Center on the Developing Adolescent: Tuesday, April 15-Cheryl Sisk

Adolescent Maturation of Social Behaviors:  Multi-tasking by Testosterone

Adolescent development includes maturation of social cognition, which involves the perception of social cues and selection of a context-appropriate behavioral response. Social reward and the incentive salience of social cues are necessarily revised during adolescence as the social hub switches from family to peers.  Social proficiency is acquired via behavioral adaptations to social experience.  Using male Syrian hamsters to study underlying neuroendocrine mechanisms, we found that adult, but not juvenile, males form a conditioned place preference (CPP) to female chemosensory stimuli, indicating that this social cue is not rewarding prior to puberty.  Testosterone-treated juvenile males do form a CPP to female odors, and this CPP is prevented by the dopamine receptor antagonist haloperidol.  We next identified an example of social proficiency in adult hamsters, i.e., a decrease in misdirected mounts with repeated sexual experience.  Male hamsters deprived of testosterone during adolescence do not show this behavioral adaptation, even after testosterone replacement in adulthood.  Over-expression of the transcription factor FosB into the ventral prefrontal cortex of these males restores the ability to reduce misdirected mounts with sexual experience.  Our studies thus show that 1) the perception of female odors as rewarding is activated during puberty by testosterone via a dopamine receptor-dependent mechanism, and 2) the ability to acquire social proficiency is organized by pubertal testosterone, likely involving structural reorganization of the prefrontal cortex.

This talk will be held on Tuesday, April 19 in 3105 Tolman, 2:00-3:30pm/

Center on the Developing Adolescent: Tuesday, March 15-Gamification Panel

The next event for the Center on the Developing Adolescent will be a Gamification Panel with Melina Uncampher is an Assistant Professor in the Department of Neurology at Stanford University, Elizabeth Ozer is a Professor of Pediatrics at UCSF, Sandi McCoy is an Assistant Adjunct Professor of Epidemiology at UC Berkeley School of Public Health, and Raluca Buzdugan is a Research Scientist in the UC Berkeley School of Public Health.   A description of Gamification and the participants' bios are described below.  

We hope you can join us on Tuesday, March 15 from 2:00-3:30pm in 3105 Tolman. 

Gamification Panel Description

Gamification, the use of game design elements in non-game contexts, maximizes adolescents’ desire for arousing experiences in social contexts. Gamification creatively modifies positive attitudes towards activities that individuals are unmotivated to undertake by embedding them in game-like environments.  Many components of gamification draw upon developmentally informed behavior change strategies. Specifically, gamified interventions leverage adolescents’ sensitivity to social context by involving collaboration and/or competition among players and their enhanced reward processing by awarding points, prizes or other rewards for targeted outcomes. Games also provide a virtual context for novel learning so adolescents have the opportunity to test out some decision making trajectories and learn from experiencing positive or negative outcomes. Drawing on self-determination theory, external rewards used in gamification (i.e., points, badges, leaderboard position) become internalized and motivate people by leveraging their basic needs for autonomy, cooperation, competition. Gamification has been used to address a range of adolescent health topics including sexual health, classroom behavior, substance use and violence prevention, and depression. In partnership with an exciting team of panelists, Ron Dahl will discuss the unique opportunities for applying gamification principles in interventions and programs for adolescents.

Panelists: 

Raluca Buzdugan is a Research Scientist in the UC Berkeley School of Public Health. She as a growing interest in applications of innovative behavior change strategies –such as gamification– to health interventions, with a focus on HIV prevention and reproductive and maternal health.  She is currently applying gamification principles in low-resource settings, including Mexico and Zimbabwe.

Sandi McCoy is an Assistant Adjunct Professor of Epidemiology at UC Berkeley School of Public Health. Her research focuses on HIV and STIs with a specific emphasis on food insecurity, health disparities, economic empowerment and impact evaluation. She has become interest in how gamification principles can be integrated into interventions.

Elizabeth Ozer is a Professor of Pediatrics, the Co-Director of the Fellows Research Training in the Division of Adolescent Medicine, and the Director of Research & Evaluation for the Office of Diversity and Outreach at UCSF. She is interested in using interactive technology and gamification in preventive interventions to promote competence and healthy behavior in adolescents.

Melina Uncampher is an Assistant Professor in the Department of Neurology at Stanford University. She investigates whether technology and media are associated with cognitive and neural differences and using fMRI and behavioral assessment of media use and cognitive functioning.

IHD/Developmental Seminar: March 14, Alison Miller Singley

 

Mathematical Reasoning from an Eye-Tracker’s Perspective

Relational reasoning supports learning in many domains of knowledge, as integrating sets of relations allows one to make new inferences and understand broader conceptual systems. In the domain of fractions, the traditional notation is inherently relational, and comparing fractions is especially so, requiring the evaluation of relations both within and between fractions. The first study explored whether and how relational reasoning is associated with performance on a fraction comparison task in a group of children just learning fractions. A second study delved deeper into adults’ mathematical problem-solving approaches, as revealed by gaze patterns. Findings support existing theories that both relational reasoning and domain-specific knowledge are critical to mathematical reasoning.

This talk will be held on Monday, March 14 in 3105 Tolman, 12:00-1:30.

Developmental/IHD Seminar: March 7, Adrienne Wente

Desire as a constraint on young children’s reasoning

This talk will explore how desires constrain young children’s reasoning.  Three studies will be discussed. The first explores overoptimism in children, the second explores the relationship between children’s beliefs about free will and self-control, and the thirdlooks at how culture influences children’s concept of choice.  Taken together, these studies suggest that desires initially constrain young children’s reasoning, and this constraint is counteracted through culturally variable experience.


This talk will be held in  3105 Tolman, 12:00-1:30pm.

Center on the Developing Adolescent Spring 2016 Speaker Series

All talks are held in 3105 Tolman, 2:00-3:30.


February 16     David Kirp, UC Berkeley Goldman School of Public Policy Cancelled


March 1       Thao Ha, Arizona State University Institute for Interdisciplinary Salivary Bioscience Research


March 15     Gamification Panel: Raluca Buzdugan (UC Berkeley School of Public Health), Sandi McCoy (UC Berkeley School of Public Health), Elizabeth Ozer (UCSF Pediatrics and Division of Adolescent Medicine), Melina Uncampher (UCSF Sandler Neuroscience Center)


April 19    Cheryl Sisk, Michigan State University Behavioral Neuroscience Program


April 26     Chris Monk, University of Michigan Translational & Developmental Neuroscience


May 3     Jennifer Skeem, UC Berkeley School of Social Work and Goldman School of Public Policy  Cancelled

Developmental Psychology & IHD Seminar Series, Spring 2016

All talks are held in 3105 Tolman, 12:00-1:30pm

(1/25)

2/1       Prof. Stella Christie, Dept. of Psychology, Swarthmore College

Title: Learning by Alignment
Abstract: Comparison is ubiquitous, but to learn something useful from a comparison you have to align. In this talk I discuss the process of alignment and its results for learning. First, I show that alignment produces learning of new relational concepts whereas simply seeing two exemplars does not. Second, young children take alignment into account when learning from others—they prefer to learn from people who use informative alignment. Third, alignment plays a role in social cognition—young learners engage in an alignment process to decide whom they want to socially imitate.

(2/8)    TBD

2/15 – President’s day holiday

2/22    Ariel Starr (Postdoctoral fellow, UCB)

Title: From Magnitudes to Math: Developmental Precursors of Quantitative Reasoning 
Abstract: The uniquely human mathematical mind sets us apart from all other animals. How does this powerful capacity emerge over development? Although humans typically think about number symbolically, we also possess nonverbal representations of quantity that are present at birth and shared with many other animal species. These primitive numerical representations are thought to arise from an evolutionarily ancient system termed the Approximate Number System (ANS). My research aims to determine how these preverbal representations of quantity may serve as the foundation for more complex quantitative reasoning abilities through two primary lines of research: 1) How do representations of number relate to representations of other quantities in infancy and early childhood? 2) How do these representations support the acquisition of symbolic math skills? Taken together, this research suggests that number is a salient feature of the environment throughout early childhood and demonstrates that approximate number representations can be used as building blocks for the acquisition of symbolic math skills.

2/29    Daniel Dukes (Visiting graduate student, University of Geneva, Switzerland)
Title: Affective Social Learning and the Role of Interest

Abstract: Newcomers to any culture have not only to learn about the nature of the different components of their environment (semantic knowledge) and about how to use those components  (procedural knowledge), they also have to understand how the members of their new cultural group value those objects (Clément & Dukes, 2013). This, we argue, is accomplished through Affective Social Learning (ASL) - an umbrella term coined to organize concepts such as social referencing and social appraisal, which highlight the use of other people's affective expressions to learn about the environment, in terms of the necessary ostensive input of the 'teacher' (Clément & Dukes, under review).  
In this presentation, this term will be introduced and the (understudied) emotion of interest will be investigated as a candidate for being the 'oil in the ASL machine'. For example, in one study, while 12 month olds choose an object significantly more often than chance that had previously been looked at with interest by a third-party, 15 month olds chose the other object significantly more often than chance which had been previously looked at with disinterest. These findings, and others, will be discussed within the context of ASL, as I reach the final months before my doctoral thesis deadline.

3/7       Adrienne Wente (student presentation)

3/14    Alison Miller Singly (student presentation)

3/21 – Spring break holiday

3/28    Shaun O’Grady &  Ruthe Foushee  (First or Second-year presentations)

4/4       Katie Kimura & Mariel Goddu (First or Second-year presentations)

4/11) TBD

4/18  Frances Nkara & Sophia Sanborn (First or Second-year presentations)

4/25  Exit talk (Zi Lin Sim)

Institute of Human Development & Developmental Seminar Series Fall 2015

Talks are held in 3105 Tolman, 12:00-1:30 unless otherwise noted.

Sept. 14  Hyo Gweon, Assistant Professor of Psychology
               Stanford
To give a fish, or teach how to fish? Children's ability to decide what, how, and when to teach others
Abstract:

Humans are remarkable social learners. What we know about the world is heavily mediated by what others know about the world, and in turn, we affect what others know by sharing our own knowledge. Furthermore, as teachers, we have an intuitive grasp of how to help others learn about the world, selecting information that is relevant and helpful for others. What cognitive capacities underlie this ability to teach? Inspired by recent developmental work on children’s abilities as active interpreters of socially transmitted information, I will present a series of recent experiments that highlight children's abilities as active providers of information. These studies suggest that young children can tailor their teaching with respect to the learners’ goals, epistemic states, and expected utility. Even early in life, children can use their understanding of others to not only learn about the world around them, but also to help others learn about the world. These communicative interactions between a provider and a recipient of information provide deeply interesting opportunities to study the inferential processes and the representations that underlie our ability to acquire, share, and accumulate knowledge. 

Oct. 5  Katherine Graf Estes, Assistant Professor of Psychology
           UC Davis
Naturalistic challenges in statistical language learning


Oct. 19- Zi Lin Sim, Graduate Student
             UC Berkeley
Probabilistic Reasoning in ASD Children
Abstract:  Individuals with Autism Spectrum Disorders (ASD) often show difficulties in learning and generalization. Yet the capacity to make inductive generalizations is a hallmark of human learning. Previous research has demonstrated that typical children make such generalizations with much ease, and recent work with 6- to 12-month-old TD infants has revealed an early emergence of “intuitive statistics” (the idea that a random sample enables one to make predictions about a population and vice versa), which may enable children to engage in inductive learning within the first few years of life. As such, we hypothesized that autistic children would show weaknesses in probabilistic reasoning. In this talk, I discuss preliminary findings from two studies examining probabilistic reasoning in 7- to 12-year-old ASD and TD children (groups were matched in chronological age and IQ).


Oct. 26  Kathryn Humphreys, Postdoctoral Fellow
             Stanford University

 Understanding the impact on early life stress and child psychopathology 

Abstract: Substantial evidence indicates that experiences early in life have an outsized impact on later functioning. In particular, experiences of early adversity (e.g., abuse or neglect) longitudinally predict increased rates of psychopathology. In this talk, using data from children who experienced institutional (orphanage) rearing, a severe form of neglect, I will discuss: (1) the association between adverse early experience and psychopathology, (2) potential mechanisms by which stress gets "under the skin", and (3) factors that mitigate risk. In addition, I will provide evidence challenging traditional conceptualizations that developmental adaptions to early adversity are necessarily maladaptive.

Nov.2  Silvia Bunge, Professor of Psychology
            UC Berkeley

Eyetracking as a window into typical and atypical brain development  

My goal for this talk is to illustrate ways in which eyetracking can be used to gain insights into typical and atypical human brain development. I will present results from a recent study of cognitive control in children with Tourette Syndrome, in which we used pupillary and eyeblink measures to make inferences about neurochemistry as well as the timing of engagement of cognitive control. 

Nov. 9-  Michael Rutter, Professor of Developmental Psychopathology
             King's College, London


Nov.16- Azzurra Ruggieri, Postdoctoral Fellow
              UC Berkeley & Max Planck Institute, Germany
Ecological learning: How children adapt their active learning strategies to achieve efficiency. 
Abstract: This talk presents the results of recent studies investigating the effectiveness of toddlers and children's active learning strategies. In particular, it will focus on how children adapt their active learning strategies (e.g., question-asking, explorative behavior, free play...) in response to the task characteristics, to the statistical structure of the hypothesis space, and to
the feedback received. Such adaptiveness and flexibility is crucial to achieve efficiency in situations of uncertainty, when testing alternative hypotheses, making decisions, drawing causal inferences and solving categorization tasks.

Nov. 30   Dan Yurovsky, Postdoc Fellow in Psychology
                Stanford
Toward a coordination account of early word learning

Abstract: Early word learning is fast; children produce more than 1000 words by the time they are able to run. This rapid acquisition is puzzling because, while children show early competence in statistical learning, their performance is severely constrained by developing attentional and memory system. I propose resolve to this puzzle by reframing language learning as a coordination problem: Rapid language acquisition emerges from the tight calibration between children’s developing learning mechanisms and parental language input

May 11: Minxuan He

Psychological Consequences of Walking in Typically Developing Infants: Perception and Language 

The acquisition of new skills in human infants often changes the person-environment relationship, which provide opportunities for psychological development. Abundant evidence has come out from studies on prone locomotion, i.e. crawling onset and experience using converging research operations. However, as another major developmental transaction and motoric milestone, the effect of upright locomotion, namely walking is under investigated. In this talk, I will present my work on the link between upright locomotion in typically developing infants and changes in two crucial psychological abilities, i.e. visual proprioception and language acquisition.

 

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

May 4: Andrea Urqueta Alfaro

Joint Engagement and Attachment Patterns in Infants with Visual Impairments

This research reports on two early childhood developments, joint engagement and attachment patterns, and explores a possible relationship between the two in a sample of 20 infants with various levels of visual impairments, without additional disabilities. Joint engagement and security and organization of attachment patterns have been associated with positive developmental outcomes, such as better language and socio-emotional skills, better performance in theory of mind tests, and reduced risk for psychopathology. 

Study 1 focuses on joint engagement, that is, infants’ coordination of their attention between a social partner and an external focus of shared interest. Infants and their caregivers were videotaped during 30-minute free play sessions at their homes. Videos were coded to establish the duration of joint engagement episodes, and the overall time dyads participated in it. Results showed that all infants tested participated in joint engagement and that the percentage of time it represented of the 30-minute free play session significantly increased between ages 12 and 18 months. The average duration of single episodes of joint engagement increased but only approached significance. The level of each infants’ visual impairment was described as reductions from norms in visual acuity and contrast sensitivity as measured using both visual evoked potential and preferential looking techniques. Of the visual measurements, infants’ reduction in contrast sensitivity measured with preferential looking technique predicted infants’ percentage of time in joint engagement across ages. This finding supports the importance of considering contrast sensitivity levels, rather than only those of visual acuity, in research with this population.

Study 2 focuses on attachment patterns. Infants and their caregivers underwent the Strange Situation Paradigm with added instructions to accommodate for the perceptual needs of infants with visual impairments. Results showed that all but 1 of the 27 SSPs collected were deemed classifiable. Most attachment patterns were secure, ranging between 56% in the younger group of infants tested, and 70% in the older group. Attachments coded as disorganized ranged between 22% and 6% in the younger and older groups respectively. 

Study 3 explores the relationship between infants’ security of attachment and the percentage of time they participated in joint engagement with their caregivers during free play. Results did not find a significant effect. This is in line with the mixed results in the literature on the connections of attachment and joint engagement, which not only varies in the finding of significant effects within a given population, but also varies between the results in different populations.

This talk will be held in 3105 Tolman, 12:00-1:30pm.

April 27: Caren Walker, Department of Psychology

 Learning by Thinking and the Development of Abstract Reasoning

By 5 years of age, children already have highly structured knowledge of the world and they routinely form rich, abstract representations that extend beyond their direct experiences. How do children learn so quickly and accurately from such limited information? The vast majority of research to date has explored this question by investigating children’s developing abilities to draw inductive inferences from their observations. However, one of the distinguishing features of human cognition is our ability to go beyond the data and to generate ideas by thinking alone. How is learning by thinking possible? What does this phenomenon tell us about the nature of early mental representations and how they change? To begin to answer these questions, we must first isolate the contributions of our observations from the mechanisms that underlie learning. To this end, my research focuses on a suite of thought-based learning phenomena that are particularly widespread in childhood, including learning by analogy, by explanation, and by engagement in imaginary worlds. I will describe both theoretical and empirical work suggesting that these activities each impose unique, top-down constraints on children’s inferential processes. 

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

April 20: Catherine Snow, Patricia Albjerg Graham Professor, Harvard University

The Neglected Literacy Skill

Despite robust evidence that classroom discussions promote academic outcomes, multiple forces converge to make authentic discussion a rare event in most U.S. classrooms.  We have been evaluating the contribution of discussion to reading comprehension outcomes among 4th-8th graders attending urban schools, and testing hypotheses about the mechanisms by which discussion enhances reading and writing skills.

This talk will be held in 3105 Tolman, 12:00-1:30pm.

 

April 13: Adrienne Wente & Ruthe Foushee

Department of Psychology Graduate students, Adrienne Wente and Ruthe Foushee, will be presenting their research.

Adrienne Wente:

The development of free will beliefs in Chinese and U.S. children
This talk will discuss the development of beliefs about free will in Chinese and U.S. children. Here, free will is defined as the ability to choose to do otherwise. In this study, Chinese and U.S. 4- and 6-year-olds answered a series of questions to gauge whether they believe that they themselves and other people can freely choose to inhibit or act against their desires. Children were also asked to explain why they believe people can practice choice. Results indicate that children from both cultures increase the amount of choice they ascribed with age. However, findings also suggest cultural variability both in how much choice children ascribe, as well as how they
characterize the causal process of choice.

Ruthe Foushee:

Subjective Semantics: Children's semantic development and theory of mind

While semantic compositionality is fundamental to language, and must ultimately be mastered by the child, developing a compositional semantics might be difficult in part because some words have subjective meanings. Some words, like “pretty” (or “tasty,” etc.), are inherently subjective: whether or not a dax is “pretty” doesn’t depend on any property of the world, but is instead a matter of personal preference that speakers can disagree about. By contrast, other words, like “striped” (or “square,” etc.) have fixed, objective meanings: whether or not a dax is “striped” depends on whether the dax has stripes, and is independent of who is describing the dax. Finally, although the meanings of other words like “tall” (or “big,” etc.) depend on objective properties – e.g., for a dax to be “tall” it must be taller than most other daxes – they can also be subjective, and depend on a person’s past experience. 
I will be talking about the theoretical background and methods for a project in its early stages exploring children’s ability to integrate subjectivity in their compositional semantics, which requires them to coordinate not only their knowledge about word meanings and the world, but also to consider others’ personal preferences and past experiences. Preliminary data suggests that adults are sensitive to speakers' personal experience in evaluating the truth of their utterances using vague predicates, and that this sensitivity is developing during the preschool years. 

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

April 6: Michael Lewis

The Rise of Consciousness and the Development of Emotional Life

Michael Lewis

Rutgers Robert Wood Johnson Medical School

 

Human newborns arrive with a multitude of behaviors, or “action patterns,” that connect them to their physical worlds; for example, tasting a bitter food elicits a recognizable expression of disgust.  Action patterns are not learned, but are readily influenced by temperament and social interactions.  With the emergence of consciousness these early competencies become reflected feelings, giving rise to the self-conscious emotions of empathy, envy, embarrassment, and, later, shame, guilt, and pride.  Beginning as responses to particular physical events, emotions later become elicited by ideas about the self and the world.  The ability to think about ourselves is not only what gives meaning to our emotional lives, but also what enables us to make choices, evaluate our behavior, and make plans for the future. 


This talk will be held in 3105 Tolman, 12:00-1:30pm.

March 16: Katie Kimura & Shaun O'Grady

Department of Psychology Graduate students, Katie Kimura and Shaun O'Grady, will be presenting their research.

Katie Kimura:

Transfer of number concepts in bilingual learners 

Why do young children take months and, often times, years to learn the meanings of number words? In this presentation, I will describe two factors, each of which might independently contribute to the delay. First, children may need to construct numerical concepts, such as ‘exactly one’ or ‘exactly two’, before they can reliably comprehend one and two. Second, children may have difficulty mapping language-specific words like one in English or uno in Spanish onto these concepts. To examine the relative contribution of these two factors, I will discuss number word learning in bilingual preschoolers, who must solve the linguistic mapping problem twice, once for each language. Our findings suggest that: (1) children learn the meanings of small number words (i.e., one, two, and three) independently in both languages, (2) children learn to accurately count larger sets (i.e., five or greater) simultaneously in both languages, (3) children learn the counting procedure prior to learning the rules that govern counting, and (4) children incrementally learn that the successor of n denotes a cardinality of n + 1. I will conclude that delays in learning the meanings of small number word are mainly due to language-specific processes of mapping words to concepts, whereas the logic and procedures of counting appear to be learned independent of a particular language and thus transfers rapidly from one language to the other in development. 

Shaun O'Grady:

Preliminary Results from a Probabilistic Discrimination Task for 5-7-year-old 

Children

Recent evidence suggests that even infants can form expectations about the probability of certain events.  Although probabilistic reasoning has been well studied in infants and children, relatively little is known about the acuity of this proportional reasoning system and how this acuity changes across development.  In this study we are investigating early school aged (5-7 year olds) children's ability to reason about probability by comparing different proportions of red and white marbles.  

During the task children sit with the experimenter in front of a laptop that displays a game in which they get to help Big Bird collect red marbles.  Children are told that Big Bird will close his eyes and take one marble randomly out of a bag of red and white marbles and their job is to help Big Bird by telling him which bag he should choose.  Before Big Bird makes a selection the child sees how many red and white marbles are in each bag.  For each comparison there is one bag that has a higher proportion of red marbles and is therefore the best choice for getting a red marble.  After the child sees the contents of both bags of marbles they can press a button to tell Big Bird which bag he should choose.  Big Bird’s preference for either red or white marbles was counterbalanced between subjects where half of the children played the game with Big Bird preferring red marbles and the other half played with Big Bird preferring white marbles.

Preliminary results from 7 and 6 year olds indicate that children of both ages perform the task above chance and that older children have a higher acuity for discriminating different probabilities.  Performance decreased as the difference in the proportions of red and white marbles decreased which supports the hypothesis that children’s reasoning about probability is based on the use of a system for approximating number.  Children’s performance did not differ for trials in which either the total number of marbles in each bag were equal or trials with an equal number of target color marbles but with different total number of marbles indicating that children did not simply choose bags based on comparisons of the total number of target marbles.  Future studies will investigate the influence or spatial variables such as area and circumference on children’s probabilistic judgments.

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

___________________________

March 9: Candice Odgers

Income Inequality and the Developing Child

Low-income children growing up in economically mixed neighborhoods are expected to benefit from higher quality schools, more prosocial peer groups and greater access to amenities and opportunities. Contrary to this belief, new research from the Environmental-Risk Longitudinal Twin Study finds that low-income children fare worse when they grow up in the ‘shadow of wealth’ as compared to their low-income peers living in concentrated poverty. The importance of examining both local area poverty and inequality on children’s behavior is highlighted, alongside a description of new methods for capturing neighborhood and momentary effects in studies of child development.

Brief Bio: Candice Odgers is an Associate Professor of Public Policy, Psychology and Neuroscience and Associate Director of the Center for Child and Family Policy at Duke University. She received her PhD from the University of Virginia and completed her postdoctoral training at the Social, Genetic and Developmental Psychiatry Centre in London, England. Her research focuses on how social inequalities and early adversity influence children’s future health and well-being, with an emphasis on how new technologies, including mobile phones and web-based tools, can be used to understand and improve the lives of young people. Odgers was a William T. Grant Scholar and the recipient of early career awards from the American Psychological Association, the Society for Research in Child Development and the Royal Society of Canada. Most recently, she received the Janet Taylor Spence Award from the Association for Psychological Science for transformative early career contributions to psychological science. More information about her current work can be found on the following website: adaptlab.org

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

Feb. 23: Mark Seidenberg

The Science of Reading and Its Educational Implications
Research in cognitive science, developmental science, and neuroscience has made enormous progress toward understanding skilled reading, the acquisition of reading skill, the brain bases of reading, the causes of developmental reading impairments and how such impairments can be treated. My question is: if the science is so good, why do so many people read so poorly? I will mainly focus on the United States, where the reading levels of about 25-30% of the population are low by standard metrics, with an eye on comparisons to other countries. I will consider three possible contributing factors: the fact that English has a deep alphabetic orthography; how reading is taught; and the impact of linguistic variability as manifested in the US by the Black-White “achievement gap”. I conclude that there are opportunities to increase literacy levels by making better use of what we have learned about reading and language, but also institutional obstacles and understudied issues for which more evidence is badly needed.

BIO:
Mark S. Seidenberg is Hilldale and Donald O. Hebb Professor in the psychology department at the University of Wisconsin, Madison. He has conducted research on many topics related to reading and language since the disco era. His reading research addresses the nature of skilled reading, how children learn to read, dyslexia, and the brain bases of reading, using the tools of modern cognitive neuroscience: behavioral experiments, computational models, and neuroimaging. His current research focuses on the causes of chronically low reading performance among poor and minority children, particularly the effects of language background on learning to read. He is among the most highly cited researchers in the fields of psychology and psychiatry. His book Reading Matters will be published by Basic Books (late 2015).

This talk will be held in 3105 Tolman, 12:00-1:30pm.

Feb. 9: Tamar Kushnir

Meeting in the middle: acting and learning in social environments

In the course of a typical day, an individual child will encounter a range of social situations, all of which afford the opportunity to learn.   Patient, caring adults may be engaged with them in conversation or direct instruction. Playful groups of peers may attract their attention to interesting new objects or games.  Even when they are on their own, they may be exploring classrooms prepared intentionally by adults to facilitate their learning.

How do children learn in and from this changing social world? One idea is that children meet their social environments “in the middle”:  The more the social environment is one of direct pedagogy, the more a child has to rely upon her emerging theory of mind to learn. Conversely, the more the environment consists of social resources not directed at the child but nonetheless available to her, the more active she will be in gathering social information. This implies a need for a broader definition of social cognition, one that includes mental state inferences, active social engagement, and everything in between.

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

Feb. 2: Nim Tottenham

 Human Amygdala-Prefrontal Cortex Development and the Role of Caregiving

Abstract: 
Strong evidence indicates that reciprocal connections between the amygdala and medial prefrontal cortex (mPFC) support fundamental aspects of emotional behavior in adulthood. Despite the central role that this circuitry plays in regulating emotions in adulthood, the state of the science regarding the development of this circuitry in humans is at an early stage. In this talk, I will present developmental functional magnetic resonance imaging data describing age-related changes in amygdala-mPFC circuitry throughout childhood and adolescence and how it relates to emergent emotional behaviors. The argument will be made that the development of this circuitry in humans is intimately associated with caregiving, such that parents exert a significant buffering effect during childhood.  I will focus on both typical development as well as development following maternal deprivation (e.g., orphanage care), showing that early life stress may accelerate development of this circuitry. The findings presented are highly consistent with the animal literature showing both large changes in amygdala-mPFC circuitry throughout childhood/adolescence, as well as the large influence of maternal care in shaping this neural circuitry. These age-related changes will be discussed in terms of potential developmental sensitive periods for environmental influence.


This talk will be held in 3105 Tolman, 12:00-1:30pm.

Institute of Human Development & Change, Plasticity, and Development Seminar, Spring 2015

Feb.2- Nim Tottenham, Professor of Psychology
           Columbia University
           Human Amygdala-Prefrontal Cortex Development and the Role of  
           Caregiving



Feb.9-  Tamar Kushnir, Professor of Human Development
            Cornell University
            Meeting in the middle: acting and learning in social
            environments



Feb. 23- Mark Seidenberg, Professor of Psychology
               University of Wisconsin, Madison
           



March 9-  Candice Odgers, Professor of Public Policy, Psychology & Neuroscience  Duke University



March 16- Shaun O'Grady & Katie Kimura, Graduate Students
                  UCB Department of Psychology



April 6-  Michael Lewis, Professor Pediatrics & Psychiatry
                Rutgers Robert Wood Johnson Medical School
                The Rise of Consciousness and the Development of
               Emotional Life



April 13-  Adrienne Wente & Ruthe Foushee, Graduate Students
                 UCB Department of Psychology



April 20-  Minxuan He, Graduate Student
                UCB Department of Psychology



April 27-  Caren Walker, Graduate Student
                UCB Department of Psychology



May 4-  Andrea Urqueta, Graduate Student
             UCB Department of Psychology

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