2023-2024 Seminars, Fall Semester

NOTE: You can only enroll in an MBB 980 course by entering the MBB seminar lottery. Fall Lottery Day is Tuesday, August 29th; details and lottery link below (in "Lottery Information" section).

ON THIS PAGE:
-Lottery Information
-Seminar Program Overview
-Fall 2023 MBB Seminar Descriptions
-Fall 2023 Departmental Courses that Fulfill this Requirement
-Spring 2024 MBB Seminar Descriptions
-Spring 2024 Department Courses


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). You may lottery for multiple seminars (and will be asked to rank your preferences if you do); however, you will only be admitted to one seminar in a given semester.

The fall lottery will take place on Tuesday 29 August. To participate, complete the lottery form by 5:30 p.m. You should only lottery for a course you will definitely take if admitted. Also request admission via your Crimson Cart for all MBB seminars you have lotteried for. Note: Each semester on lottery day, several students are still resolving advising, immunization, or financial holds on their college registration. If this is your situation, you may still lottery for an MBB seminar; indeed, you should participate in the lottery because it is the only opportunity to join a seminar.

CLICK HERE FOR MBB FALL LOTTERY FORM

You will be informed of lottery results on Wednesday 30 August and must enroll in the course that day. If you do not enroll on the 30th, your place in the seminar will likely be taken by another student. Your seminar instructor will approve your enrollment in Crimson Cart by the end of the day on Thursday 31 August.

(The upcoming spring lottery will take place on Wednesday 8 November, with results announced on Thursday 9 November and course enrollment due on Wednesday 15 November.)


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 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.



MIND BRAIN BEHAVIOR SEMINARS FOR FALL 2023

Drug Use in Nature
Naomi Pierce / Organismic and Evolutionary Biology-FAS and Trey Scott / Organismic and Evolutionary Biology-FAS / tjscott@wustl.edu
Mind, Brain, and behavior 980AA, Tuesdays 12:45-2:45 p.m.
4 units of course credit, course ID 222978, class #27163
Humans are not the only organisms that use drugs. In their natural environments, animals and plants use a great variety of chemical substances that elicit physiological or psychological effects when consumed or absorbed that are not simply those involved in metabolic maintenance, growth and nutrition. Examples include chemical manipulation of conspecifics and/or adversaries, self-medication or zoopharmacognosy, and different kinds of sensory enhancement. Drug use, in its many forms in the natural world, can have important effects on animal behavior. In this seminar, students will explore the diverse ways that organisms perceive, extract and use drugs in their natural environments. Students will explore both the how and why of drug use in nature by discussing primary literature that examines drug use from different scientific perspectives including evolutionary biology, behavioral ecology, molecular biology, chemistry, anthropology, and psychology. At the end of this seminar, students will have a better understanding of and be able to critically assess the diverse ways that animals and plants use drugs.

Neuroaesthetics
Nancy Etcoff / Medical School / etcoff@gmail.com
Mind, Brain, and Behavior 980N, Thursdays 12-2 p.m.
4 units of course credit, divisional distribution Social Sciences, course ID 161267, class # 16207
course website under construction; syllabus will be similar to that from last year,
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 Role of Music in Health and Education
Lisa Wong / Medical School / lmwong@fas.harvard.edu
Mind, Brain, and Behavior 980P, Thursdays 3-5 p.m.
4 units of course credit, divisional distribution Social Sciences, course ID 205158, class # 14376
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, science, and social 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, public health and social justice. 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 introduced to literature from different disciplines and use these resources to explore their own individual interests in music.

Your Brain on Poetry
Anne Dymek / Germanic Languages and Literatures / annedymek@fas.harvard.edu
Mind, Brain, and Behavior 980BB, Mondays 3-5 p.m.
4 units of course credit, course ID 223012, class # 27278
Poetry is a powerful tool for expressing and exploring the human experience. But what is it about poetry that allows it to connect with us so deeply? What can we learn about the workings of the brain, the mind, and the nature of human experience through the study of poetry? In this class, we will delve into the science and art of poetic expression, reception, and interpretation, drawing on insights from literary and cultural studies, neuroscience, philosophy, linguistics, and psychology. We will explore the ways in which poetry engages our senses, imagination, cognition, and behavior. We will also examine the cultural and historical contexts of poetry, from ancient oral traditions to contemporary slam poetry.


DEPARTMENTAL SEMINARS FOR FALL 2023

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 of course credit. If you are interested in any of these, consult the neuroscience tutorial page at https://www.mcb.harvard.edu/undergraduate/neuroscience/neuro-courses/?course-button=tutorials. This page will include course descriptions, information and zoom links to the virtual tutorial fair, an explanation of the application process, and a link to the tutorial application. The virtual tutorial fair will take place on Monday 28 August from 7 to 8 p.m., and the tutorial application deadline is Tuesday 29 August at 7 p.m.

The Arrogant Ape: Rethinking our Relationship to Others
Christine Webb / Human Evolutionary Biology-FAS
History of Evolutionary Biology 1381, Wednesdays 3-5 p.m., Peabody Museum 52H
4 units of course credit, course ID 213580, class # 26945
Darwin’s theory of evolution offered a powerful counternarrative to the scala naturæ, thus redefining the place of Homo sapiens in the natural world. But a great irony presents itself when a species so-named for its wisdom is currently causing the sixth mass extinction of life on earth. In this seminar, we will explore this apparent contradiction, assess why it has come to be part of our evolutionary legacy, and discuss theory and research that counteracts its profound negative potential.

Auditory Cognitive Neuroscience
Sara Beach / Molecular and Cellular Biology-FAS
Neurobiology 101WA (must also take Neuroscience 101WB in the spring), Thursdays 6-7:15 p.m.
2 units of course credit each term

fall:, course ID 222861, class # 26811
spring: course ID 222862, class # 19106
How do we make meaning out of sound? Guided by classic and contemporary experimental literature, we will explore the neural basis of hearing and auditory perception. Topics will include speech, music, attention, hearing loss, neural prosthetics, nonhuman audition, and learning and plasticity. Students must complete both terms of this course (parts A and B) within the same academic year to receive credit. Prerequisite: (LIFESCI 1A OR LPS A) AND (MCB 80 OR NEURO 80).

Being Human since 1945
Simon Torracinta / History of Science-FAS
History of Science 1735, Tuesdays 3-5:45 p.m.
4 units of course credit, course ID 223081, class # 27457
This course traces the arc of scientific thinking about human nature since 1945. In this period, the anchoring of human origins in the “modern synthesis” of genetics and evolutionary biology promised a new biological approach that would finally get at the root of the human, while generating utopian aspirations for remaking humanity altogether. The course is structured thematically, looking at scientific and social debates about genes, race, minds, sex, blood, primates, and other key topics in the postwar human sciences, including genetics, evolutionary biology, primatology, medicine, psychology, neuroscience, and physical anthropology.

Brain Damage as a Window into the Mind: Cognitive Neuropsychology
Alfonso Caramazza / Psychology-FAS
Psychology 1304, Wednesdays 3-5:45 p.m.
4 units of course credit, divisional distribution Science and Engineering and Applied Science, course ID 116622, class # 16122
Examines the patterns of perceptual, motor, cognitive, and linguistic impairments resulting from brain damage. The focus is on the implications of the various types of neuropsychological deficits (such as visual neglect, dyslexia, and aphasia) for theories of the mind and the functional organization of the brain. Recommended Prep: 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, MCB 80 or Neuro 80 or MCB 81 before enrolling in this course; or permission of instructor.

Brains and Bytes: Neuroprosthetics, Brain Computer Interfaces, and Artificial Intelligence
Egzona Morina
Neuroscience 101ZA (must also take Neuroscience 101ZB in the spring), Tuesdays 7:30-8:45 p.m.
2 units of course credit
fall: course ID 222868, class # 26814
spring: course ID 222869, class # 19111
This tutorial will explore the transition from biological systems to the realm of digital information processing and how these three fields help in decoding and augmenting the brain's capabilities. Students will explore the intricacies of devices that interface with the nervous system, interfaces that enable communication between the brain and external devices, and how the use of machine learning advances it all. Students must complete both terms of this course (parts A and B) within the same academic year to receive credit. Prerequisite: (LIFESCI 1A OR LPS A) AND (MCB 80 OR NEURO 80).

Dogs: Behavior, Evolution, and Domestication
Erin Hecht / Human Evolutionary Biology-FAS
Human Evolutionary Biology 1353, Tuesdays and Thursdays 10:30-11:45 a.m.
4 units of course credit, course ID 220650, class # 16200
What makes dogs behave the way they do, and what can this teach us about our own species? In this course, we will explore the evolution of canine behavior through the lens of ethology. We will discuss current research on the evolutionary history of dogs, and consider whether this might parallel some aspects of human evolution. We will also examine communication, cooperation, attachment, and other aspects of behavior in dogs, humans, and other species. Students will learn to understand behavior as an adaptive, evolved trait and consider artificial selection as a window on mechanisms of behavior evolution. In the weekly 3-hour lab, students will also receive hands-on training in the collection and analysis of dog behavior data through a semester-long group research project. Note: Dog behavior data will be collected on campus in the Canine Brains Project dog behavior lab space.

Introduction to Neural Computation (fall and spring terms)
Kian Hardcastle / Organismic and Evolutionary Biology-FAS
Neuroscience 101UA (must also take Neuroscience 101UB in the spring), Thursdays, 4:30-5:45 p.m.
2 units of course credit each term, divisional distribution Science and Engineering and Applied Sciences
fall: course ID 220737, class # 16233
spring course ID 220738, class # 15464
One of the biggest mysteries in neuroscience lies in understanding how neural circuits perform complex computations to support behavior. For example – how do networks of neurons transform abstract sensory inputs, like a visual scene, into a meaningful quantity, like an estimate of one’s own position within the environment? How do neural circuits use reward and prior experience to implement trial and error learning? In this course, we’ll explore how neuroscientists have investigated these and other questions over the last 50 years. We’ll cover models of memory, navigation, olfaction, vision, reinforcement learning, and decision-making, with an emphasis on understanding the intuition behind these models and the techniques used to build them. Note: Students must complete both terms of this course (parts A and B) within the same academic year in order to receive credit. Prerequisites: Math 1A and NEURO 80.

Life and Death: A History
Alison Simmons / Philosophy-FAS
Philosophy 121, Thursdays 12:45-2:45 P.M.
4 units of course credit, course ID 222480, class # 17694
This is a course on the metaphysics of life and death: what, exactly, is the difference between a living thing and a dead (or inanimate) thing? You might hope the distinction is a clean one: you are either alive or dead (or inanimate). Once upon a time the distinction was clean: living things have souls; dead (or inanimate) things do not. Not anymore. After looking at some recent attempts to establish a line between the two, we will return to the past to explore the ways in which the metaphysics of life and death has changed over the past 2000 years in the Western tradition.

Neurobiology of Emotions and Mood Disorders (fall and spring terms)
Alen Juginovic / Medical School
Neuroscience 101 RA (must also take Neuroscience 101 RB in the spring), Wednesdays 6-7:15 p.m.
2 units of course credit each term, divisional distribution Science and Engineering/Applied Sciences
fall: course ID 220396, class # 16001
spring: course ID 220397, class # 15312
Emotions play an important role in everyday lives of humans, yet their neurobiology remains enigmatic. The course will cover the fundamental molecular neurobiology and neuroanatomy of happiness, depression, love, aggression and empathy. Furthermore, it will focus on the latest advancements in the field of major depressive disorder, bipolar disorder, and schizophrenia, thus reviewing their neurobiological, as well as clinical aspects. Students must complete both terms of this course (parts A and B) within the same academic year in order to receive credit. Prerequisites: (LIFESCI 1A OR LPS A) AND (MCB 80 OR NEURO 80)

Neuropharmacology of Pain
Rasheen Powell / Medical School
Neuroscience 101YA (must also take Neuroscience 101YB in the spring), Tuesdays 4:30-5:45 p.m.
2 units of course credit
fall: course ID 222866, class # 26813
spring: course ID 222867, class # 19109
Pain is a near-ubiquitous somatosensory experience; however, the underlying mechanisms that drive it are not fully understood. This course will offer students the opportunity to gain a deeper understanding of the neurobiological and pharmacological basis of pain. Topics of interest will include the molecular basis of pain, common analgesics (and their pharmacological actions), and current research efforts in the pain field. Students must complete both terms of this course (parts A and B) within the same academic year in order to receive credit. Prerequisite: (LIFESCI 1A OR LPS A) AND (MCB 80 OR NEURO 80).

The Neuroscience of Learning and Memory (fall and spring terms)
Vincent Pham / Molecular and Cellular Biology-FAS
Neuroscience 101QA (must also take Neuroscience 101QB in the spring), Mondays 7:30-8:45 p.m.
2 units of course credit each term, divisional distribution Science and Engineering/Applied Sciences
fall: course ID 218610, class # 15319
spring: course ID 218611, class # 14638
The brain’s ability to learn and form memories gives organisms the flexibility to alter their behaviors in changing environments beyond simple reflexes and stereotyped behaviors. This course will provide an overview of the molecular mechanisms at play underlying the fundamental processes of learning and memory. Note: Students must complete both terms of this course (parts A and B) within the same academic year to receive credit. Prerequisite: (LS 1A or LPS A) and (MCB 80 or Neuro 80).

Psychopathologies of Modern Life
Elizabeth Lunbeck / History of Science-FAS
History of Science 1780, Wednesdays 3-5:45 p.m.
4 units of course credit, course ID 218690, class # 17281
What is the relationship between cultural change and individual pathology? Are the stresses of modern life implicated in the emergence of new forms of psychic distress and mental illness? Over the past century, psychological experts have identified new emotions, dissatisfactions, and disorders, producing an expansive catalogue of modern woes and fashioning a range of remedies. With attention to variations across race and gender, we explore the coalescence and cultural fortunes of, among other topics, the personality disorders (narcissism, BPD); trauma, PTSD; disorders of identity and of attachment; social anxiety, isolation; gaslighting; Black Rage; greed, success neurosis, imposter syndrome; stress, coping, burnout.

Sculpting Activity: How Inhibition Shapes the Brain in Health and Disease
Saad Hannan / Molecular and Cellular Biology-FAS
Neuroscience 101VA (must also take Neuroscience 101VB in the spring), Tuesdays 6-7:15 p.m.
2 units of course credit each term, divisional distribution Science and Engineering/Applied Sciences
fall: course ID 220865, class # 16320
spring: course ID 220866, class # 15522
Although the vast majority of neurons in the mammalian brain are excitatory, inhibitory neurons working via GABA inhibition play a crucial role in normal brain function. Inhibition balances and shapes excitatory signals to maintain neural network stability while preventing excessive excitatory signaling that feature prominently in various neurological and psychiatric disorders such as anxiety and epilepsy. This course explores molecular mechanisms of GABAergic signaling as well as its cellular, physiological and behavioral effects. In addition, the course will explore the role of dysfunctional GABA inhibition in various neuropsychiatric and neurodevelopmental disorders along with treatment strategies targeting this essential synapse. Recommended Preparation: (LIFESCI 1A OR LPS A) AND (MCB/NEURO 80 OR MCB 81) are required to take this course.

Sleep Talk: Unraveling the Mystery of Sleep (fall and spring terms)
Tony Cunningham / Medical School & Molecular and Cellular Biology-FAS
Neuroscience 101LA (must also take Neuroscience 101LB in the spring), Mondays 4:30-5:45 p.m.
2 units of course credit each term, divisional distribution Science and Engineering/Applied Sciences
fall: course ID 207615, class # 14437
spring: course ID 207616, class # 13778
This student-led, discussion-based course will build upon a foundation of basic facts of sleep physiology and circadian rhythms, and then move into sleep’s influence on mental health, beginning with consideration of sleep disorders and sleep’s role in optimizing human functioning. We will then examine the specific roles of sleep in neuropsychiatric disorders, human performance and societal issues related to sleep. Prerequisites: (LPS A OR LS 1A ) AND (MCB 80 OR MCB 81).

Stress Resistance and Susceptibility: Mechanisms and Models
Dominika Burek / Medical School
Neuroscience 101XA (must also take Neuroscience 101XB in the spring), Mondays 6-7:15 p.m.
2 units of course credit each term
fall: course ID 222864, class # 26812
spring: course ID 222865, class # 19107
Understanding the mechanisms and factors driving resilience or susceptibility to stress is critical for improving psychiatric patient healthcare and quality of life. Although all of us experience stress – whether episodically or chronically, traumatic or otherwise, from psychosocial or physiological sources – not all of us will be diagnosed with Major Depressive Disorder, Generalized Anxiety Disorder, or Post-Traumatic Stress Disorder. This course describes the genetic, molecular, cellular, physiological, and brain circuitry mechanisms that determine how our brains respond to stressors. Focusing on primarily animal models, we learn to read and interpret high-impact, primary research journal articles written by the top investigators in this field. Through these examples, we learn how cutting-edge neuroscience methods and techniques such as RNA-sequencing, epigenetic profiling, optogenetics, chemogenetics, and calcium imaging have informed our understanding of stress resilience and susceptibility. With a combination of student-led journal club presentations, brief instructor lectures, class discussions, and written assignments such as research proposals, we develop an understanding of why stress affects us so heterogeneously and what future research can do about it. Students must complete both terms of this course (parts A and B) within the same academic year to receive credit. Prerequisite: (LIFESCI 1A OR LPS A) AND (MCB 80 OR NEURO 80).


MBB 980 SEMINARS FOR SPRING 2024

Functional Neuroimaging of Psychiatric Disorders: Insights into the Human Brain-Mind in Health and Disease
David Silbersweig / Medical School / david_silbersweig@affiliate.hms.harvard.edu
Mind, Brain, and Behavior 980M, Thursdays 3-5 p.m.
4 units of course credit, divisional distribution Sciences and Engineering/Applied Sciences, course ID 160759, class # 12507
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.

Sleep and Mental Health
Edward Pace-Schott / Medical School / epace-schott@mgh.harvard.edu
Mind, Brain, and Behavior 980T, Mondays 3:45-5:45 p.m.
4 units of course credit, course ID 207092, class # 19224
The scientific study of sleep is an area of research that is both highly diverse and among the most interdisciplinary and unifying of topics in psychology and neuroscience. 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. Nonetheless, sleep remains mysterious and controversial and, remarkably, there still is no generally agreed upon function for this behavioral state that occupies one third of our lives! Sleep science exemplifies the translational approach in biomedical science whereby human and animal research together continually advance the field of sleep medicine. In this seminar, lectures during the first half of each class will provide overviews of the physiology and behavioral neuroscience of sleep. The second half of each class will be devoted to student-led discussions of assigned study questions as well as free discussions. In a short term paper, students will research in depth a topic of their choice that they find particularly interesting related to sleep neuroscience or mental health. will also briefly present what they have learned about their topic during the final class meetings. Some topics students might choose are described in the following paragraph. In addition, students will keep a nightly sleep and/or dream diary for 2-3weeks at some point during the semester in order to learn more about sleep from their own experiences. They will then describe what they have observed in a short essay. In the past, students have found this exercise to be especially interesting. Lastly, there will be a short open-book, unlimited-time final exam on material from the lectures. Topics for term papers might include the characteristic abnormalities of sleep in mood, anxiety, psychotic, addictive or neurodevelopmental disorders. 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 a contributing cause of mental illnesses. Thus, one might focus on the contribution of primary sleep disorders to psychiatric and neurological illness, such as the circadian rhythm disorders in bipolar illness or insomnia as a risk factor for mood and anxiety disorders. Still other topics might focus on the contribution of normal sleep to emotional regulation, memory consolidation, and cognitive performance. For those with more cellular neuroscience interests, topics might focus on linkages between sleep and immunity or the role of sleep in disposal of abnormal proteins as it relates to neurodegenerative diseases.

Translational Neuroscience: The Limits of Adaptation from Extreme Environments to Clinical Practice
Vladimir Ivkovic / Medical School / vivkovic@mgh.harvard.edu & Gary Strangman / Medical School / strang@mgh.harvard.edu
Mind, Brain, and Behavior 980X, Fridays 12-2 p.m.
4 units of course credit, course ID 219973, class # 14861
Within the translational neuroscience paradigm, this course explores the concepts of neurobehavioral adaptation, stress, resilience, and neuropsychiatric disorders, in relation to the underlying neurophysiologic mechanisms that regulate them. What can we learn about the limitations of human neurobehavioral function through exposure and adaptation to extreme environments, as well as readaptation to “normal” environment, or onset of neuropsychiatric disorders? We will explore neurobehavioral adaptations to extreme activities such as spaceflight, expeditionary (polar, underwater, desert exploration, military deployments), emergency response services (e.g. firefighting), and impact sports (e.g. football). The limits to neurobehavioral adaptations will be discussed in the broader context of mental and occupational health, gender differences, and understanding the etiology of neuropsychiatric conditions such as, depressive and anxiety disorders, post-traumatic stress disorder (PTSD), traumatic brain injury (TBI), Chronic Traumatic Encephalopathy (CTE), intracranial hypertension and stroke, etc. These will be augmented with insights from COVID-19 pandemic which placed a large portion of the world’s population in an extreme environment defined by social and physical isolation/confinement, movement and travel restrictions, disruption of personal and professional activities, novel health risks, and behavioral adjustments. Contemporary findings from research studies conducted in laboratory, occupational/extreme, and clinical environments will be discussed in the context of translational neuroscience paradigm including neurocognitive, neurophysiological, and psychoneuroimmunological considerations. Special focus will be placed on demonstrations of research/clinical application of novel technologies such as ambulatory brain and physiologic monitoring. Theoretical concepts and research findings will be evaluated relative to their utility in developing prevention and mitigation strategies in extreme environments, as well as translational implementation in clinical treatments for related medical conditions in the general population. This course may be particularly interesting to Mind Brain and Behavior students pursuing careers in translational neuroscience, psychology, medicine, and related fields. This course features expert guest lecturers (e.g. NASA astronauts and researchers, Antarctic expeditionary physicians, underwater explorers, etc.), demonstrations of unique experimental methodologies and equipment (e.g. ambulatory brain and physiologic monitoring) used in extreme environments, and field visits to operational facilities such as Boston Fire Department Training Academy and/or Neural Systems Group (NSG) at Massachusetts General Hospital (directed by course head, Dr. Strangman).

What Disease Teaches about Cognition
William Milberg / Medical School / william_milberg@hms.harvard.edu
Mind, Brain, and Behavior 980H, Tuesdays 3:45-5:45 p.m.
4 units of course credit, divisional distribution Social Sciences, course ID 109866, class # 13184
This course 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 using the examples of famous landmark cases in the literature (e.g.Broca’s Monsieur Leborgne, Phineas Gage, HM and others) The course will include a dissection of a human brain, an examination of how the actual brain maps onto two dimensional neuroimages, and discussions of how the classic lesion based maps of cortical function are related to contemporary maps based on functional neuroimaging.


DEPARTMENTAL SEMINARS FOR SPRING 2024

Departmental courses that will fulfill the MBB seminar requirement include neuroscience junior tutorials. These tutorials are full-year courses, and the following second-half courses are available this spring: Auditory Cognitive Neuroscience (Neuroscience 101WB); Brains and Bytes: Neuroprosthetics, Brain Computer Interfaces, and Artificial Intelligence (Neuroscience 101ZB); Introduction to Neural Computation (Neuroscience 101UB); Neurobiology of Emotions and Mood Disorders (Neuroscience 101RB); Neuropharmacology of Pain (Neuroscience 101YB); Neuroscience of Learning and Memory (Neuroscience 101QB); Sculpting Activity: How Inhibition Shapes the Brain in Health and Disease (Neuroscience 101VB); Sleep Talk: Unraveling the Mystery of Sleep (Neuroscience 101LB); and Stress, Resilience, and Susceptibility: Mechanisms and Models (Neuroscience 101XB). More detail on the courses are available below in the departmental seminar fall 2023 section of this page above.

The Emotional, Social Brain
Elizabeth Phelps / Psychology-FAS
Psychology 1325, Mondays 9-11 a.m.
4 units of course credit, course ID 216792, class # 16717
Emotions color our lives, and even everyday variation in emotional experience can influence how we think, perceive and decide. Many of our emotions stem from our experiences with others. In this seminar we will examine the science behind the influence of emotion and social interaction on human brain function and behavior. We will examine questions such as: How does the brain process threats, and how do we learn about potential threats from others? How, and why, do our memories for emotional events differ from memories for mundane events? How does the brain process rewards, and respond to social rewards such as trust? What can we learn about implicit social biases from understanding their representation in the brain? What can we learn about the brain systems of human emotion and social interactions from studying other animals? Building on this foundational knowledge, we will explore how advances in human brain science might inform larger societal issues, including legal decisions, clinical interventions for the treatment of anxiety, and racial bias. 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, and PSY 18 before enrolling in this course; or permission of instructor.

Evolution, Anatomy, and Physiology of Sleep
Joanne Clark Matott / Human Evolutionary Biology-FAS
Human Evolutionary Biology 1317, hours to be determined
4 units of course credit, course ID 217869, class # 14454
What is special about human sleep? HEB 1317 is a research seminar that introduces current research on the evolution of sleep, the neuroanatomical circuits that regulate sleep and wake, and the cultural and social factors that can affect sleep duration and quality. Students in HEB 1317 analyze and interpret physiological sleep recordings and sleep diary data to build data analysis skills while completing a self-directed research project on a topic of their own choosing using publicly-available datasets, existing research data, or self-collected data. Notes: Enrollment limited to 12. This course counts as a Junior Research Seminar in Human Evolutionary Biology.

Multilingualism
Ashley Leung / Psychology-FAS
Psychology 1616, Mondays 3-5 p.m.
4 units of course credit, course ID 222656, class # 17161
More than half of the human population speaks more than one language. How do the languages we speak influence the way we talk, think, and act? Is there really a “bilingual advantage”? In this course, we will explore the psychology of multilingualism. We will examine adult and developmental empirical research to consider the differences and similarities between bilinguals/multilinguals and monolinguals, from the way they acquire language as babies, to how they make decisions and experience emotions as adults. We will also discuss how we use language and accents to make judgments about others. 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, and PSY 18 before enrolling in this course; or permission of instructor.

Transdiagnostic Models of Psychopathology: Theory, Research, and Treatment
Travis Evans / Psychology-FAS
Psychology 980TM, Tuesdays 3-5 p.m.
4 units of course credit, course ID 220478, class # 1533Why do different mental health conditions such as depression and anxiety co-occur so frequently and share many of the same features (e.g., avoidance, social isolation, sleep disturbance, etc.)? Why do individuals with the same mental health condition experience opposite symptoms (e.g., hypersomnia vs. insomnia in depression) and respond differently to the same treatment? For over 70 years, psychopathology has been researched and treated based on grouping individuals into diagnostic categories based on symptom presentation. In this course, we will examine how disruption to core emotional, cognitive-behavioral, and neurobiological processes is shared across traditional diagnostic categories, which raises fundamental questions about the nature and treatment of psychopathology. Students will review and critique emerging transdiagnostic models of psychopathology as well as cutting-edge research ranging from case studies to clinical trials. 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 PSY 18 or PSY 1861 before enrolling in this course; or permission of instructor.