Dec. 2: Daniel Pine, "Creating a Developmental Clinical Neuroscience: Lessons from Pediatric Anxiety"

Creating a Developmental Clinical Neuroscience: Lessons from Pediatric Anxiety

Daniel S. Pine, MD
Chief, Section on Development and Affective Neuroscience National Institute of Mental Health

Daniel Pine is one of the world’s leading experts on emotional disorders in youth. This expertise is reflected in more than 300 peer-reviewed papers—including major contributions to understanding the epidemiology, diagnosis, biology, and treatment of anxiety and mood disorders in children and adolescents. His lab is engaged in a series of pioneering studies addressing questions about the neural systems involved in fear and threat processes in ways that are relevant to the risk, development, and treatment of anxiety disorders. Among his many honors he was recently elected to the prestigious Institute of Medicine in the National Academy of Sciences. In his talk at IHD (noon on December 2) Pine will address a series of issues about the emerging field of developmental clinical neuroscience, using his work on pediatric anxiety disorders as an example.

Monday, December 2, 12:00-1:30pm in 3105 Tolman Hall

November 25: Ndola Prata, "Adolescent reproductive health in sub-Saharan Africa: collaborative strategies to improve health outcomes"

Please join us Monday November 25th, 12:00-1:30pm in 3105 Tolman Hall for a special presentation by Ndola Prata providing a global perspective on high-impact issues in adolescence. This talk is part of our emerging UC Center for the Developing Adolescent (within IHD).
The UC Center on the Developing Adolescent is an interdisciplinary research and policy center founded on the belief that adolescence represents a maturational period of great vulnerabilities and opportunities—with enormous long-term impact on health, education, well-being, and economic success. The mission of our Center is twofold. First, to use integrative, interdisciplinary approaches to advance understanding of the unique opportunities for early intervention, prevention, and health promotion during this crucial period of adolescent brain development; and second, to pursue innovative approaches to help translate this rapidly emerging knowledge into policies that improve the lives of youth (locally and globally).

This presentation by Dr. Prata will describe a global perspective focusing on opportunities (and vulnerabilities) for adolescents in sub-Saharan Africa (see details below).

Adolescent reproductive health in sub-Saharan Africa: collaborative strategies to improve health outcomes

Ndola Prata, MD, MSc: is the Director of the Bixby Center for Population, Health & Sustainability. A physician and medical demographer originally from Angola, Dr Prata is an Associate Professor in Residence in Maternal and Child Health and holds the Fred H. Bixby Endowed Chair in Population and Family Planning in the School of Public Health at the University of California, Berkeley.

It is estimated that more than a third of the total population in sub-Saharan Africa is aged 10-24. Ten countries with the youngest population in the world are found in SSA—one of these is Ethiopia. Adolescents and young adults in the region are the most vulnerable groups and present the poorest reproductive health indicators. The Bixby Center at UCB has been working collaboratively in the region addressing some of the key challenges and opportunities in adolescent reproductive health policies and programs. Examples of collaborative strategies in Nigeria, Angola and Ethiopia highlight the Centers’ involvement in designing interventions for adolescents aimed at improving individual reproductive health outcomes tied to structural and social factors, as well as providing evidence for policy change.

Monday, Nov. 18: Mahesh Srinivasan, "The role of children's cognitive biases in the structure of the lexicon: Cross-linguistic evidence from polysemy"

Please join us for a presentation by Professor Mahesh Srinivasan, Department of Psychology, University of California, Berkeley.

The role of children's cognitive biases in the structure of the lexicon: Cross-linguistic evidence from polysemy

Abstract: Many words in English shift in meaning according to systematic patterns. For example, words can label animals and their meat (e.g., chicken, lamb, and fish), or artists and their produced works (e.g., Picasso, Tolstoy, Mozart). These patterns are also generative, in the sense that they can be extended to new words: e.g., a name for a new animal can label its meat, as in “The dax was tasty.” In this talk, I’ll explore what factors might account for the structure of polysemy. Drawing on findings from children’s acquisition of polysemous words, and especially from a new cross-linguistic survey of polysemy, I will suggest that different languages may develop broadly similar patterns of polysemy, because these patterns have been adapted over time to be easily learnable for children, given their cognitive biases. This possible fit between the structure of polysemy and children’s conceptual structure suggests that polysemy may act to speed the process of building a lexicon: by picking up on patterns, children may spontaneously infer new meanings for words.

Monday, November 18, 12:00-1:30pm in 3105 Tolman Hall

Monday, Nov. 4: L.A. Paul, "What you can't expect when you're expecting"

Please join us for a presentation by Professor Laurie Paul, Department of Philosophy at the University of North Carolina, Chapel Hill.

What you can't expect when you're expecting

Abstract: It seems natural to choose whether to have a child by reflecting on what it would be like to actually have a child. I argue that this natural approach fails. If you choose to become a parent, and your choice is based on projections about what you think it would be like for you to have a child, your choice is not rational. If you choose to remain childless, and your choice is based upon projections about what you think it would be like for you to have a child, your choice is not rational. This suggests we should reject our ordinary conception of how to make this life-changing decision, and raises general questions about how to rationally approach important life choices.

Monday, November 4, 12:00-1:30pm in 3105 Tolman Hall

Monday, Oct. 28: Jenny Saffran, Sounds and meanings working together: Word learning as a collaborative effort

Professor Jenny Saffran, Department of Psychology, University of Wisconsin, Madison will present:

Sounds and meanings working together: Word learning as a collaborative effort

When we think about word learning, we tend to focus on the fundamental act of mapping a word onto the world. However, lexical learning does not occur in a vacuum. At the outset of word learning, infants already have a great deal of experience with the sound patterns that make up their native language, and the objects that clutter their proximal environment. In this talk, I will consider recent data suggesting that knowledge of sounds and knowledge of referents go hand in hand during the language learning process.

Monday, October 28, 12:00-1:30pm in 3105 Tolman Hall

Oct. 21: Dr. Alexandra Minnis, Social environment influences on adolescent reproductive health: Epidemiologic evidence from San Francisco's Mission District and intervention directions

Social environment influences on adolescent reproductive health: Epidemiologic evidence from San Francisco's Mission District and intervention directions.

Dr. Alexandra Minnis, Senior Research Epidemiologist, RTI International and Assistant Professor in the School of Public Health (UCB), will present her research highlighting the role of gang affiliation and migration in reproductive health outcomes in a predominantly Latino community. She will also discuss novel intervention directions and present feasibility results from a randomized study of Yo Puedo, a social networks-based intervention that combines conditional cash transfers and life skills to promote sexual health.

Please join us on Monday, October 21, 12:00-1:30pm in 3105 Tolman Hall.

Institute of Human Development & Change, Plasticity and Development Seminar, Fall 2013

9/16 Linda Wilbrecht
Department of Psychology, UC Berkeley

9/23 Emily Ozer
School of Public Health, UC Berkeley

10/21 Alexandra Minnis
Senior Research Epidemiologist, Women's Global Health Imperative, RTI International

10/28 Jenny Saffran
Department of Psychology, University of Wisconsin-Madison

11/4 Laurie Paul
Philosophy Department, UNC Chapel Hill

11/18 Mahesh Srinivasan
Department of Psychology, UC Berkeley

11/25 Ndola Prata
Associate Professor in Residence, SPH

12/2 Danny Pine
Chief of Section on Development and Affective Neuroscience, National Institute of Mental Health

All talks will be held in 3105 Tolman Hall, 12:00-1:30pm

Sept. 23: Emily Ozer, Promoting Adolescent Health and Beyond: Research on Improving School Settings and Empowerment.

Promoting Adolescent Health and Beyond: Research on Improving School Settings and Empowerment

Abstract:
My scholarship is informed by an ecological perspective that emphasizes the importance of social contexts on human development and the mutual influence of a range of individual and setting-level factors in shaping mental health and disorder. My research entails (a) the systematic examination of interventions designed to promote psychological and economic empowerment among marginalized populations; and (b) investigating and promoting factors that promote positive adaptation and mental health despite the presence of significant stressors. This latter line of research seeks to identify the conditions and resources that help protect individuals from psychopathology and other adverse consequences despite the presence of risk. I have substantially expanded my initial work on stress and child development beyond violence to study more broadly the effects of economic conditions, economic policies, and social class on the mental health of children and adolescents.

In my presentation, I will present findings from two local studies conducted in urban public schools, focusing primarily on a recent longitudinal intervention study of youth-led participatory action research (YPAR) for ethnically-diverse high school students. YPAR is an intervention approach in which young people are trained as researchers to identify and study problems to be addressed in their schools or communities and to conduct actions to advocate for changes based on their research findings. I will also discuss new directions for my intervention research and motivations for promoting interdisciplinary collaborations at the new I4Y Center at the Institute for Human Development.

Please join us on Monday, September 23, 12:00-1:30pm in 3105 Tolman Hall

Sept. 16: Linda Wilbrecht, The brain's topiary art: Development, experience and structural plasticity of synaptic structures in the neocortex

The brain's topiary art: Development, experience and structural plasticity of synaptic structures in the neocortex

Prof. Wilbrecht will discuss the concept of adolescent brain development as a process of synaptic stabilization rather than simple pruning, showing evidence that there is both dendritic spine gain and loss in the frontal cortex across adolescent development in mice. She will then focus on the potential relationship between learning and spine gain and stabilization using her recent study of the impact of cocaine exposure on learning and new spine growth.

3105 Tolman Hall, 12:00-1:30pm

May 13: Jennifer Arter, "You can pick your friends..." An evolutionary framework for human friendship

Jennifer Arter, Ph.D. Candidate in the Department of Psychology, will present her research: Abstract: Many species employ conditional strategies for reproduction or survival. In other words, each individual “chooses” one of several possible phenotypes in order to maximize survival or reproductive advantage given the specific ecological niche (e.g., Moran, 1992). Can conditional strategies explain individual variation in humans’ selection of their friends? Evidence suggests that individuals are sensitive to characteristics of the self, friend, and environmental conditions when choosing friends (Fehr, 1996; Rose, 1985; Verbrugge, 1977), and that a person’s economic, social, and environmental circumstances influence how they form and organize their friendships (Adams & Allan, 1998; Feld & Carter, 1998). In this dissertation I hypothesized that humans have evolved a definable range of conditional friendship strategies, and that an individual’s strategy will relate to her traits and to features of her social and non-social environment. I also hypothesized that individuals would be able to perceive and detect reliable signals (Cronk, 2005; Searcy & Nowicki, 2005; Smith, 1994) of these strategies in others, enabling them to choose friends whose traits are most desirable to them. Results partly supported these hypotheses; individuals do seem to have a reliable range of friendship preferences which relate to their own traits, and they do seem able to pick up on others’ signals of these strategies, but it is not clear whether preferences for others’ signals are more global or vary more by individual. The studies in this dissertation propose and begin to test a novel theoretical framework for studying human friendship, and they suggest avenues for future work that should capitalize on the framework of evolutionary social psychology described here. 3105 Tolman Hall 12:00-1:30pm

May 6: Development on the Streets: Research with Homeless Children and Youth in San Francisco, CA & Kisumu, Kenya

Colette Auerswald, MD, MS, is an Associate Professor at the University of California at San Francisco School of Medicine and the University of California, Berkeley School of Public Health. She is a pediatrician specialized in adolescent medicine and principal investigator of the Youth in Social Environments Group (Y-SE). She has been engaged in community-based research regarding the health of homeless youth in San Francisco for sixteen years. Her research interests include the study of the contribution of cultural and social factors to HIV and STD-related behaviors in marginalized youth populations (including homeless youth, low-income youth of color, and LGBTQ youth in San Francisco, and street children in East Africa); the sampling of hard-to-reach populations; the role of social networks in adolescent health; and the use of mixed qualitative and quantitative methods in adolescent health research. She is currently interested in the role of stigma in the lived of marginalized youth and developing structural interventions to address stigma in their lives.

April 29: Alison Miller, University of Michigan

Stress, Self-Regulation, Eating Behavior and Obesity in Low-Income Children

Alison Miller is a developmental psychologist who studies child self-regulation, family processes, and social-contextual factors in relation to child health and mental health outcomes.  Obesity is a complex condition influenced by biological, psychological, behavioral and social-contextual factors, many of which can be established and identified early in the lifespan.  Recent attention has focused on the need for developmental science to inform the study of childhood obesity.  Importantly, income-related disparities in obesity are identifiable even in early childhood.
This presentation will focus on stress, self-regulation, and "stress-eating" behaviors as potential pathways to obesity and excessive weight gain among young, low-income children.  Specifically, the design and methods for the "Appetite, Behavior, and Cortisol (ABC)" studies will be introduced and initial findings presented regarding how child stress response relates to eating behavior and obesity in early childhood.  Implications for intervention work will also be considered.

April 15: Alison Miller Singley & Zi Lin Sim

Please join us for two presentations by Alison Miller Singley and  Zi Lin Sim, graduate students in the Department of Psychology.  Each will discuss their current research on Monday, April 15,  12:00-1:30pm in 3105 Tolman Hall. Alison Miller Singley: "Work Hard, Play Harder? How Games May Improve Academic  Achievement" Abstract: Reasoning is not only an important life skill,  it is also essential  for proficiency in mathematics, which has become a gatekeeper  for academic and professional success. Previous research has  shown that children can improve their reasoning skills through  game-playing. In my current project, I seek to determine  whether instruction in chess, a reasoning-intensive game, can be similarly beneficial for elementary school children, particularly  as it relates to reasoning, mathematics and cognitive capacity. Zi Lin Sim: "Infant's Early Understanding of Coincidence" Abstract "Coincidences are surprising events that can provide learners with the opportunity to revise their theories about how the world works. In the current research, we investigate whether infants are truly  sensitive to coincidences, even when such surprising events cannot be predicted by the computation of mere probabilities. In addition, we explore whether this sensitivity is translated into action,  encouraging infants to engage inactivities that may enable them to  revise their theories. Results from 2 experiments demonstrate that infants display a sensitivity to coincidence similar to adult intuitions,  and they selectively explore objects that produce anomalous data  that better supports an alternative theory than their prior theory."

Institute of Human Development/ Change, Plasticity, & Development Seminar: Spring 2013

March 18:  Daphna Buchsbaum
Ph.D. Candidate, Department of Psychology
How do we understand and learn from other's actions? 
Integrating social learning and
 causal inference
 

From an early age, children are exquisitely sensitive social beings, and their causal learning takes place in a rich social context where the goal-directed actions of others lead to many of the causal outcomes children observe. A natural question is therefore how social interaction informs and influences children’s causal learning, and how causal reasoning influences children’s social inferences. In this talk, I will look at how social information, including causal demonstrations and verbal instruction, can be combined with other sources of causal evidence, such as direct observation and the results of our own actions, when making judgments about the causal nature of the world. I will first present studies showing that adults are able to jointly infer causal structure and human action structure from videos of human behavior. I will then present work suggesting that children are able to rationally combine multiple sources of information about which actions are causally necessary when deciding what to imitate, interpreting the same statistical evidence differently when it comes from a knowledgeable teacher versus a naïve demonstrator. Finally, I will present research looking at how children and adults combine direct observation of probabilistic data with causal predictions provided by a social informant, and how this influences their future trust in that informant. Throughout this work, I use computational probabilistic models to evaluate what learners with differing social assumptions should rationally infer from the social and causal evidence they receive. 

April 1:  Marina Everri
Department of Psychology, Università degli Studi di Parma (Italy)
Between continuity and change: The analysis of family micro-transitions
during parents and adolescents conversations 

April 15:  Alison Miller Singley & Zi Lin Sim
Ph.D. Candidates, Department of Psychology


April 29:  Alison L. Miller
Assistant Professor, School of Public Health, University of Michigan



May 6:  Colette Auerswald
Associate Professor of Pediatrics, UCSF


May 13:  Jennifer Arter
Ph.D. Candidate, Department of Psychology

All talks will be held in 3105 Tolman, 12:00-1:30pm.

Health Care Reform Up-Close, Pam Belluck

Pam Belluck, New York Times writer, speaks  March 20th on her study of how one doctor perseveres within the shifting institutional context of health care.  Her new book is Island Practice.

The lecture and discussion will be held in Sutardja Dai Hall, Room 250 from 4-6pm.  Light refreshments will be served.

Ms. Belluck writes for the Times' science page, covering issues of psychology, neuroscience, reproductive and women's health.  She's a jazz musician in her spare time.

Sponsored by Berkeley's graduate schools of Education, Public Health, and Social Welfare, and the UCSF-Berkeley Joint Medical Program and Institute of Human Development.

Institute of Human Development & Change, Plasticity and Development Seminar: Monday, Feb. 25

Please join us for a presentation by Dr. Amanda Guyer
Assistant Professor of Human Development and Family Studies:

Understanding adolescent psychopathology: Integrating neuroscience, development, and context


Dr Guyer's research is addressing questions about behavioral and neural function underpinning social and emotional development---including studies of normal development as well as children with mood and anxiety disorders. She has a particular interesting in the interplay between fear and reward response systems.

Dr. Guyer will discuss her research on the relationship between brain function and adolescence- and disorder-specific social-emotional processing and motivated behavior. She will present work focusing on understanding the brain's response during the anticipation and receipt of peer evaluation, and how these neuropsychological responses vary by age, temperament, and psychopathology. She will also discuss new directions of her work that involve incorporating the influence of development and context on brain function and risk for psychopathology in adolescence.


The talk will be held in 3105 Tolman Hall, 12:00-1:30pm

Associate Professor Silvia Bunge

How Exercising the Mind Can Change the Brain

Please join us for a public lectures for the CHILD Research Center.  Associate Professor Silvia Bunge, Department of Psychology at the University of California, Berkeley, will be the featured speaker.

Thursday, February 21st  from 6:00-8:00pm
106 Stanley Hall

Complimentary dessert, coffee, and tea will be served in the Stanley Hall Atrium.