Chapt. 20 - Emotions Flashcards
Ivan Pavlov developed the fundamental methodology for studying
associative learning
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 ____
conditioned stimulus (CS) and unconditioned stimulus (US)
CS, CR (conditioned response)
CS, CR, CS, US
define pavlovian conditioning
conditioned learning where two stimuli are linked together, which aren’t naturally linked, to produce a new learned response.
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
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
What are the ingredients necessary to bring about conditioning
- unconditioned stimulus
- unconditioned response
- conditioned stimulus
- conditioned response
define unconditioned stimulus
elicits a natural and automatic response from the organism (UR)
define unconditioned response
natural and automatic, involuntary response elicited by the US
Define conditioned stimulus
neutral stimulus that does not elicit a natural and automatic response from the organism (ex. ringing bell which CAUSES salivation)
Define conditioned response
automatic response established by TRAINING to an ordinarily neutral stimulus
When is experimental extinction said to occur in conditioned learning
decrease in response (CR) to a CS that occurs when the stimulus is presented without the reinforcement
Define reinforcer in conditioned learning
the unconditioned stimulus is the reinforcer because the response (CR) depends on the US for existence
Define spontaneous recovery in conditioned learning
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
What does spontaneous recover imply about learning
the difference between learning and behaviour (just that the learning is still stored in the brain, but isn’t being performed through behaviour)
Define high order conditioning/second order conditioning
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)
What two things are important to determine the significance of the relationship between the CS and US
- optimal interval of presentation between the CS and US to take place most rapidly is 0.5 - 1 second
- CS needs to come before US. if comes after the US, conditioning is difficult
Why is extinction not an affective strategy when dealing with addiction
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
define counterconditioning
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)
Define flooding technique
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.
Define systematic desensitization
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!)
5 pavlon contributions
- dynamics of CS-US relationship
- course of response acquisition
- extinction and spontaneous recovery
- created first theory concerned with anticipatory learning
- treatment of CS as a signal even was unique
Explain Darwins theory of the evolution of emotional expression
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)
Darwin’s theory of evolution of emotional expression is composed of what three main ideas
- expressions of emotion
- signals and evolution
- principle of antithesis
Define expressions of emotions in Darwin’s theory
expressions of emotion evolve from behaviours that indicate what animal is likely to do next (emotions are a signal, letting you know)
Define signals and evolution in Darwin’s theory
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
Define principle of antithesis in Darwin’s theory
the opposite messages are often signaled by opposite movements and postures
Explain James-Lange view on the theories of emotion
was the first physiological theory of emotion. perception/see –> physiological reactions (ANS body reactions) –> then feel emotion (ex. fear)
Explain Canon-Bard view on the theories of emotion
after james-lange’s theory, perception/see –> then both feeling of emotion and physiological reactions that could only be dissociated in experimental ways.
Explain the common sense view of the theories of emotions
perception/see –> feeling of emotion –> physiological reactions
Explain the modern biopsychological view of the theories of emotions
perception, feeling, and reactions are a cycle and all connected
What original experiment did Bard use cats for and what were the results
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)
What follow up structure did Bard remove in cats and what did he conclude
Also removed the hypothalamus
Concluded that hypothalamus is critical for the expression of aggressive responses and the neocortex inhibits and directs these responses
What structures mediate the unconditioned responses to appealing or unappealing stimuli
various brainstem, hypothalamic, and basal forebrain areas, including autonomic and hormonal systems
What two divisions does the ANS consist of and briefly define each
Parasympathetic - rest and digestive system, conserves energy (ex. resting heart rate, GI activity)
Sympathetic - prepares body for intense physical activity, fight or flight
Brown and Schaeffer reported removal of the temporal lobes altered
affective behaviours in monkeys. very general, noted changes in emotion, didnt actually do experiments
3 major findings in the 1930s that changed views of neurobiology emotions
- 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
- Kluver and bucy - looked at temporal lobe lesions in monkeys, found fundamental changes in animals attributed to amygdala.
- Jacobsen - removed frontal lobes and showed alteration in affective tone
Kluver and bucy experiment of medial temporal lobe damage on emotional behaviours, 4 results:
- psychic blindness - visual agnosia (couldnt recognize familiar objects or people)
- oral tendencies - put anything into their mouth
- emotional changes - didnt show normal reaction they should have, werent scared when new experimenter came in when they should have been and usually are
- changes in sexual behaviour - hypersexuality, extensive sex
The amygdala can be subdivided into ___ major sub groups:
4
central, basolateral, olfactory and medial
Central amygdala
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
central amygdala is crucial for (6)
- parabrachial nucleus - arousal and attention
- caudal medulla - modulate breathing
- Nucleus of the solitary tract - linked heavily with vagus and cranial nerve, get information from the gut and internal organs
- periaqueductal gray - freezing, particular behaviours in rats
- hypothalamus - lateral part, controlling heart rate
- brainstem - also heart rate
Basolateral amygdala
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
olfactory amygdala
extensive connections with the olfactory system
medial amygdala
extensive connections with the medial hypothalamus and accessory olfactory system
ex. information about their offspring and how to take care of them
sensory evoked responses
neurons of the amygdala response to sensory stimuli from various modalities (all sensory types), recorded mostly in basal lateral
evoked responses to sensory stimuli habituate quickly unless…
neurons in the amygdala are responsive to stimuli with positive or negative valence (reward related - mainly on central nucleus)
Bruce Kapp experiment of rabbits and foot shock
tracking anatomy of conditioned fear system. The difference between CS + is foot shock and CS- is no foot shock
Weiskrantz provided first evidence suggesting that the amygdala might be involved in
learning
Examples of amygdala disfunction on aversive tasks
- CER 2. conditioned bradycardia 3. fear potentiated startle reflex 4. conditioned freezing 5. conditioned analgesia
CER training
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
Results of CER training
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
Conditioned bradycardia experiment
tone discrimination, one tone signals foot shock, other tone doesnt.
Results of bradycardia experiment
rats with central or basolateral amygdala lesions do not show discriminative conditioning
fear potentiated startle reflex experiment
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
results of fear potentiated startle reflex
amygdala modulates and amygdala lesions show normal startle but not combined extra startle
Believed amygdala damage were impaired at _____ fear response
unconditioned
BUT incorrect because with amygdala damage they show normal unconditioned response, they are afraid, but dont have conditioned fear
Define the two types of conditioned avoidance
- active avoidance - subject must actively do something and nothing bad will happen
- passive avoidance - stay passive and nothing will happen (ex. stay on platform and dont move and wont get shocked)
Evidence for appetitive stimuli (6)
- classical conditioning 2. second order conditioning 3. magnitude of reinforcement 4. CPP 5. conditioned attention 6. neophobia
Classical conditioning experiment
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
second order conditioning
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
magnitude of reinforcement experiment
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
CPP experiment
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)
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
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
amygdala is building block for _____ and examples
unconditioned responses (specifically on fear side)
pattern separation, spatial learning, fear conditioning to context, negative patterning, food neophobia
Neophobia experiment
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.)
Results of neophobia experiment
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
Emotions are complex:
feelings, physiological arousal, motivational programs, actions, and cognition
feelings are complex:
private and subjective - may or may not be accompanied by overt indicators
physiological arousal is complex:
autonomic system
motivational programs are complex:
to solve specific adaptive responses and generated by complex neural circuits
Actions are complex:
more complex and have higher order
cognition is complex:
includes interpretations, narratives, and justifications
