Cognition and Emotion - PowerPoint Presentation

Slide1

Cognition and Emotion

November 12-19, 2009Slide2

What is emotion?

Communication mechanisms that maintain social order/structure

Behavior learned through operant or classical conditioning or nonassociative learning, not involving deliberate cognitive mediation

Appraisal of biopsychosocial situation

Complex physiological response

Integrated, three-response system construct

Motor behavior

Physiological activity/arousal

Cognitive appraisalSlide3

Areas of Inquiry

Effect of emotion on performance

(e.g., memory, perception, attention)

Information processing characteristics of emotional 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)Slide4
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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 theoriesSlide6
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James-Lange

"My theory ... is that the bodily changes follow directly the perception of the exciting fact, and that our feeling of the same changes as they occur is the emotion. Common sense says, we lose our fortune, are sorry and weep; we meet a bear, are frightened and run; we are insulted by a rival, and angry and strike. The hypothesis here to be defended says that this order of sequence is incorrect ... and that the more rational statement is that we feel sorry because we cry, angry because we strike, afraid because we tremble ... Without the bodily states following on the perception, the latter would be purely cognitive in form, pale, colorless, destitute of emotional warmth. We might then see the bear, and judge it best to run, receive the insult and deem it right to strike, but we should not actually feel afraid or angry"Slide8

Cannon-Bard

We feel emotions first, and then feel physiological changes, such as muscular tension, sweating, etc.

In neurobiological terms, the thalamus receives a signal and relays this both to the amygdala (a limbic structure) and the cortex. The body then gets signals via the autonomic nervous system to tense muscles, etc.Slide9

Two-Factor Theory (e.g., Schacter & Singer)

When trying to understand what kind of person we are, we first watch what we do and feel and then deduce our nature from this. This means that the first step is to experience physiological arousal. We then try to find a label to explain our feelings, usually by looking at what we are doing and what else is happening at the time of the arousal. Thus we don’t just feel angry, happy or whatever: we experience feelings and then decide what they mean.Slide10

Cognitive Appraisal Theory (e.g., Lazarus)

In the absence of physiological arousal, we decide what to feel after interpreting or explaining what has just happened. Two things are important in this: whether we interpret the event as good or bad for us, and what we believe is the cause of the event.

In

primary appraisal

, we consider how the situation affects our personal well-being. In

secondary appraisal

we consider how we might cope with the situation.Slide11

Somatic Marker Theory

Bodily states play a role in decision-making and reasoning

“Somatic markers” link memories of experience (cortex) with feelings (limbic)

Attempts to account for ‘automatic’ or ‘unconscious’ biasesSlide12
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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 MODELSlide16

Limbic SystemSlide17

Fear ConditioningSlide18
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Davis: Cortical influences on basic startle pathwaySlide21

Davis: Role of the amygdala in conditioned fearSlide22

Amygdala

activation in Anxiety disordersSlide23

LeDoux: direct thalamo-amygdala connections, bypassing cortexSlide24

Preattentive Perception of Threat: Öhman

Distinction between automatic v. controlled information processing

Draws on animal work (LeDoux) - direct thalamic-amygdala connection

Threat: biological and ‘derived’

Data:

responses to masked stimuli

slowed RT to threat words in shadowingSlide25
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Ohman’s Information-Processing Model for Fear and AnxietySlide27

Emotion and MemorySlide28

“Bambi” (1942) named #20 in Time’s 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.”Slide29

Flashbulb Memories

Distinct, vivid, recollections of shocking events, and associated personal activities

Long-lasting? Accurate? Special?

Brown & Kulick (1977): special encoding mechanism (NOW PRINT!)

Niesser & Harsh (1992) Challenger study

Although FM appear to be different subjectively (they provide an intersection between personal history and “History”), they are not necessarily more accurate

Confidence is not equivalent to accuracySlide30

Flashbulb Memories of September 11, 2001

http://www.nyu.edu/about/video.spotlight.html

http://people-press.org/reports/display.php3?PageID=632Slide31
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Challenger Disaster Study (

Neisser

&

Harsch

, 1992)Slide33
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Valence and Memory

Negative events remembered in more vivid detail than positive events

Positive events more associated with memory distortion and inconsistency

Positive induced mood leads to greater “false memory”Slide37
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Event Valence Affects Memory Consistency

Kensinger

&

Schacter

, 2006Slide40

Neural Substrates

of Positive

(

Fusiform

) and Negative (frontal)

rcollection

;

Amygdala

active in both

Kensington &

Schacter

, 2006Slide41
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Bower’s 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 resultsSlide43
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Four Predictions from Bower’s Theory

Mood-state-dependent recall

Mood congruity

: learning best when congruity between learner’s state and type of material (best supported)

Thought congruity

: thoughts, associations congruent with mood state

Mood intensity

: increases in intensity (arousal) lead to greater activation of networkSlide46

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)Slide47

Emotion and AttentionSlide48

Emotional Stroop

BOY

BLOOD

TABLE

GASH

NICE

TREE

PUS

DOG

ELBOW

LACERATE

RIVER

GUTS

CHURCHSlide49
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GUILTY

CANDYSlide51
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Basis of Dot Probe Results

Selective attention to threat (McLeod)

Failure to ‘disengage’ attention from threat (Koster, et al 2004)Slide53

Koster

, et al (2004)

RT to N-N trialsSlide54
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Weapon Focus

Eyewitness’ inability to identify a perpetrator when a weapon is used in a crime

Easterbrook hypothesis: narrowing of attentional focus in emotional situations

Arousal and central/peripheral detailSlide56

Basis of Weapon Focus?

Simple selective attention

All items attended to equally, but weapon remembered better

Cue-utilization (threat-arousal-narrowing)

Unusualness/distinctiveness

Effect sizes: lineup

ident

< feature accuracySlide57
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Attention/Memory in Anxiety and DepressionSlide59

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 poor effort/motivation

most studies are of an anologue nature, though a few patient studies are availableSlide60
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Anxiety and Attention

Selective attention toward threat-related

material

(selective

attentional

bias; e.g. dot-probe, emotional Stroop)

Distractibility

(



attentional

control)

Effects on breadth of attention

(more local spotlight)

Interpretive bias

: interpreting ambiguous materials as threatening (e.g., “The doctor examined little Emily’s growth”)

Anxiety and

preattentive

processingSlide62

Depression

Little evidence for attentional bias in depression

Interpretive/recall biases in depression

Interpreting ambiguous situations as negative

Reduced predictions of success on cognitive tasks

Recall of past performance reducedSlide63

Siegle, 1999Slide64

Time Course of Attentional Bias in Depression

Siegle et al (2001)Slide65

Failure to Disengage from Negative Information in

Dysphoric

Patients (

Koster

, et al,

Emotion

, 2005)

CV=RT(invalid) – RT(valid)Slide66

Discrete v. Dimensional Theories of EmotionSlide67

Discrete Emotions Theory

Emotions are

distinct and unique

states (e.g., fear, anger, etc.)

‘Basic’ or ‘primary’ emotions

- Tomkins lists 8 (hap, sad, anger, fear disgust, surprise, interest, shame)

Search for

response patterning

in emotions (Friesen, Ekman, etc.)

Cross-cultural

comparisonsSlide68
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Basic Elements of Discrete Emotions TheorySlide71

Bioinformational Theory (Lang)

Emotions as

action predispositions

Dimensional view of emotions

affective valence (appetitive-aversive dimension)

arousal (resource recruitement)

Link between emotional and motivational behavior Slide72
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Activation v. Approach/Withdrawal

Activation v. Valence

A

W

P

N

Discrete v. Dimensional Models (Christie, 2002)Slide77

Neuropsychological Findings

Neuropsychological studies of affective competence (RHD)

“Modular” organization of affective systems (?)

Modality-independent affective lexicon

Valence-related asymmetriesSlide78
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Emotion and the Brain: Three General Hypotheses

Right Hemisphere dominance for emotion

Hemispheric laterality for mood

Positive/approach: left hemisphere

Negative/withdrawal: right hemisphere

Automatic-controlled distinction (RH v. LH Slide82

Negative - Neutral

Positive - NeutralSlide83

Localized “Damage” and Emotion

Awakening from WADA

Right Hemisphere: crying, anxiety

Left Hemisphere: laughing, excitement

Acute Structural Lesion (stroke)

Right Hemisphere: indifference, ?secondary mania

Left Hemisphere: depression (frontal)Slide84

Neuropsychiatric Disorders

Depression

Secondary Mania

OCD

Anxiety

Aggression/disinhibition

Psychopathy/APDSlide85

Neuropsychological Manifestations of Frontal Lobe Lesions II

Inferior Mesial Region

A)

Orbital Region

(10, 11)

Lesions in this region produce disinhibition, altered social conduct, “acquired sociopathy”, and other disturbances due to impairment in fronto-limbic relationships

B)

Basal Forebrain

(posterior extension of inferior mesial region, including diagonal band of Broca, nucleus accumbens, septal nuclei, substantia innominata)

Lesions here produce prominent anterograde amnesia with confabulation (material specificity present, but relatively weak)

Tranel, 1992Slide86

Neuropsychological Manifestations of Frontal Lobe Lesions III

Lateral Prefrontal Region (8,9,46)

Lesions in this region produce impairment in a variety of “executive” skills that cut across domains. Some degree of material-specificity is present, but relatively weak.

A) Fluency: impaired verbal fluency (left) or design fluency (right)

B) Memory impairments: defective recency judgment, metamemory defects, difficulties in memory monitoring

C) Impaired abstract concept formation and hypothesis testing

D) Defective planning, motor sequencing

E) Defective cognitive judgement and estimation

Tranel, 1992Slide87

Neuropsychological Manifestations of Frontal Lesions I

Frontal Operculum (44,45,47)

A) Left: Broca’s 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 more severe form of akinetic mutism

Tranel, 1992Slide88

Phineas Gage

(1823-1861, accident in 1848)Slide89

Phineas Gage’s lesion reconstructed

(H. Damasio and R. Frank, 1992)Slide90

Ventromedial Prefrontal Cortex and Somatic Markers

Somatic marker “biasing signals” are regulated by VM premotor cortex; these signals help regulate decision-making in uncertainty

Support from Iowa Gambling Task; anticipatory SCR’s to selection of “unfavorable” decks

Impaired in VMPFCSlide91

Iowa Gambling TaskSlide92

Actual Body Actions

Expected Body Actions

(Internal Model)Slide93
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Problems with SMT

Assertion that IGT preferences formed “implicitly” is untenable

Meaning of psychophsyiological response is unclear (response to feedback, risk indicator, post-decision emotion reaction)

Not all “normal controls” are normal

(

Dunn et al.,

Neurosci Biobehav Reviews

, 2006,

30

, 239-271)Slide95

Mirror Neuron System

Class of neurons in F5 (BA 44) and ventral premotor cortex that discharge 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 and imitation effects

Being investigated in social-emotional impairments such as autism, Asperger’s disorder, and schizophrenia

May be important in “empathy”Slide96

Action Vision – Mirror Neuron System

Rizzolatti & Craighero, 2004Slide97

Mirror Neuron Responses to Action Observation (Umilt

á, 2001)

Full view (a,c)

Obstructed view (b,d)Slide98

Cortical-Subcortical Interactions in Emotion

General concept of limbic system as “emotional effector”

Question is, “what is the limbic system?”

Regulatory interaction between cortex and subcortical structures

Gating

Selective engagementSlide99

General Organization of Frontal cortical-striatal-pallidal-thalamic-cortical loopsSlide100

Blumenfeld, 2002Slide101

Orbitofrontal Loop

Involved in social and emotional functioning

Damage produces:

Disinhibition

Hyperactivity

Emotional lability

Aggressiveness

Reduced self-awareness