Biological bases of behaviour 2 WF-PS-N-EUR2
Classes (CW) Summer semester 2023/24

Blackmore, S. J. (2002). Maszyna memowa. Poznań: Rebis.

Buss, D. M. (2014). Zazdrość. Niebezpieczna namiętność. Gdańsk: GWP.

De Catanzaro, D. A. (2003). Motywacje i emocje. Poznań: Zysk i S-ka.

Dunbar, R. (2016). Anatomia miłości i zdrady. Co nauka mówi o namiętnościach człowieka. Kraków: Copernicus Center Press.

Etcoff N. (2002). Przetrwają najpiękniejsi. Warszawa: Cis; WAB.

Fisher, H. (2012). Dlaczego on? Dlaczego ona? Poznań: Rebis.

Fisher, H. (2016). Anatomia miłości. Nowe spojrzenie. Poznań: Rebis.

Hamer, D., Copeland, P. (2007). Geny a charakter. Warszawa: Świat Książki.

Jastrzębski, J., Drążdżewska, A., Nazarowicz, M., Przybysz, N. (2016). Rodzaj doświadczanych emocji a zachowania wiążące w romantycznych związkach kobiet I mężczyzn w średniej dorosłości. Fides et Ratio, 28(4), 90-117.

Marzec, M., Łukasik, A., Jastrzębski, J. (2014). Orientacja socjoseksualna a taktyki utrzymania partnera w związku długotrwałym. Fides et Ratio, 20(4), 196-221.

Miller. G. (2004). Umysł w zalotach. Jak wybory seksualne kształtowały naturę człowieka. Poznań: Rebis.

Ridley M. (2000). Czerwona królowa. Poznań: Rebis;

Ridley, M. (2001). Genom. Poznań: Rebis.

Ryan, F. (2017). Tajemniczy świat genomu ludzkiego. Warszawa: Prószyński i S-ka.

KNOWLEDGE: After completing EW1 courses, the student should have knowledge in the field of ethology, sociobiology, psychophysiology, evolutionary psychology and behavioral genetics, enabling him/her to explain the causes of human behavior in the context of psychological adaptations, understood as psychological mechanisms developed in the course of evolution.

SKILLS: Upon completion of the course, the student should: EU1 be able to objectively assess the cognitive and practical value of the biological basis of mental life; EU2 - perceive the biological causes of both normal and pathological psychosocial phenomena; EU3 - know and understand the genesis of biological processes underlying mental processes and EU4 - be able to use this knowledge to better explain the causes of human behaviour; EU5 - be able to analyse scientific texts, as well as present and explain selected issues in the field of evolutionary theory, ethology, sociobiology, psychophysiology and behavioural genetics in the context of human behaviour.

COMPETENCES: After completing EK1 classes - the student should accept the multifactorial background of mental life and be aware of its importance; EK2 - recognize the need to constantly supplement knowledge in the field of biological basis of behavior; EK3 - be open to cooperation with specialists in other disciplines; EK4 - strive for a holistic understanding of mental life.

The grade for the exercises consists of: attendance and active participation in classes two absences during the year are allowed) + presentation of a paper on a randomly selected topic + grade for a test.

For an unsatisfactory grade (2):

- the student has mastered less than 60% of the knowledge and skills covered by the curriculum. The answers given by him are incorrect or incomplete, he cannot use his knowledge to explain the causes of specific human behavior and / or psychosocial phenomena;

For a satisfactory grade (3):

- the student has mastered at least 60% of the knowledge and skills included in the curriculum. Uses knowledge with understanding only to a limited extent and is able to use it to explain only some of the causes of human behavior and / or psychosocial phenomena;

For a good grade (4):

- the student operates with the understanding of at least 80% of the knowledge covered by the curriculum. Can use this knowledge to explain the causes of human behavior and / or psychosocial phenomena;

For a very good grade (5):

- the student has, in principle, the full range of knowledge and skills covered by the educational program. He can comprehensively and competently present knowledge of the biological basis of human behavior and correctly use it to explain the genesis and functions of psychophysiological adaptation.

1 - 2. The origin of sex and the theory of the Red Queen;

3. Goefrey Miller's hypotheses on the evolution of the human brain and mind;

4-5. Neuroendocrine foundations of sexual behavior and gender identity;

6. Biological conditions and determinants of attractiveness;

7. Neuroendocrine foundations of temperament in terms of Helen Fisher;

8 and 9. Anatomy of love and betrayal by Helen Fisher and Robin Dunbar;

10. Adaptive function of sexual jealousy according to David M. Buss;

11-12. Introduction to the genetics of behavior;

13. Genetic foundations of temperament and character according to Dean Hammer;

14. The human brain and mind as a "meme machine" according to Richard Dawkins;

15. Health, aging and dying in an evolutionary and genetic perspective;

Knowledge assimilation: discussion and work with the literature on the subject;

Self-inquiry: simulation method, learning by discovering,

Practical: carrying out research tasks, learning by doing.