SOCIAL BRAIN

How does our brain learn to be social?

 Coordinatore KLINIKUM DER UNIVERSITAET ZU KOELN 

 Organization address address: Kerpener Strasse 62
city: KOELN
postcode: 50937

contact info
Titolo: Prof.
Nome: Vogeley
Cognome: Kai
Email: send email
Telefono: -47887327
Fax: +49-221 478 3738

 Nazionalità Coordinatore Germany [DE]
 Totale costo 0 €
 EC contributo 168˙717 €
 Programma FP7-PEOPLE
Specific programme "People" implementing the Seventh Framework Programme of the European Community for research, technological development and demonstration activities (2007 to 2013)
 Code Call FP7-PEOPLE-IEF-2008
 Funding Scheme MC-IEF
 Anno di inizio 2009
 Periodo (anno-mese-giorno) 2009-12-01   -   2011-11-30

 Partecipanti

# participant  country  role  EC contrib. [€] 
1    KLINIKUM DER UNIVERSITAET ZU KOELN

 Organization address address: Kerpener Strasse 62
city: KOELN
postcode: 50937

contact info
Titolo: Prof.
Nome: Vogeley
Cognome: Kai
Email: send email
Telefono: -47887327
Fax: +49-221 478 3738

DE (KOELN) coordinator 168˙717.31

Mappa


 Word cloud

Esplora la "nuvola delle parole (Word Cloud) per avere un'idea di massima del progetto.

people    skills    interaction    mechanisms    specifically    brain    degree    rules    unconscious    social    learning    interactions    grammars    conscious   

 Obiettivo del progetto (Objective)

'People are per definition social animals. Some even argue that the main reason the human brain is so developed is precisely to support the intricate skills required for successful interactions with others in an increasingly complex social environment. Today, our globalized society indeed requires us to adopt different modes of social interaction in different social contexts, whether this is during a meeting, down at the pub, on Facebook, or in your own household. Whereas some of the required skills are presumably innate (e.g., neonate imitation), the vast majority of such skills are learned through culture and education. In this light, our central hypothesis is that people learn to interact socially with their peers. Congruently, the project aims at identifying the mechanisms through which this learning occurs, and propose that these mechanisms are largely similar to those found to be at play in cognitive paradigms such as implicit learning. Relevant questions that will be addressed include: How do we learn to monitor and to some degree control others’ emotional state? How do we build up our “social grammars” — the informal set of rules we follow when interacting with others? Is the knowledge that subtends such “social grammars” conscious or unconscious? Specifically, we will investigate (1) to what degree people learn such social grammars unconsciously, and what happens when they are made conscious of the rules of the grammar; (2) what makes this social learning special – to what degree does it differ from other forms of learning; (3) which brain regions subtend unconscious learning of social interactions (as compared to conscious or non-social learning); (4) whether there is a difference in the degree to which unconscious or conscious social learning breaks down in pathologies such as autism and schizophrenia, in which patients are specifically impaired when it comes to social interaction.'

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