Social Neuroscience and Culture

Human Memory NPSY 154a

Spring 2015; Wed 2pm-4:50pm Brandeis University

Instructor: Prof. Angela Gutchess

Contact information: Office: Brown 107; Phone: 6-3247 E-mail: [email protected]

Office Hours: Mondays 12-1:30pm

I. Course Aims and Objectives: This course serves as an introduction to empirical research on human memory, with an emphasis on cognitive neuroscience methods.

II. Format and Procedures: The assigned readings will focus on primary research papers that emphasize fMRI methods, while the lectures will cover general concepts in memory research. The course will be structured using a combination of instructor- and student-led activities. Most classes will begin with lecture, and students will take turns leading class discussions on recent research papers.

Students are expected to participate actively in class discussions. I encourage you to take this opportunity to explore your strengths and weaknesses as a learner in a classroom setting. Reflect on how you can further push yourself to express your thoughts in different ways that will improve your comprehension of the material, your interpersonal communication skills, and your classmates’ insights into the course topics.

III. Course Schedule:

Dates Topic (see reading list below) Deadlines 1/14 Introduction to course; fMRI methods

1/21 Memory overview

1/28 Working memory

2/4 Long-term memory and neural systems

2/11 Encoding & retrieval in long-term memory 4pm, BJ Casey talk, Gzang 121 2/18 No class 2/25 Constructive nature of memory 3/4 Long-term memory: Debates and new Optional: Thurs 3/5 12pm, directions Mieke Verfaellie talk, location TBD 3/11 Priming & Implicit Memory

3/18 Midterm

3/25 Other memory systems

4/1 Autobiographical and social memory

4/8 No class 4/15 Medial temporal lobe amnesia

4/22 Development & Memory; Course wrap-up 4/30 (by Final paper due 7pm)

IV. Course Requirements: 1. Class attendance and participation: 20% of grade (attendance and participation)

You are expected to attend each class, do the readings in advance, think about the discussion points in advance, and come prepared to ask questions and discuss the material. I typically do not excuse absences, with the idea being that active attendance and participation should make up for 1 or 2 absences over the term. Because this class meets only once a week, however, more than one absence may start to impact your grade. More frequent absences are rare, in my experience at Brandeis, so I encourage you to “save” your absence for illness or a special occasion. Please talk to me in advance if there is a special circumstance.

For the participation portion of the grade, engaging in class discussions as an active participant is the most obvious (and objective) way to earn credit. However, I will define participation broadly (including such things as office hour visits, attitude, and attentiveness) to allow for my subjective evaluation of your effort. Occasionally there may be written activities in class that I will collect to further assess your class participation. Based on past experience I have found that grading participation too leniently prevents me from recognizing exceptional effort in the class, which has led me to adopt this policy. The assignments will emphasize written communication skills, and I would like you to foster your ability to communicate and reflect orally upon course topics as well. Please come see me if you find it difficult to contribute regularly to discussions, and we can work on strategies.

2. Leading one class discussion: 20% of grade Students will lead discussion on the assigned readings for the week. It is imperative that you do not simply lecture! Classes should be largely discussion-based; seek creative ways to involve your classmates and make the material relevant. In brief, you will be graded on coverage of major issues from the readings, critical evaluation of the readings (e.g., asking thoughtful questions; relating readings to broader topics), integration of additional material into class (e.g., reading supplemental material and bringing this knowledge to class) and creativity in your methods to involve the class. I am available for meetings in advance to assist you in planning your discussion. Approximately 2 students will be assigned to each date and you must coordinate your presentations, each taking individual responsibility for one part of it. While it is most common for each student to select one paper to present, you could coordinate your presentations across the two readings. You will be graded as individuals.

Dates: Sign-ups for a class will take place during the 2nd class. Potential dates & papers are posted on LATTE.

3. Exam & quiz Midterm: 30% of grade A midterm exam will assess your comprehension of the memory systems and models discussed in course readings and class presentations. The exam will rely heavily on short answers and essays, with some multiple choice questions as well.

4. Final paper (approx 10 pages) 30% of grade Research study proposal: This paper should focus on new knowledge to be gained from proposed experiments that extend from the existing literature. The proposal should contain a brief literature review, motivation for the proposed study, detailed methods, and hypotheses/predicted pattern of results. Please consult me if you have questions on the appropriateness of your topic.

APA format. Papers should be written using APA format (please talk to me in advance if there is another citation format you would like to use). I will distribute a handout on APA guidelines before the deadline, but you are responsible for talking to me in advance if you do not know how to properly cite references.

Late papers. Papers will be penalized 10% for each day that the paper is late (including late submissions on the day of the deadline).

Need assistance with your paper? I encourage you to write drafts of papers in advance and to consult with me if needed. The Writing Program also offers helpful services: http://www.brandeis.edu/programs/writing/

V. Academic Integrity You are expected to be honest in all of your academic work. The University policy on academic honesty is distributed annually as section 5 of the Rights and Responsibilities handbook. Instances of alleged dishonesty will be forwarded to the Office of Campus Life for possible referral to the Student Judicial System. Potential sanctions include failure in the course and suspension from the University. If you have any questions about my expectations, please ask.

Any work submitted by a student in this course for academic credit must be the student's own work. Do not submit work that presents the ideas of others as one’s own, fails to properly cite sources, and/or lifts sentences or ideas from the works of others. If you wish to bring in an idea or a quote from an outside source and are uncertain how to cite them, please feel free to ask me how to reference it. You have been warned. I will not hesitate to bring any student caught cheating before the Academic Judiciary Board. If you are at all uncertain as to whether something you are doing would count as cheating, ask me before you turn it in.

VI. Accommodations for students with disabilities If you are a student with a documented disability on record at Brandeis University and wish to have a reasonable accommodation made for you in this class, please see me immediately.

VII. Course Readings. Readings will be available via LATTE.

Introduction to course fMRI methods Huettel, S. A., Song, A. W., & McCarthy, G. (2004). Functional Magnetic Resonance Imaging, Ch. 1. [can skip section pp. 14-21]

Memory overview Gabrieli, J.D. (1998). Cognitive neuroscience of human memory. Annual Review of Psychology 49, 87-115. Squire, L. R. (1986). Mechanisms of memory. Science, 232, 1612-1619.

Working memory Baddeley, A. D. & Hitch, G. (1994). Developments in the concept of working memory. Neuropsychology, 8, 485-493. Smith, E. E. & Jonides, J. (1998). Neuroimaging analyses of human working memory. PNAS, 95, 12061-12068. Engle, R.W. (2002). Working memory capacity as executive attention. Current Directions in Psychological Science, 11, 19-23.

Long-term memory and neural systems Simons & Spiers (2003). Prefrontal and medial temporal lobe interactions in long-term memory. Nature Reviews Neuroscience, 4, 637-648. Schacter, D.L., Addis, D.R., & Buckner, R.L. (2007). Remembering the past to imagine the future: The prospective brain. Nature Reviews Neuroscience, 8, 657-661. Tulving, E. (2002). Episodic memory: From mind to brain. Annual Review of Psychology, 53, 1-25. Encoding & retrieval in long-term memory Paller, & Wagner (2002). Observing the transformation of experience into memory. Trends in Cognitive Sciences, 6, 93-102. Voss, Galvan, & Gonsalves (2011). Cortical regions recruited for complex active- learning strategies and action planning exhibit rapid reactivation during memory retrieval. Neuropsychologia. 49, 3956-3966. Roediger, H.L. & Karpicke, J.D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1, 181-210.

Constructive nature of memory Roediger HL III & McDermott KB (1995). Creating false memories: Remembering words not presented in lists. Journal of Experimental Psychology: Human Learning and Memory, 21, 803-814. Schacter (1999). The seven sins of memory: Insights from psychology and cognitive neuroscience. American Psychologist, 54, 182-203. Patihis, Frenda, LePort, Petersen, Nichols, Stark, McGaugh, & Loftus (2013) False memories in highly superior autobiographical memory individuals. Proceedings of the National Academy of Sciences, 110, 20947-20952.

Long-term memory: Debates and new directions Rissman, Greely, & Wagner (2010) Detecting individual memories through the neural decoding of memory states and past experience. Proceedings of the National Academy of Sciences, USA, 107, 9849-9854. van Dongen, A Takashima, M Barth, J Zapp, LR Schad, KA Paller, G Fernández. (2012) Memory stabilization with targeted reactivation during human slow-wave sleep Proceedings of the National Academy of Sciences, USA, 109, 10575-80. Wang JX, Rogers LM, Gross EZ, Ryals AJ, Dokucu ME, Brandstatt KL, Hermiller MS, Voss JL (2014). Targeted enhancement of cortical-hippocampal brain networks and associative memory. Science, 345, 1054-1057

Implicit Memory: Priming and Fear Conditioning Schacter, Wig, & Stevens (2007). Reductions in cortical activity during priming. Current Opinion in Neurobiology, 17, 171-176. Ward EJ, Chun MM, & Kuhl BA (2013). Repetition suppression and multi-voxel pattern similarity differentially track implicit and explicit visual memory. Journal of Neuroscience, 33, 14749-14757. Schiller D, Monfils M, Raio CM, Johnson D, LeDoux JE, & Phelps EA (2010) Blocking the return of fear in humans using reconsolidation update mechanisms. Nature, 463, 49-53. Useful resource for presenter of Schiller article: http://www.jove.com/video/3893/extinction-training-during-reconsolidation-window- prevents-recovery

Other memory systems Sparrow, Liu, & Wegner (2011). Google effects on memory: Cognitive consequences of having information at our fingertips. Science , 333, 776-778. Gruber, Gelman, & Ranganath (2014). States of curiosity modulate hippocampus- dependent learning via the dopaminergic circuit. Neuron, 84, 486-96. Kensinger, E.A. (2007). Negative emotion enhances memory accuracy: Behavioral and neuroimaging evidence. Current Directions in Psychological Science, 16, 213-218.

Autobiographical and social memory Macrae, Moran, Heatherton, Banfield, & Kelley (2004). Medial prefrontal activity predicts memory for self. Cerebral Cortex, 14, 647-654. St. Jacques PL, Botzung A, Miles A, & Rubin DC. (2011). Functional neuroimaging of emotionally intense autobiographical memories in post-traumatic stress disorder. Journal of Psychiatric Research, 45, 630-637. Leport, A.K.R., Mattfeld,, A.T., Dickinson-Anson, H., Fallon, J.H., Stark, C.E.L., Kruggel, F.R., Cahill, L. and McGaugh, J.L. (2012). A behavioral and neuroanatomical investigation of highly superior autobiographical memory. Neurobiology of Learning and Memory, 98, 78-92.

Medial temporal lobe amnesia Scoville, W.B. & Milner, B. (1957). Loss of recent memory after bilateral hippocampal lesions. The Journal of Neurology, Neurosurgery, & Psychiatry, 20, 11-21. Corkin, S. (2002). What’s new with the amnesic patient H.M.? Nature Reviews Neuroscience, 3, 153-160. Verfaellie M, Bousquet K, & Keane MM. (2014). Medial temporal and neocortical contributions to remote memory for semantic narratives: evidence from amnesia. Neuropsychologia, 61, 105-12.

Development & Memory Bauer, P.J. (2006). Constructing a past in infancy: A neuro-developmental account. TRENDS in Cognitive Sciences, 10, 175-181. Dennis, Hayes, Prince, Madden, Huettel, & Cabeza (2008). Effects of aging on the neural correlates of successful item and source memory encoding. Journal of Experimental Psychology: Learning, Memory, & Cognition, 34, 791-808. Sperling R, Mormino E, Johnson K. (2014). The evolution of preclinical Alzheimer’s disease: Implications for prevention trials. Neuron, 84, 608-622