emotion and psychology
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Cognition and Emotion
November 13-20, 2008
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What is emotion?
Communication mechanisms that maintainsocial order/structure
Behavior learned through operant or classicalconditioning, not involving cognitivemediation
Appraisal of biopsychosocial situation
Complex physiological response
Integrated, three-response system construct
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Areas of Inquiry
Effect of emotion on performance (e.g.,memory, perception, attention)
Information processing characteristics ofemotional disorders (e.g., anxiety,depresion)
Emotion and social learning
Cognitive neuroscience of emotions cognitive structure of emotion
neuropsychological studies
cognitive aspects of emotion (e.g., appraisal)
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Introduction & History James-Lange theory
Cannon-Bard theory
Schacter & Singer studies (2-factor theory)
Facial feedback hypothesis
Neurobiological contributions (Davis, LeDoux)
Neuropsychological perspectives
Somatic markers Emotional signal processing
Information-processing theories
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James-Lange
"My theory ... is that the bodily changes follow directly theperception of the exciting fact, and that our feeling of thesame changes as they occur is the emotion. Common sensesays, we lose our fortune, are sorry and weep; we meet a
bear, are frightened and run; we are insulted by a rival, andangry and strike. The hypothesis here to be defended saysthat this order of sequence is incorrect ... and that the morerational statement is that we feel sorry because we cry, angrybecause we strike, afraid because we tremble ... Without thebodily states following on the perception, the latter would bepurely cognitive in form, pale, colorless, destitute of emotionalwarmth. We might then see the bear, and judge it best to run,receive the insult and deem it right to strike, but we shouldnot actually feel afraid or angry"
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Cannon-Bard
We feel emotions first, and then feelphysiological changes, such as muscular
tension, sweating, etc. In neurobiological terms, the thalamus
receives a signal and relays this both tothe amygdala (a limbic structure) and
the cortex. The body then gets signalsvia the autonomic nervous system totense muscles, etc.
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Two-Factor Theory
When trying to understand what kind ofperson we are, we first watch what we do andfeel and then deduce our nature from this.
This means that the first step is to experiencephysiological arousal. We then try to find alabel to explain our feelings, usually by lookingat what we are doing and what else is
happening at the time of the arousal. Thus wedont just feel angry, happy or whatever: weexperience feelings and then decide what theymean.
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Cognitive Appraisal Theory
In the absence of physiological arousal, wedecide what to feel after interpreting orexplaining what has just happened. Two
things are important in this: whether weinterpret the event as good or bad for us, andwhat we believe is the cause of the event.
Inprimary appraisal, we consider how the
situation affects our personal well-being. Insecondary appraisalwe consider how wemight cope with the situation.
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Somatic Marker Theory
Bodily states play a role in decision-making and reasoning
Somatic markers link memories ofexperience (cortex) with feelings(limbic)
Attempts to account for automatic orunconscious biases
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Personality Traits
Mood States
Emotional Processing
Personality Traits Mood States Emotional Processing
Mood States
Personality Traits
Emotional Processing
TRADITIONAL MODEL
MEDIATOR MODEL
MODERATOR MODEL
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Fear Conditioning
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Davis: Cortical influences on basic startle pathway
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Davis: Role of the amygdala in conditioned fear
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LeDoux: direct thalamo-amygdalaconnections, bypassing cortex
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Preattentive Perception ofThreat: hman
Distinction between automatic v.controlled information processing
Draws on animal work (LeDoux) - directthalamic-amygdala connection
Threat: biological and derived
Data:
responses to masked stimuli
slowed RT to threat words in shadowing
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Ohmans Information-Processing Model for Fear
and Anxiety
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Emotion and Memory
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Bambi (1942) named #20
in Times list of the Top 25
Horror Movies of All Time
Kids were so frightened by these films
that they wet themselves in terror.
Bambi has a primal shock that still
haunts oldsters who saw it 40, 50, 65
years ago.
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Flashbulb Memories
Distinct, vivid, recollections of shockingevents, and associated personal activities
Long-lasting? Accurate? Special? Brown & Kulick (1977): special encoding
mechanism (NOW PRINT!) Niesser & Harsh (1992) Challenger studyAlthough FM appear to be different subjectively
(they provide an intersection between personalhistory and History), they are not necessarilymore accurate
Confidence is not equivalent to accuracy
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Flashbulb Memories of September 11, 2001
http://www.nyu.edu/about/video.spotlight.html
http://people-press.org/reports/display.php3?PageID=632
http://www.nyu.edu/about/video.spotlight.htmlhttp://people-press.org/reports/display.php3?PageID=632http://people-press.org/reports/display.php3?PageID=632http://people-press.org/reports/display.php3?PageID=632http://people-press.org/reports/display.php3?PageID=632http://www.nyu.edu/about/video.spotlight.html -
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0 1 2 3 4 5 6 70
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Subjects
Weighted Accuracy Score
2 2.332.67 3 3.333.37 4 4.33 4.67 50
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#S
ubjects
Confidence Rating
Challenger Disaster Study (Neisser)
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Bowers Network Theory a
theory of emotional experience Emotions are nodes in a semantic network
Emotions stored as propositions
Emotion = activation of network
Activation spreads in selective fashion to
associated concepts
When nodes activated above threshold level,
conscious experience of emotion results
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Four Predictions from Bowers
Theory Mood-state-dependent recall
Mood congruity: learning best when
congruity between learners state and type ofmaterial (best supported)
Thought congruity: thoughts, associations
congruent with mood state
Mood intensity: increases in intensity
(arousal) lead to greater activation of network
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Mood Effects on Attention and
Memory Negative memory bias
found with depressed and anxious
normals not consistently found with anxious
patients (active avoidance?)
Mood vs. emotion Effects on processing capacity
(resources allocated to self-talk)
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Emotion and Attention
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Emotional Stroop
BOY BLOOD TABLE GASH NICE TREE PUS
DOG ELBOW LACERATE RIVER GUTS CHURCH
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GUILTY
CANDY
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Basis of Dot Probe Results
Selective attention to threat (McLeod)
Failure to disengage attention from
threat (Koster, et al 2004)
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Weapon Focus
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Weapon Focus
Eyewitness inability to identify aperpetrator when a weapon is used in a
crime Easterbrook hypothesis: narrowing of
attentional focus in emotional situations
Arousal and central/peripheral detail
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Basis of Weapon Focus
Simple selective attention
All items attended to equally, but
weapon remembered better Cue-utilization (threat-arousal-
narrowing)
Unusualness/distinctiveness
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Attention/Memory in Anxiety
and Depression
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Emotion and Performance Performance impaired by high levels of state
anxiety Yerkes-Dodson Law
performance is optimal with a medium level of arousal
optimum level lower for hard tasks Cognitive Interference theory (Sarason): worry and self-preoccupation interfere
Processing Efficiency Theory (Eysenck): processing efficiency= effectiveness/effort; worry reduces efficiency
Performance in depression impaired both by task-irrelevant information and pooreffort/motivation
most studies are of an anologue nature, though a few patientstudies are available
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Anxiety and Attention
Selective attention toward threat-relatedmaterial (selective attentional bias; e.g. dot-probe, emotional Stroop)
Distractibility ( attentional control)
Effects on breadth of attention (more localspotlight)
Interpretive bias: interpreting ambiguous
materials as threatening (e.g., The doctorexamined little Emilys growth)
Anxiety and preattentive processing
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Depression
Little evidence for attentional bias in
depression
Interpretive/recall biases in depression Interpreting ambiguous situations as
negative
Reduced predictions of success oncognitive tasks
Recall of past performance reduced
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Siegle, 1999
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Time Course of Attentional Bias in Depression
Siegle et al (2001)
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Discrete v. Dimensional Theories
of Emotion
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Discrete Emotions Theory
Emotions are distinct and unique states(e.g., fear, anger, etc.)
Basic or primary emotions - Tomkinslists 8 (hap, sad, anger, fear disgust,surprise, interest, shame)
Search for response patterning inemotions (Friesen, Ekman, etc.)
Cross-cultural comparisons
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Basic Elements of Discrete Emotions Theory
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Bioinformational Theory (Lang)
Emotions as action predispositions
Dimensional view of emotions
affective valence (appetitive-aversivedimension)
arousal (resource recruitement)
Link between emotional andmotivational behavior
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Activation v.
Approach/Withdrawal
Activation v. Valence
A
W
P
N
Discrete v. Dimensional Models (Christie, 2002)
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Neuropsychological Findings
Neuropsychological studies of affective
competence (RHD)
Modular organization of affectivesystems (?)
Modality-independent affective lexicon
Valence-related asymmetries
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Emotion and the Brain: Three
General Hypotheses Right Hemisphere dominance foremotion
Hemispheric laterality for mood Positive/approach: left hemisphere
Negative/withdrawal: right hemisphere
Automatic-controlled distinction (RH v.LH
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Negative - Neutral Positive - Neutral
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Localized Damage and Emotion
Awakening from WADA Right Hemisphere: crying, anxiety
Left Hemisphere: laughing, excitementAcute Structural Lesion (stroke)
Right Hemisphere: indifference,
?secondary mania Left Hemisphere: depression (frontal)
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NeuropsychologicalManifestations of Frontal Lobe
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Lesions II
Inferior Mesial Region
A) Orbital Region(10, 11)Lesions in this region producedisinhibition, altered socialconduct, acquired sociopathy,and other disturbances due toimpairment in fronto-limbic
relationships
B) Basal Forebrain(posteriorextension of inferior mesialregion, including diagonal bandof Broca, nucleus accumbens,
septal nuclei, substantiainnominata)
Lesions here produce prominentanterograde amnesia withconfabulation (material specificity
present, but relatively weak)Tranel, 1992
Neuropsychological Manifestations
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of Frontal Lobe Lesions III
Lateral Prefrontal Region (8,9,46)
Lesions in this region produceimpairment in a variety of executiveskills that cut across domains. Somedegree of material-specificity ispresent, but relatively weak.
A) Fluency: impaired verbal fluency
(left) or design fluency (right)B) Memory impairments: defectiverecency judgment, metamemorydefects, difficulties in memorymonitoring
C) Impaired abstract conceptformation and hypothesis testing
D) Defective planning, motorsequencing
E) Defective cognitive judgement andestimationTranel, 1992
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Neuropsychological Manifestationsof Frontal Lesions I
Frontal Operculum (44,45,47)
A) Left: Brocas aphasia
B) Right: expressive aprosodia
Superior Mesial (mesial 6, 24)A) Left: akinetic mutism
B) Right: akinetic mutism
Bilateral lesions of mesial SMA (6) and
anterior cingulate (24) produce moresevere form of akinetic mutism
Tranel, 1992
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Phineas Gage(1823-1861, accident in 1848)
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Phineas Gages lesion reconstructed(H. Damasio and R. Frank, 1992)
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Ventromedial Prefrontal Cortex
and Somatic Markers Somatic marker biasing signals are
regulated by VM premotor cortex; these
signals help regulate decision-making inuncertainty
Support from Iowa Gambling Task;
anticipatory SCRs to selection ofunfavorable decks Impaired in VMPFC
Iowa Gambling Task
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Iowa Gambling Task
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Actual Body Actions Expected Body Actions
(Internal Model)
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Mirror Neuron System
Class of neurons in F5 (BA 44) and ventral premotor cortex thatdischarge both: when animal performs object-directed action when animal observes OD action in others
Subset appear to be communicative motor neurons Functions
Imitation Action understanding
Potentially important for understanding social learning andimitation effects
Being investigated in social-emotional impairments such asautism, Aspergers disorder, and schizophrenia May be important in empathy
C ti l S b ti l I t ti
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Cortical-Subcortical Interactions
in Emotion General concept of limbic system asemotional effector
Question is, what is the limbicsystem? Regulatory interaction between cortex
and subcortical structures Gating Selective engagement
General Organization of Frontal cortical-
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gstriatal-pallidal-thalamic-cortical loops
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Blumenfeld, 2002
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Orbitofrontal Loop
Involved in socialand emotionalfunctioning
Damage produces: Disinhibition Hyperactivity Emotional lability
Aggressiveness Reduced self-
awareness