Spring 2021, PY 630: Affective Neuroscience

Instructor: Dr. Caitlin M. Hudac (she/her/hers)
Email: cmhudac [at] ua.edu 
Student hours: Readily available by appointment; Prefer Mondays between 11 am and 1 pm 

​Prerequisites: Clinical Psychology students are required to take PY 629 (Biological Bases of Behavior) prior to this course. Other students may request an override of this pre-requisite with professor permission if the student has completed complimentary coursework.

Required text:
Armony, J., & Vuilleumier, P. (Eds.). (2013). The Cambridge handbook of human affective neuroscience. Cambridge University Press. [Book -- Amazon]

Course description: This course will overview of the principles, theory, and applications of human affective neuroscience. The course introduce theory and research in major areas of affective neuroscience, including cross-level integration of biological data, including neural and physiological data. The course will describe laboratory techniques and methodological principles in human affective neuroscience methods and will include demonstrations. Readings will include introductions to topics and relevant selections from the current literature. The basis of the course will involve a combination of lecture and discussions co-facilitated by students and the professor.

Copy of syllabus: Download file

Planned schedule of topics, reading, and assignment due dates

Week 1
Wed 1/13

Facilitator
​Hudac

Introduction to course; Importance of affective neuroscience
​Readings: Syllabus, start reading for Week 2
Complete beginning of class survey  

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Week 2
Mon 1/18- No class
Wed 1/20​

​Facilitator
​Hudac

What is emotion? What is affect? Major theories and the link to cognition
No Monday class for Martin Luther King, Jr. University Holiday.
Reading for Monday class:

1. Introduction of book: Armony, J., & Vuilleumier, P. (Eds.). (2013). The Cambridge handbook of human affective neuroscience. Cambridge University Press.

Readings for Wednesday discussion:

1. Anderson, B., & Harrison, P. (2006). Questioning affect and emotion. Area, 38(3), 333-335.
2. Davis, K. L., & Montag, C. (2019). Selected principles of Pankseppian affective neuroscience. Frontiers in neuroscience, 12, 1025.
3. Leshin, J. C., & Lindquist, K. A. (2019). Neuroimaging of emotion dysregulation. In The Oxford handbook of emotion dysregulation.

Supplemental readings:

• Davidson  (1995). Affective neuroscience: The emergence of a discipline. .
• Shackman (2019). The emotional brain: Fundamental questions and strategies for future research.

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Week 3
​Mon 1/25
Wed 1/27

Mon. Facilitator
Hudac
​​
Wed Fac
​Hudac
GA

The anatomy of feelings: Autonomic nervous system and neuroanatomy
Recorded method video: Brief primer to MRI connectivity (more to come Week 4)
Readings for Monday class: Slides from class

1. Chapter 3 of book: Harrison, N. A., Kreibig, S. D., & Critchley, H. D. (2013). A two-way road: Efferent and Afferent Pathways of Autonomic Activity in Emotion. In J. Armony & P. Vuilleumier (Eds.), The Cambridge handbook of human affective neuroscience, Cambridge University Press, pages 82-106.

Readings for Wednesday discussion: Slides from class

1. Lindquist, K & Barrett, L (2012). A functional architecture of the human brain: emerging insights from the science of emotion. TiCS
2. Pessoa, L. (2017). A network model of the emotional brain. Trends in cognitive sciences, 21(5), 357-371.
3. Dolcos, F., Iordan, A. D., & Dolcos, S. (2011). Neural correlates of emotion–cognition interactions: A review of evidence from brain imaging investigations. Journal of Cognitive Psychology, 23(6), 669-694.

Supplemental readings:

• Feinstein (2011). The human amygdala and the induction and experience of fear. 
• Davidovic (2019). Processing of affective and emotionally neutral tactile stimuli in the insular cortex. 

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Week 4
Mon 2/1
Wed 2/3

Basics of fMRI:
Jamie Ward, YouTube


​

Mon Fac 
Hudac
​​
Wed Fac
JG
​SLe

Emotion perception – fMRI, fNIRS
Readings for Monday class: Slides from Class

1. Chapter 5 of book: Armony, J. & Han, J.E. (2013). PET and fMRI: Basic Principles and Applications in Affective Neuroscience Research. In J. Armony & P. Vuilleumier (Eds.), The Cambridge handbook of human affective neuroscience, Cambridge University Press, pages 133-153.

Readings for Wednesday discussion: 

1. Kluczniok, D., Hindi Attar, C., Stein, J., Poppinga, S., Fydrich, T., Jaite, C., ... & Bermpohl, F. (2017). Dissociating maternal responses to sad and happy facial expressions of their own child: An fMRI study. PloS one, 12(8), e0182476. Slides from class
2. Mauri, M., Grazioli, S., Crippa, A., Bacchetta, A., Pozzoli, U., Bertella, S., ... & Nobile, M. (2020). Hemodynamic and behavioral peculiarities in response to emotional stimuli in children with attention deficit hyperactivity disorder: An fNIRS study. Journal of Affective Disorders, 277, 671-680. Slides from class

Supplemental readings

• Pitskel (2011). Brain mechanisms for processing direct and averted gaze in individuals with autism. 
• Lloyd-Fox (2014). Functional near infrared spectroscopy (fNIRS) to assess cognitive function in infants in rural Africa. 
• Goebel (2015). Revealing Brain Activity and White Matter Structure Using Functional and Diffusion-Weighted Magnetic Resonance Imaging.
• Dubois (2016). Building a science of individual differences from fMRI. 
• Yücel. (2021). Best practices for fNIRS publications. Neurophotonics, 8(1), 012101.

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Week 5 
Mon 2/8
Wed 2/10

Mon. Facilitator
Hudac
​
Wed. Facilitator
EM
​RR

Emotion perception – Basic physiology, eye tracking
Readings for Monday class: Slides from class

1. Egger, M., Ley, M., & Hanke, S. (2019). Emotion recognition from physiological signal analysis: A review. Electronic Notes in Theoretical Computer Science, 343, 35-55.
2. Carter, B. T., & Luke, S. G. (2020). Best practices in eye tracking research. International Journal of Psychophysiology.

Readings for Wednesday discussion: EM slides   RR slides

1. Mather, M., & Thayer, J. F. (2018). How heart rate variability affects emotion regulation brain networks. Current opinion in behavioral sciences, 19, 98-104.
2. Malsert, J., Palama, A., & Gentaz, E. (2020). Emotional facial perception development in 7, 9 and 11 year-old children: The emergence of a silent eye-tracked emotional other-race effect. Plos one, 15(5), e0233008.
3. Nuske, H. J., Vivanti, G., & Dissanayake, C. (2016). Others’ emotions teach, but not in autism: an eye-tracking pupillometry study. Molecular autism, 7(1), 36.

​Supplemental readings

• McGaugh (2006). Make mild moments memorable: add a little arousal. 
• Critchley (2002). Electrodermal responses: what happens in the brain. 
• Fortunato (2013). Associations between respiratory sinus arrhythmia reactivity and internalizing and externalizing symptoms are emotion specific. 
• Williams (2005). BOLD, sweat and fears: fMRI and skin conductance distinguish facial fear signals. Neuroreport, 16(1), 49-52.
• Kaliukhovich (2020). Social attention to activities in children and adults with autism spectrum disorder: effects of context and age. 

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Week 6
Mon 2/15
Wed 2/17

Facilitator
Hudac

Emotion perception – EEG/ERP
Readings  for Monday class: Slides

1. Chapter 4 of book: Keil. A. (2013). Electro- and Magneto-Encephalography in the Study of Emotion. In J. Armony & P. Vuilleumier (Eds.), The Cambridge handbook of human affective neuroscience, Cambridge University Press, pages 107-132.

Readings for Wednesday discussion: --> Moved to 2/22 due to snow day 2/15

1. Steber, S., König, N., Stephan, F., & Rossi, S. (2020). Uncovering electrophysiological and vascular signatures of implicit emotional prosody. Scientific Reports, 10(1), 1-14. [note: ERP and fNIRS]
2. Moshirian Farahi, S. M., Asghari Ebrahimabad, M. J., Gorji, A., Bigdeli, I., & Moshirian Farahi, S. M. M. (2019). Neuroticism and frontal EEG asymmetry correlated with dynamic facial emotional processing in adolescents. Frontiers in psychology, 10, 175.

Supplemental readings

• Webb (2015). Guidelines and best practices for electrophysiological data collection, analysis and reporting in autism. 
• Hinojosa, (2015). N170 sensitivity to facial expression: A meta-analysis. 

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Week 7
Mon 2/22
Wed 2/24
Test opens 2/22

Mon Fac: Hudac
​
Wed Fac: CR, KN

Elicitation of affective responses
Readings for Monday class:

1. Chapter 9 of book: Rainville, P. (2013). Pain and the Emotional Responses to Noxious Stimuli. In J. Armony & P. Vuilleumier (Eds.), The Cambridge handbook of human affective neuroscience, Cambridge University Press, starting page 232.
2. Chapter 12 of book: Koelsch, S. (2013). Emotion and Music. In J. Armony & P. Vuilleumier (Eds.), The Cambridge handbook of human affective neuroscience, Cambridge University Press, pages 286-303

Readings for Wednesday discussion:

1. FakhrHosseini, S. M., & Jeon, M. (2019). How do angry drivers respond to emotional music? A comprehensive perspective on assessing emotion. Journal on Multimodal User Interfaces, 13(2), 137-150.
2. Hudac, C. M. (2019). Social priming modulates the neural response to ostracism: a new exploratory approach. Social Neuroscience, 14(3), 313-327.
3. Fraser, A. M., Hampton, R. S., Spinrad, T. L., Varnum, M., Blais, C., Eisenberg, N., ... & Xiao, S. X. (2020). Children’s mu suppression is sensitive to witnessing others’ social victimization. Social Neuroscience, 1-7.

Supplemental readings

• Gilam (2020). What is the relationship between pain and emotion? Bridging constructs and communities. 
• Decety (2006). The social neuroscience of empathy. 
• Sleegers (2017). The social pain of Cyberball: Decreased pupillary reactivity to exclusion cues. 

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Week 8
Mon 3/1
Wed 3/3

Mon. Facilitator
Hudac
​
Wed. Facilitators
SLi
​BMen

Emotion and affect regulation
Readings for Monday class:

1. Chapter 16 of book: Phan, K.L. & Sripada, C.S. (2013). Emotion Regulation. In J. Armony & P. Vuilleumier (Eds.), The Cambridge handbook of human affective neuroscience, Cambridge University Press, pages starting 375.

Readings for Wednesday discussion:

1. Bartholomew, M. E., Yee, C. M., Heller, W., Miller, G. A., & Spielberg, J. M. (2019). Reconfiguration of brain networks supporting inhibition of emotional challenge. NeuroImage, 186, 350-357.
2. Thiruchselvam, R., Blechert, J., Sheppes, G., Rydstrom, A., & Gross, J. J. (2011). The temporal dynamics of emotion regulation: An EEG study of distraction and reappraisal. Biological psychology, 87(1), 84-92.
3. Liddell, B. J., & Williams, E. N. (2019). Cultural differences in interpersonal emotion regulation. Frontiers in psychology, 10, 999.

Supplemental readings

• Warren (2020). Potential for Resting-State fMRI of the Amygdala in Elucidating Neural Mechanisms of Adaptive Self-Regulatory Strategies: A Systematic Review. 
• Perlman (2010). Regulatory brain development: balancing emotion and cognition. 
• Hu (2019). fNIRS evidence for recognizably different positive emotions. 

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Week 9
Mon 3/8
Wed 3/10

Monday: Guest speaker Dr. Veronica Guadagni

Mon. Fac.
Hudac
​
Wed. Fac.
KD
AD

Responses to stress and interactions with health
Readings and prep for Monday class: FOCUS ON SLEEP

1. Watch presentation on YouTube by guest presenter, Dr. Veronica Guadagni
2. Chapter 22 of book: Heinrichs, M., Chen, F.S., Domes, G., & Kumstra, R. (2013). Social Stress and Social Approach. In J. Armony & P. Vuilleumier (Eds.), The Cambridge handbook of human affective neuroscience, Cambridge University Press, pages 358-374.

Readings for Wednesday discussion:

1. Kim, P., Evans, G. W., Angstadt, M., Ho, S. S., Sripada, C. S., Swain, J. E., ... & Phan, K. L. (2013). Effects of childhood poverty and chronic stress on emotion regulatory brain function in adulthood. Proceedings of the National Academy of Sciences, 110(46), 18442-18447.
2. Dijkhuis, R. R., Ziermans, T., van Rijn, S., Staal, W., & Swaab, H. (2019). Emotional Arousal During Social Stress in Young Adults With Autism: Insights From Heart Rate, Heart Rate Variability and Self-Report. Journal of autism and developmental disorders, 49(6), 2524-2535.
3. Wassing, R., Lakbila-Kamal, O., Ramautar, J. R., Stoffers, D., Schalkwijk, F., & Van Someren, E. J. (2019). Restless REM sleep impedes overnight amygdala adaptation. Current Biology, 29(14), 2351-2358.

Supplemental readings

• Drapeau (2019). Electrophysiological responses to emotional facial expressions following a mild traumatic brain injury. 
• Cote (2014). Impact of total sleep deprivation on behavioural neural processing of emotionally expressive faces. 

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​Week 10
Mon 3/15 
​Wed 3/17
​​​Due Mon 3/15: Basic methods/ concept test

Wed Fac
Caitlin

Early and late development of the affective brain; Nonverbal/minimally verbal approach to affective neuroscience 
NO CLASS MONDAY. Videos to supplement and prepare for discussion Wed:

1. Method overview of pediatric cognitive neuroscience
2. fMRI for kids: Dr. Caitlin Hudac
   
3. Mini-lecture on early development of emotion perception

Readings for Wednesday discussion:

1. Zhao, C., Schiessl, I., Wan, M. W., Chronaki, G., & Abel, K. M. (2020). Development of the neural processing of vocal emotion during the first year of life. Child Neuropsychology, 1-18.
2. O'Toole, L. J., DeCicco, J. M., Berthod, S., & Dennis, T. A. (2013). The N170 to angry faces predicts anxiety in typically developing children over a two-year period. Developmental neuropsychology, 38(5), 352-363.
3. Fide, E., Emek-Savaş, D. D., Aktürk, T., Güntekin, B., Hanoğlu, L., & Yener, G. G. (2019). Electrophysiological evidence of altered facial expressions recognition in Alzheimer’s disease: a comprehensive ERP study. Clinical Neurophysiology, 130(10), 1813-1824.

Supplemental readings

• Chapter 27 of book: Development of Affective Circuitry. pp 358-374.
• Chapter 28 of book:  Emotion and Aging: Linking Neural Mechanisms to Psychological Theory. pp 358-374.​
• Casey (2019). Development of the emotional brain. 
• Yeung  (2020). A Systematic Review of the Application of Functional Near-Infrared Spectroscopy to the Study of Cerebral Hemodynamics in Healthy Aging. 
• Morales (2019). A Neuroscience Perspective on Emotional Development.

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​Week 11
Mon 3/22
Wed 3/24

Mon Fac
Hudac
​
Wed Fac
HA
NH

Role of cognition and attention; Utility of affective neuroscience as treatment (biofeedback, mindfulness intervention, TMS/tES)
Readings for Monday class:

1. Chapter 15 of book: Pessoa, L., Oliveira, L., & Pereira, M. (2013). Top-Down Attention and the Processing of Emotional Stimuli. In J. Armony & P. Vuilleumier (Eds.), The Cambridge handbook of human affective neuroscience, Cambridge University Press, pages 358-374.

Readings for Wednesday discussion:

1. Woody, M. L., James, K., Foster, C. E., Owens, M., Feurer, C., Kudinova, A. Y., & Gibb, B. E. (2019). Children’s sustained attention to emotional facial expressions and their autonomic nervous system reactivity during parent-child interactions. Biological psychology, 142, 37-44.
2. Van Dillen, L. F., Heslenfeld, D. J., & Koole, S. L. (2009). Tuning down the emotional brain: an fMRI study of the effects of cognitive load on the processing of affective images. Neuroimage, 45(4), 1212-1219.
3. Rosenbaum, D., Kroczek, A. M., Hudak, J., Rubel, J., Maier, M. J., Sorg, T., ... & Ehlis, A. C. (2020). Neural correlates of mindful emotion regulation in high and low ruminators. Scientific reports, 10(1), 1-15.
4. Class will vote to pick one:
   
   

Supplemental readings

• Ochsner (2005). The cognitive control of emotion. 
• Ros (2020). Consensus on the reporting and experimental design of clinical and cognitive-behavioural neurofeedback studies (CRED-nf checklist).
• Pérez (2016). Transcranial electrical stimulation (tES) for the treatment of neuropsychiatric disorders across lifespan. 
• Zaehringer (2019). Improved emotion regulation after neurofeedback: A single-arm trial in patients with borderline personality disorder. 
• Lorenzetti, V. (2018). Emotion regulation using virtual environments and real-time fMRI neurofeedback. 

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Week 12
Mon 3/29
Wed 3/31
Due Monday 3/29: Week 14 presenter papers due for first review/ grade.

Mon Fac
Hudac
​
Wed Fac
HP
BMcC

Clinical and environmental considerations
No readings required for Monday class:​
Readings for Wednesday discussion:

1. Klapwijk, E. T., Aghajani, M., Colins, O. F., Marijnissen, G. M., Popma, A., van Lang, N. D., ... & Vermeiren, R. R. (2016). Different brain responses during empathy in autism spectrum disorders versus conduct disorder and callous‐unemotional traits. Journal of Child Psychology and Psychiatry, 57(6), 737-747.
2. Mckinnon, A. I., Gray, N. S., & Snowden, R. J. (2020). Enhanced emotional response to both negative and positive images in post-traumatic stress disorder: Evidence from pupillometry. Biological psychology, 154, 107922.
3. Hart, H., Lim, L., Mehta, M. A., Simmons, A., Mirza, K. A. H., & Rubia, K. (2018). Altered fear processing in adolescents with a history of severe childhood maltreatment: an fMRI study. Psychological medicine, 48(7), 1092-1101.

Supplemental readings

• Uddin (2018). Future directions for examination of brain networks in neurodevelopmental disorders. 
• Young (2019). Positive and negative emotion regulation in adolescence: links to anxiety and depression. 

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​Week 13
Mon 4/5
Wed 4/7
Due Monday 4/5: Week 15 presenter papers due for first review/ grade.

Mon Fac
Hudac
​
Wed Fac
Hudac
BF

Love & cultural considerations
Readings to supplement Monday class: Special guest Mengya Xia (DREAMS lab)​

1. TBD - Love

Readings for Wednesday discussion:

1. Bebko, G. M., Cheon, B. K., Ochsner, K. N., & Chiao, J. Y. (2019). Cultural Differences in Perceptual Strategies Underlying Emotion Regulation. Journal of Cross-Cultural Psychology, 50(9), 1014-1026.
2. Tortosa, M. I., Lupiáñez, J., & Ruz, M. (2013). Race, emotion and trust: An ERP study. Brain research, 1494, 44-55.
3. Harada, T., Mano, Y., Komeda, H., Hechtman, L. A., Pornpattananangkul, N., Parrish, T. B., ... & Chiao, J. Y. (2020). Cultural influences on neural systems of intergroup emotion perception: An fMRI study. Neuropsychologia, 137, 107254.

Supplemental readings​​

• Matsumoto (2012). Culture and emotion: The integration of biological and cultural contributions. 
• Phelps (2003). Race, behavior, and the brain: The role of neuroimaging in understanding complex social behaviors. 

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Week 14
Mon 4/12
Wed 4/14

​Week 14 student presentations (4-5 students each class)
Readings: No readings.

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​Week 15
Mon 4/19
Wed 4/21

Week 15 student presentations (4-5 students each class)
Readings: No readings.

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Finals – 4/26

Due Monday: Final edits of paper due Monday 4/26 @ 11:59 pm