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www.DISabroad.org The Social : The of Social Behaviors Summer Session 1 2017 Credits: 3 Major Disciplines: Development, , Time: 10:05 – 13:00 Classroom: N7-C25

Course Information and Purpose

1. Instructor: Claudia Carrara-Augustenborg, Ph.D. Ph.D. in from University of Copenhagen (Denmark) and M.Sc Psychology (Major in Clinical and Neuropsychology). Interests are focused on the neural mechanisms that mediate and modulate human consciousness, and on the functional and neural distinctions between conscious and unconscious processes. With DIS since 2013. Email: [email protected]

Program Director: Carla Caetano, Ph.D.

DIS Contact: Psychology Program Assistant: Kate Giddens +45 33 76 57 64

2. Guest Lectures: Karina Kehlet Lins, B.Sc. in Psychology, University of Essex, UK. M.Sc. in Clinical Psychology, Free University of Brussels, Belgium. Systemic Family Psychotherapist, University Hospitals Leuven, Belgium Topic: Sexuality in the social context. Karina Kehlet Lins will address the motivation, the dynamics and the mechanisms that attract people to each other. What do we look for? What makes us fulfilled? In which way might romantic relationships differ from other kind of equally important interpersonal relationship (e.g. parent- child, friendship)? Is sexuality culturally guided? (For example in terms of practice, roles, expectations, norms, etc). What is that distinguishes the acceptable from the unacceptable in romantic relationships? These will be some of the topics we will explore and discuss during the lecture.

1 The Social Brain: The Neuropsychology of Social Behaviors l Psychology Program l DIS – Study Abroad in Scandinavia l 1703586 l Related Majors: Neuroscience. Psychology. www.DISabroad.org 3. Course Description: Pre-requisite: One semester of neuroscience, physiological psychology, or biological psychology course at university level.

Human beings are inherently social creatures, yet relatively little attention has been paid to social influences on the brain. The primary goal of this course will be to begin to explore social influences on the , including the neural basis of social interaction, and the neural basis of beliefs about our social world. Contributions from and social neuroscience will be addressed and emphasis will be placed on analysis of primary literature investigating social, environmental, and cultural influences on processes.

Topics include: Evolution of the ‘social’ brain, the relationship of , cognition and social behavior, , the role of empathy and the social self.

4. Learning Objectives of the Course 1) Distinguish between the foci of social psychology and social neuroscience, as well as to understand how the disciplines complement and differ from each other 2) Learn how to analytically address topics within these fields in both written and verbal formats 3) Critically evaluate research within social neuroscience and consider applications in other contexts

Course Components

1. Required Textbooks (available at DIS library): As this course draws on both social psychology and social neuroscience, materials will be provided from both disciplines.  Social Psychology Textbook: Hewstone, M., Stroebe, W., & Jonas, K. (Eds.). (2008). Introduction to Social Psychology: A European Perspective (4th ed.). London: Blackwell.  Social Neuroscience Textbook: Ward (2012). The Students Guide to Neuroscience. Hove: Psychology Press.

2. Articles and Other Media on Canvas and Below:  General references for brain structures and functions can be found online at: http://www.mhhe.com/socscience/intro/inpsych/sylvius_brain/sylvius.swf and the app “iSurf Brainview Desktop” can be downloaded for free from the apple app. store at http://itunes.apple.com/us/genre/ios/id36?mt=8

3. Approach to Teaching: The course will be taught with a dynamic where the students are expected to participate in an interactive way, by contributing with questions, opinions, and explanations.

4. Expectations and Code of Conduct:  Laptops/Tablets/iPads are not allowed to be open in the classroom unless agreed upon for specified tasks such as article reading and/or for discussion purposes and/or note-taking. Cellular phones must be switched off during class.  Reading must be done prior to the class session.  Since class participation is a major component of the course, you will need to be present and participating to receive full credit. Your grade will be negatively affected by unexcused absences and lack of participation.  Remember to be in class on time!  Classroom etiquette includes being respectful of one another’s opinions, listen to others and enter a dialogue in a constructive manner

5. Class Representatives: Each semester DIS looks for class representatives to become an official spokesperson for their class group, addressing any concerns that may arise (in academic or related matters), suggesting improvements and coming up with new ideas. Class representatives are a great way for DIS

2 The Social Brain: The Neuropsychology of Social Behaviors l Psychology Program l DIS – Study Abroad in Scandinavia l 1703586 l Related Majors: Neuroscience. Psychology. www.DISabroad.org faculty to ensure better and timelier feedback on their courses, assessments and teaching styles, and as such perform an invaluable role in connecting students’ needs with faculty instruction during term time. Class Representatives will be elected in class at the beginning of the semester.

Policies

1. Attendance: You are expected to attend all DIS classes when scheduled. If you miss multiple classes the Office of Academic Support, and the Director of Student Affairs will be notified and they will follow-up with you to make sure that all is well. Absence will jeopardize your grade and your standing at DIS. Allowances will be made in cases of illness, but in the case of multiple absences you will need to provide a doctor’s note.

2. Academic Honesty, Plagiarism, and Violating the Rules of an Assignment: DIS expects that students abide by the highest standards of intellectual honesty in all academic work. DIS assumes that all students do their own work and credit all work or thought taken from others. Academic dishonesty will result in a final course grade of “F” and can result in dismissal. The students’ home universities will be notified. DIS reserves the right to request that written student assignments be turned in electronic form for submission to plagiarism detection software. See the Academic Handbook for more information, or ask your instructor if you have questions.

3. Extensions: There will be no extension, and no “do-overs” for any of the written assignments. If you for any reason need an extension, this must be arranged with me prior to the assignment.

4. Late Papers: Late papers will not be accepted, and will therefore be given a failing grade. If a prior agreement of extension is present, a late paper may be accepted. See previous section on extensions.

5. Turning in Assignments: Assignments must be turned in by email and each email must be new, meaning assignments must not be turned in as a reply to a previous email. The heading of the email must contain the name of the assignment, and the group name (if applicable), example: Group questions theme 3, group 5. You will get a reply from me when I receive the email, if you do not get a reply that means I did not receive the email, and the assignment will, therefore, be viewed as not having been turned in. Regardless of the time of reply, the timestamp on the incoming email determines the turn-in time. E.g. if you are to turn in an assignment by midnight, I might not answer until the morning, but the timestamp of arrival will determine if the assignment was turned in on time.

6. Policy for Students Who Arrive Late to Class: If you repeatedly arrive late for class, this will have a negative impact on your participation grade

7. Disability and resource statement: Any student who has a need for accommodation based on the impact of a disability should contact the Office of Academic Support ([email protected]) to coordinate this. In order to receive accommodations, students should inform the instructor of approved DIS accommodations within the first two weeks of classes.

3 The Social Brain: The Neuropsychology of Social Behaviors l Psychology Program l DIS – Study Abroad in Scandinavia l 1703586 l Related Majors: Neuroscience. Psychology. www.DISabroad.org Methods of Evaluation and Grading

Methods of Evaluation How Evaluated Due Date Percentage of Grade

Participation and Attendance Individual Throughout 30% the course Group Presentation and group Group See course 20% project schedule

Discussion Questions Group 8pm the day 20% before each presentation Individual paper Individual June 9th 30% 11:59pm Total 100%

To be eligible for a passing grade in this class you must complete all of the assigned work.

Attendance and Participation (30%): Since class participation is a major component of the course, you will need to be present and participating to receive full credit. Class participation is to be understood as:  critically evaluating the model/hypotheses suggested in readings  asking relevant questions that show understanding of the material – with tentative considerations and conclusions  being prepared for class and be ready to answer questions when asked  discussing implications as regards practical application and/or future research considerations  contributing to class activities

Group Presentation and Group project (20%): Groups of approx. 2-4 students will be presenting a topic in class (ca. 20 min.), after which there will be ca. 20 min. discussion with the rest of the class, answering prepared questions (see Discussion Questions below)  Contents should include (but not be limited to): o Introduction of the key issues of the topic o Method employed to investigate it o Identification and discussion of key findings/knowledge o Critique of methods and potentially of the findings o Examples/Applied cases

Discussion Questions (20%): (Only to be made by those NOT presenting) Each group of students not presenting must write out minimum two discussion questions/topics for each presentation. The questions must be sent to Claudia Carrara-Augustenborg ([email protected]) no later than 8pm on the day before presentation is due. Late submissions will result in grade deduction. Each group must have a tentative answer ready for each of the questions posed to the presenting group, based on

4 The Social Brain: The Neuropsychology of Social Behaviors l Psychology Program l DIS – Study Abroad in Scandinavia l 1703586 l Related Majors: Neuroscience. Psychology. www.DISabroad.org readings/reflective considerations. Students must submit their Q/A by using the template supplied at the beginning of the course.

Individual paper (30%): Analysis/critique of peer reviewed article 4 pages excluding title page and reference; all in APA-style  Introduction: contextualize the topic/selected issue from the paper that you would like to explore and your reason for doing so. Present issues as a question or questions you would like to answer  Summary of article (1 page max.): include (a) introduction of the key issues from the article, (b) method employed to investigate issue/s, (c) identification and discussion of key findings from the study (d) critique of method, findings and (e) implications of findings (research, practical application)  Critique/Analysis: E.g. why you agree/disagree with the paper, what you think the authors should/should have not included, what you think would be beneficial to have considered in the paper, other considerations/evaluations.  Conclusion: Summarize your main points and suggest possible, future directions.

To be eligible for a passing grade in this class you must complete all of the assigned work.

Course Schedule: (Subject to change if necessary with as much prior notice as possible) Tuesday Topics: May 23rd  The significance of  Introductions Class 1  Class representatives  Selection of groups o Theme 1: Constructing the Self (Group 1) o Theme 2: Social perception & Attributions (Group 2) o Theme 3: The Self in cross-cultural perspectives (Group 3) o Theme 4: Persuasion (Group 4) o Theme 5: Attitudes (Group 5) o Theme 6: The social mind and its disorders (Group 6) Wednesday Topics: May 24th  The merging of 2 disciplines: Social Psychology and Social Neuroscience  Social-Neuroscience: History and challenges Class 2 Required readings: Textbooks:  Ward: Chapter 1: pp. 3-11. Canvas:  Dunbar (2007). Evolution in the Social Brain. Science 317: pp. 1344-1347. Field Study American vs. Danish Social Behavior: Compare and Contrast Topic: To compare and contrast between American and Danish Social behavior. Objective: Observe the social behavior of Danes throughout Copenhagen, and contrast your findings to what you know about American social behavior. Friday Topic: Developmental Social Neuroscience  The social brain from an evolutionary perspective May 26st Required readings: Class 3 Textbook:  Hewstone: Chapter 1: pp. 2-19. Canvas:  Grossmann, T. & Johnson, M. H. (2007). The development of the social brain in

5 The Social Brain: The Neuropsychology of Social Behaviors l Psychology Program l DIS – Study Abroad in Scandinavia l 1703586 l Related Majors: Neuroscience. Psychology. www.DISabroad.org human infancy. European Journal of Neuroscience, 25(4), 909–919.

Topic: The Construction of the Self Monday  Self-concepts  Neural correlates of self perception May 29th  Group 1 – Presentation (Hewstone)  Discussion questions Class 4 Required readings: Textbook:  Hewstone: Chapter 5, pp. 123-130 & 156-169. Canvas:  Edelson, et al. (2011). Following the crowd: brain substrates of long-term memory conformity. Science, 1(333): pp. 108-111. Tuesday Topic: Social Perception and Attributions  The neural bases of attributions May 30th  The social role of attributions  Group 2 – Presentation (Hewstone) Class 5  Discussion questions

Required reading: Textbook:  Hewstone: Chapter 3, pp. 55-88.

Suggested reading: Canvas:  Vogeley, K. & Fink, G. R. (2003). Neural correlates of the first-person-perspective. Trends in Cognitive Sciences, 7: pp. 38-42. Wednesday Topic: The Self in Cross-Cultural Perspectives  The self in the group-context May 31st  Cross cultural cognitive processes  Group 3 – Presentation (Hewstone) Class 6  Discussion questions

Required reading: Textbook:  Hewstone: Chapter 15, pp.501-510 & 518-532

Suggested reading: Canvas:  Adolph (2001). The neurobiology of social cognition. Current Opinion in Neurobiology, 11: pp.231-239. Thursday Topic: Persuasion  Judgments & Stereotypes June 1st  Social and neural contexts  Group 4 - Presentation (Derks et al, on Canvas) Class 7  Discussion questions

Required reading: Canvas:  Derks, et al. (2008). The neuroscience of Stigma and Stereotype threat. Group Processes and Intergroup Relations, April 11, pp.163-181.

6 The Social Brain: The Neuropsychology of Social Behaviors l Psychology Program l DIS – Study Abroad in Scandinavia l 1703586 l Related Majors: Neuroscience. Psychology. www.DISabroad.org Friday Topic: Attitudes  The neural basis of attitudes June 2nd  Cognitive aspects of attitudes  Group 5 – Presentation (McDermott) Class 8  Discussion questions

Required reading: Textbook:  Hewstone: Chapter 6, pp. 181-195. Canvas:  Rose McDermott, et al. (2013). Breaking Up is Hard to Do, Unless Everyone Else is Doing it Too: Social Network Effects on Divorce in a Longitudinal Sample in Soc Forces. 2013 December ; 92(2): 491–519.

Tuesday Topic: Aggression and Antisocial Behavior  The neural and social basis of sociopathic behavior June 6th In Class: Class 9  Group 6 – Presentation (Hewstone)  Discussion Questions

Required readings: Textbook:  Hewstone: Chapter 9, pp. 275-296. Canvas:  Holmes (2001). Risk Factors in Childhood That Lead to the Development of Conduct Disorder and Antisocial Personality Disorder, pp.183-193. Wednesday Topic: Attraction and Love – The Social and Neuroscientific Perspectives

June 7th In Class:  Guest lecturer: Karina Kehlet Lins Class 10 Required readings: Guest Textbooks: Lecture  Hewstone: Chapter 11, pp. 353-371.  Ward: Chapter 8, pp. 179-200.

Suggested readings: Canvas:  Fisher, H., et al (2002). Defining the brain systems of lust, romantic attraction and attachment. Archives of Sexual Behavior, 31(5): pp. 413-419. Eisenberger, et al. (2003). Does rejection hurt? Science, 302: pp. 290-292  Thursday Topic: Applying social neuroscience in everyday´s social interactions

June 8th In Class:  Group project: Let´s change some attitudes! Class 11 Required readings: Canvas:  Hewstone: Chapter 7, pp. 201-231.  Suarez-Almazor, M. E. (2011). Changing health behaviors with social marketing in Osteoporos Int. Aug;22 Suppl 3:461-3.

7 The Social Brain: The Neuropsychology of Social Behaviors l Psychology Program l DIS – Study Abroad in Scandinavia l 1703586 l Related Majors: Neuroscience. Psychology. www.DISabroad.org Friday In Class:  Course Summary June 9th  Presentations of group project and feedback Class 12  Open discussion with regard to topics covered during the course

No required readings today

FINAL PAPER IS DUE TONIGHT 11:59PM (please submit to [email protected])

References Textbooks: Hewstone, M., Stroebe, W., & Jonas, K. (Eds.). (2008). Introduction to Social Psychology: A European Perspective (4th ed.). London: Blackwell.

Ward (2012). The Students Guide to Neuroscience. Hove: Psychology Press.

Articles (on Canvas): Adolphs, R. (2001). The neurobiology of social cognition. Current Opinion in Neurobiology, 11: pp. 231 239.

Carter, E. J. & Pelphrey, K. A. (2008). Friend or for? Brain systems involved in the perception of dynamic signals of menacing and friendly social approaches. Social Neuroscience 3(2): pp. 151-163.

Castelli, et al. (2002). Autism, Asperger Syndrome and brain mechanisms for the attribution of mental states to animated shapes. Brain 125: pp. 1839-1849.

Cheng (2010). Love hurts: An FMRI study. Neuroimage 51: pp: 923-929.

Derks, B., et al. (2008). The Neuroscience of Stigma and Stereotype Threat. Group Processes and Intergroup Relations, April, 11: pp. 163-181.

Dunbar (2007). Evolution in the Social Brain. Science 317: pp. 1344-1347.

Ebner, N. C., Johnson, M. K., & Fischer, H. (2012). Neural Mechanisms of Reading Facial Emotions in Young and Older Adults. Frontiers in psychology, 3, 223.

Edelson, M., et al. (2011). Following the crowd: brain substrates of long-term memory conformity. Science, 1(333): pp. 108-111.

Eisenberger, et al. (2003) Does rejection hurt? Science, 302: pp. 290-292

Fisher, H., et al (2002). Defining the brain systems of lust, romantic attraction and attachment. Archives of Sexual Behavior, 31(5): pp. 413-419.

Frith, U. & Frith, D. (2003). Development and of mentalizing. Phil. Trans. R. Soc. Lond. B.

Grossman, T. & Johnson, M. H. (2007). The development of the social brain in human infancy. European Journal of Neuroscience, 25 (4): pp. 909-919.

Lovell, M. (2006). Caring for the elderly: changing perceptions and attitudes. In J Vasc Nurs. Mar;24(1):22-6.

McDermott, Fowler, & Christakis (2013). Breaking Up is Hard to Do, Unless Everyone Else is Doing it Too: Social Network Effects on Divorce in a Longitudinal Sample. In Soc Forces. 2013 92(2): 491–519.

Ochsner, K. N. & Lieberman, M. D. (2001). The emergence of social cognitive neuroscience. American , 56: pp. 717-734.

8 The Social Brain: The Neuropsychology of Social Behaviors l Psychology Program l DIS – Study Abroad in Scandinavia l 1703586 l Related Majors: Neuroscience. Psychology. www.DISabroad.org Suarez-Almazor, M. E. (2011). Changing health behaviors with social marketing. In Osteoporos Int. Aug;22 Suppl 3:461- 3.

Vogeley, K. & Fink, G. R. (2003). Neural correlates of the first-person-perspective. Trends in Cognitive Sciences, 7: pp. 38-42.

Zhu, et al. (2007). Neural basis of cultural influence on self-representation. NeuroImage 34: pp. 1310–1316.

9 The Social Brain: The Neuropsychology of Social Behaviors l Psychology Program l DIS – Study Abroad in Scandinavia l 1703586 l Related Majors: Neuroscience. Psychology.