HDP 3286: Developmental Neurobiology Course Outline Winter term, 2006 – Tuesday, 9:30-12:30 Marc D. Lewis mlewis@oise.utoronto.ca, http://home.oise.utoronto.ca/~mlewis/ Week 1 (Jan 10): Introduction to concepts, terms, and course objectives. Basics of functional neuroanatomy. Connectivity and development. Week 2 (Jan 17): Broad perspective on developing brain-behaviour relations. Cognitive and emotional systems and their interaction. Neural plasticity and development. Role of emotion in synaptic shaping. -Rosenzweig, Breedlove, & Lieman, 2002, chapter 2 -Elbert, Heim, & Rockstroh, 2001 -Le Doux, 1996, chapters 3-5 (inclusive) Week 3 (Jan24): Basic emotion systems in the brain. The anatomy, function, and connectivity of the amygdala, orbitofrontal cortex, striatum, hypothalamus, and brain stem. Neuromodulator and neuropeptide systems. -Devinsky & D’Esposito, 2004, chapter 10 -Panksepp, 1998, chapter 3 and 6 -Le Doux, 1996, chapter 6 QUIZ Week 4 (Jan 31): Cognitive processes: attention, memory and learning; prefrontal cortex, cingulate cortex, and hippocampus. Ventral vs. dorsal systems. -Mesulam, 2002 -Gabriel et al., 2002 -Le Doux, 1996, chapter 7 Week 5 (Feb 7): Putting the pieces together. Emotional-cognitive interaction and competition. Emotional constraints on perception, cognition, learning, memory, and action. Vertical integration. -Drevets & Raichle, 1998 -Le Doux, 1996, chapter 9 (chapter 8 can be skipped) -Tucker, Derryberry, & Luu, 2000 Week 6 (Feb 14): Developmental mechanisms I – normative development: cognitive development and emotional appraisals. ® -Johnson, 1998 -Nelson, 2000 Week 7 (Feb 21): Developmental mechanisms II – individual development: plasticity, sculpting, and kindling—learning processes that shape personality. -Greenough & Black, 1992 -Kramer, 1993, chapter 5 -Lewis, 2005 Week 8 (Feb 28): Neurobiology of attachment: the interpersonal context of early emotional development. Emphasis on the OFC and autonomic arousal. -Schore, 2003, chapters 3-4 Week 9 (Mar 7): The growth of effortful attention and inhibition. Normative development and temperamental differences in the preschool years. Emphasis on the ACC and related systems. ® -Derryberry & Rothbart, 1997 -Posner & Rothbart, 2000 **********March Break********** Week 10 (Mar 21): Development of anxiety-related problems. -Heim & Nemeroff, 2001 -Brewin, 2002 Paper proposal due. Week 11 (Mar 28): Development of depression and related problems. -Kaufman & Charney, 2003 -Harkness & Tucker, 2000 Week 12 (Apr 4): Development of aggression and antisocial problems. Self-monitoring and selfcontrol. © -TO BE DETERMINED Week 13 (Apr 11): Adolescent brain development: implications for plasticity and personality consolidation. -Steinberg et al., 2004 -Spear, 2003 Assignments: A one-page maximum (double-spaced) paper highlighting the key issues, from your perspective, from each week’s readings. Please don’t attempt a summary, but focus on what you consider to be most interesting or most important. The overall quality and completeness of these papers will count toward 30% of the final grade. Class participation will be considered when assigning final grades. Adequate participation will break a tie in the positive direction (e.g., A-/A A), inadequate participation will do the opposite. You don’t have to say a lot, but please be prepared to share thoughts, questions, extensions, or criticisms concerning the assigned readings for each class. Paper proposal: maximum two pages double-spaced. This should be a “proposal” for your term paper, setting out the value and rationale for the analysis you plan to do. My feedback on this paper will help you to conceptualize your final paper. Due date: March 21 No grade. Term paper: maximum length 12 pages double-spaced. Compose an approach or model for analyzing any issue in emotional development, broadly defined, through the application of neurobiological concepts. This can simply be a theoretical paper, showing how certain neurobiological mechanisms or processes (hypothesized or confirmed) may underlie some developmental phenomenon. You may address phenomena from personality development, developmental psychopathology, or individual differences in cognitive development. Or, propose an experimental design capable of testing neurobiological hypotheses concerning developmental outcomes. The level of detail of your analysis is not as important as the clarity of your thinking about the problem you’ve chosen. Due date: April 21 Worth 70% of final grade. References (required readings in bold): Cardinal, R. N., Parkinson, J. A., Hall, J., & Everitt, B. J. (2002). Emotion and motivation: the role of the amygdala, ventral striatum, and prefrontal cortex. Neuroscience and Biobehavioral Reviews, 26, 321-352. Derryberry, D. & Rothbart, M. K. (1997). Reactive and effortful processes in the organization of temperament. Development and psychopathology, 9, 633-652. Elbert, T., Heim, S., & Rockstroh, B. (2001). Neural plasticity and development. In C. A. Nelson & M. Luciana (Eds.), Handbook of developmental cognitive neuroscience (pp. 191202). Cambridge, MA: Bradford/MIT. Evans, D. W., Lewis, M. D., & Iobst, E., (2004). The role of the orbitofrontal cortex in normally developing compulsive-like behaviors and obsessive-compulsive disorder. Brain and Cognition, 55, 220-234. Fox, N. A., Henderson, H. A., & Marshall, P. J. (2001). The biology of temperament: An integrative approach. In C. A. Nelson & M. Luciana (Eds.), Handbook of developmental cognitive neuroscience (pp. 631-645). Cambridge, MA: Bradford/MIT. Gabriel, M., Burhans, L., Talk, A., & Scalf, P. (2002) Cingulate cortex. In V. S. Ramachandran (Ed), Encyclopedia of the human brain, Vol. 1 (pp. 775-791). San Diego, CA: Academic Press. Greenough, W. T. and Black, J. E. (1992). Induction of brain structure by experience: Substrates for cognitive development. In M. R. Gunnar & C. A. Nelson (Eds.), Minnesota symposium on child psychology, Vol. 24: Developmental behavioral neuroscience (pp.155-200). Hillsdale, NJ: Erlbaum. Harkness, K. L. & Tucker, D. M. (2000). Motivation of neural plasticity: Neural mechanisms in the self-organization of depression. In M. D. Lewis & I. Granic, I. (Eds.), Emotion, development and self-organization: Dynamic systems approaches to emotional development (pp. 186-208). New York: Cambridge University Press. Heim, C. & Nemeroff, C. B. (2001). The role of childhood trauma in the neurobiology of mood and anxiety disorders: Preclinical and clinical studies. Biological Psychiatry, 49, 1023-1039. Johnson, M. H. (1998). The neural basis of cognitive development. In W. Damon (Ed.), Handbook of child psychology (pp. 1-49). New York: Wiley. Kaufman, J. & Charney, D. (2003). The neurobiology of child and adolescent depression: Current knowledge and future directions. In D. Cicchetti & E. F. Walker (Eds.), Neurodevelopmental mechanisms in psychopathology (pp. XX-XX). Cambridge, UK: Cambridge University Press. Kandel, E. R., Schwartz, J. H., & Jessell, T. M. (2000). Principles of neural science. New York: McGraw-Hill. Kramer, P. D. (1993). Listening to prozac. New York: Viking. Le Doux, J. (1996). The emotional brain. New York: Simon & Schuster. Lewis, M. D. (2005a). Bridging emotion theory and neurobiology through dynamic systems modeling (target article). Behavioral and Brain Sciences, 28, 169-194. Lewis, M. D. (2005b, in press). Self-organizing individual differences in brain development. Developmental Review. Mesulam, M. (2002). The human frontal lobes: Transcending the default mode through contingent encoding. In D. T. Stuss & R. T. Knight (Eds.), Principals of frontal lobe function (pp. 8-30). New York: Oxford University Press. Nelson, C. A. (2000). Neural plasticity and human development: The role of early experience in sculpting memory systems. Developmental Science, 3, 115-136. Nelson, C.A., Bloom, F. E., Cameron, J. L., Amaral, D., Dahl, R. E., Pine, D. (2002). An integrative, multidisciplinary approach to the study of brain-behavior relations in the context of typical and atypical development. Development and Psychopathology: Special issue on multiple levels of analysis, 14, 499-520. Nelson, C. A., & Luciana, M. (2001). Handbook of developmental cognitive neuroscience. Cambridge, MA: Bradford/MIT. Panksepp, J. (1998). Affective neuroscience: The foundations of human and animal emotions. New York: Oxford University Press. Paré, D., Collins, D. R., & Pelletier, J. G. (2002). Amygdala oscillations and the consolidation of emotional memories. Trends in Cognitive Sciences, 6, 306-314. Post, R. M., Leverich, G. S., Weis, S. R. B., Zhang L.-X., Xing, G., Li, H. & Smith, M. (2003). Psychosocial stressors as predisposing factors to affective illness and PTSD: potential neurobiological mechanisms and theoretical implications. In D. Cicchetti & E. F. Walker (Eds.), Neurodevelopmental mechanisms in psychopathology (pp. XX-XX). Cambridge, UK: Cambridge University Press. Post, R. M. & Weiss, S. R. B. (1997). Emergent properties of neural systems: how focal molecular neurobiological alterations can affect behavior. Development and psychopathology, 9, 907-929. Rosenzweig, M. R., Breedlove, S. M., & Leiman, A. L. (2002). Biological psychology: An introduction to behavioral, cognitive and clinical neuroscience. Sunderland, MA: Sinauer Associates, Inc. Schore, A. N. (2003). Affect regulation and the repair of the self. New York: Norton. Spear, L. P. (2000). Neurobehavioral changes during adolescence. Current Directions in Psychological Science, 9, 111-114. Spear, L. P. (2003). Neurodevelopment during adolescence. In D. Cicchetti & E. F. Walker (Eds.), Neurodevelopmental mechanisms in psychopathology (pp. XX-XX). Cambridge, UK: Cambridge University Press. Steinberg, L., Dahl, R., Keating, D., Kupfer, D. J., Masten, A.S., & Pine, D. (2004). The study of developmental psychopathology in adolescence: Integrating affective neuroscience with the study of context. In D. Cicchetti (Ed.), Handbook of developmental psychopathology. New York: Wiley. Stiles, J. (2001). Neural plasticity and cognitive development. Developmental Neuropsychology, 18, 237-272. Tucker, D. M., Derryberry, D., & Luu, P. (2000). Anatomy and physiology of human emotion: Vertical integration of Brainstem, Limbic and Cortical systems. In J. Borod (Ed.), Handbook of the neuropsychology of emotion (pp. 56-79). London: Oxford University Press.