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Hayley M. Dorfman

Researcher at Harvard University

Publications -  14
Citations -  289

Hayley M. Dorfman is an academic researcher from Harvard University. The author has contributed to research in topics: Causal inference & Causal structure. The author has an hindex of 6, co-authored 14 publications receiving 204 citations.

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Book ChapterDOI

Neurobiological Mechanisms for Impulsive-Aggression: The Role of MAOA

TL;DR: Current data on the genetics and neurobiology of individual differences in impulsive-aggression are reviewed, with particular attention to the role of genetic variation in Monoamine Oxidase A and its impact on serotonergic signaling within corticolimbic circuitry.
Journal ArticleDOI

Disrupted Prefrontal Regulation of Striatal Subjective Value Signals in Psychopathy

TL;DR: The data suggest that cortico-striatal circuit dysregulation drives maladaptive decision making in psychopathy, supporting the notion that reward system dysfunction comprises an important neurobiological risk factor.
Journal ArticleDOI

Controllability governs the balance between Pavlovian and instrumental action selection.

TL;DR: An arbitration theory supported by human behavioral data is presented where Pavlovian predictors drive action selection in an uncontrollable environment, while more flexible instrumental prediction dominates under conditions of high controllability.
Journal ArticleDOI

Neural Computations Underlying Causal Structure Learning.

TL;DR: A distinct network of regions supports structure learning and that the neural signal corresponding to beliefs about structure predicts future behavioral performance, which provides evidence for a neural architecture in which structure learning guides the formation of associations.
Journal ArticleDOI

Causal Inference About Good and Bad Outcomes.

TL;DR: This work argues that valence-dependent learning asymmetries are partly driven by beliefs about the causal structure of the environment, and provides a mechanistic framework for understanding how causal attributions contribute to biased learning.