DOCSLIB.ORG

Cognitive Neuroscience Analyses of Memory: a Historical Perspective

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Cognitive Neuroscience Analyses of Memory: a Historical Perspective Cognitive Neuroscience Analyses of Memory: A Historical Perspective The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters. Polster, Michael R., Lynn Nadel, and Daniel L. Schacter. 1991. Citation Cognitive neuroscience analyses of memory: A historical perspective. Journal of Cognitive Neuroscience 3(2): 95-116. Published Version doi:10.1162/jocn.1991.3.2.95 Accessed September 15, 2015 1:48:53 PM EDT Citable Link http://nrs.harvard.edu/urn-3:HUL.InstRepos:3622258 This article was downloaded from Harvard University's DASH Terms of Use repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http://nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA (Article begins on next page) Critical Review Cognitive Neuroscience Analyses of Memory: A Historid Perspective Michael R. Polster, Lynn Nadel, and Daniel L. Schacter Department of Psychology University of Arizona Abstract As part of the general trend toward interdisciplinary re- and neuroscientific approaches to each of these issues with search in recent years, a growing number of investigators have respect to the distinction between collateral, complementary, come to consider both cognitive and neuroscientific perspec- and convergent relations (Schacter, 1986).Although some early tives when theorizing about memory. Although such cognitive investigators offered analyses that linked psychological and neuroscience analyses are a relatively recent development, the physiological perspectives, there is little historical evidence of approach has precedents in earlier scientific thinking about systematic or sustained interdisciplinary research. However, memory. In this article we present a historical review of three more recent work, especially with respect to hypotheses about major issues in memory research-consolidation processes, the memory systems, suggests progress toward establishing pro- nature of memory representations, and multiple memory sys- grammatic interdisciplinary research. m tems. We discuss the nature of the relation between cognitive Cognitive neuroscience is a fundamentally interdiscipli- Hebb (1949), and even Freud (1895; in Bonaparte, Freud, nary pursuit that draws on the methodological tools and & &is, 1954) put forward what could be broadly con- theoretical frameworks of both of its constituent disci- strued as memory theories that drew on both psycho- plines. In doing so, it promises to provide a more com- logical and physiological perspectives. Nevertheless, we plete understanding of mnemonic processes than could are not aware of any scholarly attempt to trace system- be achieved by either discipline alone. During the past atically the extent to which memory researchers have few decades, the cognitive neuroscience approach has attempted to combine these two approaches. The main become increasingly prominent in the analysis of mem- purpose of this article is to provide the beginnings of ory. A growing number of cognitive scientists have made such an analysis. use of findings and ideas about brain function (e.g., There are several reasons why such a historical analysis Schacter, 1985a; McClelland and Rumelhart, 1986a, is worth pursuing. First, there is simple intellectual cu- 1986b; Shimamura, 1989), and similarly an increasing riosity about the antecedents to what is now an estab- number of neuroscientists have drawn on cognitive the- lished trend in memory research. Second, the early ories and paradigms (e.g., Kean & Nadel, 1982; Mishkin investigators who attempted to develop cognitive neu- & Petri, 1984; Squire, 1987). Although still in its infancy, roscience analyses should be recognized for their efforts. this approach has already begun to yield important in- Third, and most importantly, examining previous inter- sights into various aspects of memory, and there is every actions between psychological and physiological ap- reason to believe that it will become even more promi- proaches may provide useful insights and lessons for nent in the future. contemporary researchers, showing how progress to- Although the emergence of widespread interest in cog- ward resolving critical issues in the domain of memory nitive neuroscience analyses of memory is a relatively can often be made most easily within an interdisciplinary recent phenomenon, the approach itself is not entirely framework. without precedent in the history of scientific thinlung Instead of attempting to provide a comprehensive his- about memory. Thus, for example, investigators such as torical analysis, we have focused on three issues that Ribot (1882), Burnham (1903), Semon (19041921), have been, and continue to be, major problems of inter- 0 1991 Massachusetts Institute of Technology Journal of Cognitive Neuroscience Volume 3, Number 2 est: consolidation processes, the nature of memory rep- organization. Yet another area of debate concerns the resentations, and multiple memory systems. The paper duration of the consolidation process. Estimations of the is divided into three main sections that are devoted to time required for consolidation to conclude have varied each of these issues, respectively. Within each section, from several seconds to years. These issues have framed we provide a historical overview of the cognitive and the nature of consolidation research for the past 100 neuroscientific approaches to the issue, discuss the na- years, and serve as the focus for the present review. ture and extent of interdisciplinary interactions, and as- sess the degree to which the two approaches have Historical Overview influenced each other. We will consider the interactions (or lack of them) Although analogies for memory have been around at between cognitive and neuroscientific approaches to least since the ancient Greeks (e.g., Plato’s notion of memory in terms of a distinction between collateral, etchings in a tablet of wax), the explicit identification of complementary, and converging relations between re- the notion that it might take time for a process to create search methodologies (Schacter, 1986). Collateral rela- permanent memories is relatively new. Quintillian, in his tions refer to situations in which two or more approaches treatise Institutio Oratoria (On the Education of the Or- to a particular issue are pursued independently, with ator), seems to be the first person to make reference to little or no interaction. Complementary relations, in con- such a process of fixation or consolidation. In reflecting trast, are observed when the analysis of a phenomenon on how the interval of one night can greatly increase the in one discipline can usefully supplement the analysis of strength of memory, he referred to “a process of ripening a similar phenomenon in another discipline. Finally, con- and maturing” (Herrmann & Chaffin, 1988, p. 103). Other vergent relations refer to situations in which scientists in than this passing mention of the possibility that the two or more disciplines coordinate their research pro- strength of a memory can increase over time, we have grams so as to investigate a particular issue or phenom- been unable to find evidence that the concept of con- enon with the tools and ideas of each of the disciplines. solidation was considered until the late nineteenth cen- The existence of convergent relations signals the pres- tury. ence of a true interdisciplinary enterprise. In what fol- lows, we discuss the kind of relations that have Early Psychological Investigations and historically existed between cognitive and neuroscientific Physiological Speculations approaches to each of the three memory issues, and consider the extent to which convergent relations have Muller and Pilzecker (1900) are usually cited as the pri- begun to develop. mary reference to consolidation. Although they may have been the first to use the term “consolidation,” hypotheses about such a concept based on clinical evidence predate CONSOLIDATION their work by about 20 years. Ribot (1882, 1892), for The notion that memories become permanently fixed, instance, invoked the notion of consolidation to explain or consolidated, only some time after registration of a brief periods of retrograde amnesia, finding that when stimulus or event, is a familiar construct in memory recovering from unconsciousness, a patient “lost not only research. Although a consolidation stage is a generally, the recollection of the accident . but also the recol- though not universally, accepted part of the memory lection of a more or less long period of his life before formation process, exactly what is meant by the term the accident” (1892, p. 779). He cited 26 cases of retro- consolidation remains largely unspecified after nearly grade amnesia that were first reported by Dr. Frank Ham- 100 years of research-so much so that Crowder (1989) ilton. In these early anecdotal accounts, the amnesia was recently referred to the term as “bankrupt.”For example, thought to be very short, affecting memory for events in consolidation can be used in a physiological sense to the minutes preceding the trauma. Ribot concluded that refer to neural activation or reverberation following “in order that a recollection may organize and fix itself, presentation of a stimulus (e.g., Muller & Pilzecker, 1900; a certain time is necessary, which in consequence of the Burnham, 1903; Decamp, 1915; Hebb, 1949), or in a cerebral excitement [in the case of trauma] does not psychological sense to refer to more abstract processes
Load more

Recommended publications
  • Cognitive Neuroscience 1
    Cognitive Neuroscience 1 Capstone Cognitive Neuroscience Concentrators will additionally take either a seminar course or an independent research course to serve as their capstone experience. Cognitive neuroscience is the study of higher cognitive functions in humans and their underlying neural bases. It is an integrative area of Additional requirements for Sc.B. study drawing primarily from cognitive science, psychology, neuroscience, In line with university expectations, the Sc.B. requirements include a and linguistics. There are two broad directions that can be taken in greater number of courses and especially science courses. The definition this concentration - one is behavioral/experimental and the other is of “science” is flexible. A good number of these courses will be outside of computational/modeling. In both, the goal is to understand the nature of CLPS, but several CLPS courses might fit into a coherent package as well. cognition from a neural perspective. The standard concentration for the In addition, the Sc.B. degree also requires a lab course to provide these Sc.B. degree requires courses on the foundations, systems level, and students with in-depth exposure to research methods in a particular area integrative aspects of cognitive neuroscience as well as laboratory and of the science of the mind. elective courses that fit within a particular theme or category such as general cognition, perception, language development or computational/ Honors Requirement modeling. Concentrators must also complete a senior seminar course or An acceptable upper level Research Methods, for example CLPS 1900 or an independent research course. Students may also participate in the an acceptable Laboratory course (see below) will serve as a requirement work of the Brown Institute for Brain Science, an interdisciplinary program for admission to the Honors program in Cognitive Neuroscience.
    [Show full text]
  • The Similarity Structure of Real-World Memories
    bioRxiv preprint doi: https://doi.org/10.1101/2021.01.28.428278; this version posted January 30, 2021. The copyright holder for this preprint (which was not certified by peer review) is the author/funder, who has granted bioRxiv a license to display the preprint in perpetuity. It is made available under aCC-BY 4.0 International license. The Similarity Structure of Real-World Memories Tyler M. Tomita1, Morgan D. Barense 2;3 & Christopher J. Honey1 1Department of Psychological & Brain Sciences, Johns Hopkins University, Baltimore, MD, USA 2Department of Psychology, University of Toronto, Toronto ON, Canada 3Rotman Research Institute, Baycrest Hospital, Toronto ON, Canada How do we mentally organize our memories of life events? Two episodes may be connected because they share a similar location, time period, activity, spatial environment, or social and emotional content. However, we lack an understanding of how each of these dimensions contributes to the perceived similarity of two life memories. We addressed this question with a data-driven approach, eliciting pairs of real-life memories from participants. Participants annotated the social, purposive, spatial, temporal, and emotional characteristics of their memories. We found that the overall sim- ilarity of memories was influenced by all of these factors, but to very different extents. Emotional features were the most consistent single predictor of overall memory similarity. Memories with dif- ferent emotional tone were reliably perceived to be dissimilar, even when they occurred at similar times and places and involved similar people; conversely, memories with a shared emotional tone were perceived as similar even when they occurred at different times and places, and involved dif- ferent people.
    [Show full text]
  • The Curious Complexity Between Confidence and Accuracy In
    4 The Curious Complexity between Confi dence and Accuracy in Reports from Memory HENRY L. ROEDIGER III, JOHN H. WIXTED, AND K. ANDREW DESOTO Th e relation between the probability of remembering an event and one’s confi dence in it seems obvious: Th e more confi dent a person is in remember- ing an event, the more accurate he or she will be (and vice versa). Imagine giv- ing people a series of events to remember every day for a week, say 10 per day. Th e events could be sentences such as “Th e hippie touched the debutante in the park” or “Th e policeman arrested the homeless woman near the movie theater.” Th en, on the seventh day, people could be asked to recall (or recognize) all the sentences that had been presented that seventh day, and those from the third day of the experiment, and to rate the confi dence of each reported memory. It would surprise no one to learn that people would correctly remember more sentences from the seventh day than from the third day; surely they would be more accurate for the recent memories. In addition, there is no doubt that their confi dence would track their accuracy if confi dence were measured on, say, a 7-point rating scale (from 7 = sure the event happened to 1 = sure the event did not happen). People would be much more confi dent for the recently presented sentences than for those heard 4 days previously. Th e reason people can intuit the result of this experiment so accurately is that we essentially live this exper- iment every day of our lives.
    [Show full text]
  • Webinar Lecture #5
    5/20/20 Foundations for Integrating Hypnosis into Your Therapies for Treating Anxiety, Depression, and Pain with Michael D. Yapko, Ph.D. Webinar Section 5 of 12 Michael D. Yapko, Ph.D. www.yapko.com 1 • Direct regression to a specific time, context • Imagery of special vehicles • Metaphorical and indirect approaches Michael D. Yapko, Ph.D. www.yapko.com 2 • Orient to hypnosis • Induction • Response set regarding memory • Regression strategy; emphasize positive memory • Interaction (remember to ask neutrally) • PHS (integrate a positive learning from the experience) • Closure and disengagement Michael D. Yapko, Ph.D. www.yapko.com 3 1 5/20/20 •Encoding •Storage •Retrieval Distortions can occur at any stage Michael D. Yapko, Ph.D. www.yapko.com 4 “Memory is reconstructive, not reproductive” Michael D. Yapko, Ph.D. www.yapko.com 5 “I have the feeling…but I don’t have the memory” Stage hypnosis: “What’s so funny about your movie?” Michael D. Yapko, Ph.D. www.yapko.com 6 2 5/20/20 That’s why hypnotically obtained testimony is generally excluded from court proceedings In Search of Memory by Eric Kandel Searching for Memory by Daniel Schacter The Seven Sins of Memory by Daniel Schacter The Memory Illusion by Julia Shaw Memory by Bennett Schwartz Michael D. Yapko, Ph.D. www.yapko.com 8 And a whole new generation of therapists is starting to make some of the same mistakes all over again… Michael D. Yapko, Ph.D. www.yapko.com 9 3 5/20/20 See “Divided Memories,” a PBS 4-hour documentary on the subject you’ll find on YouTube Also watch the demonstration of implanting a false memory on YouTube by Dr.
    [Show full text]
  • What Is Descriptive Psychology? an Introduction Raymond M
    What is Descriptive Psychology? An Introduction Raymond M. Bergner, Ph.D. Illinois State University Abstract The purpose of this chapter is to provide an accessible introduction to Descriptive Psychology (“DP”). The chapter includes, in order of presentation, (1) an orientation to the somewhat unorthodox nature of DP; (2) an explication of DP’s four central concepts, those of “Behavior”, “Person”, “Reality”, and “Verbal Behavior”; and (3) a brief listing of some applications of DP to a variety of important topics. At the risk of offending, I should like in this letter to offer my principle hypothesis regarding why your field has not to date arrived at any manner of broadly accepted, unifying theoretical framework, and has not for this reason realized the scientific potential, importance, and respect it would rightly possess. In brief, I believe this reason to lie in the fact that you have attended insufficiently to the pre-empirical matters essential to good science. You have understood aright the basic truth that science is ultimately concerned with how things are in the empirical world. However, you have neglected the further truth that often, as in my own case, much nonempirical work must be undertaken if we are to achieve our glittering empirical triumphs. —“An open letter from Isaac Newton to the field of psychology” (Bergner, 2006, p. 70) 325 Advances in Descriptive Psychology—Vol. 9 Descriptive Psychology is “a set of systematically related distinctions designed to provide formal access to all the facts and possible facts about persons and behavior—and therefore about everything else as well.” —Peter G.
    [Show full text]
  • CNS 2014 Program
    Cognitive Neuroscience Society 21st Annual Meeting, April 5-8, 2014 Marriott Copley Place Hotel, Boston, Massachusetts 2014 Annual Meeting Program Contents 2014 Committees & Staff . 2 Schedule Overview . 3 . Keynotes . 5 2014 George A . Miller Awardee . 6. Distinguished Career Contributions Awardee . 7 . Young Investigator Awardees . 8 . General Information . 10 Exhibitors . 13 . Invited-Symposium Sessions . 14 Mini-Symposium Sessions . 18 Poster Schedule . 32. Poster Session A . 33 Poster Session B . 66 Poster Session C . 98 Poster Session D . 130 Poster Session E . 163 Poster Session F . 195 . Poster Session G . 227 Poster Topic Index . 259. Author Index . 261 . Boston Marriott Copley Place Floorplan . 272. A Supplement of the Journal of Cognitive Neuroscience Cognitive Neuroscience Society c/o Center for the Mind and Brain 267 Cousteau Place, Davis, CA 95616 ISSN 1096-8857 © CNS www.cogneurosociety.org 2014 Committees & Staff Governing Board Mini-Symposium Committee Roberto Cabeza, Ph.D., Duke University David Badre, Ph.D., Brown University (Chair) Marta Kutas, Ph.D., University of California, San Diego Adam Aron, Ph.D., University of California, San Diego Helen Neville, Ph.D., University of Oregon Lila Davachi, Ph.D., New York University Daniel Schacter, Ph.D., Harvard University Elizabeth Kensinger, Ph.D., Boston College Michael S. Gazzaniga, Ph.D., University of California, Gina Kuperberg, Ph.D., Harvard University Santa Barbara (ex officio) Thad Polk, Ph.D., University of Michigan George R. Mangun, Ph.D., University of California,
    [Show full text]
  • The Positivist Repudiation of Wundt Kurt Danziger
    Jouml of the History ofthe Behuvioral Sciences 15 (1979): 205-230. THE POSITIVIST REPUDIATION OF WUNDT KURT DANZIGER Near the turn of the century, younger psychologists like KUlpe, Titchener, and Eb- binghaus began to base their definition of psychology on the positivist philosophy of science represented by Mach and Avenarius, a development that was strongly op- posed by Wundt. Psychology was redefined as a natural science concerned with phenomena in their dependence on a physical organism. Wundt’s central concepts of voluntarism, value, and psychic causality were rejected as metaphysical, For psy- chological theory this resulted in a turn away from Wundt’s emphasis on the dynamic and central nature of psychological processes toward sensationalism and processes anchored in the observable peripher of the organism. Behaviorism represents a logical development of this point orview. I. PSYCHOLOGYAS SCIENCE What makes the early years in the history of experimental psychology of more than antiquarian interest are the fundamental disagreements that quickly separated its prac- titioners. These disagreements frequently concerned issues that are not entirely dead even today because they involve basic commitments about the nature of the discipline which had to be repeated by successive generations, either explicitly, or, with increasing fre- quency, implicitly. In the long run it is those historical divisions which involve fundamental questions about the nature of psychology as a scientific discipline that are most likely to prove il- luminating. Such questions acquired great urgency during the last decade of the nineteenth and the first few years of the present century, for it was during this period that psychologists began to claim the status of a separate scientific discipline for their subject.
    [Show full text]
  • Kenneth Andrew Norman
    Kenneth Norman August 24, 2013 page 1 of 18 Kenneth Andrew Norman Department of Psychology Princeton University Green Hall, Washington Road Princeton, NJ 08540 email: [email protected] work phone: (609) 258-9694 work fax: (609) 258-1113 Employment July 2012 – present Associate Chair Department of Psychology, Princeton University July 2013 – present Professor Department of Psychology and Princeton Neuroscience Institute, Princeton University July 2008 – June 2013 Associate Professor Department of Psychology and Princeton Neuroscience Institute, Princeton University July 2002 – June 2008 Assistant Professor Department of Psychology, Princeton University Education June 1999 Ph.D. in Psychology, Harvard University Advisor: Daniel Schacter, Ph.D. Thesis: "Differential Effects of List Strength on Recollection and Familiarity" June 1996 MA in Psychology, Harvard University June 1993 BS with distinction, Stanford University Advisors: John Gabrieli, Ph.D., Fred Dretske, Ph.D. Honors Thesis: "Is Consciousness the Gatekeeper of Memory?" Additional Education June 1999 – June 2002 NIH NRSA postdoctoral fellow, University of Colorado, Boulder Mentor: Randall O’Reilly, Ph.D. 1995 Fellow, McDonnell Summer Institute in Cognitive Neuroscience, Davis, CA Kenneth Norman August 24, 2013 page 2 of 18 Research Interests Using computational models to explore the neural basis of learning and memory Testing the predictions of these models, using behavioral and neuroimaging measures Developing multivariate methods for extracting information about cognitive states
    [Show full text]
  • Cognitive Neuroscience Sequence
    Neuroscience Major: Sequence in Cognitive Neuroscience If you are a student who is interested in the human brain, and how it links to the human mind and complex human behaviors-- from before birth through adulthood, then this is the Neuroscience track for you! Note: This track is approved as a multidisciplinary major for ISS scholars at CMC. I. Overview The CogNeuro sequence in the Neuroscience major equips students with the knowledge of how to relate information processing in the human brain to human mental processes and behavior. Mental processes include perception, attention, voluntary movement, memory, conceptual biases, language, imagery, emotions, problem solving, decision-making, and social judgment. There are 2 main tracks within the CogNeuro track: 1) one for students who plan to attend graduate school for cognitive, social, or cultural neuroscience, or who want to obtain a job in a research lab at graduation; and 2) one for all other students (e.g. those who plan to attend medical or nursing or veterinary or dentistry school or graduate school for clinical psychology or law school or business school As for all of the sequences you should be choosing your 4 courses with the advice of the faculty who will be your Neuroscience major advisor, who will most likely be your senior thesis first reader and primary mentor. Below we give some requirements and general guidelines. II. Cognitive Neuroscience Faculty Mentors Stacey Doan (CMC) Alison Harris (CMC) Cathy Reed (CMC, KSD) Timothy Justus (PZ) David Moore (PZ) Michael Spezio (SC, KSD) Stacey Wood (SC) III. Tier 2 Requirements for the CogNeuro Emphasis in the KSD Neuroscience Major * Psyc 109 CM (or equivalent), Basic Psychological Statistics * Psyc 110 & 111L CM (or equivalent), Research Methods Lecture & Laboratory * Psyc 91 PZ Psychological Statistics * Psyc 92/ 92P PZ Introduction to Research Methods * Psyc 103 SC Psychological Statistics * Psyc 104 SC & 104L SC Research Design in Psychology & Laboratory NOTE: students should take the versions of these courses through their home college.
    [Show full text]
  • Psychology Department Biopsychology Specialization
    PSYCHOLOGY DEPARTMENT BIOPSYCHOLOGY SPECIALIZATION OVERVIEW In the Biopsychology Specialization, students will explore how biological mechanisms relate to a wide range of topics: sensation, cognition, sleep, motivation, emotion, addiction, and clinical disorders. This specialization will expose students to the interface between biology and psychology (e.g., neuroscience, health psychology, psychopharmacology, psychoneuroimmunology, and genetics) and will prepare students for careers in these fields as well as in clinical psychology, medicine, or pharmaceuticals. Students will be offered hands-on research opportunities (with humans and rats), and specialized courses may include cognitive neuroscience, health psychology, neuroanatomy, addiction, psychopharmacology, human neuropsychology, neurological disorders, animal behavior, behavioral pharmacology of drug abuse, and schizophrenia. Students in this specializations will develop credentials that facilitate challenging careers and graduate/professional studies. Students completing the biopsychology specialization will receive preparation for careers in fields including clinical psychology, medicine, neuropsychological testing, and pharmaceuticals. This specialization also prepares students for graduate studies in neuroscience, health psychology, psychopharmacology, genetics, clinical psychology and psychoneuroimmunology. Objectives: • To expose students to a variety of different areas within biopsychology (for example: neuroscience, health psychology, psychopharmacology, psychophysiology,
    [Show full text]
  • The Cognitive Neuroscience of Mind a Tribute to Michael S
    The Cognitive Neuroscience of Mind A Tribute to Michael S. Gazzaniga edited by Patricia A. Reuter-Lorenz, Kathleen Baynes, George R. Mangun, and Elizabeth A. Phelps A Bradford Book The MIT Press Cambridge, Massachusetts London, England © 2010 Massachusetts Institute of Technology All rights reserved. No part of this book may be reproduced in any form by any electronic or mechanical means (including photocopying, recording, or informa- tion storage and retrieval) without permission in writing from the publisher. For information about special quantity discounts, please email special_sales@ mitpress.mit.edu This book was set in Sabon by Toppan Best-set Premedia Limited. Printed and bound in the United States of America. Library of Congress Cataloging-in-Publication Data The cognitive neuroscience of mind : a tribute to Michael S. Gazzaniga / edited by Patricia A. Reuter-Lorenz ... [et al.]. p. cm. “ A Bradford book.” Includes bibliographical references and index. ISBN 978-0-262-01401-4 (hardcover : alk. paper) 1. Cognitive neuroscience — Congresses. 2. Gazzaniga, Michael S. — Congresses. I. Gazzaniga, Michael S. II. Reuter-Lorenz, Patricia Ann, 1958 – [DNLM: 1. Gazzaniga, Michael S. 2. Cognition — Festschrift. 3. Neurosciences — Festschrift. BF 311 C676346 2010] QP360.5.C3694 2010 612.8 ′ 233 — dc22 2009034514 10 9 8 7 6 5 4 3 2 1 Preface Let ’ s be frank. Michael S. Gazzaniga is the godfather of cognitive neu- roscience. That is why, when it comes to Mike, you want to get things right. Imagine, then, the challenge we faced in trying to plan an event that was to be a tribute to Mike. It had to be right.
    [Show full text]
  • Neuroscience of Self and Self-Regulation
    PS62CH14-Heatherton ARI 22 November 2010 9:19 Neuroscience of Self and Self-Regulation Todd F. Heatherton Department of Psychological and Brain Sciences, Dartmouth College, Hanover, New Hampshire 03766; email: [email protected] Annu. Rev. Psychol. 2011. 62:363–90 Key Words The Annual Review of Psychology is online at self-awareness, theory of mind, need to belong, social neuroscience, psych.annualreviews.org neuroimaging, addiction This article’s doi: 10.1146/annurev.psych.121208.131616 Abstract by Dartmouth College on 12/08/10. For personal use only. Copyright c 2011 by Annual Reviews. As a social species, humans have a fundamental need to belong that en- All rights reserved courages behaviors consistent with being a good group member. Being 0066-4308/11/0110-0363$20.00 a good group member requires the capacity for self-regulation, which Annu. Rev. Psychol. 2011.62:363-390. Downloaded from www.annualreviews.org allows people to alter or inhibit behaviors that would place them at risk for group exclusion. Self-regulation requires four psychological com- ponents. First, people need to be aware of their behavior so as to gauge it against societal norms. Second, people need to understand how others are reacting to their behavior so as to predict how others will respond to them. This necessitates a third mechanism, which detects threat, es- pecially in complex social situations. Finally, there needs to be a mech- anism for resolving discrepancies between self-knowledge and social expectations or norms, thereby motivating behavior to resolve any con- flict that exists. This article reviews recent social neuroscience research on the psychological components that support the human capacity for self-regulation.
    [Show full text]