3/4/14 CURRICULUM VITAE Timothy H. Monk, Ph.D., D.Sc. University Of

Total Page:16

File Type:pdf, Size:1020Kb

3/4/14 CURRICULUM VITAE Timothy H. Monk, Ph.D., D.Sc. University Of 3/4/14 CURRICULUM VITAE Timothy H. Monk, Ph.D., D.Sc. University of Pittsburgh School of Medicine January 2014 TABLE OF CONTENTS Page Biographical Information ......................................................................................................... 1 Education and Training ........................................................................................................... 1 Appointments and Positions ................................................................................................... 1 Memberships in Professional and Scientific Societies ........................................................... 2 Honors and Awards ................................................................................................................ 2 Professional Activities – Teaching and Mentoring .................................................................. 2 Grants ..................................................................................................................................... 6 Research Related Seminars ................................................................................................... 7 Other Research Activities ....................................................................................................... 10 Service .................................................................................................................................... 12 Peer-reviewed Publications .................................................................................................... 13 Books and Monographs .......................................................................................................... 23 Reviews, Invited Published Papers, Symposia ...................................................................... 24 Republished Publications ....................................................................................................... 27 CURRICULUM VITAE University of Pittsburgh School of Medicine BIOGRAPHICAL Name: Timothy H. Monk Birth Date: July 22, 1950 Home Address: 199 Fawn Rd Birth Place: Leicester, Rural Valley, PA 16249 England Home Phone: (724) 783-2215 Citizenship: United States Business Address: Western Psychiatric Institute and Clinic 3811 O'Hara Street Social Security Pittsburgh, PA 15213 Number: 053-66-2816 Business Phone: (412) 246-6413 Status: Married, one son EDUCATION AND TRAINING UNDERGRADUATE: 10/68 - 6/71 University of Nottingham B. Sc. First Mathematics and Psychology Nottingham, UK Class Joint Honours GRADUATE: 7/71 - 5/74 University of Nottingham Ph.D. Prof. C.I. Howarth, Psychology Nottingham, UK 6/96 University of Nottingham D.Sc. Psychology Nottingham, UK APPOINTMENTS and POSITIONS ACADEMIC 1974 - 1981 Medical Research Council Applied Psychology Unit Research Scientist (Grade II) (later became Perceptual and Cognitive Awarded tenure 1981 Performance Unit) Lab. Experimental Psychology University of Sussex Brighton, UK 1974 - 1981 Lab. Experimental Psychology Honorary Research Fellow University of Sussex, UK 1981 - 1982 Department of Neurology Research Psychologist Montefiore Hospital and Medical Center Bronx, NY 1 1982 - 1985 Department of Psychiatry Assistant Professor of Psychology in Cornell University Medical College Psychiatry Westchester Division The New York Hospital White Plains, NY 1985 - 1986 Sleep and Chronobiology Center Visiting Associate Professor of Psychiatry University of Pittsburgh School of Medicine Western Psychiatric Institute and Clinic Pittsburgh, PA 1986 - 1996 Sleep and Chronobiology Center Associate Professor of Psychiatry University of Pittsburgh School of Medicine Director, Human Chronobiology Research Western Psychiatric Institute and Clinic Program Pittsburgh, PA 1996-2008 Sleep and Chronobiology Center Professor of Psychiatry University of Pittsburgh School of Medicine Director, Human Chronobiology Research Western Psychiatric Institute and Clinic Program Pittsburgh, PA 2008-present Sleep and Chronobiology Center Professor of Psychiatry and Clinical and University of Pittsburgh School of Medicine Translational Science Western Psychiatric Institute and Clinic Director, Human Chronobiology Research Pittsburgh, PA Program MEMBERSHIPS in PROFESSIONAL and SCIENTIFIC SOCIETIES International Society for Chronobiology 1974- Sleep Research Society 1987- Society for Biological Rhythm Research 1988- Society for Light Treatment and Biological Rhythms 1988-1997 HONORS First Class Joint Honours Degree 1971 Medical Research Council Tenure 1981 University of Pittsburgh Tenure 1992 Pitt Innovator Award 2011, 2012, 2013 PROFESSIONAL ACTIVITIES TEACHING: University of Pittsburgh: Member of UPSOM Medical School Admissions Committee, 1999-2012 (50 ECUs) Taught (lecture and seminar) in course "Topics in Neuroscience" for graduate students in neuroscience, April 1986. Seminar given "Biological Rhythms and Sleep" to Mellon Fellows, June 1987, 1988, 1989. Seminar given "Shift Work" to Depression Prevention Clinic Staff, October 1987. Informal advisor to GSPH Master's Candidate Allene Scott, M.D., 1986-1987. Seminar given "Sleep Scheduling Disorders" to junior sleep faculty and residents, July 1987. 2 Participated and presented in Biological Rhythms Discussion group (Organizer, D.B. Jarrett), 1985-1990. Presented OERP seminar on Biological Rhythms and Sleep at Torrance State Hospital, March 1987. Lecture given on shift work and jet-lag, Pitt Informal Program, February 1988. Presented OERP seminar on disruptions of the biological clock at Warren State Hospital, April 1988. Presented OERP seminar on disruptions of the biological clock at Somerset State Hospital, December 1988. Interviewed candidates for WPIC Residency Program, 1986-present. Interviewed medical school candidates, 1988-1997, 1999-2012. Co-organizer and co-presenter (four lectures) of 10 lecture course on Chronobiology, Spring 1990. Lectures to "Healthy Aging: Program on Sleep" staff and faculty October 1989; February 1990; September 1990; October 1990; March 1991; October 1992; February 1993. Presenter, OERP teleconference seminar "Social Zeitgebers and Biological Rhythms: Origins of Depression", February 1991. Faculty sponsor, directed research course 1903, Department of Psychology (supervised Amy J. Hayes) Spring Semester 1991. Taught (one lecture) in undergraduate course "Biological Clocks" (BHVNS 1025), Spring 1993. Taught (one lecture) in postgraduate nursing "Research Methods" course, Fall 1993. Organizer of "Biological Rhythms Discussion Group," bi-monthly seminar/journal club for postgraduates, post-docs, fellows and faculty, 1993-1994. Organizer and presenter (seven lectures) of 10 lecture course on Human Chronobiology, Fall 1993. Honors college lecture "Human Chronobiology," Fall 1994. Seminars on chronobiology and circadian rhythms disorders to Sleep and Chronobiology fellows and faculty, June and July 1995 Informal supervision of graduate student, L. Brink, employed on seed money grant, "Exposure to Shift Work as a Risk Factor for Depression." Taught (one lecture) NIMH-funded Undergraduate Research Fellows, July 1995. Supervisor, post-doctoral research fellow (J. Carrier) funded by Canadian MRC October 1995 - July 1998. (In June 1998, Dr. Carrier won the Sleep Research Society “Young Investigator of the Year” award.) Taught (one lecture) Environmental and Occupational Health Residents, November 1995. Co-organizer Friday lunchtime seminar discussion group for Sleep and Chronobiology Center Postdoctoral Fellows (every two weeks), October 1995-2006 Course Organizer and Presenter: 10-lecture course “Human Circadian Rhythms and Sleep,” to 18 post- docs, fellows and faculty, January-March 1996. Taught (one lecture) NIMH-funded Undergraduate Research Fellows, February 1996. Speaker, UPMC Pulmonary Grand Rounds, January 1996. 3 Taught (one lecture) NIMH-funded Undergraduate Research Fellows, June 1996. Taught (one lecture) Environmental and Occupational Health Residents, October 1996. Taught (one lecture) Psychiatric Epidemiology Fellows, March 1997. Taught (one lecture) NIMH-funded Undergraduate Research Fellows, June 1997. Taught (one lecture) Environmental and Occupational Health Residents, November 1997. Taught (one lecture) NIMH-funded Undergraduate Research Fellows, June 1998. Course organizer and presenter (nine lectures): 10 lecture course "Human Circadian Rhythms and Sleep," to 21 post-docs, fellows, faculty and staff, March - May 1999. Taught (one lecture) NIMH-funded Undergraduate Research Fellows, July 1999. Taught (one lecture) NIMH-funded Undergraduate Research Fellows, June 2000. Taught (one lecture) NIMH-funded Undergraduate Research Fellows, July 2002. Supervised first year UPSOM medical student (A. Ko), Research Elective Summer 2002. Course organizer and presenter (seven lectures) on course “Human Circadian Rhythms and Sleep” to 30 registered attendees (5 faculty, 13 staff, 1 resident, 3 postdoctoral fellows, 2 interns and 6 medical students), Spring 2003. Taught (one lecture) NIHM-funded Undergraduate Research Fellows, June 2003. Speaker, Grand Rounds, Magee Hospital, May 2005. Taught (one lecture) NIMH-funded Undergraduate Research Fellows, June 2005 Supervised medical student (Z. Franco) research project, Summer 2005 though Summer 2008. Gave talk on circadian rhythms to WPIC Psychiatry residents, September 2005. Lecture to Magee Hospital Dept. Anesthesiology, November 2000 Adriane Soehner (an undergraduate at CMU) spent the summer and fall doing volunteer research work under Dr. Monk which eventually resulted in a peer-reviewed
Recommended publications
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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
    [Show full text]
  • 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.
    [Show full text]
  • Public Engagement with Neuroscience
    The Brain in Society: Public Engagement with Neuroscience Cliodhna O’Connor Thesis submitted for the degree of Doctor of Philosophy University College London September 2013 DECLARATION I, Cliodhna O’Connor, confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis. ____________________________________________ Cliodhna O’Connor 1 DEDICATION To Mom and Dad, with love and thanks 2 ACKNOWLEDGEMENTS My first thanks go to my supervisor, Hélène Joffe, who has guided and encouraged me tirelessly over the last three years. I will always be grateful for the time and energy that she has devoted to my work. The research would not have been possible without the financial support that I received from several sources: the EPSRC; the Faraday Institute for Science & Religion at St Edmund’s College, Cambridge; the Easter Week 1916 commemoration scholarship scheme; the UCL Graduate School Research Projects Fund; and the UCL Department of Clinical, Educational and Health Psychology. I very much appreciate all of these contributions. The work presented in this thesis owes much to countless conversations I have had with colleagues, both within and outside UCL. The comments of the editors and anonymous reviewers of the journals to which I submitted articles over the course of my PhD were extremely helpful in refining my ideas, as were the audiences at the various conferences and workshops at which I presented my research. I would also like to thank Caroline Bradley for her help in the analysis stages. Finally, I wish to express my sincere gratitude to my family, friends and boyfriend for their constant support throughout the last three years.
    [Show full text]
  • Collective Rhythm As an Emergent Property During Human Social Coordination
    Collective rhythm as an emergent property during human social coordination Arodi Farrera1, Gabriel Ramos-Fernández1,2 1Mathematical Modeling of Social Systems Department, Institute for Research on Applied Mathematics and Systems, National Autonomous University of Mexico, Mexico City, Mexico. 2Corresponding author: [email protected] Abstract: The literature on social interactions has shown that participants coordinate not only at the behavioral but also at the physiological and neural levels, and that this coordination gives a temporal structure to the individual and to the social dynamics. However, it has not been fully explored whether such temporal patterns emerge during interpersonal coordination beyond dyads, whether this phenomenon arises from complex cognitive mechanisms or from relatively simple rules of behavior, or the sociocultural processes that underlie this phenomenon. We review the evidence for the existence of group-level rhythmic patterns that result from social interactions and argue that, by imposing a temporal structure at the individual and interaction levels, interpersonal coordination in groups leads to temporal regularities that cannot be predicted from the individual periodicities: a collective rhythm. Moreover, we use this interpretation of the literature to discuss how taking into account the sociocultural niche in which individuals develop can help explain the seemingly divergent results that have been reported on the social influences and consequences of interpersonal coordination. We make recommendations on further research to test these arguments and their relationship to the feeling of belonging and assimilation experienced during group dynamics. Keywords: Interpersonal coordination, Collective rhythm, Emergence, Spontaneous mimicry, Synchronization. 1. Introduction: During social activities, participants not only coordinate at the behavioral but also at the physiological and neural levels [Hoehl et al., 2020].
    [Show full text]
  • Social Neuroscience and Its Relationship to Social Psychology
    Social Cognition, Vol. 28, No. 6, 2010, pp. 675–685 CACIOPPO ET AL. SOCIAL NEUROSCIENCE SOCIAL NEUROSCIENCE AND ITS RELATIONSHIP TO SOCIAL PSYCHOLOGY John T. Cacioppo University of Chicago Gary G. Berntson Ohio State University Jean Decety University of Chicago Social species create emergent organizations beyond the individual. These emergent structures evolved hand in hand with neural, hormonal, cel- lular, and genetic mechanisms to support them because the consequent social behaviors helped these organisms survive, reproduce, and care for offspring suf!ciently long that they too reproduced. Social neuroscience seeks to specify the neural, hormonal, cellular, and genetic mechanisms underlying social behavior, and in so doing to understand the associations and in"uences between social and biological levels of organization. Suc- cess in the !eld, therefore, is not measured in terms of the contributions to social psychology per se, but rather in terms of the speci!cation of the biological mechanisms underlying social interactions and behavior—one of the major problems for the neurosciences to address in the 21st century. Social species, by definition, create emergent organizations beyond the individ- ual—structures ranging from dyads and families to groups and cultures. These emergent social structures evolved hand in hand with neural, hormonal, cellular, and genetic mechanisms to support them because the consequent social behaviors helped these organisms survive, reproduce and, in the case of some social spe- cies, care for offspring sufficiently long that they too reproduced thereby ensuring their genetic legacy. Social neuroscience is the interdisciplinary field devoted to the study of these neural, hormonal, cellular, and genetic mechanisms and, relat- edly, to the study of the associations and influences between social and biological Preparation of this manuscript was supported by NIA Grant No.
    [Show full text]
  • A Cognitive Neuroscience of Social Groups
    A Cognitive Neuroscience of Social Groups The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Contreras, Juan Manuel. 2013. A Cognitive Neuroscience of Social Groups. Doctoral dissertation, Harvard University. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:11125114 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 A Cognitive Neuroscience of Social Groups A dissertation presented by Juan Manuel Contreras to the Department of Psychology in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the subject of Psychology Harvard University Cambridge, Massachusetts May 2013 © 2013 Juan Manuel Contreras All rights reserved. Dissertation Advisor: Professor Mahzarin Banaji Juan Manuel Contreras Dissertation Advisor: Professor Jason Mitchell A Cognitive Neuroscience of Social Groups ABSTRACT We used functional magnetic resonance imaging to investigate how the human brain processes information about social groups in three domains. Study 1: Semantic knowledge. Participants were scanned while they answered questions about their knowledge of both social categories and non-social categories like object groups and species of nonhuman animals. Brain regions previously identified in processing semantic information are more robustly engaged by nonsocial semantics than stereotypes. In contrast, stereotypes elicit greater activity in brain regions implicated in social cognition. These results suggest that stereotypes should be considered distinct from other forms of semantic knowledge.
    [Show full text]
  • Social Cognitive Neuroscience of Person Perception: a Selective Review Focused on the Event-Related Brain Potential
    W&M ScholarWorks Arts & Sciences Book Chapters Arts and Sciences 2007 Social Cognitive Neuroscience of Person Perception: A Selective Review Focused on the Event-Related Brain Potential. Bruce D. Bartholow Cheryl L. Dickter College of William and Mary, [email protected] Follow this and additional works at: https://scholarworks.wm.edu/asbookchapters Part of the Cognition and Perception Commons Recommended Citation Bartholow, B. D., & Dickter, C. L. (2007). Social Cognitive Neuroscience of Person Perception: A Selective Review Focused on the Event-Related Brain Potential.. E. Harmon-Jones & P. Winkielman (Ed.), Social neuroscience: Integrating biological and psychological explanations of social behavior (pp. 376-400). New York, NY: Guilford Press. https://scholarworks.wm.edu/asbookchapters/46 This Book Chapter is brought to you for free and open access by the Arts and Sciences at W&M ScholarWorks. It has been accepted for inclusion in Arts & Sciences Book Chapters by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. V PERSON PERCEPTION, STEREOTYPING, AND PREJUDICE Copyright © ${Date}. ${Publisher}. All rights reserved. © ${Date}. ${Publisher}. Copyright 17 Social Cognitive Neuroscience of Person Perception A SELECTIVE REVIEW FOCUSED ON THE EVENT-RELATED BRAIN POTENTIAL Bruce D. Bartholow and Cheryl L. Dickter Although social psychologists have long been interested in understanding the cognitive processes underlying social phenomena (e.g., Markus & Zajonc, 1985), their methods for studying them traditionally have been rather limited. Early research in person perception, like most other areas of social-psychological inquiry, relied primarily on verbal reports. Researchers using this approach have devised clever experimental designs to ensure the validity of their conclusions concerning social behavior (see Reis & Judd, 2000).
    [Show full text]
  • Enactive Aesthetics and Neuroaesthetics*
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Firenze University Press: E-Journals JOERG FINGERHUT Berlin School of Mind and Brain, Humboldt-Universität zu Berlin [email protected] ENACTIVE AESTHETICS AND NEUROAESTHETICS* abstract In this paper, I review recent enactive approaches to art and aesthetic experience. Radical enactivists (Hutto, 2015) claim that our engagement with art is extensive, in the sense that it is non-contentful and artifact-including. Gallagher (2011) defends an embodied-enactive account of the specific kind of affordances artworks provide. For Noë (2015) art is a reorganizational practice. Each of these accounts claims that empirical (neuro)aesthetics is incapable of capturing the art-related engagement they want to highlight. While I agree on the relational and enactive nature of the mind and see the presented theories as important contributions to our understanding of art and aesthetics, I will argue that their dismissal of empirical aesthetics is misguided on several counts. A more qualified look can reveal relevant empirical research for claims enactive theorists should be interested in. Their criticism is either too general regarding the empirical methods employed or based on philosophical claims that themselves should be subjected to empirical scrutiny. keywords art, embodied cognition, enactivism, externalism, neuroaesthetics * I am thankful for helpful feedback on parts of this paper that I received at the San Raffaele Spring School 2017 in Milan and the “Aesthetics and the 4E Mind” BSA Conference 2016 in Exeter (thanks to G. Colombetti, V. Gallese, J. Krueger, B. Montero, B. Nanay, A.
    [Show full text]