David R. Vago, Ph.D. Harvard Medical School Brigham & Women's Hospital Functional Neuroimaging Laboratory Department of Psychiatry 75 Francis Street Boston, MA 02130
Office Phone: (617) 732-9113 E-mail: dvago@partners.org Fax: (617) 732-9151	Curriculum Vitae (.pdf)

Education & Academic Appointments

 

B.A. University of Rochester	1997 Brain & Cognitive Sciences
M.S. University of Utah	2002 Psychology (Cognition & Neural Science)
..........- Thesis: Nicotinic Acetylcholine in Learning & Memory
Ph.D. University of Utah	2005 Psychology (Cognition & Neural Science)
..........- Dissertation: Functional characterization of the direct cortical input to the CA1 subregion of the hippocampus: Electrophysiological ............and behavioral modulation of the temporoammonic pathway by a non-selective dopamine agonist (.html)
Post-doctoral Research Associate	2005 - 2007
.......... - University of Utah - Utah Center for Exploring Mind-Body Interactions (UCEMBI), Pain Research Center
Post-doctoral Associate of Psychology in Psychiatry	2007 - 2008
.......... - Weill Cornell University Medical College, Functional Neuroimaging Laboratory
Post-doctoral Research Fellowt	2009 - present
.......... - Harvard Medical School, Brigham & Women's Hospital, Functional Neuroimaging Laboratory

Senior Research Coordinatort

2007 - present

.......... - Mind and Life Institute, Boulder, CO

 

Honors and Awards

• 2006 -	University of Utah -- Magnetic Source Imaging Grant Award ($25,000)
  	o The Neural Basis of Cognitive and Emotional Processing in Fibromyalgia
  2005 - 2007	Mind and life Summer Research Institute Fellowship
  2006	Mind and Life Varela Award ($10,000)
  	o The Effects of Mindfulness Meditative Training on Impairments in Affect Regulation Associated with the Experience and Anticipation of Pain in Fibromyalgia Patients
  2004	Kevin Hawley Memorial Award, Department of Psychology, University of Utah
  2003	Commendation for Excellence in Teaching, University of Utah
  2003	Psi Chi Honor Society Award for Excellence in Teaching, University of Utah
  2002 - 2003	Graduate Research Supplemental Travel Award - Society for Neuroscience
  2001	Commendation for Excellence in Research, University of Utah
  1999 - 2003	Research Assistantship, University of Utah

Teaching Experience

• 2005-2007	Adjunct Faculty	Physiological Psychology (PSYC 406)	Westminster College
  2005-2007	Adjunct Faculty	Physiological Psychology Lab (PSYC 407)	Westminster College
  2005	Adjunct Faculty	Brain & Behavior (PSY 3711)	University of Utah
  2001-2004	Graduate Instructor	Brain & Behavior (PSY 3711)	University of Utah
  2001-2004	Graduate Instructor	Research-Modes of Learning (PSY 3900)	University of Utah

• 2001	Graduate Instructor	Teaching Experience (PSY 4910)	University of Utah
  2001	Teaching Fellow	Cognition (PSY 3120)	University of Utah
  2000	Teaching Fellow	Brain & Behavior (PSY 3711)	University of Utah

• 1999

  Teaching Fellow

  Mind & Nature (PSY 3130)

  University of Utah

Publications

In Preparation

Tuescher, O., Protopopescu, X., Vago, D.R., Pan, H., Cloitre, M., Butler, M., Goldstein, M., Root, J., Ledoux, J., Stern, E., Silbersweig, D. (in preparation) Neurobiological alterations of instructed fear learning in post-traumatic stress disorder.

Vago, D.R., Nakamura, Y. (in preparation) Mindfulness meditation training for fibromyalgia: Preliminary evidence for modification of attentional bias.

Vago, D.R., Nakamura, Y. (in preparation) The effect of mindfulness meditation on fear-potentiated startle of fibromyalgia women: An MEG investigation

Vago, D.R., Nakamura, Y. (in preparation) An fMRI investigation into the effects of mindfulness meditation training on pain processing in fibromyalgia.

Vago D.R., Fleming-Jackson, D., Volinn, E., Nakamura, Y. (in preparation). The effects of mindfulness meditation training on symptoms of fibromyalgia.

Peer-reviewed Journals

Vago D.R., Kesner R.P. (2008) The role of the direct perforant path projection to the dorsal CA1 subregion in intermediate-term working memory and spatial change. Behavioural Brain Research, 189, 273-283. (.pdf)

Vago D.R., Bevan, A., Kesner R.P. (2007) The role of the direct perforant path projection to the dorsal CA1 subregion in memory retention and retrieval. Hippocampus, 17, 977-987. (.pdf)

Vago D.R., Kesner R.P. (2007) Cholinergic modulation of Pavlovian fear conditioning in rats: Differential effects of intrahippocampal infusion of mecamylamine and methyllycaconitine. Neurobiology of Learning and Memory, 87, 441-449. (.pdf)

Wallenstein G.V., Vago D.R., Walberer A.M. (2002) Time-dependent involvement of PKA/PKC in contextual memory consolidation. Behavioural Brain Research, 133, 159-164. (.pdf)

Wallenstein G.V., Vago, D.R. (2001) Intrahippocampal Scopolamine Impairs Both Acquisition and Consolidation of Contextual Fear Conditioning. Neurobiology of Learning and Memory, 75, 245-252.

Book Chapters

Roeser R., Peck S., Vago D.R. (in preparation) Spiritual life as Transformations in Self/Identity: A BASiC Contemplative Neurocognitive perspective.

Wallenstein G.V., Vago D.R., Walberer A.M. (2001) Hippocampus. In Encyclopedia of Neurological Sciences, Academic Press.

Abstracts and Conference Presentations

Vago, D.R. (June, 2010). The Neurobiology of Self-related Processes: Neuropsychiatric and Contemplative perspectives. Mind and Life Summer Research Institute. Vago, D.R., Fleming-Jackson, D., Nakamura, Y. (April, 2010). Effects of Mindfulness Meditation on Perceived Symptoms of Fibromyalgia: A Qualitative Approach to Understanding Clinical Changes. Investigating and Integrating Mindfulness in Medicine, Health Care, and Society. 8th Annual International Scientific Conference for Clinicians, Researchers, and Educators, Center for Mindfulness. (.ppt) Vago, D.R., Nakamura, Y. (March, 2010). Mindfulness Meditation Training for Fibromyalgia: A Preliminary Study Investigating Attention-related Bias on a Dot-Probe Task. American Psychosomatic Society. Stress & Health. Abstract 1453. (Click here) Vago, D.R. (June, 2009, 2010). The Emerging Field of Contemplative Neuroscience. Mind and Life Summer Research Institute. Vago, D.R., Nakamura, Y. (April, 2008). Mindfulness Training for Fibromyalgia: Changes in General Symptoms, Perception of Pain, and Associated Brain Correlates. Integrating Mindfulness-Based Interventions into Medicine, Health Care, and Society for Clinicians, Researchers, and Educators, Worcester, MA. (.ppt) Nakamura Y., Vago, D.R., Volinn, E. (July, 2007). Altered States of Consciousness. Toward a Science of Consciousness, Budapest. Vago, D.R, Nakamura, Y., Volinn, E. (June, 2006). The effects of mindfulness meditation training on cognitive and emotional biases associated with the perception of pain in fibromyalgia. Mind and Life Summer Research Institute. (click for audio) (.ppt) Vago D.R., Kesner R.P. (2005) An electrophysiological and behavioral characterization of the temporoammonic pathway: Disruption produces deficits in retrieval and spatial mismatch. Society for Neuroscience Abstracts.

Vago D.R., Kesner R.P. (2004) The role of the direct perforant path in retrieval and detection in spatial change. Society for Neuroscience Abstracts, 434.3

Vago, D.R., Calder, A., Kesner, R. P. (2003). Functional characterization of the direct perforant path into the hippocampus. Society for Neuroscience Abstracts, 835.2.

Vago, D.R., Hone, A., Barrett, C., Kesner, R. P., Wallenstein, G. V. (2002). Intrahippocampal Blockade of a7, a3ß2, a2ß4, and a4ß4 nicotinic acetylcholine receptors disrupts early consolidation and acquisition of contextual fear. Society for Neuroscience Abstracts, 185.2.

Vago, D.R., Wallenstein G.V., Walberer, A.M., Kinikini, K. (2001). PKA/PKC inhibition Produces a time-dependent retrograde deficit of contextual fear conditioning. Society for Neuroscience Abstracts.

Siddiqui, A.H., Vago, D., Lynd-Balta, E., Joseph, S.A. (1995). Immunocytochemical localization of selective glutamate receptor subunits in kainic acid treated rats. Society for Neuroscience Abstracts, 650.7.

Invited Talks

• - "Contemplative Practice and Neuroplasticity". Portland State University, Department of Psychology, March, 2010

  - "The Effects of Meditation and Contemplative Practice on Perception of Pain". National Public Radio, Charlotte affiliate WFAE, December, 2009. (click here)

  - "The Neurobiology of Self". Department of Psychiatry, MGH, Harvard Medical School, December, 2009

  - Blogging for Mind and Life XVIII - Attention, Memory & The Mind:  A Synergy of Psychological, Neuroscientific, & Contemplative Perspectives with His Holiness the 14th Dalai Lama, Dharamsala, India. April, 2009. (click here)

  - "Happiness and the Brain". The Agenda with Steve Paikin, TV Ontario. January 2009 (click here or see below)

  - "Mindfulness and fibromyalgia". Mind and Life Summer Research Institute. Garrison, NY. June, 2007 (.mp3)

  - "Neurobiological effects of meditation". Presbyterian Church, Salt Lake City, UT. May, 2007

  - "Memory". Dept. of Psychology, Southern Oregon University. Ashland, OR. February, 2007

  - "Neuroanatomy - Function and Dysfunction". Dept. of Psychology, Westminster College, Salt Lake City, UT. January, 2007

  - "Drugs and Drug Addiction". Mount Olympus High School, Salt Lake City, UT. September, 2002

Dr. Vago participated in a panel discussion entitled, “Happiness and the Brain” on the Toronto-based television program, “The Agenda with Steve Paikin.” The discussion included coverage of affective neuroscience, the neural correlates of happiness and the benefits of Buddhist mental training exercises such as mindfulness meditation.

Other Training

• March, 2009	MGH/MIT/HMS Athinoula A. Martinos Center for Biomedical Imaging, Boston, MA	Visiting Fellowship Program in Functional MRI
  October, 2007	Medical College of Wisconsin, Milwaukee, WI	Functional Magnetic Resonance Imaging: A Hands-On Course in Data Analysis - Mac OS X, Unix, scripting, Block and event-related designs
  May, 2007	UCSD, San Diego, CA	Advanced Neurotechnology (ANT) training Workshop - EEG and MEG data acquisition and analysis (time-frequency analyses and dipole localization)

  April, 2006

  University of Utah, Salt Lake City, UT

  Advanced Neurotechnology (ANT) training Workshop - EEG and MEG data acquisition and analysis (time-frequency analyses and dipole localization)

Service

• 2008	Reviewer	Comprehensive Psychiatry, Elsevier
  2007	Reviewer	Biological Psychology, 5th ed.; Rosenzweig, Breedlove, & Watson; Sinauer

  2006	Reviewer	Biological Psychology, 4th ed.; Rosenzweig, Breedlove, & Watson; Sinauer
  2004	Reviewer	Cognition: The thinking animal, 2nd ed.; Willingham; Prentice Hall
  2004	Reviewer	Biological Psychology, CD-ROM & instructors manual, 4th ed., Rosenzweig, Breedlove, & Watson; Sinauer
  2003	Reviewer	Biological Psychology, 3rd ed.; Rosenzweig, Breedlove, & Watson; Sinauer
  2003	Reviewer	Cognitive Psychology: Mind and Brain, Prentice Hall
  2002	Reviewer	Cognition, Prentice Hall
  2002-2003	Student Representative	Cognition and Neural Sciences Area, Dept. of Psychology, University of Utah
  2002-2004	Student Representative	Academic Misconduct and Appeals Committee, University of Utah, College of Social and Behavioral Science
  2000	Educator	Conducted laboratory tours and workshop for advanced placement high school psychology students, University of Utah
  2000-2005	Publisher/Editor	ATARI: a biannual free-form departmental zine, University of Utah,
  2002	Invited Lecturer	Drugs & Drug Addiction, Mount Olympus High School

Professional Affilations

• 2001 - present

  Society for Neuroscience

  2007 - present

  Cognitive Neuroscience Society

  2008 - present

  New York Academy of Sciences

Research Experience

General interests and research goals.

My research interests broadly focus on the neurobiological substrates of cognitive and emotional control in the context of learning and memory processes. The following set of fundamental questions should summarize the overarching goals of my research:

A. Generally speaking, how do the anatomical, physiological, and neuropharmacological correlates of the processes associated with mnemonic function (i.e., encoding, consolidation, and retrieval) operate in relation to ongoing cognitive and emotional processes?
B. More specifically, what are the brain mechanisms that underlie risk and resilience to developing and sustaining psychopathology?
C. What is the relationship between anticipation and experience of aversive stimuli in the context of fear-related disorders (i.e., PTSD, GAD, & Panic disorder)?

My research is unique in that I attempt to bring basic learning and memory research from ‘bench to bedside’, bridging the gap between the neurosciences and clinical research. I have used behavioral, pharmacological, and physiological methods of basic and systems-level neuroscience to investigate models of fronto-limbic/striatal function and modulation underlying memory formation, consolidation and retrieval in the rat animal model. I developed realistic computational and systems-level models for hippocampal function. Recently, I have focused my expertiseon translational approaches and clinical applications of neuroimaging techniques to localize and characterize the neural substrates underlying fear-related psychiatric disorders. This research aims to provide a foundation for the development of novel, targeted, biologically-based diagnostic and therapeutic strategies to better predict outcomes and treatment for those suffering with mental illness. I have adopted a translational perspective using multiple converging methods of research to provide a means of testing specific models of function and dysfunction at the computational, neurophysiological, and behavioral levels. My program of research attempts to demonstrate how these questions can apply to critical issues in the cognitive neurosciences and in relation to adaptive cognitive and emotional states that contribute to clinical health and well-being.

Using converging methods of research, I aim to investigate the neural correlates associated with mnemonic processes in relation to adaptive (e.g., attention, emotion-regulation, sleep) and maladaptive (e.g., attention-deficit, anxiety, sleep-interruption) cognitive and emotional states in which dimensions of memory are most susceptible to influence. It is clear that memory is a tool for learning from our mistakes, filtering, and organizing the onslaught of multimodal sensory, cognitive, and affective processing resulting from our everyday experience; what remains, however, is the identification of the time-specific pattern of neurochemical and physiological changes associated with the encoding, consolidation, and recall of our experiences and integration with our ongoing and future behavior. My long-term program of research aims to clarify these interactions using converging methods of physiological and functional neuroimaging techniques in humans paralleled by the use of in vivo electrophysiology and behavioral pharmacology in the rat animal model. Such research will have implications for understanding the behavioral manifestations of dysfunctional states (i.e., affective and anxiety disorders, memory-related cognitive deficits, disruption in cognitive control) and furthering our understanding of mind-brain interactions.

Curriculum Vitae

• DOC File
• PDF File

Teaching Statement

"Clay is molded to make a vessel, but it is in the space where there is nothing that the utility of the vessel depends.... Therefore just as we take advantage of what is, we should recognize the usefulness of what is not."
..............................--Lao Tze (Chapter 11, Tao Te Ching)

General philosophy and goals.
Richard Dawkins coined the term, "meme" to describe a unit of cultural transmission. Memes compete to spread their information through social populations in the same ways genes compete to spread their information content through a biological population. My training as a cognitive neuroscientist has given me the specific tools to spread interest and utility to the students of psychology and propagate the memes underlying our understanding of the mind and brain. I view teaching as a privilege and not an obligation. I greatly value the opportunity to capture the attention, interest, and enthusiasm of students by sharing my own passion for the cognitive neurosciences, which is grounded in a multidisciplinary perspective.

My teaching philosophy is largely based upon my observations as a student, and experiences as a graduate instructor and adjunct faculty lecturer at the University of Utah and Westminster College. I have three major goals when teaching. First, I aim to create a high standard for every class, such that the information is presented with clarity and accuracy. My second objective is to provide "real-world" applications of the learned material so it stands out in the students' minds as being interesting and enjoyable. Lastly, I aim to provide students with the inspiration and breadth of knowledge necessary to further their relevant career goals by encouraging a broad-spectrum of creativity and familiarity with the learned material.

Methods for Motivation.
To achieve these goals, I utilize basic principles of learning theory. For example, sufficient attention and arousal level are two of the major factors influencing the consolidation of semantic information. By engaging students with my own passion for learning, I can increase their own attention and arousal levels, thus facilitating the retention of the information.

Learning effectiveness also depends upon "depth of encoding". By presenting the information through multiple modalities (i.e., clear diagrams, animations, case studies of disease-stricken patients, group activities, and invited speakers), information becomes more engaging and interactive. In contrast to the classic "chalk-and-talk" type lecture style, students are more likely to retain information if the rote memorization and regurgitation of material is avoided.

Experiential learning is another method that I use to improve the classroom experience for students. Aside from using applied examples, case studies, and models that are interactive and animated, I believe in the "field-trip" philosophy in which information is presented in a hands-on fashion. I typically organize visits to various research laboratories such as the anatomy lab in the Biology department, where students get the opportunity to view the dissected human nervous system, the cognitive neuroscience lab in the Psychology department, where students can observe behavioral pharmacology and stereotaxic surgery on the rat animal model, the magnetic source imaging lab in the department of radiology, where students get a chance to see brain images being collected in the MRI and MEG scanners, and even the sleep-wake center where students are able to see how sleep is measured and get an idea of the clinical population that is typically evaluated for sleep disorders.

I typically structure my teaching such that each course begins with elementary theory, focusing on microscopic properties (e.g., the basic physical components of the central and autonomic nervous systems) in order to familiarize the student with the essential building blocks for the macroscopic manifestations (e.g., simple behaviors and perception to complex cognitive phenomena) in which we proceed later in the course. I place a strong emphasis near the end of the course on REAL WORLD applications (e.g., mental illness, drug addiction, and neuropathology) and discussing contemporary theories associated with the information (i.e., stem-cell research, genetic testing, erasing of traumatic memories). At the end of the course, it is expected that the student will have a strong theoretical foundation and formal understanding of the deeper concepts covered.

Technology has revolutionized the classroom. Changing media multiple times during class maintains the students' interest effectively. My lectures are typically done in powerpoint format accompanied by cd-Rom demonstrations, animations, and supplemental video clips (case vignettes). I develop a class webpage every semester and manage the site with Web-CT. Every lecture is posted on the class webpage and students are encouraged to print them out before class so as to avoid excessive note taking. Audio files of each lecture are then posted along with the powerpoint slides for review. The class website also has animations, posted assignments, and discussion forums for students and the public to continue dialogue outside the classroom. The internet is also used to effectively provide links directly from the class website to supplementary material not provided by the required text. I typically assign extra readings in my course that I feel are representative of the most current literature and/or not covered in the text. The students have direct access from the class website to these articles in .pdf format.

Aside from technology, active discussion is not only encouraged in my classroom, but is rewarded. I strongly believe that all opinions should be critically examined by our peers and the classroom is an appropriate place to develop, engage, articulate, and defend our opinions. In this manner, students from different backgrounds can learn to justify their opinions related to the information presented in class. There are always some students who maintain an active voice inside and out of class discussion, and there other students who find the classroom an uncomfortable setting to speak their minds. By continually interacting with the students and providing a variety of forums to express their opinions (e.g., thought papers, small group discussions, and class activities), even the latter type of student eventually comes to a place where they can get involved and become active learners.

I have found that by providing an informal, non-threatening environment in the classroom, students are more likely to ask questions, or approach me or their classmates when they are having difficulty with a particular concept. I continue to maintain enthusiasm about creating opportunities for students to pursue independent research for "thesis projects" and typically facilitate discussion in topics students are interested in and foster development of research protocol.

Experience.
I have been a teaching assistant for various psychology courses (i.e., Mind & Nature, Cognition), a graduate instructor for the brain and behavior class at the University of Utah six semesters, and adjunct instructor at both the University of Utah and Westminster College for the three semesters. I have had the additional responsibility of teaching a research modes of learning and physiological psychology lab course multiple times in which I have created a novel curriculum dedicated towards lab experience and conducting research. I have received multiple awards for teaching during this time and owe those accolades to the intense time commitment I have given to each class. I highly value the experience in teaching these classes and my future role as a teacher.

My teaching evaluations as a Graduate Instructor have been consistently above average for the University, as well as for the department of Psychology at the University of Utah. For instance, in the brain and behavior course taught during the fall of 2002, 93% of the students strongly agreed that I am an effective instructor. In the physiological psychology course taught at Westminster College during the fall of 2005, 87% of the class rated my teaching as excellent.

In addition to the topic areas listed above, I am well-prepared to develop new courses in general psychology, psychopharmacology, cognition, sensation & perception, learning & memory, and drugs & drug addiction. I also feel comfortable teaching sections of neuroanatomy or clinical neuropsychology. Furthermore, I am enthusiastic about creating stimulating opportunities for students to pursue individualized instruction through involvement in my research activities. I have closely supervised undergraduate students during my time at the University of Utah, and have found that such "hands-on" opportunities, coupled with dedicated mentoring, can dramatically advance students' intellectual development.

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