NEURO 490/5: Contemplative Neuroscience
Allegheny College, Spring 2017
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Classroom:
Carnegie 105
​Class times:​ MW 11-12:15
Instructor:
Sarah M. Conklin, Ph. D.
​Office:​ Carnegie 207 upstairs
Office phone: (814) 332-2392
​E-mail:​ sconklin
Website:
http://sarahconklin.blogspot.com/
Office hours: M 1:30-3, T 12:15-2:15, W none, TH 1:30-3, F 11-12
​Text: ​Course Reader
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Course Description
An examination of current empirical literature linking contemplative practice (meditation, yogic traditions) to
structure and function of the human brain. Students examine how and why contemplative practice could
influence the central nervous system and human experience through presentations, discussions, and lecture.
Prerequistes: Neuroscience 120, Biostatistics or Psychology 206 and 207.Required Corequisite: NEURO 495:
Laboratory in Contemplative Neuroscience - In the laboratory students learn to assess respiration, pulse, EEG,
eye movement, skin conductance and blood pressure responses before, during, and after contemplative
practice. In the studio, students learn the practice of meditation, yoga postures and yogic breathing. Designed
to complement issues discussed in NEURO 490. One laboratory or studio period per week. Credit: Two
semester hours. Co-requisite: NEURO 490.
Learning Outcomes
In terms of knowledge developed during the course, students will be able to:
Describe a number of different contemplative practices and how the field of contemplative neuroscience has examined them
Understand and describe potential mechanisms by which contemplative practice impact mental health and wellness
Explain the neurobiology of stress, and emotion
Understand and describe brain circuits involved with stress, affect, and cognitive function
In terms of skills developed in the course, students will be able to :
Lead and facilitate a class discussion on topics related to contemplative neuroscience
Conduct a multidisciplinary literature review on a topic related to the scientific study of contemplative neuroscience
Prepare an annotated bibliography and research proposal on topics related to contemplative neuroscience
Participate in professional dialogue and critical analysis of current peer-reviewed literature on contemplative neuroscience
Student Lead Discussion and Annotated Bibliography (SLD) – 100 points
Each student will select one SLD day scheduled on the syllabus to serve alongside 2 other students. Your task is to A) agree
on a theme or topic, B) select two empirical papers that relate to the content block we are covering (stress, mental health,
cognitive function) C) to arrive to class prepared to facilitate discussion of the reading with your peers (handout, discussion
questions, figure slides/video etc) and D) ​complete a 10 article annotated bibliography with your partners using Google Docs
on the topic. Three of the 10 articles may consist of meta-analysis or review articles - the rest should be original research
articles. SLD should also include a media component, such as a few google presentation slides with tables or charts found in
the paper(s) to facilitate meaningful conversation. Another media example you could use is a short Ted Talk or other short
clip that compliments the papers discussed.
Annotations must describe, in novel language, the gist of the background, the type of study design(method), the
hypotheses, a clear and concise overview of the results, the authors interpretation of findings, and the
methodological strengths and weaknesses beyond sample size, gender ratios, racial breakdown etc​. ​Annotations
should be prepared collaboratively and reflect careful thinking, attention to detail and the big picture implications of the work.
All three students should read all articles, revise the content of each annotation, and proofread the final draft which should be
prepared in APA style. Readings must be approved in person during office hours ​at least one week prior (if not even
earlier) t​o your SLD to be shared on our course syllabus at least three days before your SLD. Article selection takes time,
and can be frustrating. Start early. Brainstorm with your partners, and plan ahead. Select something awesome (recent,
exciting, understandable, concise papers). Students are responsible for printing the articles on SLD days. Do not email
questions about this assignment. Your group should come to office hours well in advance of the SLD day.
Office Hours​ -​ ​M 1:30-3, T 12:15-2:15, W none, TH 1:30-3, F 11-12
During office hours I am available for you to discuss your interests, questions and/or concerns about the course. You do not
need an appointment to visit me during these times. If you have classes during my office hours please make an appointment
with me following class for a convenient time. Unless you’re sick, ​please do not use email to communicate with me​, just
come talk to me. I love talking to students during office hours.
Students with Disabilities
The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights
protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be
guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have
a disability requiring an accommodation, please contact the ​Allegheny College Learning Commons at 332-2898.
Professional Behavior & Classroom Environment
Students should arrive to class on time, prepared for discussion, with the reading material in hand, not texting,
not studying for another class, not sleeping, or leaving during class etc. Students should be present for the
duration of class and not leave during class unless they are ill. Assignments should be typed, laid out in a
meaningful way, submitted on time. Assignments should never be emailed (google docs is not email). If/when
students are absent, the student is responsible for obtaining all information covered in the class from other
students. Faculty can not offer individualized lecture of missed classes to individual students. Attendance is
mandatory. More than two absences over the course of the semester will result in a 10% grade reduction. Pop
quizzes will be given and can not be made up.
Research Participation Requirement
Psych 360 must complete a research participation requirement. This requirement may be completed in one of two ways. The
first way is to participate in ​three laboratory research studies offered via SONA. Psychology relies on empirical methods to
test and refine its theories and exposure to the research process is considered an important learning experience for students.
Some individuals may object to participation in research studies. Thus, the second way to fulfill the requirement is to read two
articles and to write a one-page critical paper about each one. The articles must be approved by Dr. Conklin in advance of
Spring Break. Whichever option you choose to complete, you are responsible for planning your papers or participation in
advance of the end of the semester. Research opportunities are available on SONA. Upon completion of research
participation, you will need to write up a brief typed document that indicates who conducted the research project, where
testing was conducted, what you did, and thoughts you had regarding the experience. Be sure to label your summaries as
Research Participation 1, 2 or 3 and turn in this document with your name, the date and course number to Dr. Conklin before
the last day of class​.
Collaborative Course Guide
For each reading, each student should make a contribution to this document. Students can prepare a summary point of the
article that was interesting, could pose questions for further discussion in class, provide a link and summary to a related
article, provide a link and summary to an article that found something different, provide definitions to new, unfamiliar, and
complex terms and ideas, paste in images or figures that clarify concepts, podcasts, news articles etc. This document should
enrich the experience of learning the material and facilitate more meaningful and exciting class discussion. Points will be on
Sakai.
Grading
Descriptions of assignments will be distributed or discussed during class sessions and/or made available on Sakai. Grades
on individual assignments will always be posted on Sakai. Students should keep track of their performance, and discuss
concerns during office hours. Extra credit opportunities to increase grades at the end of the term will not be an option. ​Final
Grades will not be rounded.
Discussion participation, Pop quizzes
Collaborative Course Guide Assignments
SLD
Research paper
The grading scale
​/100
​/100
​/100
/100
A (≥95%), A- (90-94.9%), B+(87-89.9), B(83-86.9), B-(80-82.9), C+(77-79.9), C(73-76.9), C-(70-72.9), D+(67-69.9),
D(60-66.9), F * Extra credit opportunities may be announced in class. ​I do not round grades. Please do not wait until the
end of the semester to ask how you can improve your grade. Grades are posted on sakai during the semester.
Tentative Course Syllabus
Conceptual Foundations - A critical review of Reviews in the field
Day
Date
W
1/18
M
1/23
W
Due
Topic
Reading
Lab
Introductions, review syllabus
Introduction to fMRI
Download iWorx
1.Guided Breath Meditation
*
What is contemplative
neuroscience?
Dorjee (2016)
Davidson Kasniak (2015)
Safi (2014)
1/25
*
Contemplative practice and health
Austin (2013)
Farb et al (2015)
M
1/30
*
Typology of meditative practices
Davidson (2017)
Lippelt et al (2014)
W
2/1
*
Neurobiology of meditation
Holzel et al (2011)
Vago et al (2012)
M
2/6
*
The 8 Limbed Path
Sengupta (2012)
W
2/8
*
Yoga Philosophy
Patanjali Sutras Books 1&2
M
2/13
*
Yoga Philosophy
Patanjali Sutras Books 3&4
2. Gentle Yoga w/
Pranayama
3. Tai Chi or Qigong
4. Silent Retreat or
Mindfulness Guided
Meditation
Stress: how can contemplative practices influence health?
W
2/15
*
Stress Buffering and Neuroplasticity
Creswell & Lindsay (2014)
Holzel et al (2012)
M
2/20
*
Stress Buffering and Neuroplasticity
McEwen & Gianaros (2011)
Taren et al (2015)
W
2/22
*
SLD
M
2/27
*
Stage Model of Stress and the HPA
Axis
W
3/1
M
3/6
*
SLD
W
3/8
*
Systematic review of stress & yoga
5. Blood Pressure & HR
6. Ashtanga Yoga
Cohen et al (2010)
Dum et al (2016)
TED Talk & Discuss Research
Paper
7.Pranayama in the lab
Pascoe & Bauer (2015)
Jung et al (2010)
8.Peripheral skin temperature
Mental Health: how do contemplative practices improve or maintain mental health?
M
3/13
*
Contemplative practice and mental
health
Paulson et al (2013)
Li& Goldsmith (2016)
W
3/15
*
Self-regulation & neural functional
Pandurangi et al (2014)
9. EEG intro
connectivity
Gard et al (2014)
Gard et al (2015)
Spring Break
MW
3/2022
M
3/27
*
SLD
W
3/29
*
Hemispheric Asymmetry & Emotion
M
4/3
W
4/5
*
SLD
M
4/10
*
Contemplative aspects of nature:
the example of forest bathing
Tang et al (2015)
Moyer et al (2011)
10.EEG Laterality
Fred Marshall MD, neurologist
11. TBD or Electrodermal
Activity
Stevens (2010)
Li et al (2016)
Cognitive Functioning: how do contemplative practices influence cognitive functioning?
W
4/12
*
Embodied Cognition
Schmalzl et al (2014)
Dahl Lutz & Davidson (2015)
M
4/17
*
Attention
Raffone & Srinivassan (2010)
Grant et al (2013)
W
4/19
*
SLD
M
4/24
*
Mind Wandering
W
4/26
*
SLD
M
5/1
*
Calm and Smart?
12 . Forest Bathing
13. TBD
Killingsworth & Gilbert (2010)
Mittner et al (2016)
14. Practicum
Sun et al (2015)
Villemure et al (2015)
* Indicates that contributions to the Collaborative Course Guide are due one hour before class
Tentative Laboratory Schedule
Date
Laboratory Activities/Topics
Reading/iWorxContent
January 18
Breath Meditation
Thich Nhat Hanh 2016
Sharon Salzberg 2017
January 25
Gentle Yoga
Robert Thurman (2001​)
February 1
Tai Chi or Qigong
February 8
Silent Retreat
February 15
Blood Pressure and Heart Rate
HP-5 Heart Rate, Blood Pressure,
and Vagal Tone Exercise 1 and 2:
Baseline Heart Rate and Blood
Pressure Exercise 3: Mild Cognitive
Stressor Exercise
Due
February 29
Ashtanga Yoga
Primary Series Handout
Jois Institute Guide
March 1
Respiration and Pranayama
HS-5 Breathing Techniques-Heart
Rate-LS2 1. Breathing while resting.
2. Yogic Breathing
March 8
Skin temperature, stress, & relaxation response
HP-4 Skin Temperature, stress,
calming, and embarrassment.
Exercise 1: Baseline Skin
Temperature, Exercise 2:Mild
Psychological Stressor, Exercise 3:
Calming, Mental Imagery, and Skin
Temperature
March 15
The Electroencephalogram
Introduction to the psychophysiology
laboratory setting, laboratory
decorum, and hygiene. Practice lab &
EEG data collection HP-1: The EEG:
Exercise 1: Common EEG
ArtifactsHP-1: The EEG: Exercise 2:
Alpha and Beta EEG Patterns
March 29
EEG Hemispheric Laterality & Spectral Analysis
HP-1: The EEG: Exercise 4 and 5
EEG Patterns in Psychological
States
April 5
TBD or Electrodermal Activity
HP12 The Galvanic Skin Response
(GSR) and Emotion. Exercise I:
Tonic SCL and Habituation. Exercise
2: the Orienting Response. Exercise
3: Emotional Content
April 12
Forest Bathing Walking Meditation
Greendale Cemetery Ravine or
Allegheny CC Trails
April 19
TBD
April 26
Laboratory Practicum
This will likely be a mixed format
exam - traditional paper/pencil format
on topics covered in the laboratories.
Emphasis on objective material,
iWorx outputs, terms etc
Instructions for Downloading Labscribe Software
www.iworx.com​ ​Username is: Conklin Password is: PSY 365
Topics Related to our Course In the News
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"Breathing in vs. spacing out" (NYT)
Adam Green's portrait of Apollo Robbins
Brain Overload
Chart of Health Benefits
Effects on gene expression
Harvard Study
Love Competition
McMindfulness
Meditating Marines
Meditation for Chronic Pain
Meditation Gadgets
Meditation in Prison
Meditation Smackdown
Mindfulness in Schools
Mindfulness Inc.
Mishearings
Positive Brain Changes
Quiet Time in SF Schools
Reduction in pain
Research on acceptance
Teaching Meditation to Organizations
Links Related to Topics in our Course
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Access to Insight
Ajahn Chah
Ajahn Siripanno on Walking Meditation
Appropriate Attention – Thanissaro Bhikku
Audio Dharma
best morning ever
Bhikkhu Bodhi on Working with Pain
Brain from Top to Bottom
Buddhanet
Center for Contemplative Mind in Society
Dependent Co-arising (see pp 3-7)
Dhammatalks.org
Doing Time, Doing Vipassana
Guided Meditation Practices - the Center for Contemplative Mind in Society
Martine Batchelor on "Creative Engagement"
Meditations – Thanissaro Bhikkhu
One way a sense of self can cause harm
Procrastination
SF Zen Center Podcasts
T'ai Chi Yang Style 24 forms
T'ai Chi Yang Style 24 forms (same video with names of each form)
Tara Brach
Zen and the Brain
Link to ​Comprehensive Contemplative Neuroscience Annotated Bibliography​ produced by 5 Allegheny students last year.