Psyc 300A: Proseminar in Brain, Body, and Behavior

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PSYC 300A: PROSEMINAR IN BRAIN, BODY, AND BEHAVIOR

Spring, 2014

Course Time: Tuesday and Friday 9:30-10:50AM

Classroom: Brown 224

Instructors: The following six professors will teach the proseminar, each taking responsibility for four class sessions:

Paul DiZio: Brown 115 or Rabb 5,

Angela Gutchess: Brown 107,

Xiaodong Liu: Brown 106,

Nic Rohleder: Brown 103,

Art Wingfield: Volen363,

Leslie Zebrowitz (course coordinator): Brown 116,

Course Objectives:

The primary objective of this graduate seminar is to help students develop shared expertise in the methods and theory used in research on brain, body, and behavior that is commensurate with graduate level work in the field. Some basic methods, theory, and research studies will be discussed, as well as examples of current directions in research in some of the important domains of this field. A second objective is to help students become more skilled at advanced level reading, discussion, and writing in preparation for further graduate work.

Requirements and Grading:

1. Students are required to write short (1 page) journal entries about the readings for each class session. Each entry should include their thoughts, criticisms, questions, or insights about the readings assigned for that class and should be sent electronically (e-mailed or LATTE drop-box, as specified by the professor) before 8am the day of class.

2. For each two-week session students are also required to write a paper approximately 5 pages in length. Each paper should be a research proposal that integrates some of the material and methods covered by that professor (possibly relevant to your research area and interests, or in some other way specified by the professor). Papers are due after the conclusion of each section on the following class day by 5pm. Each professor will designate whether the paper should be submitted via e-mail or hard copy.

3. Students are expected to attend all classes and participate in discussions. In some cases, discussion questions may be provided in advance.

Each of the following seven components will be standardized and weighted according to the percent indicated. The final grade will be determined on the distribution of the weighted composite:

1. Attendance, participation, and journal entries (10% of grade).
2. 5-page papers for each section (15% of grade per paper).

Special Notes:

1. Plagiarism, which is the use of the ideas, writings, or quotes of any other person without proper citation and referencing, will be grounds for course failure and Brandeis disciplinary action. It isn’t right, and it isn’t professional.
2. If you are a student with a documented disability on record at Brandeis University and wish to have a reasonable accommodation made for you in this course, please talk to the course coordinator immediately.
3. Please keep your cell phones off in class.

Class Schedule

(Thetentative reading assignments for each professor are listed after the schedule. Please note that some professors may change some of their reading assignments)

Course Introduction:

1. Tues., Jan 14. All instructors will be present to discuss syllabus and course goals.

Dr. DiZio’s Section:

2.Fri., Jan. 17; 3. Tues., Jan. 21; 4. Fri., Jan. 24; 5. Tues., Jan. 28

First paper due Wednesday, Jan. 29thby 5pm.

Dr. Wingfield’s Section:

6. Fri., Jan. 3; 7.Tues., Feb. 4; 8.Fri., Feb. 7; 9.Tues., Feb. 11

Second paper due Wednesday, February 12th by 5 pm.

Dr. Liu’s Section:

10.Fri., Feb.14; 11.Tues., Feb25; 12.Fri., Feb. 28; 13.Tues., March 4

Third paper due Wednesday, March 5th by 5 pm.

Dr. Rohleder’s Section:

14.Fri., March 7; 15.Tues., March 11; 16.Fri., March 14; 17.Tues., March 18

Fourth paper due Wednesday March 19th by 5 pm.

Dr. Gutchess’ Section:

18.Fri., March 21;19.Tues, March 25; 20.Fri., March 27; 21.Tues., April 1

Fifth paper due Wednesday, April 2nd by 5 pm.

Dr. Zebrowitz’ Section:

22. Fri., April 4; 23.Tues., April 8; 24. Fri., April 11; 25. Fri., April 25

Sixth paper due Saturday, April 26tt by 5 pm.

Course Conclusion: All Professors

26. Tues., April 29Back-up rescheduling option/ Collective Farewell

Tentative List of Proseminar Readings for Spring, 2014

**Note that the list is subject to change; readings will be posted on LATTE or changes will be announced ~ 1 week before the assigned class**

1. Tues. Jan 14. Course Introduction:

(No assigned readings)

Readings for Dr. DiZio’s Section:Motor control and mind

2. Fri., Jan. 17: Basic control concepts for movement and mind

Libet B., Gleason C. A., Wright, E. W., & Pearl, D. K. (1983). Time of conscious intention to act in relation to onset of cerebral activities (readiness-potential): The unconscious initiation of a freely voluntary act. Brain, 106, 623–642.

Crapse, T. B., & Sommer, M. A. (2008). Corollary discharge circuits in the primate brain. Curr Opin Neurobiol, 18(6), 552-557.

3. Tues., Jan. 21: Dynamics in motor control and mental activity

Required

May, R.M. (1976) Simple mathematical models with very complicated dynamics. Nature 261, 459-467 [Note: read only through the first column of page 462.]

Wong, A. L., & Shelhamer, M. (2011). Exploring the fundamental dynamics of error-based motor learning using a stationary predictive-saccade task. PLoS One, 6(9), e25225.

Choose one of the following to analyze and present, from the perspective of linear and non-linear dynamics (I will explain and help you choose):

Espinosa-Hernandez, G., & Lefkowitz, E. S. (2009). Sexual behaviors and attitudes and ethnic identity during college. J Sex Res, 46(5), 471-482.

Rohleder, N. (2012). Acute and chronic stress induced changes in sensitivity of peripheral inflammatory pathways to the signals of multiple stress systems --2011 Curt Richter Award Winner. Psychoneuroendocrinology, 37(3), 307-316.

Zhong, S., Monakhov, M., Mok, H. P., Tong, T., Lai, P. S., Chew, S. H., & Ebstein, R. P. (2012). U-shaped relation between plasma oxytocin levels and behavior in the trust game. PLoS One, 7(12), e51095.

Montepare, J. M., & Lachman, M. E. (1989). "You're only as old as you feel": self-perceptions of age, fears of aging, and life satisfaction from adolescence to old age. Psychol Aging, 4(1), 73-78.

4. Fri., Jan. 24: Sensorimotor aspects of embodiment and self

Wang, X., Merzenich, M. M., Sameshima, K., & Jenkins, W. M. (1995). Remodelling of hand representation in adult cortex determined by timing of tactile stimulation. Nature, 378, 71-75.

Apps, M. A., Tajadura-Jimenez, A., Turley, G., & Tsakiris, M. (2012). The different faces of one's self: an fMRI study into the recognition of current and past self-facial appearances. Neuroimage, 63(3), 1720-1729.

5. Tues., Jan 28: Sensorimotor aspects of social interaction

Gallese, V., Fadiga, L., Fogassi, L., Rizzolatti, G. (1996) Action recognition in the premotor cortex. Brain, 119, 593-609.

Fogassi, L., Ferrari, P.F., Gesierich, B., Rozzi, S., Chersi, F., & Rizzolatti, G. (2005) Parietal lobe: from action organization to intention understanding. Science, 308, 662-667.

Urgen, B. A., Plank, M., Ishiguro, H., Poizner, H., & Saygin, A. P. (2013). EEG theta and Mu oscillations during perception of human and robot actions. Front Neurorobot, 7, 19.

Readings for Dr. Wingfield’s Section: Language and the Aging Brain

(January 31; February 4,7,11, 2014)

Class 1: Cortical and Sensory Change in Adult Aging

Raz, N. et al. (2005). Regional brain changes in aging healthy adults: General trends,

individual differences and modifiers. Cerebral Cortex, 15, 1676-1689.

Lin, F.R. (2011). Hearing loss and cognition among older adults in the United States.

Journal of Gerontology: Medical Sciences, 66A, 1131-1136.

Wingfield, A. & Peelle. J.E. (2004). How does hearing loss affect the brain? Aging

Health, 8, 107-109..

Wingfield, A., Panizzon et al., et al. (2007). A twin-study of genetic contributions to hearing acuity in late middle-age. Journal of Gerontology: Medical Sciences, 62A, 1294-1299.

Class 2: Resources, Working Memory, and Processing Speed

McCabe, D.P., Roediger, H.L., McDaniel, M.A.,Balota, D.A., & Hambrick, D.Z. (2010).

The Relationship Between Working Memory Capacity and Executive

Functioning: Evidence for a Common Executive Attention Construct. Neuopsychology, 24, 222- 243.

Wingfield, A., McCoy, S.L., Peelle, J.E., Tun, P.A., & Cox, L.C. (2006). Effects

of adult aging and hearing loss on comprehension of rapid speech varying insyntactic complexity. Journal of the American Academy of Audiology, 17, 487-497.

Wingfield, A. & Grossman, M. (2006). Language and the aging brain: Patterns of neural

compensation revealed by functional brain imagining. Journal of Neurophysiology, 96, 2830-2839.

Class 3: Some Preliminaries on Language, Words and Sentences

Stewart, R., & Wingfield, A. (2009). Hearing loss and cognitive effort in older adults’ report accuracy for verbal materials. Journal of the American Academy of Audiology, 20, 147-154.

Lash, A., Rogers, C.S., Zoller, A. & Wingfield, A. (2013). Expectation and entropy in

spoken word recognition: Effects of age and hearing acuity. Experimental Aging Research, 39, 235-253. PMCID3668645.

Piquado, T., Isaacowitz, D., & Wingfield, A. (2010). Pupillometry as a measure of

cognitive effort in younger and older adults. Psychophysiology, 47, 560-569.

Class 4: Sensory-Cognitive Interactions: Negative Consequences of Effortful Perception

Baldwin, C.L., & Ash, I.K. (2010). Impact of Sensory Acuity on Auditory Working

Memory Span in Young and Older Adults. Psychology and Aging,

Wingfield, A., Tun, P.A., & McCoy, S.L. (2005). Hearing loss in older adulthood:

What it is and how it interacts with cognitive performance. Current

Directions in Psychological Science, 14, 144-148.

Tun, P.A., McCoy, S., & Wingfield, A. (2009). Aging, hearing acuity, and the

attentional costs of effortful listening. Psychology and Aging, 24, 761-766.

Amichetti, N.M., Stanley, R.S., White, A.G., & Wingfield, A. (2013). Monitoring the capacity of

working memory: Executive control and effects of listening effort. Memory & Cognition, 41, 839-849. PMCID3718871.

Readings for Dr. Liu’s Section: (readings subject to change/update)

Friday, Feb 14

Topic: When and why to use survival analysis; Research questions that can be addressed; Issue of censoring;Defining event occurrence and time

Readings:

Kleinbaum, D. & Klein, M. (2012). Ch.1. Introduction to survival analysis. Survival Analysis : A Self-Learning Text (3rd Ed.) Springer.

Graham, S., Singer, J. D., & Willett, J. B. (2012). Using Discrete-Time Survival Analysis to Study Event Occurrence. Ch. 11 in Longitudinal Data Analysis.

Singer, J. D., & Willett, J. B. (1991). Modeling the days of our lives: Using survival analysis when designing and analyzing longitudinal studies of duration and the timing of events. Psychological Bulletin, 110(2), 268-290. (focus on pp. 268-277 for this class)

Allison, P.D. (2010). Ch.1 Introduction (sections: ‘What is survival analysis’, ‘What is survival data’, ‘Why use survival analysis’)

Allison, P.D. (2010). Ch.2 Basic Concepts of Survival Analysis (sections: ‘Censoring’, ‘the Origin of Time’) in P.D. Allision (2010). Survival Analysis Using SAS: A Practical Guide, Second Edition . SAS Publication. (You can find this book online through Brandeis library book search)

Tuesday Feb 25

Topic:Displaying survival data (risk set, hazard probability and function, survival

probability and function, median life time), data preparation for survival analysis.

Readings:

Allison, P.D. (2010). Ch.2 Basic Concepts of Survival Analysis (sections: ‘ Describing Survival Distributions ’, ‘ Interpretations of the Hazard Function ’, ‘Data Structure’)

Read at least two of the following papers (applications ofsurvival analysis):

Capaldi,D.M., Crosby, L., & Stoolmiller, M. (1996). Predicting the Timing of First Sexual Intercourse for At-Risk Adolescent Males. Child Development, 67(2), 344-359. (data reference: we will use the data from this paper as example in class).

Jokela, M., 2010. Characteristics of the first child predict the parents' probability of having another child. Developmental Psychology, 46 (4), 915-926.

Singer, J.D., Fuller, B., Keiley, M.K. & Wolf, A. (1998). Early child-care selection: Variation by geographic location, maternal characteristics, and family structure. Developmental Psychology, 34 (5), 1129-1144.

Stone, L.B., Hankin, B.L., Gibb, B.E. & Abela, J.R.Z., 2011. Co-rumination predicts the onset of depressive disorders during adolescence. Journal of Abnormal Psychology, 120 (3), 752-757.

Mccarty, C.A., Rhew, I.C., Murowchick, E., Mccauley, E. & Stoep, A.V., 2011. Emotional health predictors of substance use initiation during middle school. Psychology of Addictive Behaviors.

Nusslock, R., Shackman, A.J., Harmon-Jones, E., Alloy, L.B., Coan, J.A. & Abramson, L.Y., 2011. Cognitive vulnerability and frontal brain asymmetry: Common predictors of first prospective depressive episode. Journal of Abnormal Psychology, 120 (2), 497-503.

Friday, Feb 28

Topic: Fitting a series of hazard models testing the effect of predictors; Interpreting parameter estimates; Recovering estimated hazard and survival probabilities; alternative / polynominal specifications of time; assumptions related to discrete time hazard model;

Readings:

Read twofrom Feb. 25.

Tuesday, March 4

Topic:dealing with time-dependent and time-variant variables, the cox regression model

Readings:

Allison, P. D. (2010). “Survival analysis”, in The Reviewer’s Guide to Quantitative Methods in the Social Sciences (ch. 31, pp. 413-425), edited by G. R. Hancock & R. O. Mueller. New York: Routledge. [a summary paper on issues related to survival analysis]

Willett, J.B. & Singer, J.D. (1995). It's déjà vu all over again: Using multiple-spell discrete-time survival analysis. Journal of Educational and Behavioral Statistics, 20 (1), 41-67. (paper on modeling repeated events, you can skip the "ESTIMATION" section)

Readings for Dr. Rohleder’s Section: Acute and chronic psychosocial stress and biological consequences

Friday, March 7:Basics of psychobiological stress responses

Kemeny, M. E. (2003). The psychobiology of stress. Current Directions in Psychological Science, 12(4), 124-129.

Dickerson, S. S., Gruenewald, T. L., & Kemeny, M. E. (2004). When the social self is threatened: shame, physiology, and health. J Pers, 72(6), 1191-1216.

Taylor, S. E., Klein, L. C., Lewis, B. P., Gruenewald, T. L., Gurung, R. A., & Updegraff, J. A. (2000). Biobehavioral responses to stress in females: tend-and-befriend, not fight-or-flight. Psychol Rev, 107(3), 411-429.

Tuesday, March 11: Biological consequences of stress responses

Sapolsky, R. M., Romero, L. M., & Munck, A. U. (2000). How do glucocorticoids influence stress responses? Integrating permissive, suppressive, stimulatory, and preparative actions. Endocr Rev, 21(1), 55-89.

McEwen, B. S. (1998). Protective and Damaging Effects of Stress Mediators. N Engl J Med, 338, 171-179.

Friday, March 14: Acute stress induction vs. stress assessment in the field

Kirschbaum, C., Pirke, K.-M., & Hellhammer, D. H. (1993). The “Trier Social Stress Test” - a tool for investigating psychobiological stress responses in a laboratory setting. Neuropsychobiology, 28, 76-81.

Breines, J., Thoma, M. V., Gianferante, D., Hanlin, L., Chen, X. J., & Rohleder, N. (in press). Self-compassion as a predictor of interleukin-6 response to acute psychosocial stress. Brain Behav Immun.

Rohleder, N., Marin, T. J., Ma, R., & Miller, G. E. (2009). Biologic Cost of Caring for a Cancer Patient: Dysregulation of Pro- and Anti-Inflammatory Signaling Pathways. J Clin Oncol, 27(18), 2909-2915.Chronic stress paper (meins)

Tues, March 18: More methods of biological stress assessments: salivary alpha-amylase

Rohleder, N., Wolf, J. M., Maldonado, E. F., & Kirschbaum, C. (2006). The psychosocial stress-induced increase in salivary alpha-amylase is independent of saliva flow rate. Psychophysiology, 43(6), 645-652.

Thoma, M. V., Joksimovic, L., Kirschbaum, C., Wolf, J. M., & Rohleder, N. (2012). Altered salivary alpha-amylase awakening response in Bosnian War refugees with posttraumatic stress disorder. Psychoneuroendocrinology, 37(6), 810-817.

Rohleder, N., & Nater, U. M. (2009). Determinants of salivary alpha-amylase in humans and methodological considerations. Psychoneuroendocrinology, 34(4), 469-485.

Readings for Dr. Gutchess’ section(readings subject to change/update)

Class 1: Use of cognitive neuroscience tools

Kosslyn, S. M. (1999). If neuroimaging is the answer, what is the question? Philosophical Transactions of the Royal Society of London Series B-Biological Sciences, 354(1387), 1283-1294.

Heatherton, T. F., Macrae, C. N., & Kelley, W. M. (2004). What the social brain sciences can tell us about the self. Current Directions in Psychological Science, 13(5), 190-193.

Paller, K. A., & Wagner, A. D. (2002). Observing the transformation of experience into memory. Trends in Cognitive Sciences, 6(2), 93-102.

Macrae, C. N., Moran, J. M., Heatherton, T. F., Banfield, J. F., & Kelley, W. M. (2004). Medial prefrontal activity predicts memory for self. Cerebral Cortex, 14(6), 647-654.

Class 2: Functional neuroimaging methods

A. Introduction to fMRI.

Huettel, S. A., Song, A. W., & McCarthy, G. (2004). Functional Magnetic Resonance Imaging, Ch. 11 & terminology.

1. Subtraction method.

Posner, M. I. & Raichle, M. E. (1994). Images of Mind, pp. 29-33, 61, 64-66.

Mason, M. F., Norton, M. I., Van Horn, J. D., Wegner, D. M., Grafton, S. T., & Macrae, C. N. (2007). Wandering minds: the default network and stimulus-independent thought. Science, 315(5810), 393-395. Supplemental materials also included.

Class 3: Neuroanatomy and review of neural systems

Huettel, S. A., Song, A. W., & McCarthy, G. (2004). Functional Magnetic Resonance Imaging, pp. 149-155.

Cabeza, R. & Nyberg, L. (2000). Imaging cognition II: An empirical review of 275 PET and fMRI studies. Journal of Cognitive Neuroscience, 12, 1-47.

Lieberman, M. D. (2007). Social cognitive neuroscience: a review of core processes. Annual Review of Psychology, 58, 259-289.

Class 4: Social and Cognitive Neuroscience

A. Neural changes with age.

Park, D. C., & Reuter-Lorenz, P. A. (2009). The adaptive brain: Aging and neurocognitive scaffolding. Annual Review of Psychology, 60, 173-196.

B. Neuroscience of cultural differences.

Han, S. & Northoff, G. (2008). Culture-sensitive neural substrates of human cognition: A transcultural neuroimaging approach. Nature Reviews Neuroscience, 9, 646-654.

Readings for Dr. Zebrowitz’s Section: Similarity and Generalization: Psychological significance and some methodological tools (readings subject to change/update)

Class 1 Fri. April 4: The fundamental role of generalization and similarity in human psychology

Howard, R. W.(2000). Generalization and transfer: An interrelation of paradigms and a taxonomy of knowledge extension processes. Review of General Psychology, 4, 211-237. (read only pp. 211-219).

Tversky, A. (1977) Features of similarity. Psychological Review, 84, 327-352. (you can skip the following sections: bottom p. 330 to bottom p. 331; section on Similarity of Signals; just skim pp; 345-349).

Zebrowitz, L.A., & Montepare, J.M. (2008). Social Psychological Face Perception: Why Appearance Matters. Social and Personality Psychology Compass, 2, 1497-1517.

Class 2 Tues April 8: Connectionist Modeling Method

Stergiou, C., & Siganos, D. Neural Networks. (skip appendices).

Smith, E. (1996). What Do Connectionism and Social Psychology Offer Each Other? Journal of Personality and social Psychology, 70, Just read pp 893-898; 907.

Zebrowitz,L.A., Kikuchi, M., & Fellous, J.M.(2010). Facial Resemblance to Emotions: Group Differences, Impression Effects, and Race Stereotypes. Journal of Personality and Social Psychology, 98(2), 175-189. (just skim Study 2)

Zebrowitz, L.A., Wadlinger, H., Luevano, V., White, B., Xing, C., & Zhang, E. (2011). Animal Analogies in First Impressions of Faces.Social Cognition, 29, 486-496.

The following are optional:

Zebrowitz, L.A. Kikuchi, M., & Mignault, A. Primer on connectionist modeling of facial similarity (in case you ever want to apply this method yourself).

Farah, M.J. (2000). Computational modeling in cognitive neuroscience.

Class 3 Friday April 11: Implicit Association Test (IAT)

Nosek, B.A., Greenwald, A. G., & Banaji, M. R. (2007). The implicit association test at age 7: A methodological and conceptual review. In J.A. Bargh (Ed.). Social psychology and the unconscious: The automaticity of higher mental processes.(pp. 265-292). New York, NY: Psychology Press. (read only pp. 267-283).

Wittenbrink, B., Judd, C.M., & Park, B. (2001). Evaluative versus conceptual judgments in automatic stereotyping and prejudice. Journal of Experimental Social Psychology, 37, 244-252.

Fiedler, K, Messner, C., & Bluemke, M. (2006). Unresolved problems with the “I”, the “A”, AND THE “T”: A logical and psychometric critique of the Implicit Association Test (IAT). European Review of Social Psychology, 17, 74-147.

Project Implicit Demonstration

Montepare, J.M., & Opeyo, A. (2002). The relative salience of physiognomic cues in differentiating faces: A methodological tool. Journal of Nonverbal Behavior, 26, 43-59.

Class 4 Friday April 25: Familiarity and Morphing Methods

Bailenson, J. N., Iyengar, S., Yee, N., & Collins, N. A. (2008). Facial similarity between voters and candidates causes influence. Public OpinionQuarterly, 72(5), 935-961.

DeBruine, L.M., Jones, B.C., Little, A. C., Perrett, D.I. (2008). Social Perception of Facial Resemblance in Humans. Archives of Sexual Behavior, 37, 64–77.

Zebrowitz, L. A., White, B., & Wieneke, K. (2008). Mere exposure and racial prejudice: Exposure to other-race faces increases liking for strangers of that race. Social Cognition, 26, 259-275.