Psychology 290-005: Social Neuroscience

Psych. 956: Social Neuroscience
Omri Gillath, Fall 2011
Office Hours: by appt. Tuesday 11-1, 518 Fraser
W 4:00PM – 6:50PM in 327 Fraser
Class Overview
This course is designed to acquaint students with the Social Neuroscience approach as
well as recent findings using this approach. The class will focus on particular social
phenomena and (a) evaluate the utility of current social neuroscience research examining
these phenomena and (b) consider future experimental designs using the Social
Neuroscience approach to further inform our understanding of each phenomenon.
Social (cognitive, affective) neuroscience lies at the intersection of two major domains:
social psychology and neuroscience. As such, it seeks to explain social and emotional
behavior at three levels of analysis: (1) Social, which includes descriptions of experience,
behavior, and context; (2) Cognitive, which specifies information processing
mechanisms; and (3) Neural, which specifies neural systems or substrates that instantiate
the cognitive processes and the related social and emotional responses. After being
acquainted with foundational concepts (multilevel analyses of behavior, converging
evidence, the interaction of controlled and automatic processes), students will analyze
findings in a number of core content domains (including emotions, emotion regulation,
self, stereotyping, attitudes and beliefs, social decision making, cooperation, close
relationships), focusing on neuroscience’s contribution beyond traditional methods.
Course Structure
Each week we will read and discuss several articles and/or chapters. Each time a different
member of the class will be asked to facilitate the discussion and to present summaries of
the papers for that week. The facilitator should prepare a presentation based on the
readings to generate a class discussion on the articles (i.e., more than a simple “book
report”). It is highly recommended that the facilitator go beyond the articles when
organizing his/her presentations. As part of the presentation, students are responsible for
gleaning the main points in the assigned readings and explaining how these readings are
related to the material the class has read as a whole. Early in the quarter, I will present
background material. Once everyone is familiar with social neuroscience and at least the
outline of its origins and history, the other members of the seminar would take on
increasingly active roles. I am hoping to learn a lot myself by thinking about class
members’ questions and ideas. The readings for each week are under the week’s heading
below. For example, for the first class the readings start with: “Gilbert’s (2002). Are
psychology's tribes ready to form a nation?” paper. Everyone needs to read the reading,
and the facilitator should at least glance at the supplemental material as well. Moreover,
facilitators should bring at least one new scientific paper (2010/2011) relevant to the
week’s topic, and refer to the comments class members posted.
Grading and Assignments
I would like you to submit, each week (by Tuesday at 12am), through BlackBoard, a brief
written summary of your reactions to that week's readings, including any important
questions, observations, ideas, hypotheses, and connections with other literatures. Of
course, class attendance, providing good reports, and contributing effectively to
discussions will also be important. Additionally, students will have to submit a paper and
present its essence in the last class session.
Your reaction notes or papers should focus on insights, conceptual connections,
criticisms, hypotheses, and questions stimulated by the readings and our discussions.
Although I encourage you to raise any questions that arise for you, I'd prefer that you not
just ask, "What does the author mean by X?" and more often ask, "What are the
implications of Idea X for Idea Y, of paper X for the arguments in paper Y, of data in
paper X for an issue we discussed with respect to paper Y?" It’s also important to wonder
whether one paper or argument is consistent or inconsistent with some other papers or
arguments. Your reactions will be evaluated with respect to three factors: (a) whether
they are generally submitted on time, (b) the quality of your writing (i.e., clarity,
coherence, professionalism), and (c) the quality of your ideas (i.e., Do they reflect careful
reading and thoughtful consideration of the issues? Do they have the potential to generate
productive discussion? Do they suggest new directions for research that could actually be
Because you will be exchanging ideas with other members of the seminar, I encourage
you to read their comments (on BlackBoard) before coming to class. This will help you
get a feel for what is likely to come up for discussion and perhaps allow you to formulate
ideas, answers, further questions, etc. in response. This should make the quality of our
discussions better.
Schedule of Classes
August 24th: What Social Neuroscience Is and What (if) Do We Need It For?
A brief overview by Gillath.
Readings (Week1):
1. Gilbert, D. (2002). Are psychology's tribes ready to form a nation? Trends in
Cognitive Sciences, 6, 3.
2. Klein, S. B., & Kihlstrom, J. F. (1998). On bridging the gap between socialpersonality psychology and neuropsychology. Personality and Social Psychology
Review, 2, 228-242.
3. Cacioppo, J., T., Berntson, G. G., Lorig, T. S., Norris, C. J., Rickett, E., &
Nusbaum, H. (2003). Just because you're imaging the brain doesn't mean you can
stop using your head: A primer and set of first principles. Journal of Personality
and Social Psychology, 85, 650-661.
4. Harmon-Jones, E., & Beer, J. S. (2009). Introduction to social and personality
neuroscience methods. In E. Harmon-Jones & J. S. Beer (Eds.), Methods in social
neuroscience (pp. 1-9). Guilford Publications: New York.
5. Ochsner, K.N., & Lieberman, M. D. (2001). The emergence of social cognitive
neuroscience. American Psychologist, 56, 717-734.
6. Griffin, D. W. & Ross, L. (1991). Subjective construal, social inference, and
human misunderstanding. Advances in Experimental Social Psychology, 24, 319359.
7. Wegner, D. M., & Gilbert, D. T. (2000). Social psychology – The science of
human experience. In H. Bless & J. P. Forgas (Eds.), The message within: The
role of subjective experience in social cognition and behavior. Philadelphia, PA:
Psychology Press.
8. Decety, J. & Keenan, J. P. (2006). Social Neuroscience: A new journal. Social
Neuroscience, 1, 1-4.
August 31st: Basic principles (Week 2)
1. Gilbert, D. T. (1999). What the mind's not. In S. Chaiken & Y. Trope (Eds.), Dual
process theories in social psychology. New York: Guilford.
2. Vul, E., Harris, C., Winkielman, P., & Pashler, H. (2009). Puzzlingly high
correlations in fMRI studies of emotion, personality, and social cognition.
Perspectives on Psychological Science, 4, 274-290.
3. Kihlstrom, J. F. (2007). Social Neuroscience: The Footprints of Phineas Gage
(unpublished manuscript).
4. Cacioppo, J. T. & Berntson, G. G. (2005). Analysis of the social brain through the
lens of human brain imaging. In Cacioppo, J. T. & Berntson, G. G. (eds.) Social
Neuroscience (pp. 1-17). New York: Psychology Press.
5. Todorov, A., Harris, L.T., & Fiske, S.T. (2006). Toward socially inspired social
neuroscience. Brain Research, 1079, 76-85.
6. Wegner, D. M., & Bargh, J. A. (1998). Control and automaticity in social life. In
D. T. Gilbert & S. T. Fiske (Eds.), The handbook of social psychology, Vol. 1 (4th
ed.) (pp. 446-496). New York, NY: McGraw-Hill.
7. Berntson, G. G., & Cacioppo, J. T. (2005). Multilevel analysis: Physiological and
biochemical measures. In Eid, M. & Diener, E. (Eds.), Handbook of multimethod
measurement in psychology. (pp.157-172). Washington, DC: American
Psychological Association.
8. Cacioppo J. T. & Berntson, G. G. (2006). A bridge linking social psychology and
the neurosciences. In Lange, P.V. (Ed.) Bridging social psychology. (pp 91-96).
Cambridge, Mass: MIT Press.
September 7th: Beliefs & Expectancies (Week3)
1. Gilbert, D. T. (1991). How mental systems believe. American Psychologist, 46,
2. Lane, J. D., & Wegner, D. M. (1995). The cognitive consequences of secrecy.
Journal of Personality & Social Psychology, 69, 237-253.
3. Lieberman, M. D., Ochsner, K. N., Gilbert, D. T., & Schacter, D. L. (2001). Do
amnesics exhibit cognitive dissonance reduction? The role of explicit memory and
attention in attitude change. Psychological Science, 12, 135-140.
4. Rainville, P., Carrier, B., Hofbauer, R. K., Bushnell, M. C., & Duncan, G. H.
(1999). Dissociation of sensory and affective dimensions of pain using hypnotic
modulation. Pain, 82, 159-171.
5. Wager, T. D., Rilling, J. K., Smith, E. E., Sokolik, A., Casey, K. L., Davidson, R.
J., et al. (2004). Placebo-induced changes in FMRI in the anticipation and
experience of pain. Science, 303(5661), 1162-1167.
6. Kim, H., Somerville, L. H., Johnstone, T., Polis, S., Alexander, A. L., Shin, L. M.,
et al. (2004). Contextual Modulation of Amygdala Responsivity to Surprised
Faces. Journal of Cognitive Neuroscience, 16, 1730-1745.
7. Kosslyn, S. M., Thompson, W. L., Costantini-Ferrando, M. F., Alpert, N. M., &
Spiegel, D. (2000). Hypnotic visual illusion alters color processing in the brain.
American Journal of Psychiatry, 157, 1279-1284.
8. Sawamoto, N., Honda, M., Okada, T., Hanakawa, T., Kanda, M., Fukuyama, H.,
et al. (2000). Expectation of pain enhances responses to nonpainful
somatosensory stimulation in the anterior cingulate cortex and parietal
operculum/posterior insula: an event-related functional magnetic resonance
imaging study. Journal of Neuroscience, 20, 7438-7445.
September 14th: Self (Week4)
1. Baumeister, R. F. (1998). The self. In D. T. Gilbert & S. T. Fiske (Eds.), The
handbook of social psychology, Vol. 2 (4th ed.) (pp. 680-740). New York, NY:
2. Decety, J., Chaminade, T., Grezes, J., & Meltzoff, A. N. (2002). A PET
exploration of the neural mechanisms involved in reciprocal imitation.
Neuroimage, 15, 265-272.
3. Farrer, C., Franck, N., Georgieff, N., Frith, C. D., Decety, J., & Jeannerod, M.
(2003). Modulating the experience of agency: a positron emission tomography
study. Neuroimage, 18, 324-333.
4. Feinberg, T. E., Schindler, R. J., Flanagan, N. G., & Haber, L. D. (1992). Two
alien hand syndromes. Neurology, 42, 19-24.
5. Wegner, D. M. (2003). The mind's best trick: How we experience conscious will.
Trends in Cognitive Sciences, 7, 65-69.
6. Turk, D. J., Heatherton, T. F., Kelley, W. M., Funnell, M. G., Gazzaniga, M. S.,
& Macrae, C. N. (2002). Mike or me? Self-recognition in a split-brain patient.
Nature Neuroscience, 5, 841-842.
7. Ramachandran, V. S. (1995). Anosognosia in parietal lobe syndrome.
Consciousness & Cognition, 4, 22-51.
8. Kelley, W. M., Macrae, C. N., Wyland, C. L., Caglar, S., Inati, S., & Heatherton,
T. F. (2002). Finding the self? An event-related fMRI study. Journal of Cognitive
Neuroscience, 14, 785-794.
9. Klein, S. B., Loftus, J., & Kihlstrom, J. F. (1996). Self-knowledge of an amnesic
patient: Toward a neuropsychology of personality and social psychology. Journal
of Experimental Psychology: General, 125, 250-260.
September 21st: Self-Referent Effect/Self-Perception (Week5)
Symons, C. S., & Johnson, B. T. (1997). The self-reference effect in memory: A
meta-analysis. Psychological Bulletin, 121, 371-394.
Ochsner, K.N., Beer, J.S., Robertson, E.A., Cooper, J., Gabrieli, J. D. E.,
Kihlstrom, J. F., & D’Esposito, M. (2005). The neural correlates of direct and
reflected self-knowledge. Neuroimage, 28, 797-814.
Mitchell, J. P., Banaji, M. R., & Macrae, C. N. (2005). The link between social
cognition and self-referential thought in the medial prefrontal cortex. Journal of
Cognitive Neuroscience, 17, 1306-1315.
Vogeley, K., & Fink, G. R. (2003). Neural correlates of the first-personperspective. Trends in Cognitive Sciences, 7, 38-42.
Keenan, J. P., Wheeler, M. A., Gallup, G. G., Jr., & Pascual-Leone, A. (2000).
Self-recognition and the right prefrontal cortex. Trends in Cognitive Sciences, 4,
Kelley, W. M., Macrae, C. N., Wyland, C. L., Caglar, S., Inati, S., & Heatherton,
T. F. (2002). Finding the self? An event-related fMRI study. Journal of Cognitive
Neuroscience, 14, 785-794.
Uddin, L. Q., Davies, M. S., Scott, A. A., Zaidel, E., Bookheimer, S. Y. et al.
(2008). Neural basis of self and other representation in autism: An fMRI study of
self-face recognition. PLoS ONE, 3, e3526. doi:10.1371/journal.pone.0003526
Jacques, P. L., Conway, M. A., Lowder, M. W., & Cabeza, R. (2011). Watching
my mind unfold versus yours: an fMRI study using a novel camera technology to
examine neural differences in self-projection of self versus other perspectives.
Journal of Cognitive Neuroscience, 23, 1275-1284.
September 28th: Self-Control (Week6)
1. Arnsten, A. F. (1998). The biology of being frazzled. Science, 280(5370), 1711-1712.
2. Gehring, W. J., Himle, J., & Nisenson, L. G. (2000). Action-monitoring dysfunction
in obsessive-compulsive disorder. Psychological Science, 11, 1-6.
3. Carter, C. S., Braver, T. S., Barch, D. M., Botvinick, M. M., Noll, D., & Cohen, J. D.
(1998). Anterior cingulate cortex, error detection, and the online monitoring of
performance. Science, 280(5364), 747-749.
4. Gehring, W. J., & Knight, R. T. (2000). Prefrontal-cingulate interactions in action
monitoring. Nature Neuroscience, 3, 516-520.
5. McClure, S. M., Laibson, D. I., Loewenstein, G., & Cohen, J. D. (2004). Separate
neural systems value immediate and delayed monetary rewards. Science, 306(5695),
6. Wegner, D. M., Broome, A., & Blumberg, S. J. (1997). Ironic effects of trying to
relax under stress. Behavior Research & Therapy, 35, 11-21.
7. Botvinick, M. M., Cohen, J., & Carter, C.S. (2004). Conflict monitoring and anterior
cingulate cortex: An update. Trends in Cognitive Sciences, 8, 539-546.
8. Bush, G., Luu, P., & Posner, M.I. (2000). Cognitive and emotional influences in
anterior cingulate cortex. Trends in Cognitive Science, 4, 215-222.
9. Brass, M., & Haggard, P. (2007). To Do or Not to Do: The Neural Signature of SelfControl. The Journal of Neuroscience, 27, 9141-9145.
October 5th: Emotions (Week7)
Levenson, R. W. (1999). The Intrapersonal Functions of Emotion. Cognition and
Emotion, 13, 481-504.
Phan, K. L., Wager, T., Taylor, S. F., & Liberzon, I. (2002). Functional
neuroanatomy of emotion: a meta-analysis of emotion activation studies in PET
and fMRI. Neuroimage, 16, 331-348.
Baxter, M. G., & Murray, E. A. (2002). The amygdala and reward. Nature
Reviews Neuroscience, 3, 563-573.
Ochsner, K. N., Feldman Barrett, L. (2001). A multiprocess perspective on the
neuroscience of emotion. In T. J. Mayne & G. A. Bonanno (Eds.), Emotions:
Current issues and future directions (pp. 38-81). New York, NY: The Guilford
5. Anderson, A. K., & Phelps, E. A. (2002). Is the human amygdala critical for the
subjective experience of emotion? Evidence of intact dispositional affect in patients
with amygdala lesions. Journal of Cognitive Neuroscience, 14, 709-720.
6. Calder, A. J., Keane, J., Manes, F., Antoun, N., & Young, A. W. (2000). Impaired
recognition and experience of disgust following brain injury. Nature Neuroscience, 3,
7. Hamann, S. B., Ely, T. D., Hoffman, J. M., & Kilts, C. D. (2002). Ecstasy and agony:
activation of the human amygdala in positive and negative emotion. Psychological
Science, 13, 135-141.
8. Knutson, B., Adams, C. M., Fong, G. W., & Hommer, D. (2001). Anticipation of
increasing monetary reward selectively recruits nucleus accumbens. Journal of
Neuroscience, 21, RC159.
9. Sharot, T., Riccardi, A. M., Raio, C. M, & Phelps, E. A. (2007). Neural mechanisms
mediating optimism bias. Nature, 450, 102-106.
October 12th: Emotion Regulation (Week8)
1. Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review.
Review of General Psychology, 2, 271-299.
2. Ochsner, K. N., Ray, R. D., Cooper, J. C., Robertson, E. R., Chopra, S., Gabrieli, J.
D. E., & Gross, J. J. (2004). For Better or for worse: Neural systems supporting the
cognitive down- and up-regulation of negative emotion. Neuroimage, 23, 483-499.
3. Beauregard, M., Levesque, J., & Bourgouin, P. (2001). Neural correlates of conscious
self-regulation of emotion. Journal of Neuroscience, 21, 1-6.
4. Quirk, G. J., & Beer, J. S. (2006). Prefrontal invovlement in the regulation of
emotion: Convergence of rat and human studies. Current Opinion in Neurobiology,
16, 723-727.
5. Gross, J. J. (1998). Antecedent- and response-focused emotion regulation: divergent
consequences for experience, expression, and physiology. Journal of Personality and
Social Psychology, 74, 224-237.
6. Wegner, D. M., & Gold, D. B. (1995). Fanning old flames: Emotional and cognitive
effects of suppressing thoughts of a past relationship. Journal of Personality & Social
Psychology, 68, 782-792.
7. Beer, J. S., Heerey, E. A., Keltner, D., Scabini, D., & Knight, R. T. (2003). The
regulatory function of self-conscious emotion: insights from patients with
orbitofrontal damage. Journal of Personality and Social Psychology, 85, 594-604.
8. Ochsner, K. (2007). How thinking controls feeling: A social cognitive neuroscience
approach. In P. Winkielman & E. Harmon-Jones (Eds.), Social Neuroscience (106136). New York, NY: The Guilford Press.
9. Anderson, M. C., Ochsner, K. N., Kuhl, B., Cooper, J., Robertson, E., Gabrieli, S. W.,
et al. (2004). Neural systems underlying the suppression of unwanted memories.
Science, 303(5655), 232-235.
10. Barrett, L. F., Gross, J., Christensen, T. C., & Benvenuto, M. (2001). Knowing what
you're feeling and knowing what to do about it: Mapping the relation between
emotion differentiation and emotion regulation. Cognition & Emotion, 15, 713-724.
11. Taylor, S. F., Phan, K. L., Decker, L. R., & Liberzon, I. (2003). Subjective rating of
emotionally salient stimuli modulates neural activity. Neuroimage, 18, 650-659.
October 19th: Personality & Individual Differences (Week9 – Different hours?)
1. Canli, T., Sivers, H., Whitfield, S. L., Gotlib, I. H., & Gabrieli, J. D. (2002).
Amygdala response to happy faces as a function of extraversion. Science,
296(5576), 2191.
2. Canli, T., Desmond, J. E., Zhao, Z., & Gabrieli, J. D. (2002). Sex differences in
the neural basis of emotional memories. Proceedings of the National Academy of
Science U S A, 99, 10789-10794.
3. Davidson, R. J. (2000). Affective style, psychopathology, and resilience: brain
mechanisms and plasticity. American Psychologist, 55, 1196-1214.
4. Knutson, B., Momenan, R., Rawlings, R. R., Fong, G. W., & Hommer, D. (2001).
Negative association of neuroticism with brain volume ratio in healthy humans.
Biological Psychiatry, 50, 685-690.
5. DeYoung, C. G., & Gray, J. R. (2009). Personality Neuroscience: Explaining
Individual Differences in Affect, Behavior, and Cognition. In P. J., Corr, & G.
Matthews, (Eds.) The Cambridge handbook of personality psychology (pp. 323–
346). New York: Cambridge University Press.
6. Knutson, B., Wolkowitz, O. M., Cole, S. W., Chan, T., Moore, E. A., Johnson, R.
C., Terpstra, J., Turner, R. A., & Reus, V. I. (1998). Selective alteration of
personality and social behavior by serotonergic intervention. American Journal of
Psychiatry, 155, 373-379.
7. Luu, P., Collins, P., & Tucker, D. M. (2000). Mood, personality, and selfmonitoring: negative affect and emotionality in relation to frontal lobe
mechanisms of error monitoring. Journal of Experimental Psychology General,
129, 43-60.
8. Mather, M., Canli, T., English, T., Whitfield, S., Wais, P., Ochsner, K., Gabrieli,
J., & Cartensen, L. (2004). Amygdala responses to Emotionally Valenced Stimuli
in Older and Younger adults. Psychological Science, 15, 259-263.
9. Sheline, Y. I., Barch, D. M., Donnelly, J. M., Ollinger, J. M., Snyder, A. Z., &
Mintun, M. A. (2001). Increased amygdala response to masked emotional faces in
depressed subjects resolves with antidepressant treatment: an fMRI study.
Biological Psychiatry, 50, 651-658.
10. Ochsner, K. N., Ludlow, D., Knierim, K., Hanelin, J., Ramachandran, T., &
Mackey, S. (2006). Neural correlates of individual differences in pain related fear
and anxiety. Pain, 129, 69-77.
October 26th: Interpersonal Relationships (Week10)
1. Gillath, O., Bunge, S. A., Shaver P. R., Wendelken, C., & Mikulincer, M. (2005).
Attachment-style differences in the ability to suppress negative thoughts: Exploring
the neural correlates. Neuroimage (Special Issue - Social Cognitive Neuroscience),
28, 835-847.
2. Carter, C. S. (2004). Oxytocin and the Prairie Vole: A love story. In J. T. Cacioppo,
& G. C. Berntson (Eds.), Essays in social Neuroscience. (pp 53-64). Boston: MIT
3. Meaney, M. J. (2004). The nature of Nurture: Maternal Effects and Chromatin
Remodeling. In J. T. Cacioppo, & G. C. Berntson (Eds.), Essays in social
Neuroscience. (pp 1-14). Boston: MIT Press.
4. Eisenberger, N. I, Lieberman, M. D., & Williams, K. D. (2003). Does Rejection Hurt?
An fMRI Study of Social Exclusion. Science, 302, 290-292.
5. Goodall, J. (1986). Social rejection, exclusion, and shunning among the Gombe
chimpanzees. Ethology and Sociobiology, 7, 227-236.
6. Singer, T., Seymour, B., O’Doherty, J. P., Stephan, K. E., Dolan, R. J., & Frith, C. D.
(2006). Empathic neural responses are modulated by the perceived fairness of others.
Nature, 439, 466-469.
7. Bartels, A., & Zeki, S. (2000). The neural basis of romantic love. NeuroReport, 11,
8. Lemche, E., Giampietro, V. P., Surguladze, S. A., Amaro, E. J., Andrew, C. M.,
Williams, S. C. R., et al. (2006). Human attachment security is mediated by the
amygdala: Evidence from combined fMRI and psychophysiological measures.
Human Brain Mapping, 27, 623-635.
9. Gillath, O., Shaver, P. R., Baek J. M., & Chun, S. D. (2008). Genetic correlates of
adult attachment style. Personality and Social Psychology Bulletin, 34, 1396-1405.
November 2nd: Stereotyping/Evaluative Categorization (Week11)
1. Amodio, D. M., Harmon-Jones, E., & Devine, P. G. (2003). Individual differences
in the activation and control of affective race bias as assessed by startle eyeblink
response and self-report. Journal of Personality and Social Psychology, 84, 738753.
2. Golby, A. J., Gabrieli, J. D. E., Chiao, J. Y., & Eberhardt, J. L. (2001).
Differential Fusiform Responses to Same- and Other-Race Faces. Nature
Neuroscience, 4, 845-850.
3. McClelland, J. L., McNaughton, B. L., & O'Reilly, R. C. (1995). Why there are
complementary learning systems in the hippocampus and neocortex: insights from
the successes and failures of connectionist models of learning and memory.
Psychological Review, 102, 419-457.
4. Milne, E., & Grafman, J. (2001). Ventromedial prefrontal cortex lesions in
humans eliminate implicit gender stereotyping. Journal of Neuroscience, 21,
5. Phelps, E. A., Cannistraci, C. J., & Cunningham, W. A. (2003). Intact
performance on an indirect measure of race bias following amygdala damage.
Neuropsychologia, 41, 203-208.
6. Phelps, E. A., O'Connor, K. J., Cunningham, W. A., Funayama, E. S., Gatenby, J.
C., Gore, J. C., & Banaji, M. R. (2000). Performance on indirect measures of race
evaluation predicts amygdala activation. Journal of Cognitive Neuroscience, 12,
7. Winston, J. S., Strange, B. A., O'Doherty, J., & Dolan, R. J. (2002). Automatic
and intentional brain responses during evaluation of trustworthiness of faces.
Nature Neuroscience, 5, 277-283.
8. Amodio, D. M. (2008). The social neuroscience of intergroup relations. European
Review of Social Psychology, 19, 1-54.
November 9th: Moral/Social Decision-Making (Week12)
Monin, B., Pizarro, D. A., & Beer, J.S. (2007). Reason and emotion in moral
judgment and decision-making: Different prototypes lead to different theories. In K.
Vohs, R. Baumeister, & G. Lowenstein (Eds). Do emotions hurt or help decisions
(pp.219-244)? New York: Russell Sage Foundation Publications.
Greene, J. D., Sommerville, R. B., Nystrom, L. E., Darley, J. M., & Cohen, J .D.
(2001). An fMRI investigation of emotional engagement in moral judgment.
Science, 293, 2105-2108.
Moll, J., de Oliveira-Souza, R., Eslinger, P. J., Bramati, I. E., Mourao-Miranda, J.,
Andreiuolo, P. A., & Pessoa, L. (2002). The neural correlates of moral sensitivity:
A functional magnetic resonance imaging investigation of basic and moral
emotions. Journal of Neuroscience, 22, 2730-2736.
Anderson, S. W., Bechara, A., Damasio, H., Tranel, D., & Damasio, A. R. (1999).
Impairment of social and moral behavior related to early damage in human
prefrontal cortex. Nature Neuroscience, 2, 1032-1037.
Blair, R. J., & Cipolotti, L. (2000). Impaired social response reversal. A case of
'acquired sociopathy'. Brain, 123, 1122-1141.
Rilling, J., Gutman, D., Zeh, T., Pagnoni, G., Berns, G., & Kilts, C. (2002). A
neural basis for social cooperation. Neuron, 35, 395.
Sanfey, A. G., Rilling, J. K., Aronson, J. A., Nystrom, L. E., & Cohen, J. D.
(2003). The neural basis of economic decision-making in the Ultimatum Game.
Science, 300(5626), 1755-1758.
Adolphs, R., Tranel, D., & Damasio, A. R. (1998). The human amygdala in social
judgment. Nature, 393, 417-418.
November 16th: Intentions and Attributions (Week13)
1. Lieberman, M. D., Gaunt, R., Gilbert, D. T., & Trope, Y. (2002). Reflection and
reflexion: A social cognitive neuroscience approach to attributional inference.
Advances in Experimental Social Psychology, 34, 199-249. [pp. 12-24].
2. Blakemore, S. J., & Decety, J. (2001). From the perception of action to the
understanding of intention. Nature Reviews Neuroscience, 2, 561-567.
3. Carr, L., Iacoboni, M., Dubeau, M. C., Mazziotta, J. C., & Lenzi, G. L. (2003).
Neural mechanisms of empathy in humans: a relay from neural systems for
imitation to limbic areas. Proceedings of the National Academy of Science U S A,
100, 5497-5502.
4. Gallagher, H. L., & Frith, C. D. (2003). Functional imaging of 'theory of mind'.
Trends in Cognitive Science, 7, 77-83.
5. Gallagher, H. L., Jack, A. I., Roepstorff, A., & Frith, C. D. (2002). Imaging the
intentional stance in a competitive game. Neuroimage, 16, 814-821.
6. Meltzoff, A. N., & Decety, J. (2003). What imitation tells us about social
cognition: a rapprochement between developmental psychology and cognitive
neuroscience. Philosophical Transactions of the Royal Society B: Biological
Sciences, 358(1431), 491-500.
7. Mitchell, J. P., Heatherton, T. F., & Macrae, C. N. (2002). Distinct neural systems
subserve person and object knowledge. Proceedings of the National Academy of
Science U S A, 99, 15238-15243.
November 23rd – Thanksgiving break (or class on Personality & Individual Differences)
November 30th: Motivation (Week14)
Higgins, E. T., & Kruglanski, A. W. (2000). Motivational science: The nature and
functions of wanting. In E. T. Higgins & A. W. Kruglarnski (Eds.), Motivational
science: Social and personality perspectives (pp. 1–20). Philadelphia, PA:
Psychology Press.
2. Fishbach, A., & Ferguson, M. J. (2007). The goal construct in social psychology.
In A. W. Kruglanski & E. T. Higgins & (Eds.). Social psychology: Handbook of
basic principles (pp. 490-515). Volume II. New York: Guilford Press.
3. Schultheiss, O. C., Wirth, M. M., Waugh, C. E., Stanton, S. J., Meier, E. A. &
Reuter-Lorenz, P. (2008). Exploring the motivational brain: effects of implicit
power motivation on brain activation in response to facial expressions of emotion.
Social Cognitive and Affective Neuroscience, 3, 333-343.
4. Pessiglione et al. (2007). How the brain translates money into force: a
neuroimaging study of subliminal motivation. Science, 316, 904.
5. Dunning, D. (2001). On the motives underlying social cognition. In N. Schwarz &
A. Tesser (Eds.) Blackwell handbook of social psychology: Volume 1:
Intraindividual processes (pp. 348-374). New York: Blackwell.
6. Pyszcznski, T., Greenberg, J., & Goldenberg, J. L. (2003). Freedom versus fear:
On the defense, growth and expansion of the self. In M. Leary & J. Tangney
(eds.), Handbook of self and identity (pp. 314-343). New York: Guilford Press.
7. Kuhl, J. & Kazén, M. (2008). Motivation, affect, and hemispheric asymmetry:
Power versus affiliation. Journal of Personality and Social Psychology, 95, 456469.
8. Cain, C. K. & LeDoux, J. (2008). Emotional processing and motivation: In search
of brain mechanisms. In A. J. Elliot (Ed.). Handbook of approach and avoidance
motivation. (pp. 17-34). New York: Psychology Press.
9. Robinson, T. E. & Berridge, K. C. (2001). Incentive-sensitization and addiction.
Addiction (Abingdon, England), 96, 103-114.
December 7th
Presentation of students’ studies, a final wrap up, and goodbyes.
The instructor reserves the right to modify the syllabus.
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