Social Cognitive Neuroscience - Columbia University ?· Social Cognitive Neuroscience Spring 2017 1…

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<ul><li><p>SocialCognitiveNeuroscienceSpring2017</p><p> 1 </p><p>Basics</p><p>Prof.KevinOchsnerTuesday2:10pm4:00pm405SchermerhornHallPsychW3680/G4685</p><p>Overview</p><p>Socialcognitiveneuroscienceseekstointegratethetheoriesandmethodsofitsparentdisciplines,socialpsychologyandcognitiveneuroscience.Assuch,itseekstoexplainsocialandemotionalbehavioratthreelevelsofanalysis:Thesociallevel,whichincludesdescriptionsofexperience,behavior,andcontext;thecognitivelevel,whichspecifiesinformationprocessing(i.e.psychological)mechanisms;andtheneurallevel,whichspecifiesneuralsystemsthatinstantiatetheseprocesses.Thecoursebeginswithfoundationalconcepts(multilevelanalysesofbehavior,convergingevidence,theevolutionofthehumanbrain),whichstudentsusetoanalyzefindingsinnumberofcorecontentdomains(includingemotionalappraisal,emotionregulation,personperception,socialaffiliationandrejection,individualdifferences).Prerequisites:Courseequivalentsofatleasttwoofthefollowingcourses(W1001,W1010,W2630,W3410,W3480,W3485)and/ortheinstructor'spermission.</p><p>Courserequirements</p><p>Eachweek,studentswillattendatwohourseminar.Nolaterthan5:00p.m.oftheproceedingevening,studentswillsubmita2pageseedpapertothecourseworksdiscussionboardforthecourse.Seedpapersanalyzeandintegratethehypotheses,conceptualpremises,methodsandfindingsofassignedresearcharticles,andwillbeusedtolaunchdiscussionduringeachmeeting.Forthefirstcoursemeeting,andforselectedtopicsthroughoutthedurationofthecourse,theinstructorwilluseone-halftoonehourofmeetingtimeforlecturesthatwillprovidehistoricalcontext,background,andconceptualexplication.Forthefinalpaperstudentswillpresentaproposalforanoriginalexperimentthatemploysthesocialcognitiveneuroscienceapproach.Thisproposalfollowsaspecifiedformat(calledQuALMRI,tobedescribedinahandout).</p><p>Grading</p><p>Gradingisallocatedasfollows:</p><p> Seedpapers35% Participationindiscussion30% Finalpaper35%</p><p>Note:Pleaseletmeknowifyoufeelthatyourengagement/performanceinthecoursemaynotbeadequatelyreflectedinanyoneofthesekeycourseelements(e.g.,youarenotalwayscomfortablespeakingupingroups).Togetherwecanconsideralternativeweightingsofseeds,discussionandfinalpaperthatmaybemoreappropriate.</p><p>FulfillmentofdegreerequirementsPSYCW3680isanadvancedundergraduateseminar,designedparticularlyforstudentswhoaremajoringinPsychologyorinNeuroscienceandBehavior.Itfulfillsthefollowingdegreerequirements: ForthePsychologymajororconcentration,W3680meetstheGroupIII(Social,</p><p>Personality,andAbnormal)distributionrequirement.</p><p> FortheNeuroscienceandBehaviorjointmajor,W3680willfulfillthe5thPsychologyrequirement:oneadvancedpsychologyseminarfromalistapprovedbythePsychologyDepartmentadvisortotheprogram.</p><p> W3680willmeetthesocialsciencerequirementofGS,providedthatstudentsobtainthenecessarypermissionsandhavetakentheprerequisitepsychologycourses.Forinstance,astudentwhohascompletedPSYC1001(TheScienceofPsychology)andPSYC1010(Mind,Brain,andBehavior),wouldbeabletouseW3680forGSsocialsciencerequirement.However,studentswhoaremajoringinPsychologyorinNeuroscienceandBehaviorwillhavepriorityoverstudentswhoaretakingthecourseforthesocialsciencerequirement.</p><p>PSYCG4685isagraduateseminardesignedforstudentswithinterestsintheintersectionofsocialpsychologyandcognitive/affectiveneuroscience.</p></li><li><p>SocialCognitiveNeuroscienceSpring2017</p><p> 2 </p><p>AcademicIntegrity</p><p>TheUniversitynowrequiresthatsyllabiincludediscussionoftheimportanceofacademicintegrityinyourstudiesatColumbia:</p><p>Theintellectualventureinwhichweareallengagedrequiresoffacultyandstudentsalikethehighestlevelofpersonalandacademicintegrity.Asmembersofanacademiccommunity,eachoneofusbearstheresponsibilitytoparticipateinscholarlydiscourseandresearchinamannercharacterizedbyintellectualhonestyandscholarlyintegrity.Inpracticalterms,thismeansthat,asstudents:</p><p> Youmustberesponsibleforthefullcitationsofothersideasinallofyourresearchpapersandprojects</p><p> Youmustbescrupulouslyhonestwhentakingyourexaminations Youmustalwayssubmityourownworkandnotthatofanotherstudent,</p><p>scholar,orinternetagent.FromtheFacultyStatementonAcademicIntegrity(www.college.columbia.edu/academics/integrity-statement):</p><p> StudentsareexpectedtodotheirownworkonalltestsandassignmentsforthisclassandactinaccordancewiththeFacultyStatementonAcademicIntegrityandHonorCodeestablishedbythestudentsofColumbiaCollegeandtheSchoolofGeneralStudies.</p><p> Becauseanyacademicintegrityviolationunderminesourintellectualcommunity,studentsfoundtohavecheated,plagiarized,orcommittedanyotheractofacademicdishonestycanexpecttoreceiveazerofortheworkinquestionandmayfailtheclass.</p><p> StudentswillalsobereferredtotheDeansDisciplinaryProcess(see:www.college.columbia.edu/academics/disciplinaryprocess).</p><p>Itisstudentsresponsibilitytoensuretheirworkmaintainsexpectedstandards.Shouldyouhaveanyquestionsorconcernsregardingtheseexpectations,please:</p><p> Talkwiththeinstructor RefertotheColumbiaUniversityUndergraduateGuidetoAcademicIntegrity:</p><p>www.college.columbia.edu/academics/academicintegrity</p><p>ReadingListThereadinglisthastwomainparts.Thefirstistheweek-to-weeksyllabusofrequiredreadings.Althoughattimestheremayappeartobeafairnumberofreadingsassignedforagivenweek,keepinmindtwothings.Forone-oftenthereisanoptiontopickasubsetofreadings(denotedby,pick.notations).Assumingyouwontallpickthesameones,asagroup,wellhavearicherdiscussionasfolksweighinonboththereadingsyoudidanddidnotchosetofocuson.Foranotherinreality,therereallyisntnearlyenoughreadingassignedonanyonetopictotrulygointogreatdepthonit.Theideaistogiveyouanintroductiontoresearchoneachtopicandwhetyourappetiteformore.Totheextenttheassignedreadingsserveasanappetizeryoucanturntothesecondpartofthereadinglistfortheentreeanddessert:Locatedattheendoftheregularsyllabusisamoreextensivelistofoptionalsupplementalreadingsthatcanprovideadditionaldepthforthetopicscoveredeachweek.Part1:RequiredReadings01/17 Week1.</p><p>Introduction,origins,basicprinciples(or,whatslifeallabout,andhowdowestarttryingtounderstandit?).Thisweekintroducesustothekindsofcontenti.e.thesocialandemotionalthingsthatmakeuswhowearethatwillbethefocusofthecourse.Wewillalsoconsidertheapproachwewilltaketounderstandingthemwhichincludesthedevelopmentofmulti-levelanalyses,arelianceonconvergingevidenceandtheuseofmultiplemethods.</p><p>Overview Ochsner,K.N.(2007).SocialCognitiveNeuroscience:HistoricalDevelopment,Core</p><p>Principles,andFuturePromise.Kruglanksi,A.,&amp;Higgins,E.T.(Eds.).SocialPsychology:AHandbookofBasicPrinciples(pp.39-66).2ndEd.NewYork:GuilfordPress.[pages39-40,45-52]</p><p> Dunbar,R.I.,&amp;Shultz,S.(2007).Evolutioninthesocialbrain.Science,317(5843),1344-1347.</p><p>Behavior Baron-Cohen,S.(1995).Mindblindness:Anessayonautismandtheoryofmind.</p><p>Cambridge,MA:TheMITPress.[Chapters1-3]Brain Damasio,A.(1994).Descartes'error:emotion,reason,andthehumanbrain.NewYork:</p><p>G.P.Putnam.[Chapters1and3]Podcast Invisbilia:Fearless,fromJan15,2015</p></li><li><p>SocialCognitiveNeuroscienceSpring2017</p><p> 3 </p><p>01/24 Week2.</p><p>SocioaffectiveRespondingI:Appraising(or,subjectiveconstrualasthebasisofbeing).Howwerespondtosituationsisatitsroot,anaffectivematter,andafunctionofhowweappraiseorconstruethemeaningofsituations.Thisweeksreadingsconsiderthepsychologicalprocessesandbrainsystemscriticalforappraisalprocesses.</p><p>Overview(pickfirsttwoorsecondtwo) Moors,A.,Ellsworth,P.C.,Scherer,K.R.,&amp;Frijda,N.H.(2013).Appraisaltheoriesof</p><p>emotion:Stateoftheartandfuturedevelopment.EmotionReview,5(2),119-124. Tracy,J.L.,&amp;Randles,D.(2011).Fourmodelsofbasicemotions:AreviewofEkman</p><p>andCordaro,Izard,Levenson,andPankseppandWatt.EmotionReview,3(4),397-405. Cunningham,W.A.,&amp;Brosch,T.(2012).Motivationalsalience:Amygdalatuningfrom</p><p>traits,needs,values,andgoals.CurrentDirectionsinPsychologicalScience,21(1),54-59. Kringelbach,M.L.,&amp;Berridge,K.C.(2012).Thejoyfulmind.SciAm,307(2),40-45 SeealsoApril2013specialissueofEmotionReview,whichfocusedonappraisal</p><p>theories.</p><p>Behavior Bargh,J.A.,Chaiken,S.,Govender,R.,&amp;Pratto,F.(1992).Thegeneralityofthe</p><p>automaticattitudeactivationeffect.JournalofPersonality&amp;SocialPsychological,62(6),893-912.[Exp1only]</p><p> Lindquist,K.A.,&amp;Barrett,L.F.(2008).Constructingemotion:theexperienceoffearasaconceptualact.PsycholSci,19(9),898-903.</p><p>Brain Mobbs,D.,Petrovic,P.,Marchant,J.L.,Hassabis,D.,Weiskopf,N.,Seymour,B.,etal.</p><p>(2007).Whenfearisnear:threatimminenceelicitsprefrontal-periaqueductalgrayshiftsinhumans.Science,317(5841),1079-1083.</p><p>01/31 Week3.</p><p>SocioaffectiveRespondingII:Expressing(or,communicatingourinternalstatestoothers).Ouraffectiveresponsestosituationsaremanifestinvariouskindsofbehavioral,physiologicalandexperientialchanges.Theseresponsesarenotjustreadoutsofunderlyingappraisals,butcanthemselvesinitiateresponses.Thisweeksreadingsconsiderexpressionsasbothoutputsofandinputstoemotionalresponses.</p><p>Overview Shariff,A.F.,&amp;Tracy,J.L.(2011).Whatareemotionexpressionsfor?CurrentDirections</p><p>inPsychologicalScience,20(6),395-399. Barrett,L.F.(2011).WasDarwinwrongaboutemotionalexpressions?Current</p><p>DirectionsinPsychologicalScience,20(6),400-406.Behavior(pick1) Susskind,J.M.,Lee,D.H.,Cusi,A.,Feiman,R.,Grabski,W.,&amp;Anderson,A.K.(2008).</p><p>Expressingfearenhancessensoryacquisition.NatNeurosci,11(7),843-850. Davis,J.I.,Senghas,A.,Brandt,F.,&amp;Ochsner,K.N.(2010).TheeffectsofBOTOX</p><p>injectionsonemotionalexperience.Emotion,10(3),433-440. Carney,D.R.,Cuddy,A.J.C.,&amp;Yap,A.J.(2010).Powerposing:Briefnonverbal</p><p>displaysaffectneuroendocrinelevelsandrisktolerance.PsychologicalScience,21(10),1-6.</p><p>Brain(pick1) Knutson,B.,Rick,S.,Wimmer,G.E.,Prelec,D.,&amp;Loewenstein,G.(2007).Neural</p><p>predictorsofpurchases.Neuron,53(1),147-156. Harrison,N.A.,Gray,M.A.,Gianaros,P.J.,&amp;Critchley,H.D.(2010).Theembodiment</p><p>ofemotionalfeelingsinthebrain.JNeurosci,30(38),12878-12884.02/07 Week4.</p><p>SocioaffectiveRespondingIII:Reflecting(or,self-awareness,self-consciousness,self-reflection,self-knowledgeandintrapersonalunderstandingandhowtheyinfluenceourresponsestosituations).Howdoweknowwhatwerefeelingrightnow,orwhatwerelikeingeneral?Thisweekweconsiderhowourimplicit(orlay)theoriesabouthowourmindsworkinfluenceourbeliefsaboutourselves,ourabilitytoself-reportourthoughtsandfeelings,themechanismsunderlyingthesereports,andwhyitmatterswhatwethinkaboutourfeelingsandselvesmoregenerally.</p><p>Overview Wicklund,R.A.(1979).Theinfluenceofself-awarenessonhumanbehavior.American</p><p>Scientist,67(2),187-193. Garfinkel,S.N.,Nagai,Y.,Seth,A.K.,&amp;Critchley,H.D.(2013).Neuroimagingstudies</p><p>ofinteroceptionandself-awareness.InA.E.Cavanna,A.Nani,H.Blumenfeld&amp;S.Laureys(Eds.),NeuroimagingofConcsciousness(pp.207-224).Berlin:Springer.</p><p>Behavior Killingsworth,M.A.,&amp;Gilbert,D.T.(2010).Awanderingmindisanunhappymind.</p><p>Science,330(6006),932. Kron,A.,Goldstein,A.,Lee,D.H.,Gardhouse,K.,&amp;Anderson,A.K.(2013).Howare</p><p>youfeeling?Revisitingthequantificationofemotionalqualia.PsycholSci,24(8),1503-1511.</p><p>Brain(Mason+1other) Beer,J.S.,John,O.P.,Scabini,D.,&amp;Knight,R.T.(2006).Orbitofrontalcortexand</p></li><li><p>SocialCognitiveNeuroscienceSpring2017</p><p> 4 </p><p>socialbehavior:integratingself-monitoringandemotion-cognitioninteractions.JCognNeurosci,18(6),871-879.</p><p> Mason,M.F.,Norton,M.I.,VanHorn,J.D.,Wegner,D.M.,Grafton,S.T.,&amp;Macrae,C.N.(2007).Wanderingminds:thedefaultnetworkandstimulus-independentthought.Science,315(5810),393-395.</p><p> Satpute,A.B.,Shu,J.,Weber,J.,Roy,M.,&amp;Ochsner,K.N.(2013).Thefunctionalneuralarchitectureofself-reportsofaffectiveexperience.BiolPsychiatry,73(7),631-638.</p><p>Podcast Radiolab:Thesecrethistoryofthoughts,fromJan8,2015</p><p>02/14 Week5.</p><p>SocioaffectiveRespondingIV:Modulating(or,howaffectandemotionmodulateperceptualandcognitiveprocesses).Affectiveresponsescolorwhatweattendto,perceive,judgeandremember.Thisweeksreadingsconsiderthemechanismsunderlyingtheinfluenceofaffectonperceptionandcognition.</p><p>Overview Clore,G.L.,&amp;Huntsinger,J.R.(2007).Howemotionsinformjudgmentandregulate</p><p>thought.TrendsCognSci,11(9),393-399.Behavior Kahneman,D.,Fredrickson,B.L.,Schreiber,C.A.,&amp;Redelmeier,D.A.(1993).When</p><p>morepainispreferredtoless:Addingabetterend.PsychologicalScience,4(6),401-405. Murty,V.P.,LaBar,K.S.,Hamilton,D.A.,&amp;Adcock,R.A.(2011).Isallmotivationgood</p><p>forlearning?Dissociableinfluencesofapproachandavoidancemotivationindeclarativememory.LearnMem,18(11),712-717.</p><p>Brain(picktwo) Cahill,L.,Haier,R.J.,Fallon,J.,Alkire,M.T.,Tang,C.,Keator,D.,etal.(1996).</p><p>Amygdalaactivityatencodingcorrelatedwithlong-term,freerecallofemotionalinformation.ProcNatlAcadSciUSA,93(15),8016-8021.</p><p> Anderson,A.K.,&amp;Phelps,E.A.(2001).Lesionsofthehumanamygdalaimpairenhancedperceptionofemotionallysalientevents.Nature,411(6835),305-309.</p><p> Adcock,R.A.,Thangavel,A.,Whitfield-Gabrieli,S.,Knutson,B.,&amp;Gabrieli,J.D.(2006).Reward-motivatedlearning:mesolimbicactivationprecedesmemoryformation.Neuron,50(3),507-517.</p><p>02/21 Week6. SocioaffectiveRespondingV:Regulating(or,self-controlandself-regulation).</p><p>Anyonewhohasbeenrejected,depressed,embarrassed,afraid,angry,hadacrush,beeninlove,drunk-dialed,orcommittedsomeotherfauxpas,knowsthat</p><p>notallouremotionsandactionsarecontextappropriate,adaptiveordesirable.Howdowetakecontrolofouremotionsandmotivatedactions?Thisweekexploreswhatweknowabouthowtoregulateouremotionsandselvesmoregenerallyfromthekindsofstrategieswecandeploytobrainsystemsunderlyingthem.</p><p>Overview Ochsner,K.N.,Silvers,J.A.,&amp;Buhle,J.T.(2012).Functionalimagingstudiesof</p><p>emotionregulation:asyntheticreviewandevolvingmodelofthecognitivecontrolofemotion.AnnNYAcadSci,1251,E1-24.</p><p>Behavior(pick2) Pennebaker,J.W.(1997).Writingaboutemotionalexperiencesasatherapeutic</p><p>process.PsychologicalScience,8(3),162-166. Lieberman,M.D.,Ochsner,K.N.,Gilbert,D.T.,&amp;Schacter,D.L.(2001).Doamnesics</p><p>exhibitcognitivedissonancereduction?Theroleofexplicitmemoryandattentioninattitudechange.PsycholScience,12(2),135-140.</p><p> Wegner,D.M.,Wenzlaff,R.M.,&amp;Kozak,M.(2004).Dreamrebound:thereturnofsuppressedthoughtsindreams.PsycholSci,15(4),232-236.</p><p>Brain Kober,H.,Mende-Siedlecki,P.,Kross,E.F.,Weber,J.,Mischel,W.,Hart,C.L.,etal.</p><p>(2010).Prefrontal-striatalpathwayunderliescognitiveregulationofcraving.ProcNatlAcadSciUSA,107(33),14811-14816.</p><p> Wagner,D.D.,&amp;Heatherton,T.F.(2012).Self-regulatorydepletionincreasesemotionalreactivityintheamygdala.SocCognAffectNeurosci.</p><p>Podcast Freakonomicsradio:Preventingcrimeforpenniesonthedollar,fromSept9,201502/28 Week7.</p><p>ConnectingI:Identifying(.socialcuesandtheirmeaning.or,perceivinganddecodingthedynamicflowofnonverbalandverbalcuestoemotionandsocialintent).Eachofussendsexpressivesignalsthatconveyouremotionsandintentionstoothers.Herewestarttoaskwhatmechanismsenableustoidentifythemeaningofthesignalsotherssendtous.</p><p>Overview(pick2) Ambady,N.(2010).Theperilsofpondering:Intuitionandthinslicejudgments.</p><p>PsychologicalInquiry,21(4),271-278. Atkinson,A.P.,&amp;Adolphs,R.(2011).Theneuropsychologyoffaceperception:beyond</p><p>simpledissociationsandfunctionalselectivity.PhilosTransRSocLondBBiolSci,366(1571),1726-1738.</p></li><li><p>SocialCognitiveNeuroscienceSpring2017</p><p> 5 </p><p> deGelder,B.,deBorst,A.W.,&amp;Watson,R.(2015).Theperceptionofemotioninbodyexpressions.WileyInterdiscipRevCognSci,6(2),149-158.</p><p>Behavior Ballew,C.C.,2nd,&amp;Todorov,A.(2007).Predictingpoliticalelectionsfromrapidand</p><p>unreflectivefacejudgments.ProcNatlAcadSciUSA,104(46),17948-17953. Maringer,M.,Krumhuber,E.G.,Fischer,A.H.,&amp;Niedenthal,P.M.(2011).Beyond</p><p>smiledynamics:mimicryandbeliefsinjudgmentsofsmiles.Emotion,11(1),181-187.Brain Whalen,P.J.,Shin,L.M.,McInerney,S.C....</p></li></ul>

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