Physiological and Comparative Psychology |
Fall 2026 ONLINE ONLY |
Syllabus, Learning Goals, Course Content, Resources, Grading, Procedures, & References (scroll down) |
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 Text: Kalat, J. W. (2024). Biological psychology,(14th.Ed). Boston: Cengage |
The course has two foci: physiological psychology and comparative psychology. These two areas are related but are also independent. You will have both to see relationships between the two areas and to discriminate between them. Throughout, the course treats physiological topics while always linking to the study of animal behavior (e.g., comparative psychology). Comparative psychology treats humans as another evolved animal species. Tests are primarily objective, and they count equally towards the final grade. Make up exams will be given for good cause and when notice is given beforehand.
YOU ARE WELCOME TO ANY MEANS NECESSARY TO FIND MATERIALS INCLUDING ChatGPT OR SIMILAR LLMs
Students With Disabilities
SAU's policy is to provide educational opportunity to students with disabilities to the full extent of federal, state, and SAU's own commitment to equality of education for all. Any disabled students requiring accomodations should inform their instructor at the beginning of the course. Such students should also contact the SAU Office of Disability Support Services/Office of Counseling and Testing, located in Nelson Hall 203, or they may call that office at x 4145.
8/17 |
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8/24 |
Essential Animal Behavior: An Introduction The links below are to Kalat's Intro in case you have yet to purchase the book |
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9/7 |
(Labor Day) |
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9/7 |
Test 1 will open in early September and it covers the material above. Use the text and these web pages to FIND the correct answers on the test. Remember, the test is OPEN BOOK & OPEN NOTES. Unlike a typical test you don't need to REMEMBER the answers, instead you need to FIND them. ALL TESTS MUST BE COMPLETED NO LATER THAN DECEMBER 10, 2026 AT 11:59 PM |
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9/15 |
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9/22 |
Synapses |
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9/29 |
Anatomy and Research Methods |
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| FALL Break 10/8 & 10/9 | ||
10/6 |
Genetics, Evolution, Development, and Plasticity |
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10/13 |
https://www.nytimes.com/2026/02/23/science/evolution-vertebrate-eye.html?unlocked_article_code=1.gFA.m2V6.iA3La2_ZqNp_&smid=nytcore-ios-share Test 5 will open in late October it will cover chapter 5 |
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10/20 |
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10/27 |
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10/31 |
Kardas |
Animal Movements and Migration (link under revision) |
| 11/6 | Kardas | Test 7 opens 11/16 it covers links above and below |
| 11/20 | Kardas | Thanksgiving (11/25 to 11/27) |
| 11/22 | Eating and Not Being Eaten/Domestication (link under revision) |
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11/29 |
Drop Day is 12/02/2026 | |
12/6 |
Final Exams |
There is no Final Exam |
Southern Arkansas University affirms its commitment to academic integrity and expects all members of the University community to accept shared responsibility for maintaining academic integrity. Students in this course are subject to the provisions of the University’s Academic Integrity Policy, approved by the president and published in the Student Handbook. Penalties for academic misconduct in this course may include a failing grade on an assignment a failing grade in the course. Continued enrollment in this course affirms a student’s acceptance of this University policy.https://web.saumag.edu/academics/dishonesty-and-integrity/
Southern
Arkansas University
Course
Syllabus
Fall
2026
Course Number and Title: Physio. & Comparative Psych-PSYC3093 Format: F-to-F (0-24% online)
College or Department: PSYC Weeks in length: 15 weeks
Instructor: Edward P. Kardas, PhD Class Meetings per term: Online
Contact Number: (870) 235-4231 Hours
per class meeting: Online
Email: epkardas@saumag.edu Credit hours awarded: 3
Office Hours &
Location: Online via
email or via Zoom appt. Course Time & Location: Online
Credit Hour Description
For
every course credit hour of a 15-17
week semester, the typical student should expect to spend approximately 45 clock hours per term
of concentrated attention on course-related work, including but not limited to
time engaged in class, as well as out-of-class time spent reading, reviewing,
organizing notes, preparing for upcoming quizzes/exams, problem solving, developing
and completing projects, and other activities that enhance learning.
University Mission Statement
The
mission of Southern Arkansas University is to educate students for productive
and fulfilling lives in a global environment by providing opportunities for
intellectual growth, individual enrichment, skill development, and meaningful
career preparation. The University believes in the worth of the individual and
accepts its responsibility for developing in its students those values and
competencies essential for effective citizenship in an ever-changing, free, and
democratic society. Further, the University encourages and supports excellence
in teaching, scholarly, and creative endeavors, and service.
_____________________________________________________________________________________________________________________
College Mission Statement
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The mission of the College of
Liberal and Performing Arts is to foster students’ ability to think
critically, become tolerant of diversity, adhere to ethical values,
communicate effectively, cooperate successfully, and become responsible
citizens in a changing global society. In addition, the College seeks to
instill in each student an appreciation of literature, languages, history,
politics, geography, music, theatre, and art, and to provide the campus and
region with opportunities for participation in these disciplines.
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Department Mission Statement
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The mission of the
Department of the Behavioral and Social Sciences is to contribute to the
University’s mission of promoting students’ intellectual growth, individual
enrichment, skill development, and career preparations in the areas of
criminal justice, social work, and psychology.
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Learning Goals and
Course Content
University Learning Goal: LG 1--Effective Communication
LG 2--Social
Responsibility
LG 3--Critical Thinking
LG 5--Specific Content
Knowledge
Department Learning Goal:
LG 3-- Our graduates use critical thinking to analyze, synthesize,
and evaluate information and ideas from multiple perspectives.
COURSE
DESCRIPTION: Prerequisite: Psychology 3093. A study of the comparative
aspects of animal and human physiology and behavior, including the nervous
system, sensory systems, endocrinology, and other topics.
Course
Objectives
1. To understand the basic
physiology underlying both human and animal behavior.
2. To demonstrate the
continuity of life across kingdoms and phyla.
3. To cover specific
topics in the comparative and physiological psychology central to the
discipline.
Course
Learning Goals
1. Understand basic human
behavioral physiology
2. Understand relationship
between human and animal behavior and physiology
3. Understand the sensory
systems of humans and selected animal species
The
course has two foci: physiological psychology and comparative psychology. These
two areas are related but are also independent. You will have both to see
relationships between the two areas and to discriminate between them. Early,
the course treats physiological topics, then there is a shift to a study of
animal behavior. Tests are primarily objective, and they count equally towards
the final grade. Make up exams will be given for good cause and when notice is
given beforehand. Class format is lecture with a few demonstrations,
laboratories, and field exercises. Web-based aids will be available. Regular
attendance is expected.
At the biological end of psychology are a number of fields:
neurosciences, comparative psychology, animal behavior, behavioral genetics,
behavioral ecology, and others. Unlike other biological disciplines, the focus
of the fields mentioned is specifically on behavioral aspects. Students are
often surprised at the inclusion of such topics in their this psychology
course, but a little thought reveals how relevant the biological bases are to
the study of psychology.
Needed Resources
To successfully complete this course, you will need:
Kalat,
J. W. (2019). Biological psychology, (13th Ed.) Boston: Cengage.
To read the
PowerPoints (with audio added) on our BlackBoard Page.
To read the Chapter
Lectures on our course homepage.
To read the hints
sent you via e-mail or available on our course homepage.
Grading Policies and
Procedures
General Rules:
·
Attendance
·
A
student’s academic program should be regarded as an obligation. Regular and punctual “attendance” is
expected from each student. It is your responsibility to stay up to date with
this online class. All assignments
are due by the due date given (even if absent from class) unless there is an
emergency. It is expected that all students will be a part of class discussions
and activities.
·
If
a student is absent from a class more than the equivalent of one week of
instruction those absences will be reported to the dean of students. If the
student does not meet with the instructor about the absences, you can be
withdrawn from the course.
·
Preparative Activities
In addition to the graded assignments, you will be expected to prepare for
class by completing reading assignments prior to our discussion of the material
in class. I also expect that you will complete chapter exercises as preparation
for class.
·
Online Expectations
As adults, I expect
everyone to collaborate to produce an optimal learning environment. Expectations for behavior will be discussed
during the first class session. You must check your e-mail and BlackBoard daily
·
Tests and Grading
o
Neurophysiology, sensation, perception, and comparative
psychology will be our topics. We will explore all of the topics above in
detail. That exploration will be both historical and modern. Today's data make
little intuitive sense to those who do not understand the development of the
field. Classes will be in online “lecture” format, primarily. Regular
“attendance” is expected. Tests will be about half objective and half short
answer essay. Each test counts equally toward the final grade. Make up exams
will be given for good cause and when students notify me in advance.
o
Your grade is based upon your total points on the five tests.
Each test is worth 50 points so there are 250 points possible. Grade
assignments are based upon cluster analysis. Such analysis improves markedly
over time as more tests are taken. Grade assignment during the semester, thus,
is only an estimate. The final grades will be assigned to students who closely
cluster together and grade breakpoints will be clear.
o
Each test covers the chapters shown below. There is NO
comprehensive final exam.
o
Here is the Number One hint I can provide you for
taking tests in this class:
§
FIND the answer! (as opposed to REMEMBER the answer)
§
So,
here's a good plan for you:
§
Study
the text, the PowerPoints, and the Notes I provide online
§
When
you are ready, open the test in BlackBoard
§
Answer
all of the questions you can
§
For
the ones you cannot, LOOK FOR the answers and record them
§
Think
of taking these tests as akin to finding Waldo in the Where's Waldo books :-) (Only not as hard, see below) FYI, I have not found him yet. Maybe
Waldo is IN Waldo? Who knows?
·
Tests are
o
A combination of objective items (multiple choice, matching,
and true or false).
o
Grading Your grade is based on your total points (250
possible). That's five tests of 50 points each.
o
You will take the tests online when you wish.
o
Your grades will be available on Blackboard.
o
Your individual tests thus accumulate.
o
The more tests you take the more solid your grade is.
o
Eventually, gaps will appear between groups of students. My
grading system finds those gaps.
o
At first (now), those gaps are small and arbitrary. But,
eventually they will widen. Those gaps are the curve.
o
To eliminate cheating, all tests will be open book and
open notes. But, that means the tests themselves will be a learning
experience. Hopefully, as you try to find the information and then answer the
questions you'll be learning the material better than you would have by taking
a test the old way.
o
Grading will be tougher because of the test format and the
open book, open notes. So, if you want an A you will need to average 92%
correct answers or 188 out of 200 points for the four tests that count.
o
I will drop your lowest test at the end of the course.
o
Please take all five tests.
o
REMEMBER, you will have time to take each test and you will be able to stop and come back
to the test as needed. In this class, your job is to FIND the answers
and record them on the BlackBoard tests
·
Grading Scale:
A:
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100-92%
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D:
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71-62%
|
B:
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91-82%
|
F:
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<61%
|
C:
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81-72%
|
|
|
·
Communication and “Office Hours”
o
I will use e-mail as the main method of communication between
us.
o
My e-mail address is: epkardas@saumag.edu
o
I will monitor my e-mail from 8:30 am to 8:30 pm during the
work week
o
I will monitor less routinely during the weekends
·
Social Media
o
I am not a big social media user so don't contact me using FaceBook (even though I have an account)
o
As noted above, I'll be in my "office" 12 hours a
day on e-mail
o
I'm happy to schedule individual or group Zoom sessions as
needed
o
I'm happy to schedule phone conversations as well
·
Disability
Support Services:
o
It is the policy of SAU to accommodate students with
disabilities, pursuant to federal law, state law, and the University's
commitment to equal education opportunities. Any student with a disability who needs accommodation should inform the
instructor at the beginning of the course. Students with disabilities are also encouraged to contact the Office of
Disabilities Support Services, Reynolds Center, Room 216, 870-235-4145. More information can also be found at https://web.saumag.edu/testing/disability-support-services/.
·
Academic Integrity Policy:
o
Southern
Arkansas University affirms its commitment to academic integrity and expects
all members of the University community to accept shared responsibility for
maintaining academic integrity. Students in this course are subject to the
provisions of the University’s Academic Integrity Policy, approved by the
president and published in the Student Handbook. Penalties for academic
misconduct in this course may include a failing grade on an assignment a
failing grade in the course. Continued enrollment in this course affirms a
student’s acceptance of this University policy.
o
Academic integrity at SAU is an organizational and individual
responsibility to honesty in all learning experiences. Any act of dishonesty in
academic work constitutes academic misconduct and is subject to disciplinary
action. Acts of dishonesty include, but are not limited to:
o
Plagiarism--the act of taking and/or using the ideas, work,
and/or writings of another person as one’s own.
o
Cheating--an act of dishonesty with the intention of
obtaining and/or using information in a fraudulent manner.
o
Fabrication--faking or forging a document, signature or
findings of a research project.
Southern Arkansas University affirms its commitment to academic integrity and expects all members of the University
community to accept shared responsibility for maintaining academic integrity.
Students in this course are subject to the provisions of the University’s
Academic Integrity Policy, approved by the president and published in the
Student Handbook. Penalties for academic misconduct in this course may include
a failing grade on an assignment, a failing grade in the course, or any other
course-related sanction the instructor determines to be appropriate. Continued
enrollment in this course affirms a student’s acceptance of this University
policy.
Face
Covering Requirement
Because this is an online only class there is no face
covering requirement.
Social
Distancing Policy
Because this is an online only class there is no social
distancing requirement.
Class
Web Page
Find the class web page at:
http://edkardas.com/Courses/Physio/default.html
References
Beaumont,
J. G., Kenealy, P. M. & Rogers, M. J. C. (1999) The Blackwell
Dictionary of Neuropsychology, Oxford: Blackwells
Byrne,
R. (1995) The Thinking Ape,
Oxford: Oxford University Press
Carlson,
N.R. (1991) 4th ed., Physiology of Behaviour, Prentice Hall
Cartwright,
J. (2000) Evolution and
Human Behaviour, Palgrave
Cheney,
D., & Seyfarth, R. (1990) How Monkeys See
the World, Chicago: University of Chicago Press
Crawford,
C.R., Smith, M. & Krebs, D. [eds] (1987) Sociobiology and
Psychology, Erlbaum
Daly,
M. & Wilson, M. (1999) The Truth About
Cinderella: A Darwinian View of Parental Love (Darwinism Today),
Yale University Press
Dawkins,
R. (1989) The Selfish Gene,
Oxford Paperbacks
Ellis,
A. W. & Young, A. W. (1996) 2nd edn, Human Cognitive
Neuropsychology, London: LEA
Evans,
D. & Zarate, O. (1999) Introducing
Evolutionary Psychology, Icon Books
Gazzaniga,
M.S. [ed] (1999) Cognitive
Neuroscience, New York: W. W. Norton & Co
Gould,
S. J., & Gould, C. (1999) The Animal Mind,
San Francisco: Scientific American Books
Krebs,
J. R. & Davies, N. B. (1993) 3rd edn, An Introduction to Behavioural Ecology, Blackwell Science
(UK)
Moore,
B. C. J. (1997) 4th edn, Introduction to
the Psychology of Hearing, London: Academic Press
Pinker,
S. (1997) How the mind works,
Penguin
Roberts,
W. (1998) Principles of
Animal Cognition, Boston, MA: McGraw-Hill
Sekuler, R. & Blake, R. (1994) 3rd edn, Perception,
New York: McGraw-Hill
Vauclair, J. (1996) Animal Cognition,
Cambridge, MA: Harvard University Press
