Ph.D., Rutgers University, 2003
General Area of Research
The cognitive neuroscience of learning, memory and decision making
research is focused on the intersection between learning, memory and
decision making. How are decisions shaped by past experience? When are
decisions guided by explicit knowledge, and when by implicitly learned
associations or biases? Are explicit and implicit memories supported by
independent cognitive and neural systems (as popular view suggests)?
Or, is there some form of cross-talk between them? If so, do the
underlying systems cooperate or compete?
answer these questions, I adopt an integrative approach that draws
broadly on neuroscience to make predictions about cognition.
Predictions are tested in behavioral and neuroimaging studies in
healthy individuals, and in patients with isolated damage to specific
brain systems. Neuroimaging studies tell us about the spatial and
temporal characteristics of neural mechanisms involved in cognition.
Neuropsychological studies augment this approach and provide direct
evidence of the necessity of a brain region for specific cognitive
processes. Converging evidence from these complementary approaches
produces a fuller picture of the cognitive and neural processes
involved, and necessary, for different aspects of behavior.
Shohamy, D., Myers, Kalanithi, J., & Gluck, M.A. 2007. Basal ganglia and dopamine contributions to probabilistic category learning. Neuroscience and Biobehavioral Reviews. In Press.
Myers, C.E., Geghman, K.D , Sage, J. & Gluck, M.A. 2006. L-Dopa
impairs learning, but spares generalization, in Parkinson’s disease. Neuropsychologia, 44:774-84.
Preston, A.R., Shohamy, D.,
Tamminga, C.A., & Wagner, A.D. 2005. Hippocampal function,
declarative memory, and schizophrenia: anatomic and functional
neuroimaging considerations. Current Neurology and Neuroscience Reports, 5(4):249-56.
D., Myers, C.E., Grossman, S , Sage, J. & Gluck, M.A. 2005. The
role of dopamine in cognitive sequence learning: Evidence from
Parkinson's disease. Behavioral Brain Research, 156:191-9.
Shohamy, D., Myers, C.E., Onlaor, S Grossman, S , Sage, J., Gluck,
M.A. & Poldrack, R.A. 2004. Cortico-striatal contributions to
feedback-based learning: Converging data from neuroimaging and
neuropsychology. Brain, 127:851-859.
Shohamy, D., Myers, C.E., Onlaor, S., & Gluck, M.A. 2004. The role of the basal ganglia in category learning: How do patients with Parkinson’s disease learn? Behavioral Neuroscience, 118(4):676-686.
Aron, A.R, Shohamy,
D, Clark, J, Myers, C, Gluck, M.A & Poldrack, R.A. 2004. Cognitive
feedback during learning activates the brain’s “reward” system. Journal of Neurophysiology, 92(2):1144-1152.
Myers, C.E., Shohamy,
D., Gluck, M.A., Grossman, S., Kluger,. A., Ferris, S. 2003.
Dissociating hippocampal vs. basal ganglia contributions to memory
using a two-phase test of learning and transfer. Journal of Cognitive Neuroscience, 15(2), 185-193.
Poldrack, R.A., Clark, J., Pare-Blagoev, E.J., Shohamy, D., Creso-Moyano, J., Myers, C. & Gluck, M.A. 2001. Interactive memory systems in the human brain. Nature, 414, 546-550.
Courses Frequently Taught
PSYC 1010 Mind, Brain, & Behavior
PSYC 4415 Methods and Issues in Cognitive Neuroscience (seminar)
368 Schermerhorn Extension
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