Chapt. 20 - Emotions Flashcards

1
Q

Ivan Pavlov developed the fundamental methodology for studying

A

associative learning

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2
Q

in pavlovian conditioning method, two events called the ___ and ___ are presented together

the ___ evokes the response called the ____

assume that the ___ evokes the ____ because the ____ gets associated with the ____

A

conditioned stimulus (CS) and unconditioned stimulus (US)

CS, CR (conditioned response)

CS, CR, CS, US

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3
Q

define pavlovian conditioning

A

conditioned learning where two stimuli are linked together, which aren’t naturally linked, to produce a new learned response.

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4
Q

Pavlov wasn’t a trained psychologist, but became famous for creating the theory of classical conditioning. What was he studying in order to create this theory

A

Focused on digestion. He measured stomach secretions as the dog was exposed to meat power and noticed mere sight of food caused dog salivation (also noticed entry of experimenter of footsteps could cause association and have the dog salivate

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5
Q

What are the ingredients necessary to bring about conditioning

A
  1. unconditioned stimulus
  2. unconditioned response
  3. conditioned stimulus
  4. conditioned response
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6
Q

define unconditioned stimulus

A

elicits a natural and automatic response from the organism (UR)

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7
Q

define unconditioned response

A

natural and automatic, involuntary response elicited by the US

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8
Q

Define conditioned stimulus

A

neutral stimulus that does not elicit a natural and automatic response from the organism (ex. ringing bell which CAUSES salivation)

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9
Q

Define conditioned response

A

automatic response established by TRAINING to an ordinarily neutral stimulus

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10
Q

When is experimental extinction said to occur in conditioned learning

A

decrease in response (CR) to a CS that occurs when the stimulus is presented without the reinforcement

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11
Q

Define reinforcer in conditioned learning

A

the unconditioned stimulus is the reinforcer because the response (CR) depends on the US for existence

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12
Q

Define spontaneous recovery in conditioned learning

A

after extinction and time has passed, if the CS is presented again, the CR will temporarily reappear. the CR has spontaneous recover even though there had been no further pairings (practice) between the CS and US

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13
Q

What does spontaneous recover imply about learning

A

the difference between learning and behaviour (just that the learning is still stored in the brain, but isn’t being performed through behaviour)

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14
Q

Define high order conditioning/second order conditioning

A

after a CS is paired with a US for many trials, the CS can be used like the US. the CS can develop reinforcing properties (first made/learned to be valueable and then actually has value –> ex. money)

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15
Q

What two things are important to determine the significance of the relationship between the CS and US

A
  1. optimal interval of presentation between the CS and US to take place most rapidly is 0.5 - 1 second
  2. CS needs to come before US. if comes after the US, conditioning is difficult
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16
Q

Why is extinction not an affective strategy when dealing with addiction

A

because it is hard to recreate real life conditions in a lab with addiction and there is no evidence that it takes away the CS and US association which is the whole point. it doesnt disappear with extinction

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17
Q

define counterconditioning

A

a technique to attempt to change the reaction to be the opposite of previous reaction to the stimulus (change fear of public speaking to associate it with something nice instead)

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18
Q

Define flooding technique

A

used in phobias. massive exposure to fear inducing cues. problem is, although fast technique, some people get better and some get worse. many clients dropout because would rather avoid the fear.

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19
Q

Define systematic desensitization

A

ex. fear of flying, setup list that will expose person slowing to fear. (talk about a plane, look at a plane, sit on a plane turned off, etc… then fly!)

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20
Q

5 pavlon contributions

A
  1. dynamics of CS-US relationship
  2. course of response acquisition
  3. extinction and spontaneous recovery
  4. created first theory concerned with anticipatory learning
  5. treatment of CS as a signal even was unique
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21
Q

Explain Darwins theory of the evolution of emotional expression

A

that particular emotional responses such as facial expressions seem to accompany the same emotional state in members (link mental state with organization of movement, there is some sort of emotional state in behaviour)

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22
Q

Darwin’s theory of evolution of emotional expression is composed of what three main ideas

A
  1. expressions of emotion
  2. signals and evolution
  3. principle of antithesis
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23
Q

Define expressions of emotions in Darwin’s theory

A

expressions of emotion evolve from behaviours that indicate what animal is likely to do next (emotions are a signal, letting you know)

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24
Q

Define signals and evolution in Darwin’s theory

A

if signals provided by such behaviours benefit the animal that displays them, they will evolve in ways that enhance the communication function and the original function may even be lost

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25
Q

Define principle of antithesis in Darwin’s theory

A

the opposite messages are often signaled by opposite movements and postures

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26
Q

Explain James-Lange view on the theories of emotion

A

was the first physiological theory of emotion. perception/see –> physiological reactions (ANS body reactions) –> then feel emotion (ex. fear)

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27
Q

Explain Canon-Bard view on the theories of emotion

A

after james-lange’s theory, perception/see –> then both feeling of emotion and physiological reactions that could only be dissociated in experimental ways.

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28
Q

Explain the common sense view of the theories of emotions

A

perception/see –> feeling of emotion –> physiological reactions

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29
Q

Explain the modern biopsychological view of the theories of emotions

A

perception, feeling, and reactions are a cycle and all connected

30
Q

What original experiment did Bard use cats for and what were the results

A

he removed their neocortex’s to try and find the structures function.
they became aggressive in 2 ways: inappropriately sever and not directed at particular targets (getting mad at maybe not even the cause of their anger)

31
Q

What follow up structure did Bard remove in cats and what did he conclude

A

Also removed the hypothalamus
Concluded that hypothalamus is critical for the expression of aggressive responses and the neocortex inhibits and directs these responses

32
Q

What structures mediate the unconditioned responses to appealing or unappealing stimuli

A

various brainstem, hypothalamic, and basal forebrain areas, including autonomic and hormonal systems

33
Q

What two divisions does the ANS consist of and briefly define each

A

Parasympathetic - rest and digestive system, conserves energy (ex. resting heart rate, GI activity)
Sympathetic - prepares body for intense physical activity, fight or flight

34
Q

Brown and Schaeffer reported removal of the temporal lobes altered

A

affective behaviours in monkeys. very general, noted changes in emotion, didnt actually do experiments

35
Q

3 major findings in the 1930s that changed views of neurobiology emotions

A
  1. Papez - structures of limbic system (nerves and network system of the brain) form anatomical basis of emotions. looked at connectivity (cingulate cortex, prefrontal cortex, hippocampus, anterior thalamus, and mammillary bodies) –> these structures act on hypothalamus to produce emotional states
  2. Kluver and bucy - looked at temporal lobe lesions in monkeys, found fundamental changes in animals attributed to amygdala.
  3. Jacobsen - removed frontal lobes and showed alteration in affective tone
36
Q

Kluver and bucy experiment of medial temporal lobe damage on emotional behaviours, 4 results:

A
  1. psychic blindness - visual agnosia (couldnt recognize familiar objects or people)
  2. oral tendencies - put anything into their mouth
  3. emotional changes - didnt show normal reaction they should have, werent scared when new experimenter came in when they should have been and usually are
  4. changes in sexual behaviour - hypersexuality, extensive sex
37
Q

The amygdala can be subdivided into ___ major sub groups:

A

4
central, basolateral, olfactory and medial

38
Q

Central amygdala

A

involved in fear conditioning because connected to brainstem that are activated by conditioned stimuli, extensive reciprocal connections with the brainstem and hypothalamus, is well informed

39
Q

central amygdala is crucial for (6)

A
  1. parabrachial nucleus - arousal and attention
  2. caudal medulla - modulate breathing
  3. Nucleus of the solitary tract - linked heavily with vagus and cranial nerve, get information from the gut and internal organs
  4. periaqueductal gray - freezing, particular behaviours in rats
  5. hypothalamus - lateral part, controlling heart rate
  6. brainstem - also heart rate
40
Q

Basolateral amygdala

A

extensive reciprocal connections with the thalamus (primary sensory information), cortex, and ventral striatum.
extensive connections with diagonal band, VTA, and nucleus accumbens
well informed, all sensory types, reward signals.
quick processing, learning and acting

41
Q

olfactory amygdala

A

extensive connections with the olfactory system

42
Q

medial amygdala

A

extensive connections with the medial hypothalamus and accessory olfactory system
ex. information about their offspring and how to take care of them

43
Q

sensory evoked responses

A

neurons of the amygdala response to sensory stimuli from various modalities (all sensory types), recorded mostly in basal lateral

44
Q

evoked responses to sensory stimuli habituate quickly unless…

A

neurons in the amygdala are responsive to stimuli with positive or negative valence (reward related - mainly on central nucleus)

45
Q

Bruce Kapp experiment of rabbits and foot shock

A

tracking anatomy of conditioned fear system. The difference between CS + is foot shock and CS- is no foot shock

46
Q

Weiskrantz provided first evidence suggesting that the amygdala might be involved in

A

learning

47
Q

Examples of amygdala disfunction on aversive tasks

A
  1. CER 2. conditioned bradycardia 3. fear potentiated startle reflex 4. conditioned freezing 5. conditioned analgesia
48
Q

CER training

A

trained hungry rats to press a bar for food, then take animal to another room and associate tone with foot shock. allow rats to press bar for food then randomly present tone.
conditioned emotional response when play tone when also pressing bar - and doesnt press it anymore because tone overpowers and rat is scared

49
Q

Results of CER training

A

rats with neurotoxic lesions of the basolateral amygdala show normal instrumental learning (pressing bar to obtain food) and dont suppress responding in presence of conditioned tone

50
Q

Conditioned bradycardia experiment

A

tone discrimination, one tone signals foot shock, other tone doesnt.

51
Q

Results of bradycardia experiment

A

rats with central or basolateral amygdala lesions do not show discriminative conditioning

52
Q

fear potentiated startle reflex experiment

A

associate tone with footshock, then take to another place and associate light with foot shock. then when light and tone go off at same time, rats are most scared because of combined startle

53
Q

results of fear potentiated startle reflex

A

amygdala modulates and amygdala lesions show normal startle but not combined extra startle

54
Q

Believed amygdala damage were impaired at _____ fear response

A

unconditioned
BUT incorrect because with amygdala damage they show normal unconditioned response, they are afraid, but dont have conditioned fear

55
Q

Define the two types of conditioned avoidance

A
  1. active avoidance - subject must actively do something and nothing bad will happen
  2. passive avoidance - stay passive and nothing will happen (ex. stay on platform and dont move and wont get shocked)
56
Q

Evidence for appetitive stimuli (6)

A
  1. classical conditioning 2. second order conditioning 3. magnitude of reinforcement 4. CPP 5. conditioned attention 6. neophobia
57
Q

Classical conditioning experiment

A

tone signals presentation of a food. create conditioned response to tone (ex. salivation). neurotoxic damage to amygdala (specifically basal lateral) impairs this form of classical conditioning

58
Q

second order conditioning

A

stimulus made meaningful through additional step/association. instrumental discrimination. uses CS+ to reinforce something else (second discrimination)
amygdala damage show normal acquisition of first, but impaired on second order (dont need pavlonian representation because you have striatum, but need amygdala to do second) –> parallel circuits

59
Q

magnitude of reinforcement experiment

A

rats run down a track in which large amounts of food is found at the end. running speeds increases which is considered the measure of learning (run faster if know its down there)
amygdala dont do well, have to discriminate magnitude of reinforcement (depends on how much food is at the end). show normal learning but do not show reduction in speed to lower rewards
reduced amount of food, reduced running speed

60
Q

CPP experiment

A

two different chambers - Context 1 = black, triangle, vanilla Context 2 = white, square, eucalyptus.
See where spend more time and will tell you if that chamber is rewarding or not.
Different types of rewards - food, sucrose, cocaine, sex partners, maternal access to pups, etc.
Amygdala damage shows no discrimination (doesnt associate context with cues of chambers)

61
Q

If removed profs amygdala and put him in area of all the houses where his old cabin was in the woods, what would you predict

A

without amygdala would likely spend more time at the house but not know why, because associates positive events with the house. if remove hippocampus and striatum wouldnt spend significant amounts anywhere

62
Q

amygdala is building block for _____ and examples

A

unconditioned responses (specifically on fear side)
pattern separation, spatial learning, fear conditioning to context, negative patterning, food neophobia

63
Q

Neophobia experiment

A

groups of rats with neurotoxic damage to the amygdala, hippocampus, combination or control prepared. recovery period then exposed to “cafeteria” (each corner is different kinds of food - rat chow (normal food), potato, raisins, chocolate chips.)

64
Q

Results of neophobia experiment

A

with amygdala damage just ate cookie for most of the time (usually eat whats known/famililar because know they wont die because might be toxic) they dont have neophobia
while other mostly ate rat chow

65
Q

Emotions are complex:

A

feelings, physiological arousal, motivational programs, actions, and cognition

66
Q

feelings are complex:

A

private and subjective - may or may not be accompanied by overt indicators

67
Q

physiological arousal is complex:

A

autonomic system

68
Q

motivational programs are complex:

A

to solve specific adaptive responses and generated by complex neural circuits

69
Q

Actions are complex:

A

more complex and have higher order

70
Q

cognition is complex:

A

includes interpretations, narratives, and justifications