A Primer on Social Neuroscience by Olivier Serrat
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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. -
Empathy, Mirror Neurons and SYNC
Mind Soc (2016) 15:1–25 DOI 10.1007/s11299-014-0160-x Empathy, mirror neurons and SYNC Ryszard Praszkier Received: 5 March 2014 / Accepted: 25 November 2014 / Published online: 14 December 2014 Ó The Author(s) 2014. This article is published with open access at Springerlink.com Abstract This article explains how people synchronize their thoughts through empathetic relationships and points out the elementary neuronal mechanisms orchestrating this process. The many dimensions of empathy are discussed, as is the manner by which empathy affects health and disorders. A case study of teaching children empathy, with positive results, is presented. Mirror neurons, the recently discovered mechanism underlying empathy, are characterized, followed by a theory of brain-to-brain coupling. This neuro-tuning, seen as a kind of synchronization (SYNC) between brains and between individuals, takes various forms, including frequency aspects of language use and the understanding that develops regardless of the difference in spoken tongues. Going beyond individual- to-individual empathy and SYNC, the article explores the phenomenon of syn- chronization in groups and points out how synchronization increases group cooperation and performance. Keywords Empathy Á Mirror neurons Á Synchronization Á Social SYNC Á Embodied simulation Á Neuro-synchronization 1 Introduction We sometimes feel as if we just resonate with something or someone, and this feeling seems far beyond mere intellectual cognition. It happens in various situations, for example while watching a movie or connecting with people or groups. What is the mechanism of this ‘‘resonance’’? Let’s take the example of watching and feeling a film, as movies can affect us deeply, far more than we might realize at the time. -
Neuroleadership in 2011 and 2012
NeuroLeadership in 2011 and 2012 Dr. Al H. Ringleb, Dr. David Rock and Mr. Chris Ancona This article was published in the NeuroLeadershipjouRnAl issue FOuR The attached copy is furnished to the author for non-commercial research and education use, including for instruction at the author’s institution, sharing with colleagues and providing to institutional administration. Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third- party websites are prohibited. in most cases authors are permitted to post a version of the article to their personal website or institutional repository. Authors requiring further information regarding the NeuroLeadership Journal’s archiving and management policies are encouraged to send inquiries to: [email protected] www.NeuroLeadership.org InTRoDuCTIon The NeuroLeadership Journal is for non-commercial research and education use only. Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third-party websites are prohibited. in most cases authors are permitted to post a version of the article to their personal website or institutional repository. Authors requiring further information regarding the NeuroLeadership Journal’s archiving and management policies are encouraged to send inquiries to: [email protected] The views, opinions, conjectures, and conclusions provided by the authors of the articles in the NeuroLeadership Journal may not express the positions taken by the NeuroLeadership Journal, the NeuroLeadership institute, the institute’s Board of Advisors, or the various constituencies with which the institute works or otherwise affiliates or cooperates.i t is a basic tenant of both the NeuroLeadership institute and the NeuroLeadership Journal to encourage and stimulate creative thought and discourse in the emerging field of NeuroLeadership. -
Social Neuroscience and Psychopathology: Identifying the Relationship Between Neural Function, Social Cognition, and Social Beha
Hooker, C.I. (2014). Social Neuroscience and Psychopathology, Chapter to appear in Social Neuroscience: Mind, Brain, and Society Social Neuroscience and Psychopathology: Identifying the relationship between neural function, social cognition, and social behavior Christine I. Hooker, Ph.D. ***************************** Learning Goals: 1. Identify main categories of social and emotional processing and primary neural regions supporting each process. 2. Identify main methodological challenges of research on the neural basis of social behavior in psychopathology and strategies for addressing these challenges. 3. Identify how research in the three social processes discussed in detail – social learning, self-regulation, and theory of mind – inform our understanding of psychopathology. Summary Points: 1. Several psychiatric disorders, such as schizophrenia and autism, are characterized by social functioning deficits, but there are few interventions that effectively address social problems. 2. Treatment development is hindered by research challenges that limit knowledge about the neural systems that support social behavior, how those neural systems and associated social behaviors are compromised in psychopathology, and how the social environment influences neural function, social behavior, and symptoms of psychopathology. 3. These research challenges can be addressed by tailoring experimental design to optimize sensitivity of both neural and social measures as well as reduce confounds associated with psychopathology. 4. Investigations on the neural mechanisms of social learning, self-regulation, and Theory of Mind provide examples of methodological approaches that can inform our understanding of psychopathology. 5. High-levels of neuroticism, which is a vulnerability for anxiety disorders, is related to hypersensitivity of the amygdala during social fear learning. 6. High-levels of social anhedonia, which is a vulnerability for schizophrenia- spectrum disorders, is related to reduced lateral prefrontal cortex (LPFC) activity 1 Hooker, C.I. -
Neuroscience Impact Brain and Business
Innovation Trend Report Neuroscience Impact Brain and Business NEUROSCIENCE IMPACT – BRAIN AND BUSINESS INTRODUCTION This work is licensed under a Creative Commons Attribution-NonCommercial- Acknowledgements NoDerivatives 4.0 International. We would like to extend a special thanks to all of the companies and To view a copy of this license, visit: individuals who participated in our Report with any kind of contribution. https://creativecommons.org/licenses/ The following companies agreed to be publicly named and gave us by-nc-nd/4.0/ or send a letter to: Creative precious content to be published: Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA. Dreem Neural Sense Emotiv Neuralya Halo Neuroscience Paradromics Mindmaze Pymetrics Neuron Guard Synetiq We would also like to thank the following individuals for helping us with precious suggestions and information: Russel Poldrack, Professor of Psychology at Stanford University, CA, USA; John Dylan-Haynes, Professor at the Bernstein Center for Computational Neuroscience Berlin, Germany; Carlo Miniussi, Director of Center for Mind/Brain Sciences – CIMeC, University of Trento, Rovereto TN Italy; Zaira Cattaneo, Associate Professor in Psychobiology and Physiological Psychology, Department of Psychology, University of Milano-Bicocca, Milano, Italy; Nadia Bolognini, University of Milano Bicocca, Department of Psychology, & IRCCS Istituto Auxologico Italiano, Laboratory of Neuropsychology; Dario Nardi, Author, speaker and expert in the fields of neuroscience and personality; Intesa Sanpaolo Innovation Center Nick Chater, Professor of Behavioral Science at Warwick Business School; assumes no responsibility on the Enrico Maria Cervellati, Associate Professor of Corporate Finance external linked content, both in terms of at the Department of Management Ca’ Foscari University of Venice; availability that of immutability in time. -
Integrating Brain-Based Psychoeducation Into Clinical Practice Raissa Miller Boise State University
Boise State University ScholarWorks Counselor Education Faculty Publications and Department of Counselor Education Presentations 4-1-2016 Neuroeducation: Integrating Brain-Based Psychoeducation into Clinical Practice Raissa Miller Boise State University This document was originally published in Journal of Mental Health Counseling by the American Mental Health Counselors Association. Copyright restrictions may apply. doi: 10.17744/mehc.38.2.02 Volume 38/Number 2/April 2016/Pages 103-1 IS/doi: 10. l7744/mehc.38.2.02 PRACTICE Neuroeducation: Integrating Brain- Based Psychoeducation into Clinical Practice Raissa M iller Boise State University Understanding and integrating neuroscience research into clinical practice represents a rapidly growing area in mental health. An expanding body of neuroscience literature increasingly informs clinical practice by validating theory, guiding clinical assessment and conceptualiza tion, directing effective interventions, and facilitating cross-disciplinary communication. Little attention, however, has been given to the use of neuroeducation with clients. In this article, the author provides mental health counselors with a definition of neuroeducation and a rationale for incorporating neuroeducation into clinical practice. The author identifies common neuro education topics and offers activity suggestions to illustrate their use in counseling. Finally, the author offers best practices for implementing neuroeducation, including attention to counselor competence, client readiness, and neuroscience of learning -
Title: Neuroscience, in About 50 Minutes Ethan Gahtan Associate Professor of Psychology, Humboldt State University Hello, Arcata
Title: Neuroscience, in about 50 minutes Ethan Gahtan Associate Professor of Psychology, Humboldt State University Hello, Arcata High School Go Tigers! Outline: 1. Who I am and what I’m doing here. 2. What is Neuroscience? 3. Why we have brains and minds. 4. Careers in neuroscience. 5. Resources to learn more. 1. Who I am… Courses I teach: Behavioral neuroscience, Evolutionary Psychology, Research Methods, Psychopharmacology …and what I’m doing here? Bringing SCIENCE Science OUTREACH Neuroscience is a incredibly broad topic! So what can I tell you about in 50min? Picture of a brain. This one happens to be my brain Outline: 1. Who I am and what I’m doing here. 2. What is Neuroscience? 3. Why we have brains and minds. 4. Careers in neuroscience. 5. Resources to learn more. 2. What is Neuroscience? Narrow Definition – Studying how the nervous system works Biological Variables Behavioral Variables (observe or manipulate) (observe or manipulate) relationships * * http://www.sfn.org/NeuroscienceInTheNews.aspx 2. What is Neuroscience? – Example of my own research Research question: How do neurons that descend from the brain to the spinal cord control movement? 6 day old larval zebrafish RS neuron schematic Back-labeled RS neurons in hindbrain 1 mm Methods: relate activity of individual descending neurons to sensory-motor behavior 2. What is Neuroscience? – Example of my own research This neuron is required for visually guided prey capture behavior Confocal microscope High speed camera Electrophysiology rig Microtome Recap: Narrow Definition of Neuroscience: How the nervous system controls behavior and the mind. There are many ‘how questions’ still to answer, e.g., in social neuroscience 2. -
Social Neuroscience Fall 2018 T/TH 2:00Pm – 3:15Pm Meeting in ISE 207
Neuroscience 442-010: Social Neuroscience Fall 2018 T/TH 2:00pm – 3:15pm Meeting in ISE 207 Professor: Dr. Peter Mende-Siedlecki Email: [email protected] Office: McKinly 305 Office Phone: 302-831-3875 Office Hours: Tuesday 10:00-12:00am (or by appointment, if necessary) Website: www1.udel.edu/canvas/ Course description and aims How are the processes underlying social behavior instantiated in the brain? Are these processes localized in specific regions, or are they distributed across the brain? Is there even a social brain? And how does any of this inform psychological theory? The course will examine research that attempts to answer these questions, 9using the tools of cognitive neuroscience to understand social functioning. This course will aim to offer you a comprehensive understanding of the methods of social neuroscience, as well as direct exposure to contemporary topics and controversies in this literature. At the end of this course, it’s my hope that you will be a conscious, savvy consumer of social neuroscience research, that you will hone your scientific writing skills, and that you will have a deeper appreciation of the connections between mind, brain, and behavior. Attendance, participation, and professionalism Attendance is required. While I will not explicitly monitor your daily attendance, missing class will definitely put you at a disadvantage for several reasons. First, on most class days, I will ask a general participation question via iClicker, to make sure we’re all on the same page. These responses will go towards your participation grade. Second, the majority of classes will feature active discussion and problem solving. -
Social Cognitive Neuroscience: a Review of Core Systems
C HAPTER 2 2 SOCIAL COGNITIVE NEUROSCIENCE: A REVIEW OF CORE SYSTEMS Bruce P. Doré, Noam Zerubavel, and Kevin N. Ochsner Descartes famously argued that the mind is both SOCIAL COGNITIVE NEUROSCIENCE everlasting and indivisible (Descartes, 1988). If he APPROACH was right about the first part, he is probably pretty In the past decade, the field of social cognitive neuro- impressed with the advance of human knowledge science (SCN) has attempted to fill this gap, integrat- on the second. Although Descartes’ position on ing the theories and methods of two parent the indivisibility of the mind has been echoed at disciplines: social psychology and cognitive neurosci- times in the history of psychology and neurosci- ence. Stressing the interdependence of brain, mind, ence (Flourens & Meigs, 1846; Lashley, 1929; and social context, SCN seeks to explain psychological Uttal, 2003), the modern field has made steady phenomena at three levels of analysis: the neural level progress in demonstrating that subjective mental of brain systems, the cognitive level of information life can be understood as the product of distinct processing mechanisms, and the social level of the functional systems. Today, largely because of the experiences and actions of social agents (Ochsner & success of cognitive neuroscience models, Lieberman, 2001). In contrast to scientific approaches researchers understand that people’s intellectual that grant near exclusive focus to a single level of anal- faculties emerge from the operation of core ysis (e.g., behaviorism, artificial -
Advances in the Brain and Behavioral Sciences
Advances in the Brain and Behavioral Sciences Presented by John Arden, Ph.D. Disclosure Neither Dr. John Arden, the presenting speaker, nor the activity planners of this program are aware of any actual, potential or perceived conflict of interest Sponsored by Institute for Brain Potential PO Box 2238 Los Banos, CA 93635 COURSE OBJECTIVES Participants completing the program should be able to identify evidence‐based approaches to: 1. Overcoming traumatic and posttraumatic stress related disorders including adverse childhood and adult experiences. 2. Understanding and managing generalized anxiety disorder, social anxiety disorder, and perfectionism. 3. Enhancing emotional resilience 4. Improving health‐related habits 5. Understanding and applying mind‐body approaches to improve the mind‐body connection as it affects the immune system and inflammation. 6. Understanding and improving interpersonal relationships including reasoning with unreasonable people and high‐conflict interactions. 7. Describing how food affects mental health 8. Understanding and improving memory and cognition and preventing dementia. 9. Adopting lifestyle modifications for improving physical activity, diet, meditation and sleep. 10. Applying positive psychology. Policies and Procedures 1. Questions are encouraged. However, please try to ask questions related to the topic being discussed. You may ask your question by clicking on “chat.” Your questions will be communicated to the presenter during the breaks. Dr. Arden will be providing registrants with information as to how to reach him by email for questions after the day of the live broadcast. 2. If you enjoyed this lecture and wish to recommend it to a friend or colleague, please feel free to invite your associates to call our registration division at 866-652-7414 or visit our website at www. -
Neuroleadershipjournal Issue One 2008
The emerging field of NeuroLeadership Dr. Al H. Ringleb and David Rock This article was published in the NeuroLeadershipjouRnAl issue oNe 2008 The attached copy is furnished to the author for non-commercial research and education use, including for instruction at the author’s institution, sharing with colleagues and providing to institutional administration. other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third- party websites are prohibited. in most cases authors are permitted to post a version of the article to their personal website or institutional repository. Authors requiring further information regarding the neuroleadership jouRnAl’s archiving and management policies are encouraged to send inquiries to: [email protected] www.NeuroLeadership.org RESEARCH The emerging field of NeuroLeadership Dr. Al H. Ringleb and David Rock Al H. Ringleb, Director, CiMBA, Via Collegio 40, 31011 Asolo, italy Co-founder, NeuroLeadership institute: editor, NeuroLeadership Journal [email protected] David Rock, Ceo, Results Coaching systems international, GPo Box 395, sydney, NsW Australia 2001 Faculty, CiMBA Co-founder, NeuroLeadership institute: editor, NeuroLeadership Journal [email protected] Although management and leadership research are increasingly becoming understood and appreciated in the past century has significantly enhanced our (Lieberman, 2003). Much of this new comprehension is understanding of human workplace behavior, recent flowing from a rapid expansion in research on the biological developments in neuroscience with the potential to underpinnings of social processes driven by the advent of significantly advance that research remain largely functional neuro-imaging and other technologies (ochsner untapped. Standing upon this rapidly developing body of and Lieberman, 2001; Adolphs, 2003). -
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.