* NSCI 2380a / PSYC 2538a, Computational Methods in Decision Making  Robb Rutledge

This course provides training on how to use computational models to understand human behavior with a focus on learning, decision making, and happiness. Data is collected in a variety of tasks including new experiments designed by students, and is analyzed using computational models. Prerequisites: CPSC 100, CPSC 112 or other course involving programming (e.g., Matlab, Python, C++); course in statistics or data science; PSYC 160 or other human neuroscience course; or permission of instructor.  SC
T 9:25am-11:20am

* NSCI 2600a / PSYC 2760a, Research Methods in Psychopathology: Psychotic Disorders  Tyrone Cannon

Methods of research in psychopathology. Focus on longitudinal designs, high-risk sampling approaches, prediction of outcomes, and modeling change over time. Students design and perform analyses of clinical, cognitive, genetic, neuroimaging and other kinds of measures as predictors of psychosis and related outcomes, using existing datasets supplied by the instructor.  SO
W 1:30pm-3:25pm

* NSCI 2700a / NSCI 270 / PSYC 2670a, Research Methods in Cognitive Neuroscience  Stephanie Lazzaro

This course introduces methods used by cognitive neuroscientists to discover the structural and functional features of the nervous system. A combination of lectures and hands-on lab activities help students understand the structure and function of the human brain.  WR, SC
T 1:30pm-3:25pm

* NSCI 2800a / NSCI 280 / S&DS 2800a, Neural Data Analysis  Ethan Meyers

We discuss data analysis methods that are used in the neuroscience community. Methods include classical descriptive and inferential statistics, point process models, mutual information measures, machine learning (neural decoding) analyses, dimensionality reduction methods, and representational similarity analyses. Each week we read a research paper that uses one of these methods, and we replicate these analyses using the R or Python programming language. Emphasis is on analyzing neural spiking data, although we also discuss other imaging modalities such as magneto/electro-encephalography (EEG/MEG), two-photon imaging, and possibility functional magnetic resonance imaging data (fMRI). Data we analyze includes smaller datasets, such as single neuron recordings from songbird vocal motor system, as well as larger data sets, such as the Allen Brain observatory’s simultaneous recordings from the mouse visual system.  Prerequisite: S&DS 230. Background in neuroscience is recommended but not required (e.g., it would be useful to have taken at the level of NSCI 160).
TTh 2:35pm-3:50pm

NSCI 3200a / MCDB 3200a, Neurobiology  Haig Keshishian and Harry McNamara

The excitability of the nerve cell membrane as a starting point for the study of molecular, cellular, and systems-level mechanisms underlying the generation and control of behavior. At least 1 semester of college chemistry is strongly recommended.  SC  0 Course cr
MWF 11:35am-12:25pm

NSCI 3210La / MCDB 3210La, Laboratory for Neurobiology  Haig Keshishian

Introduction to the neurosciences. Projects include the study of neuronal excitability, sensory transduction, CNS function, synaptic physiology, and neuroanatomy. Concurrently with or after MCDB 320.  SC  ½ Course cr
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NSCI 3230a / CGSC 3240a / PSYC 3240a, Human Neuropsychology  Randolph Helfrich

Neuropsychology is the fascinating study of how brain functions give rise to behavior and cognition. This course offers an in-depth exploration of how brain lesions provide crucial insights into the workings of the human mind. Through case studies of individuals with various brain injuries and disorders, students learn how specific brain areas contribute to attention, memory, language or/and motor control. By examining the consequences of various pathologies, students learn about the connections between brain structure and function, offering a unique window into the complex processes that govern human behavior. The course covers state-of-the-art neuroimaging and neurophysiology techniques and clinical assessment methods to understand how disruptions to the brain’s architecture lead to cognitive and behavioral changes. We discuss a range of neuropsychiatric conditions, including stroke, epilepsy, dementia, movement disorders, or traumatic brain injury to understand the challenges presented by these disorders. Whether it’s unraveling the mysteries visual agnosia, attention and memory disorders, or studying the profound shifts in personality after frontal lobe injury, this course provides an exciting journey into the brain’s function from the perspective of individual patients. Prerequisite: PSYC 160/NSCI 160.
TTh 9am-10:15am

NSCI 3245a / BENG 3230a / MB&B 3300a and MB&B 3310a / MB&B 3310a / MCDB 3310a, Modeling Biological Systems I  Thierry Emonet and Kathryn Miller-Jensen

Biological systems make sophisticated decisions at many levels. This course explores the molecular and computational underpinnings of how these decisions are made, with a focus on modeling static and dynamic processes in example biological systems. This course is aimed at biology students and teaches the analytic and computational methods needed to model genetic networks and protein signaling pathways. Students present and discuss original papers in class. They learn to model using MatLab in a series of in-class hackathons that illustrate the biological examples discussed in the lectures. Biological systems and processes that are modeled include: (i) gene expression, including the kinetics of RNA and protein synthesis and degradation; (ii) activators and repressors; (iii) the lysogeny/lysis switch of lambda phage; (iv) network motifs and how they shape response dynamics; (v) cell signaling, MAP kinase networks and cell fate decisions; and (vi) noise in gene expression. Prerequisites: MATH 115 or 116. BIOL 101-104,  or with permission of instructors. This course also benefits students who have taken more advanced biology courses (e.g. MCDB 200, MCDB 310, MB&B 300/301).  QR, SC  0 Course cr
TTh 2:35pm-3:50pm

NSCI 3250b / BENG 4261b / MB&B 3620b / MCDB 3620b, Modeling Biological Systems II  Thierry Emonet and Harry McNamara

Advanced topics related to dynamical processes in biological systems. Processes by which cells compute, count, tell time, oscillate, and generate spatial patterns. Time-dependent dynamics in regulatory, signal-transduction, and neuronal networks; fluctuations, growth, and form. Comparisons between models and experimental data. Dynamical models applied to neurons, neural systems, and cellular biophysical processes. Use of MATLAB to create models. Prerequisite: MCDB 3310 (formerly MCDB 330) or equivalent, or a 2000-level biology course, or with permission of instructor.  QR
TTh 2:35pm-3:50pm

NSCI 3290a / MCDB 3290a, Sensory Neuroscience Through Illusions  Damon Clark and Michael O'Donnell

Animals use sensory systems to obtain and process information about the environment around them. Sensory illusions occur when our sensory systems provide us with surprising or unexpected percepts of the world. The goal of this course is to introduce students to sensory neuroscience at the levels of sensor physiology and of the neural circuits that process information from sensors. The course is centered around sensory illusions, which are special cases of sensory processing that can be especially illustrative, as well as delightful. These special cases are used to learn about the general principles that organize sensation across modalities and species. Prerequisites: BIOL 101-104; NSCI 160 or NSCI 320 or permission of instructor.  SC
MW 1:05pm-2:20pm

NSCI 3380a / CGSC 3380a / PSYC 3380a, Minds, Brains, and Machines  Julian Jara-Ettinger

Leibniz compared the brain to a mill, Freud to a hydraulic system, and now we think of it as a computer. Have we gotten it right? If so, what kind of computer is the brain? And what kind of software is the mind? This course explores these questions by integrating classical and cutting-edge findings from artificial intelligence, cognitive science, neuroscience, philosophy, and psychology. In this course you learn how modern artificial intelligence works—including deep neural networks, program synthesis, and neuro-symbolic approaches. You learn how to think about artificial intelligence from the perspectives of cognitive science and neuroscience. And you learn how current advances in AI are helping us understand how the mind and brain works. Conversely, you also learn how advances in psychology and neuroscience have played a key role in the biggest ideas in AI. This course is ideal for a variety of students: Psychology and cognitive science majors that want to learn about AI. CS students that want to know how to think about AI from a cognitive perspective. And anyone who wants to know how to think critically about all the advances in the study of minds, brains, and machines. Students are strongly encouraged to have taken either Introduction to Psychology (PSYC 110), or Introduction to Cognitive Science (CGSC 110). Introduction to Computer Science (CPSC 201) is also ideal.  SO
TTh 4pm-5:15pm

* NSCI 4430a / NSCI 443 / PSYC 4430a, Topics in the Neuroscience of Memory  Stephanie Lazzaro

A seminar style overview and examination of the neuroscience of memory. In this seminar, we discuss some significant historical findings in the study of memory, as well as focus on more recent, current research. How memory works and how memories can be altered and improved are discussed. Topics may include sleep and memory consolidation, re-consolidation, false memories, superior autobiographical memory, as well as the the effects of rewards, novelty, exercise, and social cues on various types of memory. Goals for this course include acquiring an in-depth and integrative understanding of the current research and directions surrounding the neuroscience of memory, and thinking critically about the methodology and evidence in the research papers that are read and discussed. We discuss strengths and limitations of the research and theories, as well as real-world applications. Prerequisites: PSYC 110, PSYC 160, or PSYC 130
Th 9:25am-11:20am

* NSCI 4550a / PSYC 4320a, Under Pressure: The Psychology of Stress  Dylan Gee

While stress serves an adaptive function that is critical for survival, chronic or extreme stress can have a negative impact on mental and physical health. Understanding the broad range of factors that can exacerbate or reduce stress, how we respond to stress, and the ways that experiences and effects of stress can differ across people and across stages of development can provide foundational insights for dealing with stress in our lives. This seminar integrates psychological, neurobiological, social, developmental, and clinical perspectives on stress. In addition to developing a foundation in the theoretical and empirical literature on stress, students will have the opportunity to engage in experiential learning related to coping skills drawn from evidence-based interventions in psychology. Priority given to seniors. Prerequisites: There are no formal prerequisites for the course, but one of the following is strongly recommended: PSYC 110, PSYC 160, PSYC 230, PSYC 335, PSYC 352, or PSYC 376.  SO
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* NSCI 4700a and NSCI 4710b, Independent Research  Damon Clark and Steve Chang

Research project under faculty supervision taken Pass/Fail; does not count toward the major, but does count toward graduation requirements. Students are expected to spend approximately ten hours per week in the laboratory. A final research report and/or presentation is required by end of term. Students who take this course more than once must reapply each term. To register, students must submit a form and written plan of study with bibliography, approved by the faculty research adviser and DUS, by the end of the first week of class. More detailed guidelines and forms can be obtained from http://neuroscience.yale.edu.
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* NSCI 4800a or b and NSCI 4810a or b, Senior Non-empirical Research  Damon Clark and Steve Chang

Research survey under faculty supervision fulfills the senior requirement for the B.A. degree and awards a letter grade. For NSCI seniors only (and second term juniors with DUS permission). Students are expected to conduct a literature review, to complete written assignments, and to present their research once in either the fall or spring term. Students are encouraged to pursue the same research project for two terms. The final research paper is due in the hands of the sponsoring faculty member, with a copy submitted to the department, by the stated deadline near the end of the term. To register, students submit a form and written plan of study with bibliography, approved by the faculty research adviser and DUS, by the end of the first week of classes. More detailed guidelines and forms can be obtained from http://neuroscience.yale.edu. 
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* NSCI 4900a or b and NSCI 4910a or b, Senior Empirical Research  Damon Clark and Steve Chang

Laboratory or independent empirical research project under faculty supervision to fulfill the senior requirement for the B.S. degree. For NSCI seniors only (and second term juniors with DUS permission); this course awards a letter grade. Students are expected to spend at least ten hours per week in the laboratory, to complete written assignments, and to present their research once in either the fall or the spring term. Written assignments include a short research proposal summary due at the beginning of the term and a full research report due at the end of the term. Students are encouraged to pursue the same research project for two terms, in which case, the first term research report and the second term proposal summary may be combined into a full research proposal due at the end of the first term. Final papers are due by the stated deadline. Students should reserve a research laboratory during the term preceding the research. To register, students must submit a form and written plan of study with bibliography, approved by the faculty research adviser and DUS, by the end of the first week of classes. More detailed guidelines and forms can be obtained from http://neuroscience.yale.edu. 
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