Psychopathology & Review

1. Psychopathology & Review • extra credit due the last day of class. I wont be there but turn it in to barbara or any one of the ta’s. 9.00 Intro Psych T.Konkle 9 May 2007

2. Agenda • turn back papers • shout outs • quiz • main points of the psychopathology lectures • some reconsolidation with the right intentions…

3. shout outs Quiz scorers: all quiz scores that were OVER 100 PERCENT, all scores that were 99%, excluding quizzes that happened on absent days Attendance: no absences for the course of the semester, not even excused ones.

4. quiz

5. Psychopathology mood or affective disorders, anxiety disorders, psychotic disorders, eating disorders, developmental disorders, personality disorders, and many other categories the study of mental illness The DSM has also been criticized for allegedly classifying behaviors that are simply unacceptable in the society of that time such as homosexuality (listed in the DSM until 1974).[23] Furthermore the potential of conflict of interest has also been questioned. Roughly 50% of the authors who previously defined psychiatric disorders have had or have relations with drug companies.[24] http://en.wikipedia.org/wiki/Diagnostic_and_Statistical_Manual_of_Mental_Disorders

6. Thinking about mental disorders Question: Is it right to think of these as disease? Why or why not? but… consider ‘female hysteria’ Female hysteria was an incorrectly diagnosed medical condition in Western medicine that is not currently acknowledged by the medical community. It was a popular diagnosis in the Victorian era for a wide array of symptoms including faintness, nervousness, insomnia, fluid retention, heaviness in abdomen, muscle spasm, shortness of breath, irritability, loss of appetite for food or sex, and a "tendency to cause trouble" take diabetes: Diabetes results from lack of the hormone insulin, which is essential for the transfer of glucose from the blood to the tissues. Water massages as a treatment for hysteria c. 1860

7. The profound reality:

8. A prevalent view: well, if you can see a difference in the brain in people that have depression and people that are normal, then it depression must be a disease and not a social problem. “Whether it's society driving it or biological marker, the brain's going to show it!Who we are is in our brains. because there's a brain difference, it doesn't tell you if it's a top down social disease or a biological bottom up disease.” – J.G.

9. Lets talk about treatment. TRUE or FALSE: you know if you’ve got the right diagnosis for a mental disorder if the person responds to treatment. False: Sometimes this is true. For example, neuroleptic drugs given to schizophrenics block DA receptors, which as lead to the dopamine theory of schizophrenia. But, in the case of ADHD, ritalin helps children with ADHD but also helps normal children (e.g. the false alarm task, from lecture). So, Schizophrenics are treated with neuroleptic drugs which keeps extra DA out of the system. Is this the same as giving insulin? Does this fix the problem of schizophrenia? No. Side effects of treating Schizophrenia are tardive diskensia. (or clozapine which risks liver and immune system) “no drug 'treats' a disease. they all 'manage' a disease. they all have side effects.” - J.G.

10. More treatment We know that mental disorders have a biological basis, because minds come from brains. But, if these are mental disorders, can we treat them mentally? disorder what works best OCD therapy Depression Drugs and Therapy ADHD drugs question: when should you use a drug and when shouldn't you? in most cases it depends. any extreme position is not going to capture the reality present in the data.

12. … why? Question: How do we study the brain?

13. Answers: eeg lesions fmri single cell recording stimulation

14. THE GOAL Hey ___, you took brain classes at MIT. How do they get these brain areas lighting up? What do you make of it?

15. 9.00 Introduction to Psychology What do you see? … When you see it, KEEP IT TO YOURSELF! Talia Konkle 1 Mar 07

16. Basic Visual Pathway 05-04 World Retina LGN V1 “What” “Where” W. W. Norton

17. Receptive Field neuron in V1 visual field Retinotopy

18. The visual system adjusts itself. • In time. • In space. • Why does it adjust? • sensitivity and gain? • neural fatigue? • adjustment of priors? (effects in the opposite direction) • Error correction?

19. Simultaneous [blur] contrast(adjustment in space)

20. Face adaptation(adjustment in time)

23. Visual Themes • our sense of the world is “constructed” from the input • processing of the world is highly dependent on our visual experience

24. Classical Conditioning US UR conditioning CS

25. Operant Conditioning the process by which a behavior becomes associated with it’s consequences

26. Shaping gradual process of reinforcing an organism for behavior that gets closer to the desired behavior

27. What properties do you want a memory device to have? Some of my examples • it should RECORD what’s going on now. • it has to STORE the information • it can be accessed at a latter time… • TERMINOLOGY: • encoding • storage • retrieval

28. 100 ms - Processing a visual stimulus… Feel of the sand I remember that one time… beach Smell of the ocean Sight of the beach In the NEOCORTEX Priming what’s priming? give an example… dual coding - paivio

29. Memory Implicit Repetition Priming Neocortex

30. ~2-30 seconds: Processing a visual stimulus… Linking neocortex to hippocampus • - HM with no hippocampus • can’t do this. • necessary for the STORAGE of new memories In the HIPPOCAMPUS Explicit – “I remember I saw that beach”

31. Memory Implicit Explicit Priming Semantic Episodic (with source memory) Neocortex Hippocampus

32. 1-2 years: Processing a visual stimulus… • this is the state of the memory representation for ~ 2 years… - then, the memory is consolidated. no longer requires the hippocampus. In the Cortex Consolidated Long Term Memories

33. Memory Implicit Explicit Priming Semantic Episodic (with source memory) Neocortex Hippocampus (pre consolidation) Neocortex (post consolidation)

34. But there’s another pathway for memory…

35. Memory Explicit Semantic Episodic (with source memory) Hippocampus (pre consolidation) Neocortex (post consolidation) put explicit memory off to the side Implicit Priming Skills Neocortex

36. Learning A Skill • involves the motor system - requires repetition - often improves with sleep caudate In The Basal Ganglia (caudate nucleus) Skill learning - huntington’s, parkinsons

37. Memory Explicit Semantic Episodic (with source memory) Hippocampus (pre consolidation) Neocortex (post consolidation) put explicit memory off to the side Implicit Priming Skills Conditioned Responses Neocortex Basal Ganglia Cerebellum

38. Memory Implicit Explicit Priming Skills Conditioned Responses Semantic Episodic (with source memory) Neocortex Basal Ganglia Cerebellum Hippocampus (pre consolidation) Neocortex (post consolidation) What’s the difference between explicit and implicit? Between priming and Skills/Habits/ Conditioning? • something you get in ONE SHOT! • can happen with OR WITHOUT awareness! • requires Repetition • typically involves the motor system more ‘directely’

39. Sleep behavioral signatures neural signatures

40. Language and Thought boroditsky lakoff

41. Some of my Favorite Spatial Metaphors • GIVING A LECTURE • are you following me so far? • no, can you go back? • you’re kind of jumping around… • today we’re trying to cover a lot of ground. tomorrow, we’ll revisit some of the points • BEING IN LOVE • we’re going too fast • look how far we’ve come • we’re at a crossroads • we just have to go our separate ways • it’s been a long bumpy road • I don’t think this relationship is going anywhere • COMMUNICATING • it’s hard to get the idea across to him • I gave you the idea • your reasons came through to us • try to pack more meaning into fewer words • the idea is burried in terribly dense paragraphs

42. Language and thought Representing the abstract in terms of the concrete

43. “tufa” “tufa” “tufa” The objects of planet Gazoob

44. Intelligence [defn] the ability to solve problems well and to understand and learn complex material spearman’s “g” a single intellectual capacity that underlies the positive correlations between many intelligence tests gardner’s multiple intelligences cattell and horn’s fluid & crystallized 8 forms of intelligence: linguistic, spatial, musical, logical bodily-kinesthetic, intrapersonal, interpersonal, naturalist, existential fluid – solutions to new problems crystallized – knowing facts and having the ability to combine them

45. The Big Five • of all the ways to characterize personality, certain characteristics seem to come out again and again…and they are… Openness Conscientiousness (aka dependability) Extraversion Agreeableness Neuroticism (aka emotional stability)

46. How do we find out what babies know? methods

47. Methods Issues Preferential Looking Habituation Violation of Expectation Eye Tracking ERP - if you don’t see a preference, it doesn’t mean the baby can’t tell the difference between the stimuli. - do you expect a familiarity-preference or a novelty-preference? - you cant tell if they are preferring the view they saw earlier, or just have a preference for one of the stimuli - babies don’t sit still and they fuss - getting parent’s to do this to their kids?

48. Theories of development Nativism • Infants are born with rich knowledge of the structure of the world • Core knowledge includes knowledge about events and objects Constructivism/ Empiricism • Infants are born into a “blooming, buzzing confusion” • Must discover the structure of the world by perceptual and motor experience

49. Socio-economic theory • older people pay more attention to positive things, compared to young people. older people are happier by self report The aging brain: • what’s the dominant trend in how the brain works as you age? • is this evidence of compensation or decline? how do we know this?

50. What can you take from all this?