 1167-76.
Williams (1995) Recall of childhood trauma - a prospective study of women's memories of child
sexual abuse- CORRECTION. Journal of Consulting and Clinical Psychology, 63: 343.
*Yehuda et al (2005) Transgenerational effects of posttraumatic stress disorder in babies of
mothers exposed to the World Trade Center Attacks during pregnancy. Journal of
Clinical Endocrinology and Metabolism, 90(7):4115-18
Zelkowitz & Papageorgiou (2005) Maternal anxiety - an emerging factor in neonatology. Acta
Paediatrica, 94(12): 1704-5

Maté Part V: The Addiction Process and the Addictive Personality (p. 213-250)

Alonso-Alonso & Pascual-Leone (2007) The right brain hypothesis for obesity. JAMA, 297:
1819-22.
Coplan et al (1996) Persistent elevations of cerebrospinal fluid concentrations of corticotropin-
releasing factor in adult nonhuman primates exposed to early life stressors. PNAS, 93:
1619-23.
24
Deppe et al (2005) Nonlinear responses within the medial prefrontal cortex reveal when specific
implicit information influences economic decision making. Journal of Neuroimaging, 15:
171-82.
Drewnoski et al (1995) Naloxone an opiate blocker reduces the consumption of sweet high fat
foods in obese and lean female binge eaters. Journal of Clinical Nutrition, 61: 1206-12
Enoch & Goldman (2002) Genetics of alcoholism and alcohol abuse. Current Psychiatry
Reports, 3: 144-51.
Gordon (2002) Early environmental stress and biological vulnerability to drug abuse.
Psychoneuroendocrinology, 27: 115-26
Kahneman et al (2001) functional imaging of neural responses to expectancy and experience of
monetary gains and losses. Neuron, 30: 619-39
Koepp et al (1998) Evidence for striatal dopamine release during a video game. Nature, 393:
266-68.
Lissau & Sorensen (1994) Parental neglect during childhood and increased obesity in young
adulthood. Lancet, 343: 324-27
Meyer et al (2004) Neuroendocrine response to casino gambling in problem gamblers.
Psychoneuroendocrinology, 29: 1272-80.
Wang et al (2002) Role of dopamine in motivation for food in humans - implications for obesity.
Expert Opinions on Therapeutic Targets, 6: 601-9
Williamson et al (2002) Body weight and obesity in adults and self-reported abuse in childhood.
International Journal of Obesity, 26: 1075-82.
Willis (1990) Multiple networks and substance use. Journal of Social and Clinical Psychology,
9: 78-90.

Maté Part VI: Imaging a Humane Reality: Beyond the War on Drugs (p. 251-272)

Dawes et al (2000) Developmental sources of variation in liability to adolescent substances use

disorders. Drug and Alcohol Dependence, 61:3-14.
Gordon (2002) Early environmental stress and biological vulnerability to drug abuse.
Psychoneuroendocrinology, 27: 115-26.

25
Week 10: Mar. 7-9: Presentations 13 and 14:

Maté Part VI: Imaging a Humane Reality: Beyond the War on Drugs (p. 273-328)

Heim et al (2000) Pituitary-adrenal and autonomic responses to stress in women after sexual and
physical abuse in childhood. JAMA, 284: 592-97
Martin et al (1990) Effects of dominance rank on d-amphetamine-induced increases in
aggression. Pharmacology, Biochemistry and Behavior, 37: 493-96
Morgan et al (2002) Social dominance in monkeys - Dopamine D2 receptors and cocaine self-
administration. Neuroscience, 5: 169-74
Perry & Pollard (1998) Homeostasis, stress, trauma, and adaptation: a neurodevelopmental view
of childhood trauma. Child and Adolescent Clinics of North America, 7: 33-51
Small et al (2006) Policy makers ignoring science and scientists ignoring policy - the medical
ethical challenges of heroin treatment. Harm Reduction Journal, 3: 1-14
Teicher (2000) Wounds that time won’t heal - the neurobiology of child abuse. The Dana Forum
on Brain Science, 2.
Volkow & Li (2004) Drug addiction - the neurobiology of behaviour gone awry. Neuroscience,
5: 963-70
Wise (1988) The neurobiology of craving - Implications for the understanding and treatment of
addiction. Journal of Abnormal Psychology, 97: 118-32
Wood et al (2006) Summary findings from the evaluation of a pilot medically supervised safer
injecting facility. CMAJ, 175: 1399-1404

26
Week 11: Mar. 14-16: Presentations 15 and 16:

Maté Part VII: The Ecology of Healing

Kolb & Whishaw (1998) Brain plasticity and behavior. Annual Review of Psychology, 49: 43-64.
Maguire et al (2003) Navigation expertise and the human hippocampus - a structural brain
imaging analysis. Hippocampus, 13: 250-9
McEwen (1998) Protective and damaging effects of stress mediators. New England Journal of
Medicine, 338: 171-179.
Schwartz et al (2005) Quantum physics in neuroscience and psychology - a neurophysical model
of the mind-brain. Philosophical Transactions of the Royal Society B, 1309-27.
*Tankersley et al (2007) Altruism is associated with and increased neural response to agency.
Nature Neuroscience, 10: 150-151.

Maté Appendices (p. 329-426): Appendix I: Adoption and Twin Study Fallacies
Alper & Natowicz (1993) On establishing the genetic basis of mental disease. Trends in
Neurosciences, 16: 387-89
Dube et al (2001) Growing up with parental alcohol abuse - exposure to childhood abuse neglect
and household dysfunction. Child Abuse and Neglect, 25: 1627-40
Enoch & Goldman (2002) Genetics of alcoholism and alcohol abuse. Current Psychiatry
Reports, 3: 144-51
Kendler (2005) A Gene for - The nature of gene actions in psychiatric disorders. American
Journal of Psychiatry, 162: 1243-52
Kendler (2005) A multidimensional twin study of mental health in women. American Journal
Psychiatry, 157: 506-13
Pohorecky (1990) Interaction of ethanol and stress - research with experimental animals an
update. Alcohol and Alcoholism, 25: 263-76.
Slap et al (2001) Adoption as risk factor for attempted suicide during adolescence. Ped. 108:E30

Maté Appendices (p. 329-426): Appendix II: Attention Deficit Disorder and Addiction
Biederman et al (1998) Does attention deficit disorder impact the developmental course of drug
and alcohol abuse and dependence. Biological Psychiatry, 44(4): 269-73
Carroll & Rounsaville (1993) History and significance of childhood attention deficit disorder in
treatment-seeking cocaine abusers. Comprehensive Psychiatry, 34: 75-82
Meaney et al 2002 Environmental regulation of the development of mesolimbic dopamine
systems – a neurobiological mechanism for vulnerability to drug addiction.
Psychoneuroendocrinology, 27: 127-38
Wilens et al (2003) Does stimulant therapy of attention-deficit hyperactivity disorder beget later
substance abuse - meta-analytic review of the literature. Pediatrics, 111: 179-85
Wood et al (1983) Prevalence of attention deficit disorder residual type or minimal brain
dysfunction in a population of male alcoholic patients. Am J Psychiatry, 140: 15-98.
Van den Bergh & Marcoen (2004) High antenatal maternal anxiety is related to ADHD symptom
externalizing problems and anxiety in 8 and 9 year old. Child Development, 75: 1085-97
Teicher (2000) Wounds that time won’t heal - the neurobiology of child abuse. Cerebrum: 2(4).
Volkow et al (2007) Depressed dopamine activity in caudate and preliminary evidence of limbic
involvement in adults with attention deficit hyperactivity disorder. Archives of General
Psychiatry, 64: 932-940
27
Week 12: Mar. 21-23: Presentations 17 and 18:

*Reiman & Zimbardo (2011) The dark side of social encounters: Prospects for a neuroscience of
human evil. Journal of Neuroscience, Psychology and Economics, 4: 174-180.
*Stein (2000) The neurobiology of evil: Psychiatric perspectives on perpetrators. Ethnicity and
Health, 5: 303-315.
*Zimbardo (2004) A situationist perspective on the psychology of evil. In A.G. Miller (Ed) The
Social Psychology of Good and Evil (p 21-50). New York: Guilford Press.

28