Cognitive Neuroscience Emotion I. Expression and Recognition Of
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Cognitive Neuroscience 1
Cognitive Neuroscience 1 Capstone Cognitive Neuroscience Concentrators will additionally take either a seminar course or an independent research course to serve as their capstone experience. Cognitive neuroscience is the study of higher cognitive functions in humans and their underlying neural bases. It is an integrative area of Additional requirements for Sc.B. study drawing primarily from cognitive science, psychology, neuroscience, In line with university expectations, the Sc.B. requirements include a and linguistics. There are two broad directions that can be taken in greater number of courses and especially science courses. The definition this concentration - one is behavioral/experimental and the other is of “science” is flexible. A good number of these courses will be outside of computational/modeling. In both, the goal is to understand the nature of CLPS, but several CLPS courses might fit into a coherent package as well. cognition from a neural perspective. The standard concentration for the In addition, the Sc.B. degree also requires a lab course to provide these Sc.B. degree requires courses on the foundations, systems level, and students with in-depth exposure to research methods in a particular area integrative aspects of cognitive neuroscience as well as laboratory and of the science of the mind. elective courses that fit within a particular theme or category such as general cognition, perception, language development or computational/ Honors Requirement modeling. Concentrators must also complete a senior seminar course or An acceptable upper level Research Methods, for example CLPS 1900 or an independent research course. Students may also participate in the an acceptable Laboratory course (see below) will serve as a requirement work of the Brown Institute for Brain Science, an interdisciplinary program for admission to the Honors program in Cognitive Neuroscience. -
613638V1.Full.Pdf
bioRxiv preprint doi: https://doi.org/10.1101/613638; this version posted April 18, 2019. The copyright holder for this preprint (which was not certified by peer review) is the author/funder. All rights reserved. No reuse allowed without permission. Hippocampal network reorganization underlies the formation of a temporal association memory Mohsin S. Ahmed1,2,*, James B. Priestley2,3,4,*, Angel Castro1,2, Fabio Stefanini3,4, Elizabeth M. Balough2,3, Erin Lavoie1,2, Luca Mazzucato2,4,5,6, Stefano Fusi2,4,5, Attila Losonczy2,5y 1 Department of Psychiatry 2 Department of Neuroscience 3 Doctoral Program in Neurobiology and Behavior 4 Center for Theoretical Neuroscience 5 Mortimer B. Zuckerman Mind Brain Behavior Institute Columbia University, New York, NY 10027 USA 6 Departments of Mathematics and Biology University of Oregon, Eugene, OR 97403 USA ∗ These authors contributed equally to this work y To whom correspondence should be addressed: [email protected] 1 bioRxiv preprint doi: https://doi.org/10.1101/613638; this version posted April 18, 2019. The copyright holder for this preprint (which was not certified by peer review) is the author/funder. All rights reserved. No reuse allowed without permission. Abstract 1 Episodic memory requires linking events in time, a function dependent on the hippocampus. In 2 \trace" fear conditioning, animals learn to associate a neutral cue with an aversive stimulus despite 3 their separation in time by a delay period on the order of tens of seconds. But how this temporal 4 association forms remains unclear. Here we use 2-photon calcium imaging to track neural 5 population dynamics over the complete time-course of learning and show that, in contrast to 6 previous theories, the hippocampus does not generate persistent activity to bridge the time delay. -
The Importance of Sleep in Fear Conditioning and Posttraumatic Stress Disorder
Biological Psychiatry: Commentary CNNI The Importance of Sleep in Fear Conditioning and Posttraumatic Stress Disorder Robert Stickgold and Dara S. Manoach Abnormal sleep is a prominent feature of Axis I neuropsychia- fear and distress are extinguished. Based on a compelling tric disorders and is often included in their DSM-5 diagnostic body of work from human and rodent studies, fear extinction criteria. While often viewed as secondary, because these reflects not the erasure of the fear memory but the develop- disorders may themselves diminish sleep quality, there is ment of a new safety or “extinction memory” that inhibits the growing evidence that sleep disorders can aggravate, trigger, fear memory and its associated emotional response. and even cause a range of neuropsychiatric conditions. In this issue, Straus et al. (3 ) report that total sleep Moreover, as has been shown in major depression and deprivation can impair the retention of such extinction mem- attention-deficit/hyperactivity disorder, treating sleep can ories. In their study, healthy human participants in three improve symptoms, suggesting that disrupted sleep contri- groups successfully learned to associate a blue circle (condi- butes to the clinical syndrome and is an appropriate target for tioned stimulus) with the occurrence of an electric shock treatment. In addition to its effects on symptoms, sleep (unconditioned stimulus) during a fear acquisition session. disturbance, which is known to impair emotional regulation The following day, during extinction learning, the blue circle and cognition in otherwise healthy individuals, may contribute was repeatedly presented without the shock. The day after to or cause disabling cognitive deficits. For sleep to be a target that, extinction recall was tested by again repeatedly present- for treatment of symptoms and cognitive deficits in neurop- ing the blue circle without the shock. -
Cognitive Neuroscience Sequence
Neuroscience Major: Sequence in Cognitive Neuroscience If you are a student who is interested in the human brain, and how it links to the human mind and complex human behaviors-- from before birth through adulthood, then this is the Neuroscience track for you! Note: This track is approved as a multidisciplinary major for ISS scholars at CMC. I. Overview The CogNeuro sequence in the Neuroscience major equips students with the knowledge of how to relate information processing in the human brain to human mental processes and behavior. Mental processes include perception, attention, voluntary movement, memory, conceptual biases, language, imagery, emotions, problem solving, decision-making, and social judgment. There are 2 main tracks within the CogNeuro track: 1) one for students who plan to attend graduate school for cognitive, social, or cultural neuroscience, or who want to obtain a job in a research lab at graduation; and 2) one for all other students (e.g. those who plan to attend medical or nursing or veterinary or dentistry school or graduate school for clinical psychology or law school or business school As for all of the sequences you should be choosing your 4 courses with the advice of the faculty who will be your Neuroscience major advisor, who will most likely be your senior thesis first reader and primary mentor. Below we give some requirements and general guidelines. II. Cognitive Neuroscience Faculty Mentors Stacey Doan (CMC) Alison Harris (CMC) Cathy Reed (CMC, KSD) Timothy Justus (PZ) David Moore (PZ) Michael Spezio (SC, KSD) Stacey Wood (SC) III. Tier 2 Requirements for the CogNeuro Emphasis in the KSD Neuroscience Major * Psyc 109 CM (or equivalent), Basic Psychological Statistics * Psyc 110 & 111L CM (or equivalent), Research Methods Lecture & Laboratory * Psyc 91 PZ Psychological Statistics * Psyc 92/ 92P PZ Introduction to Research Methods * Psyc 103 SC Psychological Statistics * Psyc 104 SC & 104L SC Research Design in Psychology & Laboratory NOTE: students should take the versions of these courses through their home college. -
The Amygdala, Fear and Reconsolidation
Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Social Sciences 140 The Amygdala, Fear and Reconsolidation Neural and Behavioral Effects of Retrieval-Extinction in Fear Conditioning and Spider Phobia JOHANNES BJÖRKSTRAND ACTA UNIVERSITATIS UPSALIENSIS ISSN 1652-9030 ISBN 978-91-554-9863-4 UPPSALA urn:nbn:se:uu:diva-317866 2017 Dissertation presented at Uppsala University to be publicly examined in Gunnar Johansson salen, Blåsenhus, von Kraemers allé 1A, Uppsala, Friday, 12 May 2017 at 13:00 for the degree of Doctor of Philosophy. The examination will be conducted in English. Faculty examiner: Emily Holmes (Karolinska institutet, Institutionen för klinisk neurovetenskap; University of Oxford, Department of Psychiatry). Abstract Björkstrand, J. 2017. The Amygdala, Fear and Reconsolidation. Neural and Behavioral Effects of Retrieval-Extinction in Fear Conditioning and Spider Phobia. Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Social Sciences 140. 72 pp. Uppsala: Acta Universitatis Upsaliensis. ISBN 978-91-554-9863-4. The amygdala is crucially involved in the acquisition and retention of fear memories. Experimental research on fear conditioning has shown that memory retrieval shortly followed by pharmacological manipulations or extinction, thereby interfering with memory reconsolidation, decreases later fear expression. Fear memory reconsolidation depends on synaptic plasticity in the amygdala, which has been demonstrated in rodents using both pharmacological manipulations and retrieval-extinction procedures. The retrieval-extinction procedure decreases fear expression also in humans, but the underlying neural mechanism have not been studied. Interfering with reconsolidation is held to alter the original fear memory representation, resulting in long-term reductions in fear responses, and might therefore be used in the treatment of anxiety disorders, but few studies have directly investigated this question. -
Psychology Department Biopsychology Specialization
PSYCHOLOGY DEPARTMENT BIOPSYCHOLOGY SPECIALIZATION OVERVIEW In the Biopsychology Specialization, students will explore how biological mechanisms relate to a wide range of topics: sensation, cognition, sleep, motivation, emotion, addiction, and clinical disorders. This specialization will expose students to the interface between biology and psychology (e.g., neuroscience, health psychology, psychopharmacology, psychoneuroimmunology, and genetics) and will prepare students for careers in these fields as well as in clinical psychology, medicine, or pharmaceuticals. Students will be offered hands-on research opportunities (with humans and rats), and specialized courses may include cognitive neuroscience, health psychology, neuroanatomy, addiction, psychopharmacology, human neuropsychology, neurological disorders, animal behavior, behavioral pharmacology of drug abuse, and schizophrenia. Students in this specializations will develop credentials that facilitate challenging careers and graduate/professional studies. Students completing the biopsychology specialization will receive preparation for careers in fields including clinical psychology, medicine, neuropsychological testing, and pharmaceuticals. This specialization also prepares students for graduate studies in neuroscience, health psychology, psychopharmacology, genetics, clinical psychology and psychoneuroimmunology. Objectives: • To expose students to a variety of different areas within biopsychology (for example: neuroscience, health psychology, psychopharmacology, psychophysiology, -
Neuroscience of Self and Self-Regulation
PS62CH14-Heatherton ARI 22 November 2010 9:19 Neuroscience of Self and Self-Regulation Todd F. Heatherton Department of Psychological and Brain Sciences, Dartmouth College, Hanover, New Hampshire 03766; email: [email protected] Annu. Rev. Psychol. 2011. 62:363–90 Key Words The Annual Review of Psychology is online at self-awareness, theory of mind, need to belong, social neuroscience, psych.annualreviews.org neuroimaging, addiction This article’s doi: 10.1146/annurev.psych.121208.131616 Abstract by Dartmouth College on 12/08/10. For personal use only. Copyright c 2011 by Annual Reviews. As a social species, humans have a fundamental need to belong that en- All rights reserved courages behaviors consistent with being a good group member. Being 0066-4308/11/0110-0363$20.00 a good group member requires the capacity for self-regulation, which Annu. Rev. Psychol. 2011.62:363-390. Downloaded from www.annualreviews.org allows people to alter or inhibit behaviors that would place them at risk for group exclusion. Self-regulation requires four psychological com- ponents. First, people need to be aware of their behavior so as to gauge it against societal norms. Second, people need to understand how others are reacting to their behavior so as to predict how others will respond to them. This necessitates a third mechanism, which detects threat, es- pecially in complex social situations. Finally, there needs to be a mech- anism for resolving discrepancies between self-knowledge and social expectations or norms, thereby motivating behavior to resolve any con- flict that exists. This article reviews recent social neuroscience research on the psychological components that support the human capacity for self-regulation. -
Intro to Cognitive Neuroscience
Intro to Cognitive Neuroscience Cognition and the study thereof: An overview 1 Some definitions • Cognition - The acquisition, storage, transformation, and use of knowledge. • Neuroscience - Study of the structure and workings of the nervous system. • Cognitive neuroscience - Study of how cognitive processes can be Image courtesy of Euskalanato explained by the structure and function of the brain. 2 Cognitive Psychology • An approach to studying and explaining behavior that emphasizes mental processes and knowledge. • Often described as studying the “software” of the brain The Thinker, Auguste Rodin, 1889. Image courtesy of mharrsch. 3 Some history • Late 19th century, many psychologists worked by introspection Wilhelm Wundt, 1832 - 1920. “Father of psychology.” Image courtesy of Wikimeda Commons. • Early 20th century, move towards behaviorism - study of objective, observable phenomena. • Knowledge based in B. F. Skinner, 1904 - empirical data, rigorous 1990. Image courtesy of standards for definitions lauradahl. and experiment designs. 4 Some history • Growth of computers contributed to success of information- processing approach to cognition. • Respectable context for discussing mechanisms that produce behavior. (Like software!) Glen Beck and Betty Snyder program ENIAC, circa 1947 - 1955. Image courtesy of the U.S. Army. 5 And today? • Cognitive psychologists study • perception • learning • language • creativity • imagery • attention • decision-making • reasoning • meta-cognition. • Almost all psychologists say that mental representations are important in affecting behavior. 6 Three themes of cognition 1.Cognitive processes are active, not passive. 2.Cognitive processes are interconnected. 3.Most cognitive capabilities use both bottom-up and top- down processing. 7 Bottom-up vs. top-down • Bottom-up processing is stimulus-driven. • Top-down processing is expectation-driven. -
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 -
Curriculum Planner: COGNITIVE NEUROSCIENCE CONCENTRATION - Fall 2019/Spring 2020 Updated 5/2019
Name _______________________________________________________ UIN ________________________ Date ___________________ Curriculum Planner: COGNITIVE NEUROSCIENCE CONCENTRATION - Fall 2019/Spring 2020 Updated 5/2019 Introductory/Foundation Core Courses Concentration Courses UIUC/LAS General Education Psychology [choose one] 200-Level Core [choose one] Composition I PSYC 100 – Intro to Psych (FA19/SP20) PSYC 103 – Intro Experimental Psych PSYC 204 – Intro to Brain & Cognition (FA19) (not offered FA19/SP20 ) PSYC 220 – Images of Mind (SP20) Advanced Composition Statistics [choose one] Research Methods [choose one] Quantitative Reasoning (2 courses) PSYC 235 – Intro to Statistics or equivalent PSYC 445 – Cognitive Neuroscience Lab (SP20) Concentration Electives [choose four] 1. PSYC statistics or equivalent (3 hrs) Equivalent Courses – STAT 100, 200, 212, 400; ECON BCOG 100 – Intro Brain & Cog Sci (FA19) 202, 203; EPSY 280, 480; SOC 280: ACE 261; CHLH 2. BCOG 301 – Intelligence & Brain (SP20) 244; PS 230; UP 116; SOCW 225 (formerly PSYC 396 – Intelligence and the Brain) Western/Comparative Culture(s) (1 course) These equivalent courses meet the statistics PSYC 204 or 220 if not used as “200-level Core” requirement but do not count toward PSYC hours PSYC 302 – Applied Neuroscience (SP20) Non-Western Culture(s) (1 course) PSYC 403 – Memory and Amnesia (FA19) 200-Level Foundation Courses PSYC 404 – Cognitive Neuroscience (SP20) PSYC 421 – Prin. of Psychophysiology US Minority Cultures (1 course) (not offered FA19/SP20 ) Biological/Cognitive [choose one] PSYC 427 – Language and the Brain (SP20) PSYC 433 – Evolutionary Neuroscience (FA19) Humanities and the Arts (6 hours) PSYC 210 – Behavioral Neuroscience (FA19/SP20) PSYC 450 – Cognitive Psychophysiology (FA19) PSYC 224 – Cognitive Psych (FA19) PSYC 453 - Cognitive Neuroscience of Vision (FA19) 1. -
Noradrenergic Blockade Stabilizes Prefrontal Activity and Enables Fear
Noradrenergic blockade stabilizes prefrontal activity PNAS PLUS and enables fear extinction under stress Paul J. Fitzgeralda,1, Thomas F. Giustinoa,b,1, Jocelyn R. Seemanna,b,1, and Stephen Marena,b,2 aDepartment of Psychology, Texas A&M University, College Station, TX 77843; and bInstitute for Neuroscience, Texas A&M University, College Station, TX 77843 Edited by Bruce S. McEwen, The Rockefeller University, New York, NY, and approved June 1, 2015 (received for review January 12, 2015) Stress-induced impairments in extinction learning are believed to preferentially involved in fear extinction (32–34). Stress-induced sustain posttraumatic stress disorder (PTSD). Noradrenergic sig- alterations in the balance of neuronal activity in PL and IL as a naling may contribute to extinction impairments by modulating consequence of noradrenergic hyperarousal might therefore con- medial prefrontal cortex (mPFC) circuits involved in fear regula- tribute to extinction impairments and the maintenance of PTSD. tion. Here we demonstrate that aversive fear conditioning rapidly To address this question, we combine in vivo microelectrode re- and persistently alters spontaneous single-unit activity in the cording in freely moving rats with behavioral and pharmacological prelimbic and infralimbic subdivisions of the mPFC in behaving manipulations to determine whether β-noradrenergic receptors rats. These conditioning-induced changes in mPFC firing were mediate stress-induced alterations in mPFC neuronal activity. mitigated by systemic administration of propranolol (10 mg/kg, Further, we examine whether systemic propranolol treatment, i.p.), a β-noradrenergic receptor antagonist. Moreover, proprano- given immediately after an aversive experience, rescues stress- lol administration dampened the stress-induced impairment in ex- induced impairments in fear extinction. -
Is Cognitive Neuropsychology Plausible? the Perils of Sitting on a One-Legged Stool
Is Cognitive Neuropsychology Plausible? The Perils of Sitting on a One-Legged Stool The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Kosslyn, Stephen Michael, and James M. Intriligator. 1992. Is cognitive neuropsychology plausible? The perils of sitting on a one- legged stool. Journal of Cognitive Neuroscience 4(1): 96-105. Published Version doi:10.1162/jocn.1992.4.1.96 Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:3595964 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA Is Cognitive Neuropsychology Plausible? The Perils of Sitting on a One-Legged Stool Stephen M. Kosslyn and James M. Intriligator Harvard University Abstract We distinguish between strong and weak cognitive neuro- will fare better by combining behavioral, computational, and psychology, with the former attempting to provide direct in- neural investigations. Arguments offered by Caramazza (1992) sights into the nature of information processing and the latter in defense of strong neuropsychology are analyzed, and ex- having the more modest goal of providing constraints on such amples are offered to illustrate the power of alternative points theories. We argue that strong cognitive neuropsychology, al- of view. though possible, is unlikely to succeed and that researchers INTRODUCTION ogy is the study of the behavior of normal and brain- damaged individuals to constrain theories of normal Is cognitive neuropsychology possible? Of course it is cognitive processing.