On This Page:
-List of Page Updates
-Seminar Program Overview
-Departmental Courses That Fulfill This Requirement
Updates to This Page
-overall page updated (11 July 2019)
-added MBB 980G, deleted MBB 980K (31 July 2019)
-added Neuro 101Ja/b, Neuro 101Ka/b (7 August 2019)
-added fall course meeting locations (26 August 2019)
-added new location for MBB 980N, added location for fall information session (29 August 2019)
-added Fall Lottery Form (3 September 2019)
-added new location and first meeting location for MBB 980P
-added HistSci 170 (11 September 2019)
-added MBB 980V (12 January 2020)
-removed MBB 980B and HEB 1610, added spring meeting locations (22 January 2020)
MBB 980 LOTTERY INFORMATION
Students will be admitted into MBB 980 courses via lottery. The lottery will take into account student and instructor preferences, enrollment limits (15), and priorities (MBB students). To enter the lottery, attend the first class meeting, complete the online form by the lottery deadline, and add your preferred seminar(s) to your Crimson Cart. Before the course registration deadline, you will be emailed to inform you if you have a space in the seminar. If you are admitted, your instructor will approve your course admissions online.
Fall Lottery: Submit your lottery form by noon on Friday 6 September.
[lottery has concluded]
Spring Lottery: Submit your lottery form by 6 p.m. on Thursday 30 January.
Spring 2020 Lottery Form
INFORMATION SESSIONS - all students are welcome to attend!
To help with MBB seminar shopping, we offer an information session with course instructors at the beginning of each semester. At the session, instructors briefly describe their plans for their courses and answer any questions you may have. We encourage all interested students to attend these helpful sessions.
Fall 2019 Seminars Information Session: Tuesday 3 September, 5:15-6 p.m., William James 105 (off lobby to the right)
Spring 2020 Seminars Information Session: Monday 27 January, 5-6 p.m., William James 105
SEMINAR PROGRAM OVERVIEW
Each MBB student is required to take an Interdisciplinary Seminar, usually during the junior year. These seminars are discussion-based courses that usually meet once a week for a few hours, during which students consider important readings and research on a topic or set of topics related to mind/brain/behavior. In lieu of exams, students usually prepare papers based on library or laboratory research, and grades are usually based on these papers and class participation.
In choosing a seminar, you might select a seminar closely allied to your interests to allow you to deepen your specialized knowledge, or you might take one in a more distant area to gain an appreciation of the varying perspectives and methodologies within MBB.
The seminars offered by the MBB program, listed in the catalog as Mind, Brain, and Behavior 980 courses, explore questions in mind/brain/behavior whose answers will require the perspectives and findings of several fields. Unless otherwise noted, their enrollments are limited to 15, with enrollment priority given to juniors in MBB tracks or in the MBB secondary field, and they provide four units of course credit. In addition to the seminars listed currently, we expect to offer several additional seminars in the spring.
In addition to the MBB 980 courses, some departmental courses also qualify, and are listed below after the MBB seminars.
Neuroscience/Neurobiology students are expected to choose only from among the MBB 980 courses (no departmental options). Some tracks, including Psychology and Human Evolutionary Biology, will want to approve which course a student takes from those listed below; consult your concentration advisor if this applies to you.
The Cognitive Neuroscience of Film (Study Abroad in Trento, Italy, summer 2019)
Jeffrey Zacks / Psychological and Brain Sciences / Washington University (St. Louis)
Mind, Brain, and Behavior S-105 (Harvard Summer School)
4 units of course credit, class # 34515
Movies occupy an outsized share of the human psychological and economic landscape. They are also terrifically rich, dynamic stimuli that exercise perception, comprehension, and memory systems. This means that movies have the potential to illuminate psychological mechanisms of understanding and memory. In this course, students explore psychological and neurophysiological mechanisms that underlie the experience of the movie viewer, and use film theory and practice to explore psychological hypotheses about how people make sense of the complex events that make up our lives. Prerequisite: MBB S-101 (Windows into the Structure of the Mind and Brain). Limited enrollment; apply through Harvard Summer School. Application, linked from https://www.summer.harvard.edu/study-abroad/trento-italy, is due 31 January 2019.
Cognitive Neuroscience of Meditation (spring 2020)
Sara Lazar / Medical School / email@example.com
Mind, Brain, and Behavior 980S, Mondays 6-8 p.m., William James Hall room 303 (first class on January 27th will meet in William James basement seminar room B6)
4 units of course credit, divisional distribution Sciences and Engineering/Applied Sciences, course ID 207901, class # 14035
Buddhist philosophy describes a model of how the mind works, as well as a method, mindfulness meditation, that can be used as a tool to transform consciousness and reduce mental distress. Neuroscientists have begun to study the impact of meditation on brain structure and function, often using Buddhist philosophy to guide their hypotheses. We will review and discuss how the science relates to Buddhist philosophy, using the four foundations of mindfulness as the primary framework. We will also compare and contrast the Buddhist model with modern scientific models of how conscious experience is created in the brain, in order to gain a more nuanced understanding of consciousness that integrates philosophy, neuroscience, and personal experience. No prior knowledge of Buddhism is required. The course will be a mixture of lecture, discussion of two primary scientific articles that are assigned each week, and formal powerpoint presentations by students. Students will write a final paper on a topic of their choice that is relevant to the themes of the course.
Creativity Research: Eccentrics, Geniuses, and Harvard Students (fall 2019)
Shelley Carson / Psychology, firstname.lastname@example.org
Mind, Brain, and Behavior 980F, Tuesdays 3-5 p.m., William James Hall room 303
4 units of course credit, divisional distribution Social Sciences, course ID 128215, class # 13234
Examines human creativity from three perspectives: a) empirical research sources, b) case studies of eminent creative achievers, and c) ourselves as creative subjects. Topics include the definition and measurement of creativity, the creative process, the neuroscience of creativity, the creative personality, the role of family life and culture in creativity, the relationship of creativity to IQ, gender differences, and the relationship of creativity to psychopathology. The course format will consist of a combination of lectures, student presentations, and discussion. Students will write a final paper on the topic of their choice related to creativity.
Functional Neuroimaging of Psychiatric Disorders: Insights into the Human Brain-Mind in Health and Disease (spring 2020)
David Silbersweig / Medical School / email@example.com
Mind, Brain, and Behavior 980M, Thursdays 3-5 p.m., Harvard Hall room 104
4 units of course credit, divisional distribution Sciences and Engineering/Applied Sciences, course ID 160759, class # 12182
Functional brain imaging has revolutionized the study of systems-level behavioral neuroscience and psychiatric disorders, through the ability to localize and characterize distributed brain activity directly associated with perception, cognition, emotion and behavior in disorders where there are not gross brain lesions. This seminar will introduce students to translational neuroimaging methods at the interface of neuroscience, psychology and medicine. It will cover recent and ongoing advances in our understanding of fronto-limbic-subcortical brain circuitry across the range of psychiatric disorders (e.g. mood disorders, anxiety disorders, psychotic disorders, personality disorders, addictions). It will discuss new, emerging biological (as opposed to descriptive) taxonomies and conceptualizations of mental illness and its treatment. It will explore the implications of such knowledge for issues such as consciousness, meaning, free will, emotion, resilience, and religiosity. It will incorporate clinical observations, scientific data and readings, and examine future directions in brain-mind medicine. Class Note: Additional class meetings for site visits to be arranged.
The Functional and Structural Human Brain Connectome (spring 2020)
Lisa Nickerson / Medical School / firstname.lastname@example.org
Mind, Brain, and Behavior 980V, Tuesdays 3-5 p.m., William James Hall room 226
4 units of course credit, course ID 215757, class # 23653
NOTE: email instructor for readings for first class meeting
Studies of functional connectivity (FC) of the human brain using functional magnetic resonance imaging (FMRI) data collected during wakeful rest have revolutionized our understanding of the brain's organization at the network level. Consistent with networks observed at rest, in vivo FMRI studies of brain activity during performance of tasks also reveal that large-scale brain networks that are engaged during task performance are the same as those that are "active" at rest. More recently, structural MRI has revealed gray matter structural covariance networks and advances in diffusion MRI have made it possible to study the white matter structural connectome via in vivo fiber tracking. In this course, we will learn the basics of MRI methods used for connectomics research, including structural, diffusion, and functional MRI, and how each of these techniques are used to study the structural and functional connectome of the human brain. Key methodological and interpretational issues for each technique will be discussed, including comparative neuroanatomy research that aims to integrate MRI connectomic measures with findings from translational studies using tracer injections to gain an understanding of the mechanisms underpinning MRI measures of connectivity. We will then discuss some of the brain networks that have been reported in the literature using these methods, and the links between structural and functional connectomes, with a focus on networks implicated in psychopathology and addiction. Last, we will discuss open access resources for connectomics research, including CoCoMac, the Healthy Adult Connectome Project, Lifespan and Disease Connectome Projects, and the CONNECT Project.
Neuroaesthetics (fall 2019)
Nancy Etcoff / Medical School / email@example.com
Mind, Brain, and Behavior 980N, Thursdays 3-5 p.m., Harvard Art Museums 0600 (seminar room, accessed from Broadway entrance - see https://www.harvardartmuseums.org/visit/floor-plan/0)
4 units of course credit, divisional distribution Social Sciences, course ID 161267, class # 13523
Focuses on neuroaesthetics, an emerging field offering a scientific perspective on the nature of art and the ways that art reveals human nature. Integrates findings from neuroscience, psychology, evolutionary biology, philosophy, and scholarship in the arts and humanities. Begins with a brief history of ideas on aesthetics, art, beauty, and pleasure. Considers the neural underpinnings of response to art in the brain's reward system and default network. Among the questions considered: Why are people drawn to art that is neither conventionally beautiful nor entirely pleasurable? Is art a vehicle for simulating experiences and understanding other minds? What does it mean to "enjoy" sad music or chills and thrills in response to fiction or film? Can art promote well-being? The course will focus on visual art, fiction, film, and to a lesser extent, music, and on our response to art rather than its creation. The course will include a semester long gallery classroom at the Harvard Art Museum with original works of art from the museum’s collections that will serve as primary source materials for study and as subjects of assignments.
The Origin and Evolution of Cognition: A Comparative Study of Human and Nonhuman Abilities (spring 2020)
Irene Pepperberg / Psychology / firstname.lastname@example.org
Mind, Brain, and Behavior 980G, Tuesdays 3-5 p.m., Harvard Hall 104
4 units of course credit, divisional distribution Social Sciences, course ID 109872, class # 19508
Most scientists agree cognition is widespread in nature and involves an organism processing information to solve problems (like avoiding predators, finding prey, attracting a mate, achieving shelter), and in humans higher-level reasoning and conceptualizing. Less clear are the origins and evolutionary basis of cognition-what evolutionary pressures were exerted that selected for such processing? Explores possible ways to answer this question with research in anthropology, neurobiology, philosophy, psychology, genetics, sociality, and other disciplines. Faculty from a variety of departments attend discussions in their areas of expertise and assist students in coming to their own conclusions.
Psychopaths and Psychopathy: Psychological, Neuroscientific, Legal, and Policy Issues (fall 2019)
Ellsworth Fersch / Medical School / email@example.com
Mind, Brain, and Behavior 980R, Wednesdays 3-5 p.m., Winthrop House B002 (Beren Hall basement seminar room)
4 units of course credit, divisional distribution Social Sciences, course ID 207090, class # 14034
Psychopathy is often used to describe individuals who act in criminal even non-criminal predatory or conscience-less fashion. It is not, however, an official term in the Diagnostic and Statistical Manual of Mental Disorders, though antisocial personality disorder has in the past been described as encompassing psychopathy and sociopathy. Psychopathy was explored by Cleckley in his 1944 book The Mask of Sanity: and by Robert Hare in his 1999 book Without Conscience, and in his 2003 revision of his Psychopathy Check-list. My psychology department seminar on Psychopaths and Psychopathy a decade ago focused on behavioral research and case studies up to that time. By that time the American Psychiatric Association had issued a statement that psychopaths and those with antisocial personality disorder were not, for heuristic reasons, eligible for the insanity defense. Also, at that time, the determination that a convicted killer was a psychopath was often a strong indicator that the death penalty was warranted. Since then neuroscience research has increasingly explored brain structure and brain function in relation to the disorder causing some professionals to reevaluate the applicability of former positions on insanity and other defenses. Related research has further examined social and philosophical factors, and further operationalized behavioral considerations. In this interdisciplinary discussion-based seminar, students from any of a number of concentrations will examine and discuss that newer research in the context of previous research, and will write and present a briefer case study as well as a longer paper about a topic of their choosing.
The Role of Music in Health and Education (fall 2019)
Lisa Wong / Medical School / firstname.lastname@example.org
Mind, Brain, and Behavior 980P, Thursdays 3-5 p.m., new location: Lowell Hall B14, first class meeting William James Hall 1550
4 units of course credit, divisional distribution Social Sciences, course ID 205158, class # 18726
Music shapes the course of human history at both a micro and macro scale; The "universal language" has the power to connect people who share no other common ground. Its power to bind people together is intuitively understood, but only through recent neuroimaging advances over the past few decades have scientists been able to move past intuition to reveal its impact on the brain. In this course, we will examine the exciting progress of the fields of music and science, through a variety of lenses, and meet some of the experts in the field. Who are the key investigators and practitioners in today's emerging music/brain landscape? What are the latest discoveries about how music affects the brain? How does how we hear and listen impact our perception of music? Who are some of the key influencers in music and social change? This course invites students to deepen their relationship with music, exploring different aspects of the art form through the lens of neuroscience, education, medicine, music therapy and public health. By the end of this course, the learner will (1) understand the effect of music on the developing brain; (2) understand the mechanism of hearing music; (3) consider the pathophysiology of disordered movement and hearing and how music can be used therapeutically; and (4) understand how other disciplines can add to their knowledge of the therapeutic uses of music. Given the transdisciplinary nature of the work, students will be challenged to read a diverse set of literature for different disciplines and use these resources to explore their own individual interests in music.
What Disease Teaches about Cognition (spring 2020)
William Milberg / Medical School / email@example.com & Michael Alexander / Medical School / firstname.lastname@example.org
Mind, Brain, and Behavior 980H, Tuesdays 3:45-5:45 p.m., William James Hall room B4 (basement)
4 units of course credit, divisional distribution Social Sciences, course ID 109866, class # 13504
Seeks to reconcile the complicated and messy problems of patients with brain disease with the concise analysis of precisely defined cognitive functions in normal subjects. Students will learn to overlap cognitive functions on to the brain in disease - at the gross dissection and imaging levels - and to understand some of the complex interactions of individual cognitive operations in disease. Includes dissection of a human brain, mapping on to imaging, dissection of multi-dimensional clinical disorders into their component functional parts.
Among the departmental seminars that fulfill the MBB seminar requirement are neuroscience tutorials, small classes limited to 12 students. These tutorials are year-long courses that cannot be joined in the spring; they are listed in the catalog as 101Xa/101Xb pairs, and when you complete both halves, you will receive four units credit. If you are interested in any of these, you may want to attend the Neuroscience Tutorial Fair on Tuesday, September 4th from 4:30 to 5:30 p.m. in the Bauer Laboratories Cafe. Information on sectioning for neurobiology tutorials is available at https://mcb.harvard.edu/undergraduates/neuroscience/neuro-courses/?course-button=tutorials.
Broken Brains (fall 2019)
Anne Harrington / History of Science/FAS / email@example.com
History of Science 170
Mondays 9-11:45 a.m., Science Center 469
4 units of course credit, divisional distribution Social Sciences, course ID 160496, class # 16822
An exploration of the complex relationship between doctors and scientists who study and treat different kinds of “broken brains,” the patients they study and treat, and larger public conversations about being human in today’s neurological society. Topics include iconic cases of brain damage that catalyze new scientific understandings (like the case of H.M.), the study of brain damage in war, the emergence of writings (including memoirs and novels) that attempt to describe "what it is like" to suffer from disorders like autism and Alzheimer’s, and controversies over recent efforts to see psychiatric disorders like depression as simple products of a chemically “broken brain.” Course Notes: Enrollment limited to 20.
Coming of Age on Planet Earth (spring 2020)
Barbara Natterson-Horowitz / Human Evolutionary Biology / firstname.lastname@example.org
Human Evolutionary Biology 1389, Fridays 3-5:45 p.m., Museum of Comparative Zoology room 529
4 units of course credit, divisional distribution Science and Engineering/Applied Sciences, course ID 205493, class # 14020
The challenges of adult maturation are not unique to our species. Some young adult animals take risks and lose their lives, others respond to stress with eating problems or to traumatic first sexual encounters with subsequent dysfunction. The course will use a comparative approach to explore how young adult animals learn to be safe, how they acquire or lose status and rank, how they come of age sexually, and how they learn to survive and thrive on their own. The course will combine analysis of literature from scientific fields (behavioral ecology, endocrinology and evolutionary biology) and the humanities (coming of age short stories and novels) for a comparative analysis of the common challenges of maturation across the animal kingdom and in human life.
Evolutionary Genetics of Complex Traits (fall 2019)
Maryellen Ruvolo / Human Evolutionary Biology / email@example.com
Human Evolutionary Biology 1600, Wednesdays 12:45-2:45 p.m. plus discussion section Wednesdays 3-4 p.m., Peabody Museum 52H (both class and section)
4 units of course credit, divisional distribution Science and Engineering and Applied Science, course ID 161269, class number 21897
An advanced seminar on complex human traits with a special focus on neurodevelopmental and other behavioral disorders. Topics will include schizophrenia, autism spectrum disorder, and Williams syndrome; links between genotype and phenotype; whether natural selection acts on underlying genetic loci; the role of gene-by-environment interactions; what we can learn about humans from model organisms; complicating factors in the analysis of complex traits; societal reactions to neural diversity; and prospects for the reconstruction of past human behavior from genomic evidence. Course Notes: Auditing is not available for this course. This course is appropriate for upper-level undergraduate students, as well as first and second year graduate students. Recommended Prep: REQUIRED prerequisites: An A or B grade in Life Sciences 1b or a passing score on a pre-course quiz to assess mastery of genetics to be administered by the instructor.
Maps of the Brain - How the Brain Organizes the World (fall 2019 and spring 2020)
Julien Grimaud / Molecular and Cellular Biology / firstname.lastname@example.org
Neuroscience 101Ja/b, Wednesdays, 4:30-5:45 p.m., Robinson Hall 105
4 units of course credit, divisional distribution science and engineering and applied science, fall course ID 207610, fall class # 18480, spring course ID 207611, spring class # 18355
Neurons close to each other in the brain often get activated by parts of the world that are also close to each other: connected body parts, similar sounds, words with related meaning. This organized pattern of activity gives rise to brain maps of our surroundings. In this course, we will explore how the brain creates, uses, and updates such maps to make sense of the world around us. Each week, we will take a look at neuronal circuits in different parts of the brain (eg, somatosensory cortex, olfactory system, hippocampus) to see how scientists discover new neuronal maps, how these maps function and develop, and how they evolve with experience. Prerequisites: (1) Lifesci 1A or LPS A and (2) MCB 80 or Neuro 80.
Mind Reading v2.0 (spring 2020)
Christine Looser / Psychology / email@example.com
Psychology 980JU, Wednesdays 3-5 p.m., William James Hall room 401
4 units of course credit, divisional distribution Social Sciences, course ID 160690, class # 16453
Mind reading is not the stuff of science fiction, it is a complex set of mental processes honed throughout our evolutionary history that allow us to survive and thrive in a social world. But what is a mind? Who has one? Can we ever know what is in the minds of others? We will attempt to answer these questions by exploring how the human mind uses perceptual information to infer other peoples’ thoughts, beliefs, and desires. In this iteration of the course, we will also explore how mind perception is mediated though social technology by reading empirical papers and designing studies to address open questions in the field. Our goal is to critically examine how our social brains, shaped by evolution to understand other minds, might thrive or wither in an increasingly connected world. Note: This is the same course as PSY1562 Mind Reading which has been offered previously. Students who have taken 1562 cannot enroll in this course. Recommended Preparation: The Psychology Department requires completion of Science of Living Systems 20 or Psychology 1 or the equivalent of introductory psychology (e.g. Psych AP=5 or IB =7 or Psyc S-1) and at least one foundational course from PSY 14, PSY 15, PSY 16, PSY 18 or Science of Living Systems 15 before enrolling in this course; or permission of instructor.
The Musical Brain – How the Brain Processes Sound and Creates Music (fall 2019 and spring 2020)
Erin Diel / Molecular and Cellular Biology / firstname.lastname@example.org
Neuroscience 101Ka/b, Thursdays, 6-7:15 p.m., Barker Center 24
4 units of course credit, divisional distribution science and engineering and applied science, fall course ID 207612, fall class # 18481, spring course ID 207613, spring class # 18356
This tutorial will explore the neural circuits underlying music processing, from the basics of frequency tuning to the complexities of synesthesia. To understand the perception of sound and music at the circuit level, we will use examples from animal models, exploring how these animals succeed or fail at capturing the complexities of music. Because music is an auditory, motor, and cognitive phenomenon, we will also cover these systems with examples from human studies. Student work will largely be presentation and discussion of the primary literature. Final projects will involve computational experiments applying information learned throughout the semester and your own creativity. Prerequisites: (1) Lifesci 1A or LPS A and (2) MCB 80 or Neuro 80.
Neurobiology of Learning and Memory (fall 2019 and spring 2020)
Joseph Zak / Molecular and Cellular Biology / email@example.com
Neuroscience 101Fa/b (previously Neurobiology 111a/b), Tuesdays 6-7:15 p.m., Barker Center 24
4 units of course credit, divisional distribution Science and Engineering/Applied Science, fall course ID 203851, spring course ID 203852, fall class # 13808, spring class # 13722
Learning and memory are dynamic processes of the brain that allow us to both interact with and interpret our environment. This course will explore the mechanistic basis of neuronal plasticity through a series of lectures and group discussions. In addition to exploring topics covering both synaptic and non-synaptic plasticity, students will gain experience critically evaluating original research articles. Prerequisite: (LPS A or LS 1a) and (MCB 80 or MCB 81).
The Neurobiology of Sleep and its Role in Mental Health (fall 2019 and spring 2020)
Edward Pace-Schott / Medical School / firstname.lastname@example.org
Neuroscience 101La/b, Mondays 4:30-5:45 p.m., Barker Center 114
4 units of course credit (for 101La and 101Lb combined), divisional distribution Science and Engineering/Applied Sciences, fall course ID 207615, spring course ID 207616, fall class # 14669, spring class # 14576
The scientific study of sleep is both highly interdisciplinary and among the most unifying of topics in psychology and the neurosciences. In the past several decades, exciting new discoveries on the neurobiology of sleep have been facilitated by technologies such as functional neuroimaging and molecular genetics. Sleep science exemplifies the translational approach in biomedical science whereby investigators in human and animal research work together to continually advance the field of sleep medicine. Scientific findings increasingly point to the importance of sleep for mental health and optimum performance, as well as to sleep disruption as both a result and potential cause of mental illness. In psychiatric neuroscience, sleep is an area in which many fundamental questions remain unanswered due to the unique challenges of studying human sleep. Students must complete both terms of this course (parts A and B) within the same academic year in order to receive credit. Prerequisite: MCB 80 or MCB 81.
Neuroscience Fiction: An Introduction to Cutting Edge Neuroscience through the Lens of Film and Television (fall 2019)
George Alvarez / Psychology / email@example.com
Psychology 1454, Thursdays, 3-5:30 p.m., William James 765
4 units of course credit, divisional distribution Social Sciences, course ID 156569, class # 14312
Film and television shows often capture the cutting edge of science, and they sometimes even anticipate future scientific advances. We'll use examples from film and television as an introduction to several hot topics in the field of neuroscience, such as Mind Control, Mind Reading, Smart Pills, and Brain Machine Interfaces, which are all getting closer to reality. Will neuroscientists ever be able to control a person's thoughts, or to know what a person is thinking? Can taking a pill really awaken untapped brain power? Will you ever be able to drive a car without touching a steering wheel? In this course, we will cover the state of the art and the future of these exciting areas of neuroscience (and entertainment). Because these are not textbook topics, this is an advanced course that will focus on reading and discussing the primary literature. Recommended Preparation: The Psychology Department requires completion of Science of Living Systems 20 or Psychology 1 or the equivalent of introductory psychology (e.g. Psych AP=5 or IB =7 or Psyc S-1) and at least one foundational course from PSY 14 or MCB 80 before enrolling in this course; or permission of instructor.
The Sciences of Memory, Lies, and Pain (spring 2020)
Yvan Prkachin / History of Science / firstname.lastname@example.org
History of Science 177V, Tuesdays, 3-5:45 p.m., Science Center 469
4 units of course credit, course ID 207906, class # 18996
This course will explore a number of key themes in the modern brain and mind sciences by tracing how different scientific fields (neuroscience, psychology, psychoanalysis and cognitive science) have understood distinctly human experiences such as memory, deception and truth, and physical and mental pain over the nineteenth and twentieth centuries. Topics to be examined include the sciences of memory in the nineteenth and twentieth centuries; the sciences of lie detection and their place in the courtroom; the emergence of pain scales and the related sciences of addiction; and the so-called ‘memory wars’ of the twentieth century.
Sex and the Brain (fall 2019 and spring 2020)
Taralyn Tan / Medical School / email@example.com
Neuroscience 101 Ga/b (previously Neurobiology 101Ga/b), Wednesdays 6-7:15 p.m., Barker Center 24
4 units of course credit, divisional distribution Science and Engineering/Applied Sciences, fall course ID 205099, spring course ID 205101, fall class # 13809, spring class # 13723
Animals exhibit many innate, sex-specific behaviors that provide useful models to study the underlying neural circuits, and sex differences in the nervous system also have important implications for human health. Through discussions, activities, and lectures, this course introduces students to various aspects of sexually dimorphic neural circuits across model organisms, while emphasizing critical thinking and effective science communication. Course Requirements: Prerequisite: (LPS A OR LS 1A ) AND (MCB 80 OR MCB 81)
Understanding Autism (spring 2020)
John Knutsen / Medical School / firstname.lastname@example.org
Psychology 980JO, Thursdays 9-11:30 a.m., William James Hall room 1305
4 units of course credit, divisional distribution Social Sciences, course ID 207681, class # 14643
One in 50 children is currently diagnosed with autism spectrum disorder (ASD), yet we still do not know what causes it, or how best to treat it. This course provides students with a broad, interdisciplinary exploration of ASD from infancy through adulthood. We explore three major themes: 1) the psychological and neurological drivers of ASD, including deficits in social cognition, executive function and perception; 2) the epidemiology and clinical practice of ASD, including diagnosis and treatment modalities, and individual and sex/gender differences; and 3) the personal and societal impact of ASD, including discussion of quality of life, neurodiversity, policy and advocacy. Recommended Preparation: The Psychology Department requires completion of Science of Living Systems 20 or Psychology 1 or the equivalent of introductory psychology (e.g. Psych AP=5 or IB =7 or Psyc S-1) and at least one foundational course from PSY 14, PSY 15, PSY 16, PSY 18 or Science of Living Systems 15 before enrolling in this course; or permission of instructor.
Visual Recognition: Computational and Biophysical Perspective (fall 2019)
Gabriel Kreiman / Medical School / email@example.com
Neuroscience 130, Mondays 3-5:45 p.m., BioLabs 2062/2064
4 units of course credit, divisional distribution Science and Engineering/Applied Science, course ID 160750, class # 13509
Examines how neuronal circuits represent information and how those circuits are implemented in artificial intelligence algorithms. Topics: architecture of visual cortex, neurophysiology, visual consciousness, computational neuroscience, models of pattern recognition and computer vision. Note: Neuro 130 cannot be taken if Neuro 230 has been taken. Neuro 130 cannot be taken concurrently with Neuro 230. Prerequisite: (Life Sciences 1A or LPS A) AND Life Sciences 1B. Recommended Preparation: Math (Maa/Mab, Math 1A,1B, Math 19 a or equivalent). Physical Sciences 1. MCB 80.