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PSYC2020 Q3 > Wk 10 - Emotion > Flashcards

Wk 10 - Emotion Flashcards

1
Q

How does emotion relate to cognition? (x2)

A 
Cognitive processes (appraisals, evaluations) involved in emotions
Emotions involved in cognitive processes (beliefs, decisions)
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2
Q

Define emotion (x1)

A

Feeling state characterised by physiological arousal, expressive behaviours and a cognitive interpretation

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3
Q

Three components of emotion (name and describe factors)

A

Physiological - heart and breathing rate, sweating
Expressive - facial and body movements, voice
Cognitive - beliefs and appraisals

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4
Q

Additional factors that may influence emotion (x5)

A 
Personality
Past history/culture
Situational factors (control of)
Experiences
Mood
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5
Q

Physiological component of emotion is due to arousal of which nervous system?
Which consists of which three nervous systems?

A

Autonomic (ANS)
Sympathetic (SNS) - close to spine, fight or flight, opposite actions to…
Parasympathetic (PSNS) - further out, fee and breed, rest and digest
Enteric (ENS - visceral, butterflies

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6
Q

Physiological responses of the SNS in ANS (x9)

A 
Dilates pupils
Inhibits salivation
Increases respiration
Increases heartbeat
Stimulates glucose release
Secretes nor/adrenalin
Inhibits digestion
Relaxes bladder
Inhibits genitals
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7
Q

Physiological responses of the PSNS in ANS (x8)

A 
Constricts pupils
Stimulates salivation
Slows respiration
Slows heartbeat
Stimulates gall bladder
Stimulates digestion
Contracts bladder
Stimulates genitals
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8
Q

Four typical measures of physiological emotional response (SNS in ANS)
Also historically used…(x1)

A

Galvanic skin response - skin conductivity increases with perspiration
Pulse, blood pressure
Breathing
Startle reflex - how fast you blink to puff of air to eye
Fidgeting

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9
Q

Cannon-Bard Theory of emotion (x4)

Plus one issue

A

Perceived event leads to
Physiological and behavioural changes, and
Emotional experiences, but
The two are separate
Evidence for modulation of emotion by physiological states/expressions

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10
Q

James-Lange Theory of emotion (x3)

A

Perceived event leads to
Physiological and behavioural changes, then to
Emotional experience

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11
Q

The James-Lange view of emotion attempts to…(x1)

With two differing interpretations…

A

Analyse/explain emotion by something else
James - physiol arousal causes emotion
Lange - physiol IS emotion

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12
Q

Issues with James-Lange views on emotion…

A

Visceral responses don’t illuminate specific emotion involved, and
Take too long to cause emotion, and
Can occur without them, and
Emotions can occur in those without visceral response, eg paralysed

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13
Q

Facial feedback hypothesis proposes that…(x1)

With strong and weak versions holding that…

A

Expressing particular emotion puts us (to some extent) into corresponding emotional state
First you react (laugh), then infer cause (that’s funny)
Facial expression modulates emotion - leads to stronger feeling

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14
Q

Testing the facial feedback hypothesis has involved…(x2)

But findings limited by…(x1)

A

Electrical stimulation of facial muscles, or
Touching particular facial muscles, having Ps contract them, to create particular expression
Ps could guess intentions, perhaps biasing evidence

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15
Q

Duchenne identified which muscles active in frowning, smiling? (x1 and x2)
And we’re able to tell fake smile from false by…(x1)

A

Corrugator muscle involved in frown
Orbicularis oculi and zygomaticus major in smile
Fake don’t have eye-wrinkle (orbicularis oculi contraction)

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16
Q

Facial EMG used to measure emotional expressions found…(x2)

A

Positive emotions increase activity in cheeks

Negative increase activity in forehead and brow

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17
Q

Evidence for the facial feedback hypothesis (x3)

A

Ps reported less enjoyment subsequent to intentional zygomatic (cheek) muscle suppression
Ps happier and finding cartoons funnier after modelling happy faces, and vice versa
As did those who did ‘open-mouth pen holding’ over closed lips (overcomes demand characteristics of previous studies)

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18
Q

Botox has been found to affect emotions…(x3)

A

Decreases activity in amygdala and brain stem
Those with injections are slower to read sad sentences, but not happy ones
Are unable to produce complete facial expressions

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19
Q

Neuronal basis of the Cannon-Bard theory of emotion (x4)

A

Stimulus leads to activation of LGN in thalamus, then
Hypothalamus evaluates relevance of environmental event, then
Cortex mediates conscious experience, and
Brain stem determines emotional response

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20
Q

The neuronal pathways in the neuronal explanation of the Cannon-Bard theory of emotion mean that…(x2)

A

Physiological and behavioural changes project to the ANS, while
Emotional experience is within the cortex

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21
Q

The discovery/naming of the limbic system expanded on the Cannon-Bard understanding of emotion, by adding…((x3)

A

Prefrontal cortex
Hippocampus
Amygdala

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22
Q

Fear conditioning was an important paradigm in establishing…(x1)

A

The amygdala’s involvement in fear acquisition

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23
Q

Classical conditioning is…(x1)

Plus four components

A

Pairing of neutral/non-feared stimulus (CS) with negative or positive stimulus (US) that evokes certain response (UR)
US: Unconditioned Stimulus (= hardwired, instinctive)
UR: Unconditioned Response (= hardwired response)
CS: Conditioned Stimulus (= to be learnt/associated with US)
CR: Conditioned Response (= follows CS after learning)

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24
Q

Experiments on Little Albert involved…(x2)

A

Classical fear conditioning

Striking metal with hammer (loud noise, US) whenever Albert was close to furry animal (rat/rabbit, CS)

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25
Q

Fear conditioning today often uses…(x3)

A

Differential conditioning
Pair eg male faces with bad smell
Use unpaired control stimulus, female face, to which compare conditioning
Measure startle, GSR, heart rate, breathing

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26
Q

Results of differential fear conditioning have shown that…(x1)

A

Amygdala and thalamus alone won’t produce effects -

Cortex is critical to discriminate between stimuli

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27
Q

Evidence for the importance of the amygdala in fear learning (x2)

A

Damaging lateral nucleus of amygdala interferes with fear conditioning
fMRI shows amygdala activity changes during conditioning, that correlate with thalamus (but not cortical) activity

28
Q

Context conditioning is…(x2 plus eg)

And has shown the importance of…(x1)

A

Similar to differential, but
Two different contexts serve as the CS+ or CS- that get compared
Eg getting shock upon tone in box A, but not in box B
Hippocampus in context/compound/trace learning

29
Q

LeDoux’s more recent High/Low road theory of emotion holds that…(x2)

A

Low road = thalamus - amygdala - response (allows fast reaction)
High = thalamus - cortex - amygdala - response (more measured, slower)

30
Q

Contradicting evidence on whether amygdala is critical to experience of fear (x2)

A

Patients with focal bilateral amygdala lesions (Urbach-Wiethe disease) show no conditioning to aversive stimuli, don’t recognise fearful faces, don’t experience fear to appropriate stimuli
But, removing amygdala should remove fear response to CO2 inhalation, but doesn’t

31
Q

Research on the amygdala so far indicates that it is important for…(x1)
But not necessary in…(x1)
Indicating that …(x1)

A 
Conditioning to fear, anticipation/detection of threat
Experiencing emotions (fear/panic)
Brain structures that bypass amygdala can also evoke fear
32
Q

What four outcomes evidence that extinction is not passive forgetting?

A

Spontaneous recovery: Emergence of conditioned fear some time after successful extinction
Renewal: Emergence in different context after successful extinction
Reinstatement: Emergence after encounter of US (shock) alone after successful extinction
Rapid reacquisition: Reacquisition after extinction faster than learning

33
Q

Evidence supports extinction as…(x2)

A

Active suppression of fear response during extinction

Therefor, learning something new about stimulus, not un-learning

34
Q

At a neuronal level, associative/conditioned learning leads to…(x2)

A

Changed connection strength between neurons (synaptic weighting)
Changed wiring between neurons (plasticity)

35
Q

The Hebbian Learning rule states that (x2)

A

Synaptic strength between two neurons increases when neurons on either side have highly correlated outputs (active/inhibited)
Neurons that fire together, wire together

36
Q

Due to the Hebbian Learning rule, conditioning and extinction have what effect on synapses? (x2)

A

Connection between ‘bell’ and ‘salivation’ neurons was strengthened during acquisition
So extinction leads to new, separate cluster that actively inhibits that connection, changes synaptic weights

37
Q

Evidence for prepared learning is found in studies involving…(x3)
Finding…(x2)

A

Conditioning method
Test whether there’s faster learning between differential conditioning
Associate angry face with shock, and a happy face as well, and then an angry face as US
Faster acquisition when matching something that is congruent
Extinction is slower when pairing threatening face with shock

38
Q

The presence of threat detectors has been tested through…(x4)
Finding…(x1)
But…(x1)

A

Visual search paradigms
Stimulus detection of eg snake, mushroom
Response times and error rates compared
Also done with happy, angry faces
We are faster to respond to potential threats
Perceptual confounds: eg later found to be a dark patch on the angry face, that made face more easily identifiable

39
Q

Initial studies into innate fear involved…(x1)
Finding (x1)
But…(x1)

A

Mothers trying to coax toddlers to crawl over ‘visual cliffs’
They wont do it, interpreted as innate fear
Later shown to relate to motor experience of crawling/falling - younger infants happily go over

40
Q

Later research into toddlers/visual cliffs suggests that…(x1)
Due to evidence that they..(x2)

A

May not be fear at all, but realistic estimate of affordances/ability to cope with slopes
They will happily go over the edge and be caught by experimenters, and
Will adapt their movement/decisions to weights placed at various points on their body

41
Q

Learned helplessness was first established in a study involving…(x3)
Finding…(x1)

A

Yoking two groups of dogs together - one could stop shocks, but second just subject to what came
Third control harnessed, but not shocked
Then tested in shuttle box where dog could avoid shock by jumping low barrier
Group 2 never learned to do so (80%)

42
Q

Learned helplessness is explained as…(x2)

A

Retardation of learning/learning transfer/consequences of learning
ie shock is inescapable, don’t waste your energy

43
Q

Learned helplessness is an example of how… (x2)

A

Past learning/experience directly influences how a situation is perceived, and
How this perception leads to certain emotions/mood states

44
Q

Learned helplessness has been shown in humans in study involving…(x3)
Finding that…(x1)

A

Analogue to yoked-dog experiment
3 groups - could stop loud noise vs couldn’t vs control
Shuttle box where noise could be stopped by moving a lever
Those in uncontrollable noise condition didn’t learn to do so

45
Q

A body of evidence on learned helplessness in humans shows that…(x2)

A

It exists, but

There are other modulating factors - evaluation of the situation

46
Q

Three binary factors that determine development of helplessness in humans, plus their effect on helplessness

A

Stable vs unstable - chronic or acute
Global vs specific - broad or narrow
Internal vs external - lower self-esteem or not

47
Q

Schachter and Singer’s Two-Factor Theory of Emotion incorporates the impact of…(x1)
Giving a chain of emotion-production involving…(x5)

A

Atttributions
Event - physiological changes - cognitive labels , resulting in
Emotional experience, and behaviour

48
Q

The two-factor theory of emotion holds that emotion is…(x2)
And only occurs if…(x4)

A 
Arousal + cognition
Body is aroused
Reason for arousal is located
Labelling of arousal determines emotion
Arousal w/o cognition = no emotion
49
Q

We can test the two-factor theory of emotion by…(x1)
As in the study involving…(x2)
Which found…(x2)

A

Seeing what happens when Ps made to attach a wrong cognitive label (misattribution)
Injecting Informed, Misinformed, Ignorant and Control groups with adrenalin/placebo, and
Exposing them to happy/angry confederate
Happy condition happiness highest in misinformed, then ignorant, placebo, informed
Anger: ignorant, placebo, informed (no misinformation group)

50
Q

Dutton and Aron’s seminal misattribution experiment involved…(x2)
Finding that…(x1)
Leading to conclusion that…(x1)

A

Male Ps met E when crossing 230 ft high bridge, or on low stable one
Attractive E gave phone number, measured how many called for a date
50% of unsafe condition did so, compared to 12% safe
Ps misattributed arousal from fear to attraction

51
Q

Prosopagnosia is…(x1)
And can involve…(x2)
And may/not be comorbid with…(x1)

A

Selective impairment in ability to recognise/differentiate between faces - ‘face blindness’
Familiar and unfamiliar faces
Agnosia - recognition of other objects

52
Q

Prosopagnosia takes two broad forms (causes)

But is not…(x2)

A

Acquired - through acute brain damage
Developmental/congenital - inherited by 2.5%
General brain function/cognitive deficit, or
Unitary disorder - differing kinds and levels of deficit

53
Q

The face is…(x1)
With processing relying on…(x1 plus 3egs)
Meaning that in general, the face is processed…(x1)

A

Special type of object
Relationship between feature variations
Distance between eyes, between eyes and nose, size of nose relative to lips
Holistically - the whole configuration of features together

54
Q

Prosopagnosia can remain undiagnosed because…(x1 plus two egs)
And can cause embarrassment/social issues because…(x3)

A

Ps develop other recognition strategies
Piecemeal/feature by feature recognition
Secondary cue - clothing, gait, hair colour, body shape etc
Misinterpreted as inability to remember names
Hard to keep track of people, and
To socialise generally

55
Q

Acquired prosopagnosia seems to occur after damage to…(x1)

Which is normally associated with…(x1)

A

Occipito-temporal cortex

General object processing defecits

56
Q

Patterns and location of activation for specific face-object recognition (x1)
Leading to conclusion that…(x1)

A

Greater in the right fusiform gyrus (fusiform face area, FFA) when faces appear on screen
It is specialised for faces because shows preferential activity for faces over other objects

57
Q

Neuropsych testing of prosopagnosia involved 10 members of an extended family who

A

High functioning daily life
Occupations demonstrating above-average intelligence
Deficits in face memory and facial similarity
No history of visual problems, head trauma, birth complications

58
Q

The ‘famous faces’ study (Test 1) for prosopagnosia involved…(x2)
Finding..(x1)
But conclusions ltd because…(x1)

A

Ps view 60 faces, 5 seconds each
Either name or report unique identifying info
All PPS family members significantly impaired relative to controls
Face memory problem, or lack of pop culture knowledge?

59
Q

The Cambridge Face Memory Test (Test 2) for prosopagnosia involved…(x3)
Finding…(x1)

A

Celebrity-knowledge free face memory test
Six new faces learned, then view one target and two distractors in 3 progressively difficult novel positions
Ps report which they’ve seen before
All PPS family members significantly impaired relative to controls

60
Q

What don’t the Famous Faces and Cambridge Face Memory tests tell us? (x2)
Therefor…(x1)

A

Whether the deficits are: PURELY memory problem, or
Issues at earlier stage of processing identity in first place
Need to test earlier stages of face perception, without requiring memory

61
Q

The Cambridge Face Perception Test (Test 3) for prosopagnosia involved…(x3)
Finding…(x2)
And concluding that..(x1)

A

Test of perception, not memory
Computerised sorting of 6 frontal view faces in order of similarity to 3/4 view target face
With upright and inverted faces (typicals are terrible at inversions - should be similar for PPS)
PPS family worse in upright (greatest difference) and inverted, while
Controls had significant difference
Facial identity perception is impaired in PPS family

62
Q

Mind in the Eyes Test (Test 4) for prosopagnosia involved…(x2)
Finding…(x1)
Concluding…(x2)

A

Testing whether PPS specific to face ID, or extendable to reading emotions?
Ps view 36 pic of eye region, choose one of four available emotion descriptors
General population and PPS family scored same - 26/36
Family has normal facial emotion processing, and
Added evidence for dissociability of identity from emotion processing

63
Q

The Within-Category Object Recognition Test (Test 5) for prosopagnosia effects involved…(x2)
Finding…(x3)
Concluding…(x1)
Note, however…(x1)

A

Testing whether separate mechanisms for object and face processing
Ps ID recognition of particular object from category of 10 objects (faces, cars, guns)
6/7 PPS family member significantly impaired for faces, 5/7 for cars, 3/7 for guns
Family has deficits in within-category ID, but not as severe
There have been cases of pure face-recognition deficits

64
Q

The global/local task (Test 6) as it applied to prosopagnosia involved…

A

Testing whether global/’whole picture’ processing issue, or fine/specific detail processing
48 trial of Ps ID global or local letter, that either matched or were inconsistent
No predicted slowness in global trials, or interference of local letter in ID global one
Family not impaired in all visual cognition, and facial issues not due to global processing deficit

65
Q

PPS family deficits are in…, but don’t involve…

And, while they showed within-category object recognition issues too…

A

Visual ventral areas, emotion recognition

Object-selective areas are close to face-selective ares, so developmental problems could affect one or both

PSYC2020 Q3 (4 decks)

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