Course:

Brain and Decision
Psych 232 (3 units)
T 3:15-6:05 PM
03/29/11-06/07/11
Bldg. 420, Rm. 419
Prerequisites: Background in neuroscience, psychology, or economics, and instructor consent.

Instructor:

Brian Knutson
Psychology & Neuroscience
Bldg 420, Room 470
Office Hours: W 1:00-3:00 PM
Email: knutson@psych.stanford.edu

Description:

This class will explore how recent findings at the interface of neuroscience, psychology, and economics combine to inform our understanding of how the brain makes decisions. Topics covered will include neural processes related to reward, punishment, reflection, risk, time, and social interaction, as well as theoretical and practical applications. Because this course focuses on emerging interdisciplinary material, it will be taught as a research seminar with background discussions. Course content should be most relevant to early graduate students who aim to conduct related research.

Structure:

  • Classes 1-2 will provide minimal background in neuroscience and economics in the form of lectures and discussions.

  • Classes 3-7 will include background reviews followed by extensive discussion of 4 research papers.

  • Classes 8-9 will focus on students' presentations.

    • Text:

    Peterson R (2007). Inside the investor's brain: The power of mind over money. New York: Wiley Trade.
    Glimcher PW, Camerer C, Poldrack RA, Fehr E (2009). Neuroeconomics: Decision making and the brain. New York: Academic Press. (optional)


    Schedule:

    Date Theme Readings
    03/29/10 Introduction & Definitions
    04/05/10 Neuroscience & Economics Glimcher et al | Schultz et al / Loewenstein et al / Camerer et al / Bernheim
    04/12/10 ---(BK out)---
    04/19/10 Gain & Loss McClure et al | Knutson et al / O'Doherty et al / Ploghaus et al / Phelps et al
    04/26/10 Risk Knutson & Bossaerts | Paulus et al / Kuhnen & Knutson + sup / Hsu et al + sup / Tom et al + sup
    05/03/10 Time Sanfey et al | McClure et al + sup / Kable & Glimcher + sup / Ballard & Knutson + sup / Hariri et al
    05/10/10 Choice Ariely & Berns | Erk et al / McClure et al / Paulus & Frank / Knutson et al + sup
    05/17/10 Interaction Sanfey | McCabe et al / Rilling et al / Sanfey et al / Kosfeld et al
    05/24/10 Presentations
    05/31/10 Presentations / Wrap

    Requirements:

  • Reading Summaries and Questions: In Classes 3-7, students will prepare single-page summaries of the review and one of the four assigned papers (assignments will be listed here). Students should also be prepared to present their assigned experimental paper for discussion. Additionally, for one class, each student will select and summarize a recent related paper of their own choice. Summaries are due midnight the day before each class, and no extensions are possible (but see the grading policy below). The goals of these assignments are to ensure active participation in class discussions, to stimulate critical thinking about relevant research, and to keep me honest about the most recent contributions.

    For experimental findings, summaries should address the following points:
    1. What question does the paper address?
    2. What does the paper contribute?
    3. Briefly describe the experiment / model (e.g., independent variable / dependent variable).
    4. Describe at least two ways to improve the study or two ideas for related future research.

  • Project proposal: Students will develop an experimental "grant proposal" to conduct an experiment relevant to the neuroscience basis of decision-making. Ideally, this proposal will be related to an experiment that the student might eventually conduct. This assignment is designed to help students work through designing an original but fundable interdisciplinary study. Proposals should be written in National Institute of Health format with references in American Psychological Association format (details here). Students will peer-review an assigned partner's proposal. During final classes, each student will have 15 minutes to present their proposal to the class and receive feedback. Presentation order will be randomly selected. First drafts are due to peer reviewers 05/18/11, peer reviews are due back to the draftee and me on 05/25/11, and final papers are due 06/01/11 (all at 5:00 PM and in electronic format).

    • Grading:

    Attention (10) / Participation (10) 20%
    Reading Summaries (20) / Presentations (20) 40%
    Peer Review (10) / Proposal (30) 40%

    Valid reasons for absence include: (1) arrangements made in advance with the instructors to participate in a Stanford sanctioned activity (e.g., athletic competition), (2) a medical condition that requires the treatment of a physician, or (3) the death of a close family member.
    Follow the honor code -- plagiarism is considered academic theft and can result in a failing grade. I have found that class laptop use lowers grades, so ask students not to use laptops in class, or only to do so for the purpose of taking notes (i.e., with wireless off). Similarly, to minimize disruptions, set mobile phones to vibrate.

    last update: 03/28/11 BK