Theories of Emotion

1. James-Lange Theory Cannon-Bard Theory Schacter-Singer Theory Theories of Emotion Fig. 3.1.1

2. Circumplex Model of Emotions POSITIVE LOW HIGH Arousal Valence NEGATIVE Fig. 3.1.2

3. AutonomicNervousSystemSympathetic and Parasympathetic Divisions are shown. Sympathetic: Promotes energy expenditure, activated by emotion and stress (e.g. increases heart rate, blood pressure)Parasympathetic: Promotes digestion and excretion (e.g., stimulates salivation, stomach and intestinal activity; can be activated by severe stress Fig. 3.1.3

4. Facial Expressions During Emotions Fig. 3.1.4

5. Limbic System Fig. 3.1.5

6. FRONTAL LOBE CENTRAL SULCUS Frontal lobe Supplementary Motor and Premotor Cortex Prefrontal Cortex PRECENTRAL GYRUS (primary motor) Fig. 3.1.6

7. Prefrontal Lobotomy Fig. 3.1.7

8. AutonomicNervousSystemSympathetic and Parasympathetic Divisions are shown. Sympathetic: Promotes energy expenditure, activated by emotion and stress (e.g. increases heart rate, blood pressure). Sympathetic action also activates the adrenal medulla, increasing release of adrenaline and noradrenalin (EPI and NE)Parasympathetic: Promotes digestion and excretion (e.g., stimulates salivation, stomach and intestinal activity; can be activated by severe stress Fig. 3.1.8

9. HPA Axis and Stress Response Adrenal Cortex Fig. 3.1.9

10. FRONTAL LOBE CENTRAL SULCUS Frontal lobe Supplementary Motor and Premotor Cortex Prefrontal Cortex DA & NE PRECENTRAL GYRUS (primary motor) Fig. 3.1.10

11. Rehearsal Salience Meaning Importance Attentional Processes (filter/amplify) repetition Sensory Memory STM LTM Transfer From LTM To STM (pre-attentive processes) INFORMATION RETRIEVAL Three-stage Memory Model Stimuli Fig. 3.2.1

12. Serial Position Effect Fig. 3.2.2

13. Brown/Peterson Procedure Fig. 3.2.3

14. Distributed Memory Storage Fig. 3.2.4

15. RETROACTIVE INTERFERENCE SPANISH FRENCH Learned First Learned Second PROACTIVE INTERFERENCE SPANISH FRENCH Learned Second Learned First Retroactive and Proactive Interference You forget some Spanish because you are learning French. You have difficulty learning French because of your memory for Spanish. Fig. 3.2.5

16. LTM for Spanish Learned in Classes Fig. 3.2.6

17. Types of Memory EXPLICIT MEMORY (also known as “declarative” memory, or “knowing that…”) IMPLICIT MEMORY (does not depend upon concious recollection) PROCEDURAL MEMORY (“knowing how…”; motor skill Learning; operant conditioning) EPISODIC MEMORY (memory for an event that occurred) SEMANTIC MEMORY (knowledge of factual Information) CLASSICAL CONDITIONING Fig. 3.2.7

18. Amnesia: memory impairment resulting from trauma or disease Retrograde Amnesia loss of memory for events that occurred before the brain damage <<<-----------{time of damage}------------>>> Anterograde Amnesia difficulty in learning new information after brain damage Fig. 3.2.8

19. Limbic System MAMMILLARY BODIES (receive input from hippocampus) HIPPOCAMPUS Fig. 3.2.9

20. Alzheimer’s Disease Neurofibrilary Tangles Senile Plaque Fig. 3.2.10

21. Attentional Processes (filter/amplify) Stimuli Sensory Memory STM (pre-attentive processes) Models of Attention LTM Fig. 3.2.11