Identifying Data 2024/25
Subject (*) Neurogenetics. dependence and disability Code 652438011
Study programme
Mestrado Universitario en Psicoloxía Aplicada
Descriptors Cycle Period Year Type Credits
Official Master's Degree 1st four-month period
 First Obligatory 3
Language
Spanish
Teaching method Face-to-face
Prerequisites
Department Psicoloxía
Coordinador
Fernandez Garcia, Rosa Maria
 E-mail
rosa.fernandez@udc.es
Lecturers
Fernandez Garcia, Rosa Maria
 E-mail
rosa.fernandez@udc.es
Web
General description Tratanse aspectos de base neuroxenética que poden afectar á discapacidade e a dependencia. Esta materia impártese en español pero os estudantes internacionais recibirán titorías en inglés. O material didáctico estará dispoñible en inglés.

Competencies / Study results
Code Study programme competences / results
A1 To recognize and respect human diversity and to understand that psychological explanations may vary across populations and contexts.
A2 To identify the personal, psycho-social and / or educative factors that may put human health at risk.
A3 Being able to elaborate a scientific report which involves defining a research problem, the hypotheses and variables, and defining the design, the sample and its method of selection, the tools for collecting data and their subsequent analysis and discussion.
A8 To know the basis for hypotheses establishment with respect to a particular case, and from them to deduce contrastable statements.
A12 To acquire a basic theoretical knowledge about the state of the art in the different areas involved in applied psychology.
A13 Knowing and being able to use the different models, theories, methods and assessment and intervention techniques that are specific of the different areas of research in Applied Psychology, and developing a critical attitude typical of the scientific spirit.
A14 Being able to analyze the bibliographic documentation necessary for a research work.
A15 Being able to critically analyze the scientific literature.
A16 To acquire the knowledge and skills necessary for the exposition and defence of a research paper.
A17 Being able to communicate the results of an investigation.
B1 Capacity for analysis and synthesis.
B2 Capacity for organization and planning.
B3 Teamwork.
B6 Critical thinking.
B8 Autonomous learning.
B11 Troubleshooting.
B12 Decision-making.
B13 Ability to apply knowledge to practice.
B18 Ability to work autonomously.
C3 Using the basic tools of information and communication technologies (ICT) necessary for the exercise of the profession and for lifelong learning.
C8 Assessing the importance of research, innovation and technology development in the socio-economic and cultural progress of society.

Learning aims
Learning outcomes Study programme competences / results
Know what neurogenetics is. AR1
AR2
AR3
AR8
AR12
AR14
AR15
AR16
AR17
 BR2
BR3
BR6
BR8
BR11
BR12
BR13
BR18
 CC3
CC8
Know the types of neurogenetic alterations AR1
AR2
AR3
AR8
AR12
AR13
Know how to apply critical, logical and creative thinking BR2
BR3
BR6
BR8
BR13
BR18
AR3
AR14
AR15
AR17
 BR1
BR2
BR8
BR11
BR12
BR13
Assess the importance of research, innovation and technological development in the socioeconomic and cultural progress of society. CC3
CC8

Contents
Topic Sub-topic
UNIT 1. HUMAN NEUROGENETICS Human neurogenetics. Introduction to Neurogenetics. General explanation of the main genetics concepts: DNA, gene, allele.
UNIT 2. STUDY OF CHROMOSOMES Human karyotype. Types of chromosomes. Main elements of chromosomes.
UNIT 3. MAIN CHROMOSOMIC SYNDROMES IN HUMANS Down syndrome, Edwards syndrome, Patau syndrome, Klinefelter syndrome, Turner syndrome, Cri-du-chat syndrome, 22q11.2 deletion syndrome or DiGeorge syndrome.
UNIT 4. EPIGENETIC BASIS OF HUMAN BEHAVIOR Epigenetics applied to human behavior. General explanation of epigenetics. Foundations and peculiarities related to human behavior.
UNIT 5. STUDY OF THE GENETIC AND EPIGENETIC BASIS OF SEXUAL DIMORPHISM IN HUMANS Study of the genetic and epigenetic basis of sexual dimorphism in humans. Gender, gender identity, gender incongruence.

Planning
Methodologies / tests Competencies / Results Teaching hours (in-person & virtual) Student’s personal work hours Total hours
Guest lecture / keynote speech A1 A2 A3 A8 A12 A13 C3 9 27 36
Laboratory practice A1 A2 A3 A12 B2 C3 C8 2 8 10
Student portfolio A3 A8 A12 B2 C3 2 8 10
Objective test A1 C8 3 6 9
 
Personalized attention 10 0 10
 
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies
Methodologies Description
Guest lecture / keynote speech Exposition through expository teaching in the classroom of the course topics with the help of multimedia materials. It will be dedicated to the presentation and explanation of theoretical contents by the teaching staff, emphasizing those concepts considered basic, and putting each topic in dynamic relation with other aspects of the program worked on both a theoretical and practical level. Active participation of students in the sessions will be encouraged through the raising of questions and comments, and reference will be made to bibliography that may be helpful for autonomous work. In short, a participatory and collaborative methodology will be followed, with learning guided at all times by the teaching staff.
Laboratory practice 1st Obtain DNA from buccal mucosa
3rd Perform human karyotype from an image of chromosomes (metaphase).
2nd Practice dissection of a lamb brain

The laboratory practices will be carried out in the Psychobiology laboratory of the DICOMOSA group, which is located in the Faculty of Education Sciences of the UDC. For this, it will be essential to organize small groups so that students can work without interfering with the research work of the group. During the practices, time will be taken to resolve doubts related to the material explained during the lectures.
Student portfolio At the end of the teaching period, the student must prepare a portfolio as a written assignment, which includes the activities carried out in the laboratory practices. This portfolio should be submitted to the course professor before the deadline set for its evaluation and grading.
Objective test Answer a questionnaire of approximately 40 questions, either multiple choice (true/false) or short answer questions, related to the topics presented in class and the laboratory practices.

Personalized attention
Methodologies
Student portfolio
Objective test
Laboratory practice
Description
At the request of the students, tutorials will be held to specify the issues to be addressed in the portfolio, as well as to resolve doubts, offer guidance, and assist in the development of both the specific competencies of the subject and the transversal and core competencies of the degree program.

Assessment
Methodologies Competencies / Results Description Qualification
Student portfolio A3 A8 A12 B2 C3 Students will prepare a portfolio detailing the objectives, procedures, and results of the activities carried out in the laboratory. The answers must be correctly reasoned, assessing the ability to synthesize the acquired knowledge and adhere to what is asked, combining what has been learned throughout the course. The degree of understanding, the capacity for analysis and synthesis, the bibliography consulted, and the clarity of writing will be evaluated. Proper use of scientific language and appropriate use of terms in context are also considered important. The score obtained in the portfolio constitutes 10% of the final grade for the course, and it is not essential to pass this work to pass the course as a whole. 5
Objective test A1 C8 The final in-person test consists of a mixed-mode exam with approximately 40 short-answer and/or multiple-choice questions that students must answer in a maximum time of 120 minutes. As materials, only the use of pencil, blue or black pen, and eraser is allowed. Students will be informed of the time available for the test, as well as the score assigned to each question and the penalty for incorrect answers. The score obtained in the exam accounts for 80% of the final grade for the course. The maximum score is 10 points and the minimum passing grade is 5 points. 80
Guest lecture / keynote speech A1 A2 A3 A8 A12 A13 C3 Students will have access to the following information on their virtual campus:

An introduction to the topic.
An extensive and organized script of the contents.
Specific references to the basic textbook(s).
The slides used by the professor in the lectures, as well as a summary of the fundamental concepts of each topic.
Complementary bibliography.
Links to web pages and internet resources.
The script for the laboratory practices.
Additional material (videos, images...) that will facilitate the understanding of the course content. 		5
Laboratory practice A1 A2 A3 A12 B2 C3 C8 The laboratory practices will be carried out in the Psychobiology laboratory of the DICOMOSA group, which is located in the Faculty of Education Sciences of the UDC. For this purpose, it will be essential to organize small groups so that students can work without interfering with the research work of the group. The practices will be used as an opportunity to resolve doubts related to the material explained during the lecture sessions. 10
 
Assessment comments

All students who take the official final exam of the course and have submitted the corresponding portfolio of laboratory practices will be considered PRESENTED in the course records.

The final grade in the records of students who do not achieve the minimum grade to pass the course (4.5) in the objective test of the theoretical syllabus, but whose cumulative score is higher than 5, will be 4.9 (FAIL).

In the second opportunity, only students who did not take the first exam or did not achieve the minimum grade to pass the course in the objective test should take the exam. The evaluation methodology will be the same as in the first opportunity.

During the objective test, in either of the two opportunities, unless otherwise indicated, the use of any device with Internet access is prohibited. If during the test there is evidence of unauthorized use of these devices, the student will be expelled from the classroom, and proceedings will be carried out according to Law 3/2022, of February 24, on university coexistence and the disciplinary regulations for UDC students. Fraudulent completion of tests and/or activities will directly result in a failing grade ("0") in the course for the corresponding call, invalidating any grade obtained in all activities for the next opportunity, if any, within the same academic year.

The completion of activities proposed to be done in-person in the classroom that are done from outside the classroom is considered fraudulent, proceeding according to Law 3/2022, of February 24, on university coexistence and the disciplinary regulations for UDC students.

In the completion of assignments, plagiarism and the use of non-original material, including that obtained through the internet, without explicit indication of its source, will be considered cause for a failing grade (numerical grade 0) in the activity. All of this without prejudice to the disciplinary responsibilities that may arise after the corresponding procedure.

In the case of duly justified exceptional situations, additional measures may be adopted so that the student can pass the course, such as flexibility in the portfolio submission date or modification of the date of the learning outcomes assessment test.

In case of discrepancies between the teaching guides in different languages, the Spanish version will prevail.

Sources of information
Basic

Any basic Genetics manual available in the Faculty library. For example:

Bartrés-Faz, D. y Redolar Ripoll, D. (2008). Bases genéticas de la conducta. Editorial UOC, S.L.

Cox, T.M. y Sinclair, J. (1998). Biología Molecular en Medicina. Madrid. Panamericana.

Plomin, R., Defries, J.C. (2002). Genética de la conducta. Madrid, Alianza.

Plomin, R. (1997). Behavioral genetics (3rd ed.). New York W.H. Freeman and Company.
Complementary
  • Aguilar Segura M.S. (2019). Biología molecular y citogenética 2ªed. Sintesis. 
  • Bahilo Gómez A., Fernández Vila S. (2023). Biología molecular y citogenética. McGraw-Hill Interamericana de España S.L. 
  • Carey, N. (2013). La revolución epigenética: De cómo la biología moderna está reescribiendo nuestra comprensión de la genética, la enfermedad y la herencia. Biblioteca Buridán. 
  • Cortés-Cortés, J., (2019) Vulnerabilidad Genética de la Transexualidad: análisis de una población española. [Tesis doctoral Uiversidade da Coruña]. http://hdl.handle.net/2183/24571 
  • Escamilla, S. (2021). Bases neurogenéticas del comportamiento. Genética Médica y Genómica, 5(5), 83-110. 
  • García Aguirre, J. F., Castaño Loaiza, L. X., Gallego Ospina, C. D., y Orrego Cardozo, M. (2021). Trastorno por estrés postraumático y epigenética. Metilaciones en genes asociados al estrés. Tesis psicológica, 16(2), 84-105. https://doi.org/10.37511/tesis.v16n2a5 
  • Gómez-Aguado F., Lorenzo M.I., Simón F., Hernández B. (2022). Biología molecular y citogenética. Altamar. 
  • González-Pardo, H., y Pérez Álvarez, M. (2013). La epigenética y sus implicaciones para la psicología. Psicothema, 25(1), 3-12. 
  • Guillamon, A. (2022). Identidad de Género: Una aproximación Psicobiológica. Editorial Sanz y Torres, S.L. 
  • Iniesta, R., Guinó, E., y Moreno, V. (2005). Análisis estadístico de polimorfismos genéticos en estudios epidemiológicos [Statistical analysis of genetic polymorphisms in epidemiological studies]. Gaceta sanitaria, 19(4), 333–341. https://doi.org/10.1157/13078029 
  • Marenco Salazar, J. D., Mejía Barrera, J. M., Pérez Martínez, J. A., Sánchez Salcedo, S. S., y Pugliese Jiménez, A. (2022). Los trastornos neurocognitivos y retos de la epigenética. Biociencias, 17(2). https://doi.org/10.18041/2390-0512/biociencias.2.10695 
  • Martino, P.L., Audisio, E.O. (2018). Epigenética: un nexo para relacionar la Biología con la Psicología. Revista de Educación en Biología. 21(1), 10-18. https://doi.org/10.59524/2344-9225.v21.n1.22543 
  • Noro, G., y Caserta Gon, M. C. (2015). Epigenética, cuidados maternais e vulnerabilidade ao estresse: conceitos básicos e aplicabilidade. Psicologia: Reflexão e Crítica, 28(4), 829-839. https://doi.org/10.1590/1678-7153.201528422 
  • Ordoñana, J.R. (2023). Genética del comportamiento. Editorial Síntesis, S. A. 
  • Peña, C., y Loyola-Vargas, V. (2017). De la genética a la epigenética: La herencia que no está en los genes. Fondo de Cultura Económica. 
  • Petronis, A., y Mill, J. (Eds.). (2011). Brain, behavior and epigenetics. Springer. 
  • Plomin, R., Martí Carbonell, A. (2002). Genética de la conducta. Ariel. 
  • Romá Mateo, C. (2016). La epigenética. Consejo Superior de Investigaciones Científicas. 
  • Sassone-Corsi, P., y Christen, Y. (Eds.). (2012). Epigenetics, brain and behavior. Springer 
  • Simón Ferre, M.J., Gámiz Ruiz, F., Zafra Palma, M.A. (2022). Neurociencia del comportamiento: del laboratorio a la vida real. Aula Magna Proyecto clave McGraw Hill

Recommendations
Subjects that it is recommended to have taken before

Subjects that are recommended to be taken simultaneously
Biopsychology/652438010

Subjects that continue the syllabus

Other comments

For this course, knowledge of English is highly recommended, as it is necessary for reading scientific books and articles, given that it is a subject with very current topics, and to have access to information available in scientific databases on the Internet, most of which are international. It is also recommended to have computer skills at a user level, for the use of the Moodle platform and the preparation of the portfolio.


(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.