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  • SocialCognitiveNeuroscienceSpring2017

    1

    Basics

    Prof.KevinOchsnerTuesday2:10pm4:00pm405SchermerhornHallPsychW3680/G4685

    Overview

    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.

    Courserequirements

    Eachweek,studentswillattendatwohourseminar.Nolaterthan5:00p.m.oftheproceedingevening,studentswillsubmita2pageseedpapertothecourseworksdiscussionboardforthecourse.Seedpapersanalyzeandintegratethehypotheses,conceptualpremises,methodsandfindingsofassignedresearcharticles,andwillbeusedtolaunchdiscussionduringeachmeeting.Forthefirstcoursemeeting,andforselectedtopicsthroughoutthedurationofthecourse,theinstructorwilluseone-halftoonehourofmeetingtimeforlecturesthatwillprovidehistoricalcontext,background,andconceptualexplication.Forthefinalpaperstudentswillpresentaproposalforanoriginalexperimentthatemploysthesocialcognitiveneuroscienceapproach.Thisproposalfollowsaspecifiedformat(calledQuALMRI,tobedescribedinahandout).

    Grading

    Gradingisallocatedasfollows:

    Seedpapers35% Participationindiscussion30% Finalpaper35%

    Note:Pleaseletmeknowifyoufeelthatyourengagement/performanceinthecoursemaynotbeadequatelyreflectedinanyoneofthesekeycourseelements(e.g.,youarenotalwayscomfortablespeakingupingroups).Togetherwecanconsideralternativeweightingsofseeds,discussionandfinalpaperthatmaybemoreappropriate.

    FulfillmentofdegreerequirementsPSYCW3680isanadvancedundergraduateseminar,designedparticularlyforstudentswhoaremajoringinPsychologyorinNeuroscienceandBehavior.Itfulfillsthefollowingdegreerequirements: ForthePsychologymajororconcentration,W3680meetstheGroupIII(Social,

    Personality,andAbnormal)distributionrequirement.

    FortheNeuroscienceandBehaviorjointmajor,W3680willfulfillthe5thPsychologyrequirement:oneadvancedpsychologyseminarfromalistapprovedbythePsychologyDepartmentadvisortotheprogram.

    W3680willmeetthesocialsciencerequirementofGS,providedthatstudentsobtainthenecessarypermissionsandhavetakentheprerequisitepsychologycourses.Forinstance,astudentwhohascompletedPSYC1001(TheScienceofPsychology)andPSYC1010(Mind,Brain,andBehavior),wouldbeabletouseW3680forGSsocialsciencerequirement.However,studentswhoaremajoringinPsychologyorinNeuroscienceandBehaviorwillhavepriorityoverstudentswhoaretakingthecourseforthesocialsciencerequirement.

    PSYCG4685isagraduateseminardesignedforstudentswithinterestsintheintersectionofsocialpsychologyandcognitive/affectiveneuroscience.

  • SocialCognitiveNeuroscienceSpring2017

    2

    AcademicIntegrity

    TheUniversitynowrequiresthatsyllabiincludediscussionoftheimportanceofacademicintegrityinyourstudiesatColumbia:

    Theintellectualventureinwhichweareallengagedrequiresoffacultyandstudentsalikethehighestlevelofpersonalandacademicintegrity.Asmembersofanacademiccommunity,eachoneofusbearstheresponsibilitytoparticipateinscholarlydiscourseandresearchinamannercharacterizedbyintellectualhonestyandscholarlyintegrity.Inpracticalterms,thismeansthat,asstudents:

    Youmustberesponsibleforthefullcitationsofothersideasinallofyourresearchpapersandprojects

    Youmustbescrupulouslyhonestwhentakingyourexaminations Youmustalwayssubmityourownworkandnotthatofanotherstudent,

    scholar,orinternetagent.FromtheFacultyStatementonAcademicIntegrity(www.college.columbia.edu/academics/integrity-statement):

    StudentsareexpectedtodotheirownworkonalltestsandassignmentsforthisclassandactinaccordancewiththeFacultyStatementonAcademicIntegrityandHonorCodeestablishedbythestudentsofColumbiaCollegeandtheSchoolofGeneralStudies.

    Becauseanyacademicintegrityviolationunderminesourintellectualcommunity,studentsfoundtohavecheated,plagiarized,orcommittedanyotheractofacademicdishonestycanexpecttoreceiveazerofortheworkinquestionandmayfailtheclass.

    StudentswillalsobereferredtotheDeansDisciplinaryProcess(see:www.college.columbia.edu/academics/disciplinaryprocess).

    Itisstudentsresponsibilitytoensuretheirworkmaintainsexpectedstandards.Shouldyouhaveanyquestionsorconcernsregardingtheseexpectations,please:

    Talkwiththeinstructor RefertotheColumbiaUniversityUndergraduateGuidetoAcademicIntegrity:

    www.college.columbia.edu/academics/academicintegrity

    ReadingListThereadinglisthastwomainparts.Thefirstistheweek-to-weeksyllabusofrequiredreadings.Althoughattimestheremayappeartobeafairnumberofreadingsassignedforagivenweek,keepinmindtwothings.Forone-oftenthereisanoptiontopickasubsetofreadings(denotedby,pick.notations).Assumingyouwontallpickthesameones,asagroup,wellhavearicherdiscussionasfolksweighinonboththereadingsyoudidanddidnotchosetofocuson.Foranotherinreality,therereallyisntnearlyenoughreadingassignedonanyonetopictotrulygointogreatdepthonit.Theideaistogiveyouanintroductiontoresearchoneachtopicandwhetyourappetiteformore.Totheextenttheassignedreadingsserveasanappetizeryoucanturntothesecondpartofthereadinglistfortheentreeanddessert:Locatedattheendoftheregularsyllabusisamoreextensivelistofoptionalsupplementalreadingsthatcanprovideadditionaldepthforthetopicscoveredeachweek.Part1:RequiredReadings01/17 Week1.

    Introduction,origins,basicprinciples(or,whatslifeallabout,andhowdowestarttryingtounderstandit?).Thisweekintroducesustothekindsofcontenti.e.thesocialandemotionalthingsthatmakeuswhowearethatwillbethefocusofthecourse.Wewillalsoconsidertheapproachwewilltaketounderstandingthemwhichincludesthedevelopmentofmulti-levelanalyses,arelianceonconvergingevidenceandtheuseofmultiplemethods.

    Overview Ochsner,K.N.(2007).SocialCognitiveNeuroscience:HistoricalDevelopment,Core

    Principles,andFuturePromise.Kruglanksi,A.,&Higgins,E.T.(Eds.).SocialPsychology:AHandbookofBasicPrinciples(pp.39-66).2ndEd.NewYork:GuilfordPress.[pages39-40,45-52]

    Dunbar,R.I.,&Shultz,S.(2007).Evolutioninthesocialbrain.Science,317(5843),1344-1347.

    Behavior Baron-Cohen,S.(1995).Mindblindness:Anessayonautismandtheoryofmind.

    Cambridge,MA:TheMITPress.[Chapters1-3]Brain Damasio,A.(1994).Descartes'error:emotion,reason,andthehumanbrain.NewYork:

    G.P.Putnam.[Chapters1and3]Podcast Invisbilia:Fearless,fromJan15,2015

  • SocialCognitiveNeuroscienceSpring2017

    3

    01/24 Week2.

    SocioaffectiveRespondingI:Appraising(or,subjectiveconstrualasthebasisofbeing).Howwerespondtosituationsisatitsroot,anaffectivematter,andafunctionofhowweappraiseorconstruethemeaningofsituations.Thisweeksreadingsconsiderthepsychologicalprocessesandbrainsystemscriticalforappraisalprocesses.

    Overview(pickfirsttwoorsecondtwo) Moors,A.,Ellsworth,P.C.,Scherer,K.R.,&Frijda,N.H.(2013).Appraisaltheoriesof

    emotion:Stateoftheartandfuturedevelopment.EmotionReview,5(2),119-124. Tracy,J.L.,&Randles,D.(2011).Fourmodelsofbasicemotions:AreviewofEkman

    andCordaro,Izard,Levenson,andPankseppandWatt.EmotionReview,3(4),397-405. Cunningham,W.A.,&Brosch,T.(2012).Motivationalsalience:Amygdalatuningfrom

    traits,needs,values,andgoals.CurrentDirectionsinPsychologicalScience,21(1),54-59. Kringelbach,M.L.,&Berridge,K.C.(2012).Thejoyfulmind.SciAm,307(2),40-45 SeealsoApril2013specialissueofEmotionReview,whichfocusedonappraisal

    theories.

    Behavior Bargh,J.A.,Chaiken,S.,Govender,R.,&Pratto,F.(1992).Thegeneralityofthe

    automaticattitudeactivationeffect.JournalofPersonality&SocialPsychological,62(6),893-912.[Exp1only]

    Lindquist,K.A.,&Barrett,L.F.(2008).Constructingemotion:theexperienceoffearasaconceptualact.PsycholSci,19(9),898-903.

    Brain Mobbs,D.,Petrovic,P.,Marchant,J.L.,Hassabis,D.,Weiskopf,N.,Seymour,B.,etal.

    (2007).Whenfearisnear:threatimminenceelicitsprefrontal-periaqueductalgrayshiftsinhumans.Science,317(5841),1079-1083.

    01/31 Week3.

    SocioaffectiveRespondingII:Expressing(or,communicatingourinternalstatestoothers).Ouraffectiveresponsestosituationsaremanifestinvariouskindsofbehavioral,physiologicalandexperientialchanges.Theseresponsesarenotjustreadoutsofunderlyingappraisals,butcanthemselvesinitiateresponses.Thisweeksreadingsconsiderexpressionsasbothoutputsofandinputstoemotionalresponses.

    Overview Shariff,A.F.,&Tracy,J.L.(2011).Whatareemotionexpressionsfor?CurrentDirections

    inPsychologicalScience,20(6),395-399. Barrett,L.F.(2011).WasDarwinwrongaboutemotionalexpressions?Current

    DirectionsinPsychologicalScience,20(6),400-406.Behavior(pick1) Susskind,J.M.,Lee,D.H.,Cusi,A.,Feiman,R.,Grabski,W.,&Anderson,A.K.(2008).

    Expressingfearenhancessensoryacquisition.NatNeurosci,11(7),843-850. Davis,J.I.,Senghas,A.,Brandt,F.,&Ochsner,K.N.(2010).TheeffectsofBOTOX

    injectionsonemotionalexperience.Emotion,10(3),433-440. Carney,D.R.,Cuddy,A.J.C.,&Yap,A.J.(2010).Powerposing:Briefnonverbal

    displaysaffectneuroendocrinelevelsandrisktolerance.PsychologicalScience,21(10),1-6.

    Brain(pick1) Knutson,B.,Rick,S.,Wimmer,G.E.,Prelec,D.,&Loewenstein,G.(2007).Neural

    predictorsofpurchases.Neuron,53(1),147-156. Harrison,N.A.,Gray,M.A.,Gianaros,P.J.,&Critchley,H.D.(2010).Theembodiment

    ofemotionalfeelingsinthebrain.JNeurosci,30(38),12878-12884.02/07 Week4.

    SocioaffectiveRespondingIII:Reflecting(or,self-awareness,self-co

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