Language & Cognition

Patients are emotional beings

EMOTIONS: Relevant because:

Objective

Emotions: certain set of physiological responses to a stimuli, Responses: can be measured directly

Subjective

Emotions: Internal Experiences, Feelings

LIMBIC SYSTEM

Entire system composed of structures first hypothesized to be involved in emotional processing, Proposed by James Papez, proposed it as the brain's emotional system

Homeostasis, Memory, Olfaction, Emotion

4 FUNCTIONS of LIMBIC SYSTEM

PAPEZ CIRCUIT

Subjective and Objective, 2 Responses: These two happen simultaneously but there are two pathways in the circuit

Corporal Response

PAPEZ CIRCUIT: bodily response (Objective - measurable)

Stimulus → Thalamus → Hypothalamus → Anterior Thalamus → Cingulate Cortex → Hippocampus → Hypothalamus → Corporal Response

PAPEZ CIRCUIT: Corporal Response: General Pathway:

Feeling

PAPEZ CIRCUIT: (Subjective - nonmeasurable)

Stimulus → Thalamus → Hypothalamus → Anterior Thalamus → Cingulate Cortex → Sensory Cortex → Feeling

PAPEZ CIRCUIT: Feeling: General Pathway:

bi-directional

some of these arrows are \___ meaning it can influence one another, emotional experience can cause emotional expression which can cause more emotional experience

AMYGDALA

area that clearly results in changes in emotional behavior when damaged, In the medial temporal lobe

preserve ourselves and respond to environmental danger, feeding and drinking, response to stress, maternal care

Function of Amygdala

emotional learning and emotional memory

Amygdala Important in

Corticomedial

Amygdala: Two nuclei: olfaction

Basolateral

Amygdala: Two nuclei: extensive afferent and efferent cortical connections (e.g., with olfactory tract, limbic cortex, hypothalamus, etc.)

Afferent

Amygdala: Basolateral: accepts information from the

olfactory tract/limbic cortex/hypothalamus, involves smell, taste, and general visceral functions

Efferent

Amygdala: Basolateral: provides/gives information to hypothalamus/limbic cortex/various autonomic nervous system functions

flattens emotions, recognizing facial emotions

Amygdala: Damage to it "\___ \___ and produces difficulty \___ \___ \__ in others"

Overstimulation

Amygdala: \___ may cause abnormal fear, aggression, and anxiety; Implicated in a number of psychiatric disorders like depression, anxiety, PTSD

AMYGDALA

It is also involved in positive experiences like pressure and reward induced through alcohol & drugs that can result in addiction: Structure changes when these substances are abused, causes a fight or flight response, sometimes can only be eased by the continued use of these substances

CINGULATE CORTEX

Activated when participants are exposed to negative emotions

emotional processing and social behavior

CINGULATE CORTEX: Important in

limbic system and prefrontal cortex

CINGULATE CORTEX: Close to \____: Reason why it is difficult to separate emotion (limbic system) from cognition (prefrontal cortex) because cingulate has a connection to

both

theory of mind

CINGULATE CORTEX: Activated in tasks requiring \__ \__ \__ , which is related to empathy

Theory of mind

ability to understand that I have a mind, you have a mind, our minds our different, the way we thinking are not the same; understanding where others are coming from

emotional processing and social behavior

CINGULATE CORTEX: Important in

anterior cingulate cortex

associated with the resolution of emotional conflict and the regulation of emotions, Plays a role in attention: may help in filtering irrelevant emotional signals

social behavior

CINGULATE CORTEX: Lesions here can result in decrease in \__ \__ and time spent with others, No social battery

mood disorders (e.g., depression, bipolar disorder) and schizophrenia

CINGULATE CORTEX: Damage to it has been associated with

INSULAR CORTEX

In the medial temporal lobes (inside), Many connections to structures involved in emotional processing

emotional processing, emotional awareness, empathy, compassion, fairness, and cooperation

INSULAR CORTEX: Important in

PREFRONTAL CORTEX

Plays a role in cognition and emotion as well

facial emotions, vocal expressions of emotion

PREFRONTAL CORTEX: Lesions here can cause difficulties in reading \__ \__ and identifying \__ \__ \__ __

anterior cingulate and amygdala

Lesions in the ventromedial region of the prefrontal cortex can result in a "disconnection with the \___ \___ \__ \___ and a flattening of emotional responses"

physiological emotion, null reaction, explosively emotional

Lesions in the ventromedial region of the prefrontal cortex: Patients will no longer have the \__ \__ (e.g. how we normally act when we are happy, they can't do this)

attention, memory, executive function

ORGANIZATION OF COGNITIVE FUNCTIONS (base -\> middle -\> top)

Attention

ORGANIZATION OF COGNITIVE FUNCTIONS: - Solid foundation before you can memorize

Memory

ORGANIZATION OF COGNITIVE FUNCTIONS: - Orientation, Learning, Thought Organization, Reasoning, Problem Solving

Executive Functions

ORGANIZATION OF COGNITIVE FUNCTIONS: - Order of Goal Directed Behavior

ATTENTION

a person's focus on a stimulus in the environment, Helps us detect important stimuli in our environment and

helps us react quickly to them

nonvolitional

bottom-up attention (volitional or nonvolitional)

bottom-up attention

driven by some characteristic of stimulus

volitional

top-down attention (volitional or nonvolitional)

top-down attention

driven by a person's will

Focused Attention

TYPES OF ATTENTION: Response to any stimuli, Focused on that, Basic response to any modality: auditory, visual, tactile, or cognitive response to stimuli

Sustained Attention

TYPES OF ATTENTION: Maintained response to stimuli over a period of time

Selective Attention

TYPES OF ATTENTION: Selecting and attending to a chosen stimulus despite competing stimulus, Multiple competing stimuli, but choosing where to focus

Alternating Attention

TYPES OF ATTENTION: Control attentional allocation (switch between dissimilar cognitive tasks)

Divided Attention

TYPES OF ATTENTION: Ability to engage in multiple tasks, Simultaneously paying attention to two stimulus at once, Highest order of attention: focused on both

SYSTEM 1: AROUSAL

ATTENTION SYSTEMS OF THE BRAIN: Arousal/ alertness, alerting, vigilance; Ability to prepare for task performance and mobilize effort

Arousal

ATTENTION SYSTEMS OF THE BRAIN: System 1: varies with circadian sleep;Tulog or gising ka ba?

Alerting

ATTENTION SYSTEMS OF THE BRAIN: System 1: Mental energy levels and readiness to engage with a task are important to performance

Vigilance

ATTENTION SYSTEMS OF THE BRAIN: System 1: Extending readiness for longer periods—minutes or hours; How long are you ready to engage?

Anterior cingulate cortex, Right prefrontal cortex, Thalamus

ATTENTION SYSTEMS OF THE BRAIN: System 1: Parts involved to modulate arousal and the ability to mobilize effort:

SYSTEM 2: SELECTIVE ATTENTION

ATTENTION SYSTEMS OF THE BRAIN: Orienting toward and selecting sources of info

Disengage

ATTENTION SYSTEMS OF THE BRAIN: System 2: Example: paying attention to lecture and bigla ka tinawag ng mom mo

L & R Posterior Parietal Cortex

ATTENTION SYSTEMS OF THE BRAIN: System 2: Parts Involved in Disengage

Move

ATTENTION SYSTEMS OF THE BRAIN: System 2: Example: Nagaaral, and you want to move from this task to another

Interactions of Posterior Parietal Cortex and Superior Colliculus

ATTENTION SYSTEMS OF THE BRAIN: System 2: Parts Involved in Move

Engage

ATTENTION SYSTEMS OF THE BRAIN: System 2: Example: tapos ka na and you'll engage to the lecture again

Pulvinar Nucleus (part of the thalamus)

ATTENTION SYSTEMS OF THE BRAIN: System 2: Parts Involved in Move

SYSTEM 3: WORKING MEMORY

ATTENTION SYSTEMS OF THE BRAIN: Executive control and supervision (Goal-Directed Behavior)

Prefrontal cortex, Anterior cingulate, Parietal cortex

ATTENTION SYSTEMS OF THE BRAIN: System 3: Parts Involved in Managing goals and tasks

MEMORY

Lasting brain representation that is reflected in thoughts, experiences, or behaviors, Stored in our brains, Retention and recall of internal representations and experiences- dependent/ changes over time

Encoding

Three basic process: perception, recognition, How we get that memory

Storage

Three basic process: transfer to LTM, From STM to LTM

Retrieval

Three basic process: searching through LTM, How you retrieve memories

Stimulus → See/Hear/Touch → Perceive it → Short Term (Depending on how well you encode it) → Forgotten or Long Term Memory → Retrieval from Long term Memory

MODELS OF MEMORY: STAGE/TIME BASED

Repetition, Encoding consolidation

Factors of Long Term Memory:

7 +/- 2

STM: how many items: \___ items

STM

Temporary "Storage site"

millisecond - 1 second

MODELS OF MEMORY: STAGE/TIME BASED: Time sensory memory

< 1 minute

MODELS OF MEMORY: STAGE/TIME BASED: Time STM, working memory

days, months, years

MODELS OF MEMORY: STAGE/TIME BASED: Time LTM

Declarative

MODELS OF MEMORY: CONTENT-BASED: Conscious: first that comes to mind, what we remember and know, Kind of memory impaired when you have amnesia, Relating to conscious facts or events

recognition and recall tasks

MODELS OF MEMORY: CONTENT-BASED: Declarative: Can be tested through

Semantic Memory

MODELS OF MEMORY: CONTENT-BASED: Declarative: Knowledge about the world, ourselves, and others-facts, Requires access to worldly knowledge

semantic network

Semantic Memory: Organized into "\___ \___"; "Word map"/ can categorize, They are all connected

Episodic Memory

MODELS OF MEMORY: CONTENT-BASED: Declarative: Memories of conscious events in one's life, More specific to you, or your personal experiences

Non-Declarative

MODELS OF MEMORY: CONTENT-BASED: Not Conscious: implicit memory, Expressed through action rather than recollection

repetitive

MODELS OF MEMORY: CONTENT-BASED: Non-Declarative: Recalled from performance of \___, learned motor behaviors over time; muscle memory

Procedural Memory

MODELS OF MEMORY: CONTENT-BASED: Non-Declarative: Memory of how to do something (motor,

perceptual, cognitive)

Perceptual Memory

MODELS OF MEMORY: CONTENT-BASED: Priming Non-Declarative: Increases in the accuracy, probability, or speed of a response to a stimulus, you don't need actual stimulus

beforehand (e.g. earthquake drill: wala namang earthquake usually; grad practice), when you are presented with it you know what to do

Conditioning

MODELS OF MEMORY: CONTENT-BASED: Non-Declarative: Operant and clinical, Difference in how you act in certain events, how you act is different to a certain event, person, situation; you didn't have to be primed for that

Non-associative

MODELS OF MEMORY: CONTENT-BASED: Non-Declarative: Habituation and sensitization, You can be more sensitive or sanay to certain situations because of past experiences

Do not need a stimulus beforehand, How we act is different

priming vs. conditioning: Priming; Conditioning

BADDLEY'S MODEL OF WORKING MEMORY

MODELS OF MEMORY: Proposed by Allan Baddley and Graham Hitch in 1974, to present an accurate model of how our memory works (shows that memory is split into multiple components)

Central Executive

main manager: Responsible for managing resources and the flow of info to and from the various slave systems, Responsible for updating, shifting, and inhibiting info, Communicates with long term phonological loop, visuospatial sketchpad, episodic buffer slave systems:

Phonological Loop

in charge of processing auditory and verbal info, 'articulatory' rehearsal happens here, info that can be articulated in ~2 seconds

Visuospatial Sketchpad

Responsible for knowing where things are in space, Remembering where things are located, For processing visuospatial info, Orients you where you are and where things are

Episodic Buffer

"allows info from LTM to interact with the other two slave systems, Reason why nakakainteract siya with other areas

relevant

Episodic Buffer: Limited capacity in terms of storage: it has to be\___ to you for it to matter; only works for episodes that is relevant to you; "temporary associations between different types of info manipulated by the central executive"

prefrontal cortex

Neurological Correlates to Memory: Working Memory: involves many areas in the \__ __

BA 40: Supramarginal Gyrus, BA 44: Broca's Area

Neurological Correlates to Memory: Working Memory: Phonological Loop