introduction to physiological psychologyksweeney/pdfs/finalreview.pdf · emotion. 2 what is memory?...

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ReviewReview

[email protected]@cogsci.ucsd.edu

www.cogsci.ucsd.edu/~ksweeney/psy260.htmlwww.cogsci.ucsd.edu/~ksweeney/psy260.html

Introduction to Introduction to

Physiological PsychologyPhysiological Psychology

�� Learning and MemoryLearning and Memory

�� Human CommunicationHuman Communication

�� EmotionEmotion

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What is memory?What is memory?

�� Working Memory:Working Memory:

–– Limited capacity (7 +/Limited capacity (7 +/-- 2)2)

–– Information can be held for several minutes Information can be held for several minutes

with rehearsalwith rehearsal�� (e.g. memory system you use when you have to remember a (e.g. memory system you use when you have to remember a

phone number but have no place to write it down)phone number but have no place to write it down)

�� LongLong--term Memory:term Memory:

–– Very large capacityVery large capacity

–– Essentially infinite durationEssentially infinite duration�� e.g. memory system you need when you are reminiscing e.g. memory system you need when you are reminiscing

with friends, or taking a final examwith friends, or taking a final exam

Forms of

Learning

Perceptual Learning

Motor Learning

Stimulus-Response

Learning

Relational Learning

Objects

Situations

Form new circuits

in the motor system

Form connection

between perception

and action

Connections between

stimuli

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LearningLearning

�� All All forms of learning involve changes in forms of learning involve changes in

the ways that neurons communicate.the ways that neurons communicate.

StimulusStimulus--Response learningResponse learning�� Classical ConditioningClassical Conditioning

–– An An ununimportant stimulus begins to elicit a important stimulus begins to elicit a

similar response as an important onesimilar response as an important one

–– It involves an association between It involves an association between two stimuli, two stimuli,

one of which is reflexiveone of which is reflexive

�� Operant Conditioning Operant Conditioning (or (or Instrumental ConditioningInstrumental Conditioning))

–– A particular stimulus begins to elicit a A particular stimulus begins to elicit a

particular responseparticular response

–– It involves an association between a It involves an association between a stimulus stimulus

and a and a responseresponse

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Classical ConditioningClassical Conditioning

�� Famous example: PavlovFamous example: Pavlov’’s dogss dogs

–– First, present dogs with food and measure First, present dogs with food and measure

amount of salivaamount of saliva

–– Then, start ringing a bell just before food is Then, start ringing a bell just before food is

presented (at first, saliva only occurs at presented (at first, saliva only occurs at

presentation of food)presentation of food)

–– In time, salivation occurs in response In time, salivation occurs in response to the to the

bellbell

–– Conditioning has occurredConditioning has occurred

Classical ConditioningClassical Conditioning

�� Unconditional StimulusUnconditional Stimulus-- dog fooddog food

�� Unconditional ResponseUnconditional Response-- salivationsalivation

�� Conditional StimulusConditional Stimulus-- bellbell

�� Conditional ResponseConditional Response-- salivationsalivation

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�� Reinforcing stimulus Reinforcing stimulus (favorable consequences)(favorable consequences)

�� Appetitive stimulus that follows a particular Appetitive stimulus that follows a particular

behavior and thus makes behavior occur with behavior and thus makes behavior occur with

greater frequencygreater frequency

�� Punishing stimulus Punishing stimulus (unfavorable consequences)(unfavorable consequences)

�� Aversive stimulus that follows a particular Aversive stimulus that follows a particular

behavior and thus makes behavior occur more behavior and thus makes behavior occur more

rarelyrarely

Instrumental (or Operant) ConditioningInstrumental (or Operant) Conditioning

An association between a stimulus and a response

But what has happened in the brain?But what has happened in the brain?

�� Hebb postulated: Hebb postulated:

–– the cellular basis of learning involves the cellular basis of learning involves

strengthening of a synapse that is strengthening of a synapse that is repeatedly repeatedly

active when the postsynaptic neuron firesactive when the postsynaptic neuron fires

–– ““neurons that fire together, wire togetherneurons that fire together, wire together””

For LTP to occur,

the postsynaptic

cell must already be

depolarized

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NMDA and AMPANMDA and AMPA

�� Glutamate binds to NMDA receptors, which controls a Glutamate binds to NMDA receptors, which controls a

calcium (Ca2+) channel.calcium (Ca2+) channel.

�� So, Ca2+ rushes in, right? NO! So, Ca2+ rushes in, right? NO!

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NMDA and AMPANMDA and AMPA�� At rest, that same calcium channel is At rest, that same calcium channel is ‘‘guardedguarded’’ by a by a

magnesium ion (Mg2+), so calcium canmagnesium ion (Mg2+), so calcium can’’t get in through t get in through

NMDA receptors. NMDA receptors.

�� That Mg2+ ion wonThat Mg2+ ion won’’t budge unless cell is depolarized.t budge unless cell is depolarized.

�� But cell canBut cell can’’t depolarize unless Ca2+ can get in, right? t depolarize unless Ca2+ can get in, right?

NO!NO!


�� If a weak synapse is active by itself, nothing happens…If a weak synapse is active by itself, nothing happens…

�� BUTBUT-- if the cell has just fired due to a strong synapse if the cell has just fired due to a strong synapse

somewhere elsesomewhere else on the cell, a dendritic spike will on the cell, a dendritic spike will

depolarize the membrane…depolarize the membrane…

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�� Depolarization kicks the Mg2+ ion out, and NOW Ca2+ Depolarization kicks the Mg2+ ion out, and NOW Ca2+

ions can enter the cell. ions can enter the cell.

�� … and an association between those two synapses is … and an association between those two synapses is

formed.formed.

We still donWe still don’’t have LTP!t have LTP!

�� Ca2+ ions entering the cell bind with the enzyme CaMCa2+ ions entering the cell bind with the enzyme CaM--

KIIKII

�� CaMCaM--KII causes more AMPA receptors to to move to KII causes more AMPA receptors to to move to

postpost--synaptic membrane. synaptic membrane.

�� More AMPA receptors means itMore AMPA receptors means it’’s easier to depolarize s easier to depolarize

the cell in the future. the cell in the future.

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We still donWe still don’’t have LTP!t have LTP!

�� Ca2+ ions entering the cell bind with the enzyme CaMCa2+ ions entering the cell bind with the enzyme CaM--

KIIKII

�� CaMCaM--KII causes more AMPA receptors to to move to KII causes more AMPA receptors to to move to

postpost--synaptic membrane. synaptic membrane.

�� More AMPA receptors means itMore AMPA receptors means it’’s easier to depolarize s easier to depolarize

the cell in the future. the cell in the future.

�� For Ca2+ to enter the cell, NMDA For Ca2+ to enter the cell, NMDA

receptors have to be activated by receptors have to be activated by

glutamate AND subjected to glutamate AND subjected to

depolarization depolarization simultaneously. simultaneously.

�� The fact that both these things must The fact that both these things must

occur together means that NMDA occur together means that NMDA

receptors are receptors are ““coincidence detectorscoincidence detectors””..

�� Thus, they are crucial for LTP.Thus, they are crucial for LTP.

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Perceptual LearningPerceptual Learning

�� The The ventral stream ventral stream –– involved with object involved with object

recognition, continues recognition, continues ventrally into the inferior ventrally into the inferior temporal cortex.temporal cortex.

�� The The dorsal stream dorsal stream –– involved with perception of involved with perception of

the location of objects, the location of objects, continues dorsally into the continues dorsally into the posterior parietal cortex.posterior parietal cortex.

�� The ventral stream is The ventral stream is involved with the involved with the what what of of visual perception; the dorsal visual perception; the dorsal stream is involved with the stream is involved with the where.where.

Instrumental ConditioningInstrumental Conditioning

�� Circuits responsible for instrumental Circuits responsible for instrumental

conditioning begin in sensory association conditioning begin in sensory association

cortices and end in motor association cortices and end in motor association

cortex.cortex.

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Instrumental ConditioningInstrumental Conditioning

�� Two major pathways from sensory to Two major pathways from sensory to

motor association areas:motor association areas:

–– Direct transcortical connectionsDirect transcortical connections-- involved in involved in

STM, acquisition of episodic memories and of STM, acquisition of episodic memories and of

complex behaviors that involve deliberation complex behaviors that involve deliberation

or instruction (slow and laborious)or instruction (slow and laborious)

–– Connections via the Connections via the basal ganglia basal ganglia and and

thalamusthalamus-- which are involved as behaviors which are involved as behaviors

become automatic and routine (fast and easy)become automatic and routine (fast and easy)

H.MH.M..

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What can possibly go wrong?What can possibly go wrong?

�� AnterogradeAnterograde Amnesia:Amnesia:

–– Amnesia for events occurring Amnesia for events occurring afterafter the the

precipitating event.precipitating event.

�� RetrogradeRetrograde Amnesia:Amnesia:

–– Amnesia for events occurring Amnesia for events occurring beforebefore the the

precipitating event.precipitating event.

The Medial Temporal Lobe:The Medial Temporal Lobe:Crucial in the Crucial in the DeclarativeDeclarative Memory SystemMemory System

�� Damage to these areas Damage to these areas

usually results in usually results in

anterograde anterograde amnesia: amnesia:

patients are unable to patients are unable to

form form newnew declarative declarative

memories.memories.

�� Can also result in Can also result in

retrograde retrograde amnesia: amnesia:

typically typically ‘‘gradedgraded’’. .

�� NonNon--declarative declarative

memory is not affected.memory is not affected.

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H.M.H.M.Effects of Bilateral Medial Temporal LobectomyEffects of Bilateral Medial Temporal Lobectomy

�� Minor seizure beginning at age 10, major Minor seizure beginning at age 10, major

seizures beginning age 16seizures beginning age 16

�� Severe, persistent seizure conditionSevere, persistent seizure condition-- not not

controlled with anticonvulsantscontrolled with anticonvulsants

�� By midBy mid--2020’’s, condition was so severe he s, condition was so severe he

was unable to workwas unable to work

�� Surgery at age 27: Surgery at age 27:

Bilateral medial temporal lobe resection.Bilateral medial temporal lobe resection.

�� In HM, the In HM, the

amygdala, amygdala,

entorhinal and entorhinal and

perirhinal cortices, perirhinal cortices,

and about twoand about two--

thirds of the thirds of the

hippocampus were hippocampus were

removedremoved

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WhatWhat’’s wrong with H.M., and what does it tell us s wrong with H.M., and what does it tell us

about functions of Hippocampus and MTL?about functions of Hippocampus and MTL?

�� What CAN he do?What CAN he do?

–– Intellect is normalIntellect is normal

–– Can remember the past (preCan remember the past (pre--surgery)surgery)

�� He has relatively little He has relatively little retrograderetrograde amnesiaamnesia

�� His longHis long--term memory is intactterm memory is intact

–– Can carry on excellent, short conversationCan carry on excellent, short conversation

�� His working memory is intactHis working memory is intact

–– Can learn new skills at a normal rateCan learn new skills at a normal rate-- and and

retains those skills over long periods of timeretains those skills over long periods of time

�� His procedural memory is intactHis procedural memory is intact

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WhatWhat’’s wrong with H.M., and what does it tell us s wrong with H.M., and what does it tell us

about functions of Hippocampus and MTL?about functions of Hippocampus and MTL?

�� What CANWhat CAN’’T he do?T he do?

–– DoesnDoesn’’t retain new semantic or episodic t retain new semantic or episodic

informationinformation

–– CanCan’’t form new t form new declarativedeclarative memories.memories.

What does H.M. tell us about role of What does H.M. tell us about role of

Hippocampus and MTL?Hippocampus and MTL?

�� Hippocampus is essential for the Hippocampus is essential for the formation, formation, but but

not the not the storage storage or or retrievalretrieval, of long, of long--term term

declarative memorydeclarative memory

�� Memory depends on Hippocampus for a short Memory depends on Hippocampus for a short

durationduration

�� Hippocampus does Hippocampus does not not mediate shortmediate short--term term

memorymemory

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What does H.M. tell us about What does H.M. tell us about

role of Hippocampus and MTL?role of Hippocampus and MTL?

�� STM and LTM are distinctly STM and LTM are distinctly separate separate –– H.M. is unable to move memories from STM to H.M. is unable to move memories from STM to LTM, a problem with LTM, a problem with memory consolidationmemory consolidation

�� Memory may exist but not be recalled Memory may exist but not be recalled –– as as when H.M. exhibits a skill he does not know when H.M. exhibits a skill he does not know he has learnedhe has learned

Explicit vs. Implicit MemoriesExplicit vs. Implicit Memories

�� Explicit memories Explicit memories –– conscious memoriesconscious memories

�� Implicit memories Implicit memories –– unconscious memories, unconscious memories, as when H.M. shows the benefits of prior as when H.M. shows the benefits of prior experienceexperience

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BrocaBroca’’s Area and Patient s Area and Patient ““TanTan””

Lateralization of FunctionLateralization of Function

�� For many functions the hemispheres do not For many functions the hemispheres do not differ and where there are differences, differ and where there are differences, these tend to be minimalthese tend to be minimal

�� Lateralization of function is statistical, Lateralization of function is statistical, notnotabsolute!absolute!–– e.g. Right hemisphere has e.g. Right hemisphere has somesome language language abilitiesabilities

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Lateralization of FunctionLateralization of Function

Left HemisphereLeft Hemisphere

�� ““LanguageLanguage””–– Even for deaf people!Even for deaf people!

�� Words, lettersWords, letters

�� The detailsThe details

Right HemisphereRight Hemisphere

�� Emotional ProsodyEmotional Prosody

�� MusicMusic

�� Spatial abilitySpatial ability

�� Faces, patternsFaces, patterns

�� The big pictureThe big picture

LanguageLanguage

�� Language is not a unitary abilityLanguage is not a unitary ability

–– Production Production vs. vs. ComprehensionComprehension

�� ProductionProduction

–– Requires having something to say, being able Requires having something to say, being able

to associate that to associate that ““thingthing”” with words, and with words, and

making the mouth move appropriatelymaking the mouth move appropriately

�� ComprehensionComprehension

–– Begins in the auditory system (detection and Begins in the auditory system (detection and

analysis of sounds) but there is a difference analysis of sounds) but there is a difference

between between recognizing recognizing a word and a word and

comprehending comprehending itit

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�� AphasiaAphasia

–– A difficulty with speech (either production or A difficulty with speech (either production or

comprehension) caused by brain damage comprehension) caused by brain damage

rather than, e.g. motor deficits or deafnessrather than, e.g. motor deficits or deafness


�� BrocaBroca’’s aphasias aphasia

–– difficulty in language difficulty in language productionproduction

�� Comprehension is normalComprehension is normal

�� Know what they want to say, but canKnow what they want to say, but can’’t say itt say it

�� ““expressive aphasiaexpressive aphasia””, slow laborious speech, , slow laborious speech,

full of disfluencies.full of disfluencies.

�� Although words are often mispronounced, Although words are often mispronounced,

words that words that are are produced are usually meaningfulproduced are usually meaningful

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�� BrocaBroca’’s aphasias aphasia

–– Typically Typically function function words are most compromised, with words are most compromised, with

content content words being relatively spared. words being relatively spared.

–– Aphasias are a Aphasias are a spectrumspectrum


�� BrocaBroca’’s aphasia: not ONLY a production s aphasia: not ONLY a production

problem!problem!

–– Although comprehension is good, it is not normalAlthough comprehension is good, it is not normal

–– AgrammatismAgrammatism is present in production, andis present in production, and

grammatical clues such as word order, tense grammatical clues such as word order, tense

markers or function words arenmarkers or function words aren’’t successfully t successfully

used in comprehension either. used in comprehension either.

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�� BrocaBroca’’s aphasia: not ONLY a production s aphasia: not ONLY a production

problem!problem!

–– Anomia:Anomia: a difficulty in finding words (in naming a difficulty in finding words (in naming

things). things).


�� BrocaBroca’’s aphasia: not ONLY a s aphasia: not ONLY a

production problem!production problem!

–– Articulation difficulties: Articulation difficulties: mouth mouth

motor movements are disfluent, so motor movements are disfluent, so

words are often mispronouncedwords are often mispronounced

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What What else else can possibly go wrong?can possibly go wrong?

�� WernickeWernicke’’s aphasias aphasia

–– WernickeWernicke’’s areas area-- difficulty in difficulty in comprehension; comprehension;

butbut productionproduction is generally meaninglessis generally meaningless

�� Unlike BrocaUnlike Broca’’s Wernickes Wernicke’’s aphasics generally speak s aphasics generally speak

quite fluently, with normal prosody, naturalquite fluently, with normal prosody, natural--sounding sounding

rhythm and apparently normal grammatical rhythm and apparently normal grammatical

constructions.constructions.

�� ““jargon aphasiajargon aphasia””, natural sounding rhythm and , natural sounding rhythm and

syntax, but output is meaningless (syntax, but output is meaningless (““word saladword salad””))

�� neologismsneologisms

WernickeWernicke’’s Aphasias Aphasia

�� Difficulty recognizing wordsDifficulty recognizing words

�� Impaired comprehension (failure to grasp Impaired comprehension (failure to grasp

the meaning of words)the meaning of words)

�� Difficulty converting thoughts into Difficulty converting thoughts into

meaningful wordsmeaningful words

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WernickeWernicke’’s Areas Area

�� WernickeWernicke’’s area is s area is

also implicated in also implicated in

Pure Word DeafnessPure Word Deafness

�� Uncompromised Uncompromised

recognition of nonrecognition of non--

speech sounds and speech sounds and

intonation.intonation.

�� Caused by disruption Caused by disruption

of auditory input to of auditory input to

WernickeWernicke’’s area, or s area, or

damage to damage to

WernickeWernicke’’s area s area

itselfitself

Transcortical sensory aphasiaTranscortical sensory aphasia

�� WernickeWernicke’’s aphasics cans aphasics can’’t understand t understand

the meaning of words the meaning of words or or ““translatetranslate”” their their

thoughts into meaningful words. thoughts into meaningful words.

�� This seems to be due to trauma to the This seems to be due to trauma to the

‘‘posterior language areaposterior language area’’. .

�� Damage to Damage to justjust this area often results in this area often results in

transcortical sensory aphasia. transcortical sensory aphasia.

�� These patients can recognize words: they These patients can recognize words: they

can repeat back what you say… but cancan repeat back what you say… but can’’t t make make ‘‘meaningmeaning’’..

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Language AreasLanguage Areas

Conduction AphasiaConduction Aphasia

�� The fact that transcortical aphasia The fact that transcortical aphasia

patients can perform repetition suggests patients can perform repetition suggests

that there is a direct connection between that there is a direct connection between

WernickeWernicke’’s area and Brocas area and Broca’’s areas area

�� This is known as the This is known as the arcuate fasciculusarcuate fasciculus

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Conduction AphasiaConduction Aphasia

�� Conduction aphasiaConduction aphasia patients patients

–– speak fluentlyspeak fluently

–– have pretty good comprehensionhave pretty good comprehension

–– Often perform well on repetition tasks, as Often perform well on repetition tasks, as

long as the sounds have long as the sounds have meaningmeaning

–– Often fail at longer repetition tasks, Often fail at longer repetition tasks,

repeating the gist of a sentence but with repeating the gist of a sentence but with

different wordsdifferent words

The arcuate fasciculusThe arcuate fasciculus

�� A bundle of axons that seems to bring A bundle of axons that seems to bring

information from Wernickeinformation from Wernicke’’s area to Brocas area to Broca’’s s area about the area about the soundssounds of words (but not their of words (but not their

meanings!)meanings!)

�� Conduction aphasiaConduction aphasia patients speak fluently, patients speak fluently,

have pretty good comprehension, but fail at have pretty good comprehension, but fail at

repetition tasks… suggesting that the AF is repetition tasks… suggesting that the AF is

important in STM of words and recently heard important in STM of words and recently heard

speech soundsspeech sounds

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Conduction aphasiaConduction aphasia

Anomic aphasiaAnomic aphasia

�� Speech of anomic aphasics is fluent and Speech of anomic aphasics is fluent and

grammatical, and their comprehension is grammatical, and their comprehension is

fine… but they appear to have difficulty fine… but they appear to have difficulty

finding the right words. finding the right words.

�� Fluent anomia is caused by posterior Fluent anomia is caused by posterior

lesions to the temporal or parietal lobes.lesions to the temporal or parietal lobes.

�� Patients adopt Patients adopt circumlocutions:circumlocutions:

alternative ways of saying what they alternative ways of saying what they

meanmean

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What is an emotion?What is an emotion?

appraisal experiencephysiologicalresponse

behavior

Autonomic & Hormonal

4 ingredients of an emotion4 ingredients of an emotion

�� AppraisalAppraisal or interpretation or interpretation

–– of some stimulus of some stimulus –– event, object, or thoughtevent, object, or thought--

in terms of wellin terms of well--beingbeing

�� Subjective Subjective experienceexperience or feeling or feeling

–– e.g. Feare.g. Fear

�� Physiological responses Physiological responses

–– e.g. change in heart ratee.g. change in heart rate

�� Overt or observable Overt or observable behaviorsbehaviors

–– e.g. facial expressions, running awaye.g. facial expressions, running away

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Emotions as response patternsEmotions as response patterns

�� Three components of the emotional Three components of the emotional

responseresponse::

–– Behavioral component Behavioral component (e.g. muscle movements)(e.g. muscle movements)

–– Autonomic component Autonomic component (e.g. heart rate)(e.g. heart rate)

–– Hormonal component Hormonal component (e.g. epinephrine)(e.g. epinephrine)

�� Stimulus triggers autonomic/skeletal Stimulus triggers autonomic/skeletal

response which response which then then triggers emotiontriggers emotion�� Implication: Autonomic/skeletal response is Implication: Autonomic/skeletal response is necessarynecessary for emotionfor emotion

JamesJames--Lange TheoryLange Theory

appraisal experiencephysiologicalresponse

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�� Stimulus triggers autonomic/skeletal Stimulus triggers autonomic/skeletal

response response and and emotionemotion�� Implication: Autonomic/skeletal response is Implication: Autonomic/skeletal response is independentindependent of emotionof emotion

CannonCannon--Bard TheoryBard Theory

appraisal

experiencephysiologicalresponse

DarwinDarwin’’s Theory s Theory

�� Expressions of emotion Expressions of emotion

evolveevolve from indicative from indicative

behaviorsbehaviors

�� If such signals are beneficial, If such signals are beneficial,

communicative function will communicative function will

be enhanced be enhanced

–– (original function may be lost)(original function may be lost)

�� Principle of antithesisPrinciple of antithesis““Opposite messages are often signaled by Opposite messages are often signaled by

opposite movementsopposite movements””

behavior

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Emotions and Facial Emotions and Facial

ExpressionExpression

�� The meanings of facial expressions The meanings of facial expressions

appear to be universalappear to be universal

�� Originally, six primary emotions, but now Originally, six primary emotions, but now

ten are recognized (including contempt, ten are recognized (including contempt,

embarrassment, guilt, interest)embarrassment, guilt, interest)

–– Naturally occurring expressions are Naturally occurring expressions are

usually variations or combinations of usually variations or combinations of

the basic onesthe basic ones

–– Not all pleasant facial expressions are Not all pleasant facial expressions are

the same (e.g., pride vs. happiness)the same (e.g., pride vs. happiness)

Facial ExpressionsFacial Expressions

�� Facial feedback hypothesis Facial feedback hypothesis –– smiling really smiling really makes you happier! makes you happier! –– facial muscles influence emotional experiencefacial muscles influence emotional experience

Rutledge & Hupka, 1985

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TwoTwo--factor Theoryfactor Theory

�� Schacter and Singer Schacter and Singer (1962)(1962)

appraisal experience

physiologicalresponse

cognitive label

�� Dutton & Aron Dutton & Aron (1974)(1974)

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What is an emotion?What is an emotion?

appraisal

experience physiologicalresponse

Bottom-up AND Top-down influences!!

The Limbic SystemThe Limbic System

�� Circuit implicated Circuit implicated

in crucial in crucial

emotions/instincts: emotions/instincts:

–– FeedingFeeding

–– FightingFighting

–– FleeingFleeing

–– Sexual behaviorSexual behavior

�� The The ““four Ffour F’’ss””

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Phineas GagePhineas Gage

�� Extensive damage Extensive damage

to to medial medial

prefrontal and prefrontal and

orbitofrontal orbitofrontal

cortexcortex

–– Responsible for…Responsible for…

The The balancebalance

�� Gage lacked the cortex necessary to Gage lacked the cortex necessary to

inhibit his emotional responses…inhibit his emotional responses…

�� But it is also possible to not have But it is also possible to not have

emotional responses at all if they lack emotional responses at all if they lack

access to the cortex!access to the cortex!

–– DamasioDamasio’’s patient s patient ““ElliottElliott””

–– ““I know this is horrible, I just donI know this is horrible, I just don’’t feel the t feel the

horrorhorror””

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ElliottElliott

�� Operation to remove tumor also severed Operation to remove tumor also severed

connections between frontal cortex and connections between frontal cortex and

limbic systemlimbic system

–– Normal IQNormal IQ

–– Normal MemoryNormal Memory

–– Ability to do calculations and deductionsAbility to do calculations and deductions

–– … but completely unable to … but completely unable to function!function!

�� Deprived of his feelings, he couldnDeprived of his feelings, he couldn’’t evaluate t evaluate

choices.choices.

�� The job of the The job of the

cortex may be to cortex may be to

prevent prevent

inappropriate inappropriate

responses responses rather rather

than to produce than to produce

appropriate ones! appropriate ones!

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Morality and the vmPFC Morality and the vmPFC

Effects of vmPFC damage on moralityEffects of vmPFC damage on morality

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Communication of EmotionsCommunication of Emotions

�� Several studies have found that damage Several studies have found that damage

to the amygdala impairs peopleto the amygdala impairs people’’s ability s ability

to recognize facial expressions of to recognize facial expressions of

emotion, emotion, especially especially expressions of fear.expressions of fear.

Recognition of EmotionsRecognition of Emotions

�� The rapid response The rapid response suggests that visual suggests that visual information that the information that the amygdala receives amygdala receives directly from the directly from the subcortical visual subcortical visual system (which system (which conducts information conducts information very rapidly) permits very rapidly) permits it to recognize facial it to recognize facial expressions of expressions of fearfear..

Cortex

AmygdalaThalamus

Emotional stimulus Emotional response

Low road- 12 ms

High road- 30-40 ms

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�� We recognize other peopleWe recognize other people’’s feelings by s feelings by means of vision and auditionmeans of vision and audition——seeing their seeing their facial expressions and hearing their tone of facial expressions and hearing their tone of voice and choice of words.voice and choice of words.

�� Many studies have found that the right Many studies have found that the right hemisphere plays a more important role hemisphere plays a more important role than the left hemisphere in comprehension than the left hemisphere in comprehension of emotion.of emotion.


�� Adolphs et al. (2000) discovered a possible link Adolphs et al. (2000) discovered a possible link between somatosensation and emotional recognition.between somatosensation and emotional recognition.

�� Examined the locations of brain damage in ~100 Examined the locations of brain damage in ~100 patients with localized brain lesions and correlated patients with localized brain lesions and correlated this information with the patientsthis information with the patients’’ ability to ability to recognize and identify facial expressions of emotions.recognize and identify facial expressions of emotions.

�� They found that this ability was most compromised They found that this ability was most compromised by damage to the somatosensory cortex of the right by damage to the somatosensory cortex of the right hemisphere.hemisphere.

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Lateralization of EmotionLateralization of Emotion

�� Two theories Two theories

–– RightRight--hemisphere model hemisphere model –– the right hemisphere the right hemisphere

is dominant for all aspects of emotionis dominant for all aspects of emotion

–– Valence model Valence model –– the right hemisphere the right hemisphere

specializes in negative emotions, and the LH…specializes in negative emotions, and the LH…

�� Both theories are probably too generalBoth theories are probably too general

introduction to physiological psychologyksweeney/pdfs/finalreview.pdf · emotion. 2 what is memory?...

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