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Neurodevelopmental Correlates of the Emerging Adult Self T ⁎ Christopher G
Developmental Cognitive Neuroscience 36 (2019) 100626 Contents lists available at ScienceDirect Developmental Cognitive Neuroscience journal homepage: www.elsevier.com/locate/dcn Neurodevelopmental correlates of the emerging adult self T ⁎ Christopher G. Daveya,b,c, , Alex Fornitod,e, Jesus Pujolf, Michael Breakspearg,h, Lianne Schmaala,b, Ben J. Harrisonc a Orygen, The National Centre of Excellence in Youth Mental Health, Parkville, Australia b Centre for Youth Mental Health, The University of Melbourne, Parkville, Australia c Melbourne Neuropsychiatry Centre, Department of Psychiatry, The University of Melbourne, Parkville, Australia d Monash Clinical and Imaging Neuroscience, School of Psychological Sciences, Monash University, Clayton, Australia e Monash Biomedical Imaging, Monash University, Clayton, Australia f MRI Research Unit, Department of Radiology, Hospital del Mar, CIBERSAM G21, Barcelona, Spain g QIMR Berghofer Medical Research Institute, Brisbane, Australia h Hunter Medical Research Institute, University of Newcastle, Newcastle, Australia ARTICLE INFO ABSTRACT Keywords: The self-concept – the set of beliefs that a person has about themselves – shows significant development from Adolescent development adolescence to early adulthood, in parallel with brain development over the same period. We sought to in- Connectivity vestigate how age-related changes in self-appraisal processes corresponded with brain network segregation and Default mode network integration in healthy adolescents and young adults. We scanned 88 participants (46 female), aged from 15 to 25 Functional MRI years, as they performed a self-appraisal task. We first examined their patterns of activation to self-appraisal, and Self replicated prior reports of reduced dorsomedial prefrontal cortex activation with older age, with similar re- ductions in precuneus, right anterior insula/operculum, and a region extending from thalamus to striatum. -
Psychological and Neuroscientific Perspectives on Gratitude As an Emotion
Psychological and Neuroscientific Perspectives on Gratitude as an Emotion Bachelor Degree Project in Cognitive Neuroscience Basic level 15 ECTS Spring term 2016 Mirna Solaka Supervisor: Kristoffer Ekman Examiner: Judith Annett GRATITUDE; AS AN EMOTION 2 Abstract Gratitude is an emotional response when people feel grateful for the good things that happen to them or acknowledgment of a benefit received from another person. Gratitude is an important component of positive psychology and the world’s largest religions emphasize the importance of gratitude in their teaching. Research has begun to explore factors that enhance human life and one such factor is the effect of positive emotions on mental health outcomes. Gratitude is considered to be a positive emotion and grateful individuals tend to be happier, less depressed, less stressed and more satisfied with their lives. Gratitude may have a strong link with mental health and wellbeing and research has recently started to understand its positive effects. Despite the research findings showing the effectiveness of gratitude interventions, the neural mechanisms involved in gratitude are relatively unknown. It is important to investigate the neural processes involved in gratitude because it may provide clues as to how gratitude as a positive emotion can influence mental health and wellbeing. Gratitude has many definitions and this essay will present the different definitions of the experience of gratitude, what happens in the brain when experiencing gratitude and as a positive emotion and how -
Applied Psychophysiology and Cognitive and Behavioral Therapy in the Treatment of Sex Offenders1
Biofeedback Volume 38, Issue 4, pp. 148–154 EAssociation for Applied Psychophysiology & Biofeedback DOI: 10.5298/1081-5937-38.2.04 www.aapb.org FEATURE ARTICLE Applied Psychophysiology and Cognitive and Behavioral Therapy in the Treatment of Sex Offenders1 John A. Corson, PhD Dartmouth College and Dartmouth Medical School, Hanover, NH, and Veterans Administration Medical Center, White River Junction, VT Keywords: applied psychophysiology, biofeedback, cognitive and behavioral therapy, sex offenders This article presents an application of applied psychophys- have called ‘‘cruising’’ or ‘‘trolling’’. However, as far as I iological and cognitive and behavioral strategies to the can determine, there has been very little tailoring of treatment of sex offenders. The participants were 21 sex treatment to such individual differences. offenders treated as outpatients at the Veterans Adminis- The most promising outcome study I have seen is by tration Medical Center in White River Junction, Vermont. A McGrath, Cumming, Livingston, and Hoke (2003). They repeated-case-study format was used. Because hyperventi- examined the recidivism rates of 195 inmates who had lation destabilizes the autonomic nervous system (disrupt- been referred to a prison-based cognitive-behavioral ing and/or preventing erection and other aspects of male treatment program for sex offenders. They wrote, ‘‘Over sexual arousal) and dramatically changes brain function a mean follow-up period of almost 6 years, the sexual (degrading train of thought and shifting neuroendocrine re-offense rate for the completed-treatment group (N 5 function), clients were taught to hyperventilate in response 56) was 5.4 percent vs. 30.6 percent for the some- to thoughts and images of the targets of their illegal treatment and 30.0 percent for the no treatment groups’’ behavior. -
Psychology 450: Cognitive Psychophysiology
UIUC Department of Psychology Psych 450, Spring 2016 Psychology 450: Cognitive Psychophysiology Tuesdays and Thursdays, 9:30 am - 10:50 am Room 17, Psychology Building Prerequisite: PSYCH 224, Cognitive Psychology (or equivalent); PSYCH 210, Brain and Mind (or a similar course) is recommended Credit Hours: 3 (1 graduate unit) Instructor: Dr. Kara Federmeier Email: [email protected] Office: 831 Psychology Building / 2115 Beckman Institute Course Description and Goals This course surveys the theory and practice of using recordings of electrical (and magnetic) activity of the brain to study cognition and behavior. It explores what brain-waves reveal about normal and abnormal perception, attention, decision-making, memory, response preparation, and language comprehension. The course aims to give students: (1) knowledge (at both a technical and inferential level) of how electrophysiological techniques can be used to address issues in cognitive psychology, (2) practice with critically reading and evaluating research reports and reviews in the area, and (3) experience in developing research questions, designing experiments to test those questions, and writing research proposals. Course Web Site The course website can be found at compass2g.illinois.edu. You will be asked to login with your NetID and password. The website contains: • a copy of the syllabus and any other handouts • lecture notes, slides, and review questions • the gradebook, where I will post your exam scores, paper/homework grades, and final grades (accessible only to you); please make sure to check the gradebook after due dates and exams, and report any problems (e.g., missing scores) within one week. Readings For the technical section, some readings will be derived from the textbook “An Introduction to the Event-related Potential Technique (second edition)” by Steven J. -
Orienting Response Reinstatement and Dishabituation: the Effects of Substituting
Orienting Response Reinstatement and Dishabituation: The Effects of Substituting, Adding and Deleting Components of Nonsignificant Stimuli Gershon Ben-Shakar, Itamar Gati, Naomi Ben-Bassat, and Galit Sniper The Hebrew University of Jerusalem Acknowledgments: This research was supported by The Israel Science Foundation founded by The Academy for Sciences and Humanities. We thank Dana Ballas, Rotem Shelef, Limor Bar, and Erga Sinai for their help in the data collection. We also thank John Furedy and an anonymous reviewer for the helpful comments on an earlier version of this manuscript. The article was written while the first author was on a sabbatical leave at Brandeis University. We wish to thank the Psychology Department at Brandeis University for the facilities and the help provided during this period. Address requests for reprints to: Prof. Gershon Ben-Shakhar Department of Psychology, The Hebrew University, Jerusalem, 91905, ISRAEL Running Title: OR Reinstatement and Dishabituation 2 ABSTRACT This study examined the prediction that stimulus novelty is negatively related to the measure of common features, shared by the stimulus input and representations of preceding events, and positively related to the measure of their distinctive features. This prediction was tested in two experiments, which used sequences of nonsignificant verbal and pictorial compound stimuli. A test stimulus (TS) was presented after 9 repetitions of a standard stimulus (SS), followed by 2 additional repetitions of SS. TS was created by either substituting 0, 1, or 2 stimulus components of SS (Experiment 1), or by either adding or deleting 0, 1, or 2 components of SS (Experiment 2). The dependent measure was the electrodermal component of the OR to both TS (OR reinstatement) and SS that immediately followed TS (dishabituation). -
CNS 2014 Program
Cognitive Neuroscience Society 21st Annual Meeting, April 5-8, 2014 Marriott Copley Place Hotel, Boston, Massachusetts 2014 Annual Meeting Program Contents 2014 Committees & Staff . 2 Schedule Overview . 3 . Keynotes . 5 2014 George A . Miller Awardee . 6. Distinguished Career Contributions Awardee . 7 . Young Investigator Awardees . 8 . General Information . 10 Exhibitors . 13 . Invited-Symposium Sessions . 14 Mini-Symposium Sessions . 18 Poster Schedule . 32. Poster Session A . 33 Poster Session B . 66 Poster Session C . 98 Poster Session D . 130 Poster Session E . 163 Poster Session F . 195 . Poster Session G . 227 Poster Topic Index . 259. Author Index . 261 . Boston Marriott Copley Place Floorplan . 272. A Supplement of the Journal of Cognitive Neuroscience Cognitive Neuroscience Society c/o Center for the Mind and Brain 267 Cousteau Place, Davis, CA 95616 ISSN 1096-8857 © CNS www.cogneurosociety.org 2014 Committees & Staff Governing Board Mini-Symposium Committee Roberto Cabeza, Ph.D., Duke University David Badre, Ph.D., Brown University (Chair) Marta Kutas, Ph.D., University of California, San Diego Adam Aron, Ph.D., University of California, San Diego Helen Neville, Ph.D., University of Oregon Lila Davachi, Ph.D., New York University Daniel Schacter, Ph.D., Harvard University Elizabeth Kensinger, Ph.D., Boston College Michael S. Gazzaniga, Ph.D., University of California, Gina Kuperberg, Ph.D., Harvard University Santa Barbara (ex officio) Thad Polk, Ph.D., University of Michigan George R. Mangun, Ph.D., University of California, -
A Resource for Assessing Information Processing in the Developing Brain Using EEG and Eye Tracking
bioRxiv preprint doi: https://doi.org/10.1101/092213; this version posted December 7, 2016. The copyright holder for this preprint (which was not certified by peer review) is the author/funder, who has granted bioRxiv a license to display the preprint in perpetuity. It is made available under aCC-BY 4.0 International license. TITLE A Resource for Assessing Information Processing in the Developing Brain Using EEG and Eye Tracking AUTHORS Nicolas Langer*3,1, Erica J. Ho*1,2, Lindsay M. Alexander1, Helen Y. Xu1, Renee K. Jozanovic1, Simon Henin5, Samantha Cohen5, Enitan T. Marcelle4,1, Lucas C. Parra5, Michael P. Milham1,6, Simon P. Kelly5,7 AFFILIATIONS 1. Center for the Developing Brain, Child Mind Institute, New York, NY, USA 2. Department of Psychology, Yale University, New Haven, CT, USA 3. Methods of Plasticity Research, Department of Psychology, University of Zurich, Zurich, Switzerland 4. Department of Psychology, University of California, Berkeley, USA 5. Department of Biomedical Engineering, City College of New York, New York, USA 6. Center for Biomedical Imaging and Neuromodulation, Nathan S. Kline Institute for Psychiatric Research, Orangeburg, New York, USA 7. School of Electrical and Electronic Engineering, University College Dublin, Ireland * These authors contributed equally to this work Corresponding author(s): Nicolas Langer ([email protected]), Michael P. Milham ([email protected]) and Simon P. Kelly ([email protected]) 1 bioRxiv preprint doi: https://doi.org/10.1101/092213; this version posted December 7, 2016. The copyright holder for this preprint (which was not certified by peer review) is the author/funder, who has granted bioRxiv a license to display the preprint in perpetuity. -
EEG-Based Mental Workload Neurometric to Evaluate the Impact of Different Traffic and Road Conditions in Real Driving Settings
fnhum-12-00509 December 15, 2018 Time: 15:10 # 1 ORIGINAL RESEARCH published: 18 December 2018 doi: 10.3389/fnhum.2018.00509 EEG-Based Mental Workload Neurometric to Evaluate the Impact of Different Traffic and Road Conditions in Real Driving Settings Gianluca Di Flumeri1,2,3*, Gianluca Borghini1,2,3, Pietro Aricò1,2,3, Nicolina Sciaraffa1,2,4, Paola Lanzi5, Simone Pozzi5, Valeria Vignali6, Claudio Lantieri6, Arianna Bichicchi6, Andrea Simone6 and Fabio Babiloni1,3,7 1 BrainSigns srl, Rome, Italy, 2 IRCCS Fondazione Santa Lucia, Neuroelectrical Imaging and BCI Lab, Rome, Italy, 3 Department of Molecular Medicine, Sapienza University of Rome, Rome, Italy, 4 Department of Anatomical, Histological, Forensic and Orthopedic Sciences, Sapienza University of Rome, Rome, Italy, 5 Deep Blue srl, Rome, Italy, 6 Department of Civil, Chemical, Environmental and Materials Engineering (DICAM), School of Engineering and Architecture, University of Bologna, Bologna, Italy, 7 Department of Computer Science, Hangzhou Dianzi University, Hangzhou, China Car driving is considered a very complex activity, consisting of different concomitant Edited by: tasks and subtasks, thus it is crucial to understand the impact of different factors, Muthuraman Muthuraman, University Medical Center of the such as road complexity, traffic, dashboard devices, and external events on the driver’s Johannes Gutenberg University behavior and performance. For this reason, in particular situations the cognitive demand Mainz, Germany experienced by the driver could be very high, inducing an excessive experienced Reviewed by: Edmund Wascher, mental workload and consequently an increasing of error commission probability. In Leibniz-Institut für Arbeitsforschung this regard, it has been demonstrated that human error is the main cause of the an der TU Dortmund (IfADo), 57% of road accidents and a contributing factor in most of them. -
Mental Health Technician Orientation Handbook
Mental Health Technician Orientation Handbook 2016 1 Mental Health Technician Orientation Handbook Table of Contents/Introduction Module 1: Role of MHT/Health and Safety Module 2: Understanding Mental Health/Mental Illness Module 3: Mental Health and Recovery Module 4: Boundaries Module 5: Diversity and Cultural Values Module 6: Confidentiality Module 7: Documentation Module 8: Communication and Empathy Module 9: Major Psychiatric Disorders Module 10: Psychiatric Disorders and Mental Health Issues in Children Module 11: Psychiatric Medications Module 12: Developmental Stages, Effects of Trauma, Age Specific Competencies Module 13: Managing Sexual Reactivity Module 14: Therapeutic Milieu Module 15: Behavioral Interventions Module 16: Community Meetings and Groups Module 17: Managing Aggression in Teens Module 18: De-escalation Techniques Module 19: Sensory Diet 2 20 : Appendix 1: Cognitive Distortions 21: Appendix 2: Defense Mechanisms 22: Appendix 3: Glossary of Mental Health and Psychiatry 23: Appendix 4: Common Terms and Acronyms 24: Conclusion 25: Notes 3 Introduction This Orientation Handbook is designed to teach those competencies that a newly hired Mental Health Technician will need before engaging in their work. Completion of this handbook is required before completion of an MHT’s probationary period. Shodair Children’s Hospital is an 86 bed facility devoted to the psychiatric care of emotionally disturbed children from 3-18 years of age from the State of Montana. Care of these children is provided on an acute, short term crisis stabilization unit and three long term Residential Units. Clinical Departments: Nursing: The Department of Nursing is staffed by a Director of Nursing, Nurse Managers for the three residential Units and the acute unit, two Nursing House Supervisors, Ward Clerks, Registered Nurses, Licensed Practical Nurses, Mental Health Technicians and a Staffing Coordinator. -
Introduction to Psychophysiology, PSY 5360M, Spring 2018 Section 251: Tues & Thurs 11:00 Am – 12:20 Pm, UAC 205
Introduction to Psychophysiology, PSY 5360M, Spring 2018 Section 251: Tues & Thurs 11:00 am – 12:20 pm, UAC 205 Instructor: Dr. Logan Trujillo, Ph.D., [email protected], Office: UAC 274, Phone: (512)-245- 3623, Office Hours: Tues/Thurs 12:30-1:50 pm, Wed 1 – 4 pm, & by Appt. Course Description: This course will provide an overview of the principles, theory, and applications of using physiological measures to study mental processes. This course will illustrate how the use of psychophysiological measurements can enhance our understanding of brain/mind/behavior relationships. Reading Materials (Required) • Cacioppo, J.T., Tassinary, L.G., & Berntson, G.G. (2007). Handbook of Psychophysiology (3rd edition). Cambridge, UK: Cambridge University Press. • This book is available as an e-book with chapter pdf downloads via the Texas State University Library at http://libproxy.txstate.edu/login?url=http://dx.doi.org/10.1017/CBO9780511546396 • Ryan, C.W. (1986). Basic Electricity: A Self-Teaching Guide (2nd Edition). New York: John Wiley and Sons. • This book is out of print but PDFs of the relevant chapters will be made available to the students by the instructor via TRACS. • Instructor-provided assortment of papers available on the course TRACS site. Course Goals and Learning Objectives: By the end of the course, students should be able to: 1. Demonstrate knowledge of the philosophical and theoretical foundations of brain/mind/behavior relationships 2. Understand and explain the basic human neurophysiology and associated electrical principles that underlie the sources and characteristics of physiological signals. 3. Understand and explain the basic techniques and main findings of several major contemporary approaches to psychophysiological research. -
Experimental-Design Specific Changes in Spontaneous EEG And
NEUROSCIENCE RESEARCH ARTICLE V. V. Lazarev et al. / Neuroscience 426 (2020) 50–58 Experimental-design Specific Changes in Spontaneous EEG and During Intermittent Photic Stimulation by High Definition Transcranial Direct Current Stimulation V. V. Lazarev, a* N. Gebodh, b T. Tamborino, a M. Bikson b and E. M. Caparelli-Daquer c,d a Laboratory of Neurobiology and Clinical Neurophysiology, National Institute of Women, Children and Adolescents Health Fernandes Figueira, Oswaldo Cruz Foundation (FIOCRUZ), Rio de Janeiro, Brazil b Department of Biomedical Engineering, The City College of New York of The City University of New York, New York, NY, USA c Laboratory of Electrical Stimulation of the Nervous System, Department of Physiological Sciences and Neurosurgery Unit, Rio de Janeiro State University (UERJ), Rio de Janeiro, Brazil d Hospital Universita´rio Gaffre´e e Guinle, Federal University of the State of Rio de Janeiro (UniRio), Rio de Janeiro, Brazil Abstract—Electroencephalography (EEG) as a biomarker of neuromodulation by High Definition transcranial Direct Current Stimulation (HD-tDCS) offers promise as both techniques are deployable and can be integrated into a single head-gear. The present research addresses experimental design for separating focal EEG effect of HD- tDCS in the ‘4-cathode  1-anode’ (4  1) montage over the left motor area (C3). We assessed change in offline EEG at the homologous central (C3, C4), and occipital (O1, O2) locations. Interhemispheric asymmetry was accessed for background EEG at standard frequency bands; and for the intermittent photic stimulation (IPS). EEG was compared post- vs pre-intervention in three HD-tDCS arms: Active (2 mA), Sham (ramp up/down at the start and end), and No-Stimulation (device was not powered), each intervention lasting 20 min. -
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