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.

Professor Brenda Eskenazi, School of Public Health

Environmental Chemical Influences on Neurobehavioral Development of Children:  The CHAMACOS study

Please join us for the first in a series of public lectures for the CHILD Research Center.  Professor Brenda Eskenazi, School of Public Health at the University of California, Berkeley, will talk about environmental influences on child health and  cognitive development.

Thursday, November 15, 2012 from 7:00-9:00pm
106 Stanley Hall

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

Click to see video of the talk.

Institute of Human Development & Change, Plasticity and Development Seminar: Fall 2012

9/17/2012    Ron Dahl

IHD Director

The Social Sculpting of Brain Development:  Implications for Health, Education, & Social Policy (and IHD)

9/24/2012    Alison Gopnik & Tom Griffiths 

Department of Psychology, UC Berkeley

Center for Computational Cognitive Development

10/8/2012    Susanne Kirsten 

Post-doctoral researcher, UC Berkeley

Theory of mind and its precursor abilities: Findings from a longitudinal study

 

10/29/2012    Jennifer Pfeifer 

Department of Psychology, University of Oregon

Self-Development:  New Insights from a Developmental  Social Cognitive Neuroscience Approach

11/5/2012    Wouter Van den Bos
Department of Psychology, Stanford University

11/12/2012   HOLIDAY

11/19/2012    Elissa Epel 

Early Life Influences on Rates of Cellular Aging: The Role of Psychological Stress and Social Context

Elissa Epel is an associate professor in the UCSF Department of Psychiatry. She is also a faculty member in the Health Psychology Postdoctoral Program, the Osher Center for Integrative Medicine, the Robert Wood Johnson Health and Society Postdoctoral Scholars Program. She has longstanding interests in social and
psychobiological stress mechanisms, and impact of stress physiology on food intake, insulin resistance, obesity, and premature aging at the cellular level. Her focus is on psychoneuroendocrine mediation — how stress-induced hormonal dysregulation may mediate relationships between stressor appraisal and metabolically-related outcomes (food ingestion, insulin resistance, visceral fat distribution, cell aging). Her
primary study is on family caregivers, and attempts to understand, from a psychobiological and genetic perspective, why some people are vulnerable and others are resilient to the chronic stress of caregiving. She collaborates with Drs. Elizabeth Blackburn and Jue Lin to understand how stress can affect the telomere/telomerase maintenance system. She was awarded the Neal Miller New Investigator award and an APA Health Psychology award for demonstrating novel links between stress and stress arousal with markers of cellular aging.

 

11/26/2012    Phil and Carolyn Cowan
Department of Psychology, UC Berkeley

 

12/3/2012    Dacher Keltner 
Department of Psychology, UC Berkeley

Social class, solipsism, and contextualism: How the rich are different from the poor
In this talk he will outline recent theorizing that he and his students have been engaged in to advance understanding of the differences in how the rich and the poor approach their social worlds. After working through conceptualizations of social class, he will then detail how social class influences basic social cognitive tendencies (e.g., the rich are less empathetic than the poor), differences in the emotional realm (the poor are more prone to emotional contagion), and differences in the moral realm (the poor behave in more altruistic and ethical fashion). He will also discuss the implications of these ideas for child development.

                   
All talks will be held in 3105 Tolman, 12:00-2:00pm

Reinout Wiers, University of Amsterdam June 22

Please join us for a talk by Reinout Wiers (Professor of Developmental Psychopathology at the University of Amsterdam) on Friday, June 22nd from 12:00-1:15 pm in Room 1111 Tolman. Prof. Wiers will address Adolescence, Addiction, and Implicit Processes: The Integration of Control and Motivation. This is the first in a series of IHD activities this year that will focus on the development of motivational processes.

ABSTRACT
Adolescence, Addiction, and Implicit Processes: The Integration of Control and Motivation
The likelihood of initiating addictive behaviors is higher during adolescence than during any other developmental period. This presentation will focus on growing evidence for the importance of implicit processes(within a dual process model) in the development of substance use disorders, and will describe promising new approaches to behavioral interventions for addiction in adolescents based on this model. The differential developmental trajectories of brain regions involved in motivation and control processes may lead to adolescents’ increased risk taking in general, which may be exacerbated by the neural consequences of drug use. Neuroimaging studies suggest that increased risk-taking behavior in adolescence is related to an imbalance between prefrontal cortical regions, associated with executive functions, and subcortical brain regions related to affect and motivation. Dual-process models of addictive behaviors are similarly concerned with difficulties in controlling abnormally strong motivational processes. Insights in the development of control and motivation may help to better understand—and more effectively intervene in—a broad range of adolescence vulnerabilities involving control and motivation relevant to a wide array of adolescent health outcomes.

Spring 2012 Seminar Series

Thursday, February 23, 4:30-6:00pm, 2515 Tolman Hall
Susan Moore Johnson, Harvard Graduate School of Education
What Factors buoy and motivate teachers in high-needs schools?
Many teachers burn-out in schools that serve high poverty students. Prof. Johnson's new study reveals how the context of everyday work advances teachers' engagement, collaboration, and relationships with students.


Tuesday, March 6, 4:30-6:00pm, 2040 Valley Life Science Building
George Loewenstein, Herbert A. Simon Professor of Economics and Psychology at Yale University
Behavioral Economics and Incentives in Health Care
Prof. Loewenstein has worked on emotions and decision making, intertemporal choice, taste prediction, neuroeconomics and health related interventions among other areas.

Monday, March 12, 4:30-6:00pm, 5101 Tolman Hall
Larry Steinberg, Department of Psychology at Temple University
Should the Science of Adolescent Brain Development Inform Public Policy?
Prof. Steinberg will discuss whether and how brain science should inform social policies affecting adolescents with IHD member Ron Dahl as discussant.

Thursday, April 26, 4:30-6:00pm, 2515 Tolman Hall
Pam Grossman, Stanford University School of Education
From Measurement to Improvement: Leveraging Observation Protocols for Improving Teaching
While observation protocols are in the news for their use in teacher evaluation systems, there is less discussion of how to use these protocols to improve teaching quality. In her talk, Prof Grossman will discuss her new IES-funded study that is designed to leverage an observation instrument for targeted professional development.


Wednesday, May 2, 12:00-2:00pm, 2515 Tolman Hall
Cognitive Science Roundtable with Henry Wellman, Richard Aslin, Josh Tenenbaum, Noah Goodman, and Michael Frank
Probabilistic modelling approaches to development will be discussed.

Fall 2011 Seminar Schedule

Wednesday, October 12: Alexandra Main, Audun Dahl, Eric Walle will present their research on Emotional Development

Wednesday, October 26: Dacher Keltner, Developments in Positive Psychology

Wednesday, November 2: Ron Dahl, The Feeling of Motivation in the Developing Brain: An exciting focus for interdisciplinary developmental research. Prof. Phil Cowan will be the discussant for this talk.

Wednesday, November 16: Kris Perry, Executive Director of First 5 California, Evidence Informing Policy Options: The Case of Early Childhood Development

All of these events will be held from 12:00-1:30pm in Room 1111 Tolman Hall.