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Tor Wager Diana L
Tor Wager Diana L. Taylor Distinguished Professor of Psychological and Brain Sciences Dartmouth College Email: [email protected] https://wagerlab.colorado.edu Last Updated: July, 2019 Executive summary ● Appointments: Faculty since 2004, starting as Assistant Professor at Columbia University. Associate Professor in 2009, moved to University of Colorado, Boulder in 2010; Professor since 2014. 2019-Present: Diana L. Taylor Distinguished Professor of Psychological and Brain Sciences at Dartmouth College. ● Publications: 240 publications with >50,000 total citations (Google Scholar), 11 papers cited over 1000 times. H-index = 79. Journals include Science, Nature, New England Journal of Medicine, Nature Neuroscience, Neuron, Nature Methods, PNAS, Psychological Science, PLoS Biology, Trends in Cognitive Sciences, Nature Reviews Neuroscience, Nature Reviews Neurology, Nature Medicine, Journal of Neuroscience. ● Funding: Currently principal investigator on 3 NIH R01s, and co-investigator on other collaborative grants. Past funding sources include NIH, NSF, Army Research Institute, Templeton Foundation, DoD. P.I. on 4 R01s, 1 R21, 1 RC1, 1 NSF. ● Awards: Awards include NSF Graduate Fellowship, MacLean Award from American Psychosomatic Society, Colorado Faculty Research Award, “Rising Star” from American Psychological Society, Cognitive Neuroscience Society Young Investigator Award, Web of Science “Highly Cited Researcher”, Fellow of American Psychological Society. Two patents on research products. ● Outreach: >300 invited talks at universities/international conferences since 2005. Invited talks in Psychology, Neuroscience, Cognitive Science, Psychiatry, Neurology, Anesthesiology, Radiology, Medical Anthropology, Marketing, and others. Media outreach: Featured in New York Times, The Economist, NPR (Science Friday and Radiolab), CBS Evening News, PBS special on healing, BBC, BBC Horizons, Fox News, 60 Minutes, others. -
Adriana Galván
Wouter van den Bos, Ph.D. Address for correspondence: Wouter van den Bos Lumeijstraat 3-3 1056VS, Amsterdam, the Netherlands E-mail: [email protected] Website: http://bits-of-information.org/DDN/ Nationality: Dutch Employment 2018- Associate Professor, Department of Developmental Psychology, University of Amsterdam, Amsterdam 2018- present Adjunct Research Scientist**, Center for Adaptive Rationality, Max Planck Institute for Human Development, Berlin 2017-2018 Assistant Professor, Department of Developmental Psychology University of Amsterdam, Amsterdam 2013-2018 Research Scientist**, Center for Adaptive Rationality, Max Planck Institute for Human Development, Berlin 2011-2013 Postdoctoral Fellow, Decision Neuroscience Lab, Department of Psychology, Stanford University **As research scientist I run and independent line of research, and am responsible for the primary supervision of several PhD and Post Doctoral students. Education 2011 Ph.D. (cum laude*), Developmental Psychology Leiden University 2006 M.Sc. (cum laude*), Cognitive Neuroscience University of Amsterdam 2004 M.A. (honors), Philosophy of Mind University of Amsterdam *Highest attainable distinction in the Netherlands (top 5%) Research Experience 2018 (Feb) Visiting Researcher at Center for Developing Adolescent, UC Berkeley 2012-2013 Visiting Researcher at prof. Ron Dahl, UC Berkeley 2009 (Aug-Sept) Visiting Researcher at prof. Sam McClure, Stanford University 2006 (Jan-Sept) Visiting Research Collaborator, prof. Jon Cohen, Princeton University Student Supervision Post-doc -
Conference Program 2014
Annual Meeting 2014 - Symposia Does prenatal exposure to SSRI antidepressants ‘protect’ against the effects of maternal stress? Tim Oberlander, MD, FRCP Professor, Department of Pediatrics, University of British Columbia, Canada Jodi Pawluski, Ph.D., University of Liège GIGA‐Neurosciences Liège, Belgium Veronika Kiryanova, Ph.D., Candidate, Neural Development and Plasticity Lab (Richard Dyck), University of Calgary, Canada Selective serotonin reuptake inhibitor (SSRI) antidepressants are the most common antidepressant treatment used during pregnancy and the postpartum period. Up to 10% of pregnant women are prescribed SSRIs. SSRIs inhibit the reuptake of a key neurodevelopmental signal, serotonin (5HT), via 5HT transporter blockade at presynaptic neurons, thereby increasing synaptic 5HT concentrations. Serotonin plays an integral part in neurodevelopment, and questions have been raised about the placental transfer of SSRIs and the effects of increasing presynaptic 5HT levels during critical periods of fetal brain development. To date, much attention has focused on increased risks for poor or delayed development associated with prenatal exposure to SSRIs, however, recent data are now showing that under specific developmental circumstances, SSRIs may protect against the effects of early exposure to maternal stress. Preclinical data is beginning to show no effects or potentially even protective effects associated with developmental exposure to SSRI medication (akin to the human 3rd trimester) on specific neurobehavioral outcomes at critical -
Juliet Y. Davidow Curriculum Vitae, Prepared January 2020 ______
Juliet Y. Davidow Curriculum Vitae, prepared January 2020 _______________________________________________________________________________________ Northeastern University Department of Psychology P: (617) 373-4196 360 Huntington Avenue F: (617) 373-8714 125 Nightingale Hall [email protected] Boston, MA 02115 (Lab website forthcoming) _______________________________________________________________________________________ Education 2014 Ph.D. in Psychology Columbia University 2005 B.A. in Psychology New York University Cum Laude Professional experience 2020-present Assistant Professor Department of Psychology Northeastern University, Boston, MA 2015-19 Postdoctoral research fellow Department of Psychology and Center for Brain Science Harvard University, Cambridge, MA Mentor: Leah H. Somerville, Ph.D. 2012 Visiting graduate student fellow Department of Psychology University of California - Los Angeles, Los Angeles, CA Mentor: Adriana Galván, Ph.D. Grants and funding 2016 Dean’s Competitive Fund for Promising Scholarship (PI Somerville) 2011-14 National Science Foundation Graduate Research Fellowship 2009-11 Leo Rubinstein Endowed Graduate Fellowship Professional development awards 2018 Travel Award for Annual Meeting, Society for Neuroscience 2018 Travel Award, Harvard Brain Science Initiative 2017 Best Poster, Flux International Society for Developmental Cognitive Neuroscience 2017 Travel Award for Annual Meeting, Flux International Society for Developmental Cognitive Neuroscience 2013 Mortimer D. Sackler, M.D. Summer Institute, Weill-Cornell Medical College 2012 Travel Award, Graduate School of Arts & Sciences Columbia University 2012 Summer Institute in Cognitive Neuroscience, UC Santa Barbara / UC Davis 2010 Travel Award, Kavli Institute for Brain Sciences Columbia University 2010, 2011 Travel Award, Psychology Department Columbia University Curriculum Vitae Juliet Y. Davidow, Ph.D. 2 Publications * denotes equal authorship Davidow, J.Y., Sheridan, M.A., Van Dijk, K.R.A., Santillana R.M., Snyder J., Vidal Bustamante, C.M., Rosen, B., & Somerville, L.H. -
Report to the Internal Review Committee
Center for Neuroscience & Society University of Pennsylvania REPORT TO THE INTERNAL REVIEW COMMITTEE I. Mission …………………………………………………………………………………….…………………….. p. 2 II. History …………………………………………………………………………………………………….…….. p. 2 III. People ………………………………………………………………………………………………………….. p. 2 Faculty Staff Fellows Visiting Scholars Advisory Board IV. Funding …………………………………………………………………………………………………….…… p. 4 V. Space and Facilities ………………………………………………………………………………………… p. 4 VI. Overview .……………………………………………………………………………………………………… p. 5 VII. Research on Neuroscience and Society…………………………………………………………. P. 5 VIII. Outreach (Including K-12 Education) …………………………………………………………… p. 7 Online Public Talks Academic Outreach Within Penn Outreach Beyond Penn Conferences K-12 Education IX. Higher Education ………………………………………………………………………………………….. p. 11 Neuroscience Boot Camp Continuing Medical Education Neuroethics Learning Collaborative Penn Fellowships in Neuroscience and Society New Courses Preceptorials Graduate Certificate in Social, Cognitive and Affective Neuroscience (SCAN) X. Conclusions, Challenges for the Future …………………………………………………………… p. 15 Appendices 1-11 Submitted April 9, 2016, by Martha J. Farah, Director of the Center for Neuroscience & Society 1 I. Mission Neuroscience is giving us increasingly powerful methods for understanding, predicting and manipulating the human mind. Every sphere of life in which psychology plays a central role – from education and family life to law and politics – will be touched by these advances, and some will be profoundly transformed. -
Stephanie Bugden Curriculum Vitae (Pdf)
Stephanie Bugden, Ph.D. Postdoctoral Fellow email: [email protected] Department of Psychology Phone number: (919) 884-9870 The University of Pennsylvania 425 S. University Ave, Philadelphia, PA, 19104 Education and Training Postdoctoral Fellow, March 2015 – Present Duke University (Mar 2015-Aug 2015) & The University of Pennsylvania Supervisor: Dr. Elizabeth M. Brannon The University of Western Ontario, December, 2014 Ph.D., Psychology Supervisor: Dr. Daniel Ansari Thesis Title: Characterizing persistent developmental dyscalculia: A cognitive neuroscience approach The University of Western Ontario, August, 2010 M.Ed., Special Education and Educational Psychology Supervisor: Dr. Daniel Ansari The University of Western Ontario, April, 2008 B.A., Honors in Psychology, Developmental & Educational, Minor in French Publications Google Scholar Citations (as of September 10, 2018): 353, h-index: 5 (i10-index: 5) † reviews, chapters, commentaries †Dresler, T., Bugden, S., Gouet, C., Lallier, M., Oliveira, D., Pinheiro-Chagas, P., Pires, A., Want, Y., Zugarramudi, C., & Weissheimer, J. (2018). A translational framework of educational neuroscience in learning disorders. Frontiers in Integrative Neuroscience, 12:25, doi: 10.3389/fnint.2018.00025. Lyons, I.M., Bugden, S., Zhang, S., De Jesus, S., & Ansari, D. (2018). Symbolic number skills predict growth in nonsymbolic number skills in kindergarteners. Developmental Psychology, 5(3), 440-457. †Bugden, S., DeWind, N., & Brannon, E. M. (2016). Using cognitive training to unravel the mechanistic link between the approximate number system and symbolic math skills, Current Opinions in Behavioral Sciences, 10, 73-80. doi: 10.1016/j.cobeha.2016.05.002. Bugden, S., & Ansari, D. (2016). Probing the nature of deficits in the ‘Approximate Number System’ in children with persistent Developmental Dyscalculia. -
Blaming the Brain
Minnesota Journal of Law, Science & Technology Volume 11 Issue 1 Article 5 2010 Blaming the Brain Steven K. Erickson Follow this and additional works at: https://scholarship.law.umn.edu/mjlst Recommended Citation Steven K. Erickson, Blaming the Brain, 11 MINN. J.L. SCI. & TECH. 27 (2010). Available at: https://scholarship.law.umn.edu/mjlst/vol11/iss1/5 The Minnesota Journal of Law, Science & Technology is published by the University of Minnesota Libraries Publishing. ERICKSON SK. Blaming the Brain. MINN. J.L. SCI. & TECH. 2010;11(1):27-77. Blaming the Brain Steven K. Erickson* I. Introduction ............................................................................ 27 II. The Birth of Neurolaw .......................................................... 34 A. Brains Without Minds ................................................ 36 B. The Way of Cognitive Neuroscience ........................... 42 1. Reduction and Deduction ..................................... 46 2. The Life of the Brain ............................................. 50 III. Neurolaw’s Secret Ambition ................................................ 55 A. Making the Criminal, Civil ......................................... 57 B. Rise of the Control Tests ............................................. 65 C. Abolition of Agency ..................................................... 73 IV. Conclusion ............................................................................ 76 I. INTRODUCTION People are more than their brains. Legal and social traditions have long held people -
Strategic Plan 2015
NS Strategic Plan 2015 Strategic Plan Creation of a Neuroscience Institute at UMass Amherst 1. Vision p3 2. Mission and Goals p3 3. Timelines and Deliverables for first Three Years p8 4. Stakeholders p13 5. SWOT Analysis p13 6. Differentiation Strategy p15 7. Contribution to Campus Mission p15 8. Peer and Aspirant Programs at other Institutions p16 9. Benefit of being an Institute Member to Faculty p16 10. Activities and Accomplishments to Date p16 11. Proposed Resource Needs for the Creation and Operation of INSI p16 12. Next Steps p17 Appendix A: Neuroscience Faculty (UMA and Five College Affiliates) p18 Appendix B: INSI Cluster Proposal Summaries p21 Appendix C: Full Cluster Proposals p23 INSI Steering Committee – 9/4/2015 Page 1 of 52 NS Strategic Plan 2015 Executive Summary In July 2014, the Dean of the College of Natural Sciences, in collaBoration with the VCRE, instituted a Neuroscience Strategic Planning Task Force and charged this task force with developing a strategic vision for neuroscience on the UMA campus, with Both immediate and longer-term oBjectives. MemBers of the task force represented each of the major suBstantive levels of current UMA neuroscience research (cellular/molecular; systems/circuitry; and Behavior/cognition), included assistant, associate, and full professors, and represented four departments in CNS and the School of Public Health and Health Sciences (SPHHS), as well as the Institute of Applied Life Sciences (IALS). The Neuroscience Strategic Planning Task Force has articulated a vision and operational plan for the creation and advancement of a new world-class Integrative Neuroscience Institute at UMA. The Institute will encompass research interests and eXperimental approaches contributed By a Broad range of departments and promote cross-departmental collaborations and close interactions with the Medical School (UMMS) – all leading to unique mechanistic insights into nervous system function in health and disease. -
Proceedings of the 2018 and 2019 Summer Guest Editors: Schools on Brain and Gut Neuroscience: from Prof
specialissue.jin.imrpress.com Proceedings of the 2018 and 2019 summer Guest Editors: schools on brain and gut neuroscience: from Prof. Massimo Cocchi molecules to mood Department of Veterinary Medical Sciences, Università di Bologna, Bologna, Italy The objective behind this collection of papers is to present an integrated view of the human brain in terms of both its hierarchical structural [email protected] organization and functional complexity. Through the contributed articles that reflect the lectures given in Turin, Italy, our objective is to develop an overview of modern neuroscience in a multi-scale approach starting with molecular aspects and ending with psychological, psychiatric and pharmacological aspects. The assumptions of cognitive neuroscience employ abstractions from the theoretical constructs of 19th century physics. Specifically, neural network models of “emergent conscious experience” rely on analogies to relations among molecules in crys- tals, fluids, and gases and employ chemical hypotheses regarding the emergence of thoughts, moods, and perceptions from chemical modu- lation of synaptic interactions among neurons. However, 20th and 21st Massimo Cocchi century science offers probabilistic perspectives from which to view the mind-brain nexus. Quantum mechanics and quantum field theory have given physicists extra “degrees of freedom”, radically multiplied beyond thermodynamics. A relatively new offshoot of quantum physics is quantum information theory, quantum cryptography and actual quantum Associate Prof. Marco De- computation. Quantum logic formally upgrades the classical concept riuc of a “bit” into the notion of a “qubit”. Quantum interference permits DIMEAS, Politecnico di vast computational parallelism. Cognitive paradigms drawing upon Torino, Turin, Italy wave-like quantum logic have recently spawned a new psychological literature. -
The Social Neuroscience and the Theory of Integrative Levels
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Frontiers - Publisher Connector REVIEW published: 29 October 2015 doi: 10.3389/fnint.2015.00054 The social neuroscience and the theory of integrative levels Raquel Bello-Morales 1* and José María Delgado-García 2 1 Faculty of Medicine, Autonomous University of Madrid, Madrid, Spain, 2 Division of Neurosciences, Pablo de Olavide University, Seville, Spain The theory of integrative levels provides a general description of the evolution of matter through successive orders of complexity and integration. Along its development, material forms pass through different levels of organization, such as physical, chemical, biological or sociological. The appearance of novel structures and dynamics during this process of development of matter in complex systems has been called emergence. Social neuroscience (SN), an interdisciplinary field that aims to investigate the biological mechanisms that underlie social structures, processes, and behavior and the influences between social and biological levels of organization, has affirmed the necessity for including social context as an essential element to understand the human behavior. To do this, SN proposes a multilevel integrative approach by means of three principles: multiple determinism, nonadditive determinism and reciprocal determinism. These theoretical principles seem to share the basic tenets of the theory of integrative levels Edited by: but, in this paper, we aim to reveal the differences among both doctrines. First, Carlo Miniussi, SN asserts that combination of neural and social variables can produce emergent University of Brescia & IRCCS Centro San Giovanni di Dio Fatebenefratelli, phenomena that would not be predictable from a neuroscientific or social psychological Italy analysis alone; SN also suggests that to achieve a complete understanding of social Reviewed by: structures we should use an integrative analysis that encompasses levels of organization Alessandro E. -
The Claustrum's Proposed Role in Consciousness Is Supported by The
HYPOTHESIS AND THEORY ARTICLE published: 26 February 2014 doi: 10.3389/fnint.2014.00020 The claustrum’s proposed role in consciousness is supported by the effect and target localization of Salvia divinorum Klaus M. Stiefel 1*, Alistair Merrifield 2 and Alex O. Holcombe 3 1 The MARCS Institute, University of Western Sydney, Sydney, NSW, Australia 2 NPS Medicinewise, Sydney, NSW, Australia 3 School of Psychology, University of Sydney, Sydney, NSW, Australia Edited by: This article brings together three findings and ideas relevant for the understanding of John J. Foxe, Albert Einstein College human consciousness: (I) Crick’s and Koch’s theory that the claustrum is a “conductor of Medicine, USA of consciousness” crucial for subjective conscious experience. (II) Subjective reports Reviewed by: of the consciousness-altering effects the plant Salvia divinorum, whose primary active Lawrence Edelstein, Medimark Corporation, USA ingredient is salvinorin A, a κ-opioid receptor agonist. (III) The high density of κ-opioid John Smythies, University of receptors in the claustrum. Fact III suggests that the consciousness-altering effects of S. California at San Diego, USA divinorum/salvinorin A (II) are due to a κ-opioid receptor mediated inhibition of primarily Peter Addy, Yale University School of Medicine, USA the claustrum and, additionally, the deep layers of the cortex, mainly in prefrontal areas. Consistent with Crick and Koch’s theory that the claustrum plays a key role in consciousness *Correspondence: Klaus M. Stiefel, The MARCS (I), the subjective effects of S. divinorum indicate that salvia disrupts certain facets Institute, University of Western of consciousness much more than the largely serotonergic hallucinogen lysergic acid Sydney, Penrith/Kingswood Campus, diethylamide (LSD). -
Health Scientist Administrator Theoretical and Computational
Health Scientist Administrator Theoretical and Computational Neuroscience Program National Institute of Mental Health National Institutes of Health Department of Health and Human Services Bethesda, MD The Theoretical and Computational Neuroscience Program in NIMH Program Officer Position Health Scientist Administrator GS-12/13/14 The Behavioral Science and Integrative Neuroscience Research Branch at NIMH is looking for a motivated individual to serve as Program Officer for the Theoretical and Computational Neuroscience Program. This individual will identify and formulate program needs to achieve an integrated and responsive effort in theoretical and computational neuroscience studies that combine mathematical and computational tools with empirical neuroscience techniques to decipher the mechanisms underlying neuronal and behavioral systems. As one of the program officers in this branch, the selected candidate will stimulate, plan, advise, and direct program activities for a portfolio of research projects and grant or cooperative agreement awards in the area of theoretical and computational neuroscience. The candidate will also develop collaborative activities among federal agencies to foster multi-disciplinary projects with a goal to develop new principles, models, and methods for acquisition, analysis and interpretation of neural data, and be responsible for maintaining and further developing innovative scientific directions that include computational and systems neuroscience approaches that align with the Brain Research through Advancing Innovative Neurotechnologies (BRAIN) Initiative. The successful candidate will be a U.S. citizen and possess a Ph.D. (or equivalent doctoral degree) in an academic field of the health or pertinent sciences (i.e., neuroscience, cognitive science, physiology, etc.). Degrees in fields that emphasize theoretical and computational neuroscience are preferred.