Social and Affective Neuroscience

Recommended Prerequisites

- Prior knowledge in the fields of neuroscience and psychopathology.

- Understanding of Portuguese and English languages (minimum B1 level).

Teaching Methods

The contents will be taught using dynamic audiviovisual materials. Participation in discussions during theoretical classes is recmmended (reflective learning and abstract conceptualization). In the pratical component, students will have access to labratory rotations involving different methods usied in neuroscience, both in research and intervention, allowing experiential learning. Supporting materials include manuals, books, original/review articles, lab spaces and equipment.

Learning Outcomes

he understanding of mechanisms underlying typical and atypical socio-affective developmental trajectories within conceptual models of mental health and psychopathology. The course aims to complement training with knowledge from neuroscience, thus enhancing the understanding of mental health and psychopathology. Participation in the course will allow the student to 1) understand the functional anatomy of the human brain; 2) grasp typical and atypical developmental trajectories of emotion/affect and cognition-related acquisitions; 3) learn about and experience some methods used in neuroscience.

Work Placement(s)

No

Syllabus

1. Social and Affective Neurodevelopment

2. Neural and Developmental Correlates of Socioemotional Tasks in Childhood

3. Neural Correlates of Socioemotional Disorders in Childhood: The Effects of Adversity

4. Neural, Developmental, and Socioemotional Disorder Correlates in Children

5. Neural, Cognitive, and Behavioral Correlates of Socioemotional Development in Adolescence

6. Neural, Cognitive, and Behavioral Correlates of Socioemotional Development in Adults

7. Neural Correlates of Socioemotional Disorders in Adults: The Effects of Stress

8. Methods in Neuroscience

Head Lecturer(s)

Óscar Filipe Coelho Neves Gonçalves

Assessment Methods

Assessment
Laboratory work or Field work: 30.0%
Frequency: 70.0%

Bibliography

Decety, J. (2020) (Ed.) The Social Brain: A Developmental Perspective. Cambridge, MA: MIT Press.

Herzberg, M. P., & Gunnar, M. R. (2020). Early life stress and brain function: Activity and connectivity associated with processing emotion and reward. NeuroImage, 209, 116493

Andrews, J. L., Ahmed, S. P., & Blakemore, S. J. (2021). Navigating the Social Environment in Adolescence: The Role of Social Brain Development. Biological psychiatry, 89(2), 109–118.

Goddings, A.-L., Beltz, A., Peper, J. S., Crone, E. A., & Braams, B. R. (2019). Understanding the Role of Puberty in Structural and Functional Development of the Adolescent Brain. Journal of Research on Adolescence, 29(1), 32–53.

Minich, M., Falk, E. B., Cooper, N., Cosme, D., Chan, H.-Y., Pei, R., O’Donnell, M. B., & Cascio, C. N. (2023). Neural correlates associated with conformity in adolescent and young adult men. Developmental Cognitive Neuroscience, 60, 101215.