Course Syllabus

 

Semester & Location:	Spring 2026 - DIS Copenhagen
Type & Credits:	Core Course - 3 credits
Study Tours:	Western Denmark- Aarhus (short study tour) & London (long study tour)
Major Disciplines:	Cognitive Science, Neuroscience and Psychology
Prerequisite(s):	One course in neuroscience or psychology at university level.
Faculty Members:	Sebastian Scott Engen (current students please contact via the Canvas Inbox)
Program Contact:	Department email address psy.cns@dis.dk
Time & Place:	Monday and Thursday, 8.30-9.50 Classroom: Classroom: N7 - C24 (2nd floor)

 

Description of Course

Pre-requisite: One semester of neuroscience, physiological psychology, or biological psychology course at university level.

Human beings are inherently social creatures, yet relatively little attention has been paid to the neural mechanisms that allow us to navigate our complex social world. This course moves beyond the traditional "Spectator Brain" model to explore the "Predictive Brain" - how our neural networks actively construct our social reality, from interpreting facial expressions to navigating cultural norms.

The primary goal of this course is to explore the neural basis of social interaction and the biological roots of our beliefs about others. We will bridge the gap between social psychology and neuroscience, placing a strong emphasis on critical analysis of primary literature. Students will learn to navigate the shifting landscape of the field - distinguishing between robust, replicable science and outdated "zombie theories"-and apply these insights to understanding human connection in an increasingly digital world.

Course Goals

1	Explore Mechanisms: Investigate the neural basis of social interaction, empathy, and group identity, moving from basic sensory processing to complex cultural cognition.
2	Analyze Evidence: Develop critical scientific literacy by dissecting primary literature, identifying methodological strengths (and weaknesses), and addressing the "Replication Crisis" in social psychology.
3	Contextualize Complexity: Understand how social, environmental, and technological influences shape human brain processes, from ancient evolutionary pressures to modern digital environments.

Learning Outcomes

By the end of this course, students will be able to:

Deconstruct and critically evaluate academic papers in the field of social neuroscience, identifying valid methodologies vs. questionable research practices.

Debate key concepts and controversies (e.g., the validity of implicit bias testing or the function of "mirroring" systems) using evidence-based argumentation.

Quantify social behaviors using modern ethological methods, learning to measure and analyze human interaction rather than just observing it.

Design and develop science-backed strategies ("Neuro-Interventions") to apply social neuroscience evidence to everyday challenges in their own lives and society.

Faculty

Sebastian Scott Engen

Hi, my name is Sebastian and I teach two courses at DIS:

The Cognitive Neuroscience of Creativity 🎪

Social Brain: Neuropsychology of Social Behaviours 🎭

Now let me tell you a bit about my myself and my background:

🖼 Art Meets Science

Recently, I was employed as a tech wizard artist at the Danish science museum, Experimentarium. I was invited to contribute to their latest interactive art exhibition called Future Humans. I created a blind date experience set in a futuristic restaurant where visitors could explore three new emotional modalities during their date and conversation: 1. Galvanic Skin Conduction, 2. Face Tracking, and 3. Voice Tracking. I crafted all this tech magic to give people a creative 'feel' for tomorrow's innovations.

📚 Excited Educator

I previously won the prize as Denmark's 'Best Tutor,' and since then, I've directed three immersive courses at two different universities. I strive to turn education into an exciting team sport with a flat hierarchy. Let's see if we can make our courses together as excitingly adventurous as possible!

🚀 Innovator

I developed a Cognitive Science app that combines psychology and technology to reveal people's personalities through their social media data while championing privacy. I secured second place in the Danish Championships of AI, and alongside my work at DIS, I also consult Welfare Technology Centres across Denmark on innovative ways to integrate AI into their work.

That's it for now! I hope these looking glasses made you curious - I can't wait to meet you in real life! ✨

Readings:

Required Textbooks (available at DIS library):

As this course draws on both social psychology and social neuroscience, materials will be provided from both disciplines, supplemented by primary research papers.

Social Neuroscience Textbook: Ward, J. (2017/2022 Ed.). The Student's Guide to Social Neuroscience. Hove: Psychology Press.

Articles (on Canvas):

Required readings will be listed for each individual class, so please check the calendar to identify what you should read before class. All readings will be available on Canvas. Please note that the following list of journal articles is subject to change.

• Adolphs, R. (2001). The neurobiology of social cognition. Current Opinion in Neurobiology, 11: pp. 231 239.
• Carter, E. J. & Pelphrey, K. A. (2008). Friend or for? Brain systems involved in the perception of dynamic signals of menacing and friendly social approaches. Social Neuroscience 3(2): pp. 151-163.
• Castelli, et al. (2002). Autism, Asperger Syndrome and brain mechanisms for the attribution of mental states to animated shapes. Brain 125: pp. 1839-1849.
• Charpentier, C. J., & O’Doherty, J. P. (2018). The application of computational models to social neuroscience: promises and pitfalls. Social Neuroscience, 13(6), 637–647. 
• Cheng (2010). Love hurts: An FMRI study. Neuroimage 51: pp: 923-929.
• Corrigall, E. A., & Konrad, A. M. (2007). Gender Role Attitudes and Careers: A Longitudinal Study. Sex Roles, 56(11–12), 847–855. 
• Deen, B., Koldewyn, K., Kanwisher, N., & Saxe, R. (2015). Functional Organization of Social Perception and Cognition in the Superior Temporal Sulcus. Cerebral Cortex, 25(11), 4596–4609.
• Derks, B., Inzlicht, M., & Kang, S. (2008). The Neuroscience of Stigma and Stereotype Threat. Group Processes & Intergroup Relations, 11(2), 163–181.
• Dunbar (2007). Evolution in the Social Brain. Science 317: pp. 1344-1347.
• Ebner, N. C., Johnson, M. K., & Fischer, H. (2012). Neural Mechanisms of Reading Facial Emotions in Young and Older Adults. Frontiers in psychology, 3, 223.
• Edelson, M., et al. (2011). Following the crowd: brain substrates of long-term memory conformity. Science, 1(333): pp. 108-111.
• Eisenberger, et al. (2003) Does rejection hurt? Science, 302: pp. 290-292
• Frith, U. & Frith, D. (2003). Development and neurophysiology of mentalizing. Phil. Trans. R. Soc. Lond. B.
• Heatherton, T. F. (2011). Neuroscience of Self and Self-Regulation. Annual Review of Psychology, 62(1), 363–390.
• Lovell, M. (2006). Caring for the elderly: changing perceptions and attitudes. In J Vasc Nurs. Mar;24(1):22-6.
• McDermott, Fowler, & Christakis (2013). Breaking Up is Hard to Do, Unless Everyone Else is Doing it Too: Social Network Effects on Divorce in a Longitudinal Sample. In Soc Forces. 2013 92(2): 491–519.
• Ochsner, K. N. & Lieberman, M. D. (2001). The emergence of social cognitive neuroscience. American Psychologist, 56: pp. 717-734.
• Pitcher, D. (2014). Facial Expression Recognition Takes Longer in the Posterior Superior Temporal Sulcus than in the Occipital Face Area. Journal of Neuroscience, 34(27), 9173–9177.
• Sato, W., & Uono, S. (2019). The atypical social brain network in autism: advances in structural and functional MRI studies. Current Opinion in Neurology, 32(4), 617–621.
• Saxe, R., Schulz, L. E., & Jiang, Y. V. (2006). Reading minds versus following rules: Dissociating theory of mind and executive control in the brain. Social Neuroscience, 1(3–4), 284–298.
• Schurz, M. (2020). Toward a hierarchical model of social cognition: A neuroimaging meta-analysis and integrative review of empathy and theory of mind. Psychological Bulletin, 147(3), 293.
• Tso, I. F., Rutherford, S., Fang, Y., Angstadt, M., & Taylor, S. F. (2018). The “social brain” is highly sensitive to the mere presence of social information: An automated meta-analysis and an independent study. PLOS ONE, 13(5), e0196503.
• Vogeley, K. & Fink, G. R. (2003). Neural correlates of the first-person-perspective. Trends in Cognitive Sciences, 7: pp. 38-42.
• Willingham, D. T., & Dunn, E. W. (2003). What neuroimaging and brain localization can do, cannot do and should not do for social psychology. Journal of Personality and Social Psychology, 85(4), 662–671.
• Yoder, K. J., & Decety, J. (2018). The neuroscience of morality and social decision-making. Psychology, Crime & Law, 24(3), 279–295.
• Zhu, et al. (2007). Neural basis of cultural influence on self-representation. NeuroImage 34: pp. 1310–1316.
• Zilbovicius, M., Meresse, I., Chabane, N., Brunelle, F., Samson, Y., & Boddaert, N. (2006). Autism, the superior temporal sulcus and social perception. Trends in Neurosciences, 29(7), 359–366.

 

Approach to Teaching

This course is taught using a combination of methods, moving away from traditional lectures toward a collaborative, flat hierarchy. While I provide the overall structure and scientific framework, we will contribute to the production of knowledge together.

The aim is to create a classroom space characterized by respect and a willingness to listen to others’ perspectives. Since we are dealing with complex and evolving topics - like the intersection of biology and AI - it must be safe to explore ideas together, even when they are not fully conceptualized. This requires trust in each other and a genuine curiosity to consider different arguments.

Required Readings and Preparation

The Living Syllabus The Canvas calendar is updated throughout the semester, and course changes will be reflected there with as much notice as possible.

Expectations

• Preparation: Course readings are found on Canvas. Before each class, you are expected to read the texts and watch the videos assigned for that session.

• Canvas Discussions: Before specific classes, you may be required to post an entry to our Canvas discussions page. This includes thoughtful responses to readings, guest lectures, or field studies.

• Sharing Resources: Please feel invited to post relevant links, images, videos, or news articles to our shared discussions.

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Methods of Evaluation and Grading

This course evaluates your understanding through a mix of individual and group work, focusing on your ability to analyze, translate, and apply neuroscience concepts.

Assignment Category	Weight	Description	Type
Participation	20%	Active Engagement & Attendance Includes Roll Call attendance and active contribution to class discussions and exercises.	Individual
Journals	20%	Field Report 1: The Cultural Detective (5 pts) Field Report 2: The Neuro - Expat (10 pts) observational reports analyzing social behavior in physical and digital settings.	Individual
Visual Challenge	20%	The Visual Translation Challenge Translating a scientific paper into a visual abstract.	Group
Research Talk	10%	The Neuro - Flash Talk A short, focused presentation on a specific social neuroscience phenomenon.	Individual
Final Project	30%	The Translational Proposal Includes the Project Pitch, the Analytical Paper, and the Final Presentation.	Group

 

Guest Lectures

See Course Calendar for details.

 

Field Studies

See Course Schedule

 

Study Tours

Short Study Tour: Aarhus, Denmark

Long Study Tour: London, England

 

Policies

Attendance: You are expected to attend all DIS classes when scheduled.  If you miss a class for any reason, please contact the faculty no later than the day of the missed class. If you miss multiple classes the Director of Teaching and Learning, and the Director of Student Affairs will be notified and they will follow-up with you to make sure that all is well.  Absences will jeopardize your grade and your standing at DIS.  Allowances will be made in cases of illness or religious holidays, but in the case of multiple absences you will need to provide a doctor’s note.

Academic Honesty, Plagiarism, and Violating the Rules of an Assignment: DIS expects that students abide by the highest standards of intellectual honesty in all academic work. DIS assumes that all students do their own work and credit all work or thought taken from others.  Academic dishonesty will result in a final course grade of “F” and can result in dismissal. The students’ home universities will be notified. DIS reserves the right to request that written student assignments be turned in electronic form for submission to plagiarism detection software. See the Academic Handbook for more information, or ask your instructor if you have questions.

 

Policy on Late Papers: Late essays will be accepted for up to 3 days after the deadline, but for each day late, excluding the weekends, a 5% penalty will be applied. 

Extensions: You may request an extension for an assignment, but you must ask more than 1 day before the assignment is due. Extension requests on the due date, without an excusable reason, will not be considered.

 

Policy for Students Who Arrive Late to Class: Please come to classes on time as it is disturbing for the lecturer and other students. Repeated lateness will result in a referral to the head of the Teaching and Learning department.

 

Use of Laptops or Phones in Class: Computers and iPhones are allowed in class PURELY for academic purposes (e.g. note taking, literature searching, data handling purposes). In case of other private uses such as Facebook, emails or internet surfing, it will have a very negative impact on your participation grade. The use of cell phones during class is strictly forbidden.

Academic Accommodations

Your learning experience in this class is important to me.  If you have approved academic accommodations with DIS, please make sure I receive your DIS accommodations letter within two weeks from the start of classes. If you can think of other ways I can support your learning, please don't hesitate to talk to me. If you have any further questions about your academic accommodations, contact Academic Support academicsupport@dis.dk

Academic Regulations

Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:

• Course Enrollment and Grading
• Academic Expectations and Honor Code

 

DIS - Study Abroad in Scandinavia - www.DISabroad.org