What Can Be Learned from White Matter Alterations in Antisocial Girls Willeke M
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From Human Emotions to Robot Emotions
1 American Association for Artificial Intelligence – Spring Symposium 3/2004, Stanford University – Keynote Lecture. From Human Emotions to Robot Emotions Jean-Marc Fellous The Salk Institute for Neurobiological Studies 10010 N. Torrey Pines Road, la Jolla, CA 92037 [email protected] Abstract1 open a new window on the neural bases of emotions that may offer new ways of thinking about implementing robot- The main difficulties that researchers face in understanding emotions. emotions are difficulties only because of the narrow- mindedness of our views on emotions. We are not able to Why are emotions so difficult to study? free ourselves from the notion that emotions are necessarily human emotions. I will argue that if animals have A difficulty in studying human emotions is that here are emotions, then so can robots. Studies in neuroscience have significant individual differences, based on experiential as shown that animal models, though having limitations, have well as genetic factors (Rolls, 1998; Ortony, 2002; significantly contributed to our understanding of the Davidson, 2003a, b; Ortony et al., 2004). My fear at the functional and mechanistic aspects of emotions. I will sight of a bear may be very different from the fear suggest that one of the main functions of emotions is to experienced by a park-ranger who has a better sense for achieve the multi-level communication of simplified but high impact information. The way this function is achieved bear-danger and knows how to react. My fear might also be in the brain depends on the species, and on the specific different from that of another individual who has had about emotion considered. -
Motor, Emotional and Cognitive Empathic Abilities in Children with Autism and Conduct Disorder Danielle M.A
Motor, Emotional and Cognitive Empathic Abilities in Children with Autism and Conduct Disorder Danielle M.A. Bons1,2 Floor E. Scheepers1 [email protected] [email protected] +31 (0)488 – 469 611 Nanda N.J. Rommelse1,2 Jan K. Buitelaar1,2 [email protected] [email protected] +31 (0)24 351 2222 1Karakter child- and adolescent psychiatry 2Department of Psychiatry UMC St. Radboud University Centre Nijmegen, Zetten-Tiel P.O. Box 9101, 6500HB Nijmegen, The P.O. Box 104, 6670AC Zetten, The Netherlands Netherlands ABSTRACT repetitive patterns of behavior, interests and activities. This paper gives an overview of the studies that Children with conduct disorder (CD) show a pattern of investigated motor, emotional and cognitive empathy in behavior violating the basic rights of others and age- juveniles with autism or conduct disorder. Studies that appropriate norms and rules, which may develop in measured response to emotional faces with use of facial antisocial behavior in adulthood. At first sight these EMG, ECG, skin conductance, eye-tracking or emotion disorders appear to have little in common. However, lack of recognition are discussed. In autism facial mimicry and empathy is a core symptom in both ASD and CD. emotion recognition, as well as attention to the eyes, seem to be reduced. In conduct disorder facial mi micry seems to Empathy is assumed to consist out of three components: be impaired as well as recognition of fear and sad facial motor, emotional and cognitive empathy [5]. Motor expressions, and possibly associated with lack of attention empathy refers to unconsciously mirroring the facial to the eyes. -
Volume 2, Spring 2020
JOURNAL OF BEHAVIORAL SCIENCES Spring 2020 COLLEGE OF Saint Elizabeth Title: Fathering Emotions: The Relationship between Fathering and Emotional Development Author(s): Anthony J. Ferrer Abstract The study of child development is an ever growing and consistently important area of psychology. Research suggests that parenting starts as early as conception and that a developing fetus can be affected by maternal and parental bonding in addition to biological influences. However there is a lack of research regarding the effect fathering has on the child’s development and there is a surplus of research regarding the effect of mothers parenting on the child’s development. Currently research neglects families raised by single fathers, two fathers, and other cis-male and trans-male caregivers. This paper will provide an in-depth review of emotional development in children, “parenting”, and will highlight the limited literature on the effects of fathering on emotional development. Title: Brain Impairments in Maltreated Children Author(s): Carl C. Papandrea Abstract The purpose of this paper is to explore the brain development in typically developing and maltreated children as noted by neuroimaging technology. The use of magnetic resonance imaging (MRI) provides insight into how early experiences affect the developing brain, and provides biological implications for what practitioners identified through behavioral, psychological, and emotional terms. Neurobiological impairments have been seen in children who experience adverse childhood experiences, this paper reviews literature that identifies and explains these findings. Title: Common Personality Traits in Youth and Connection with Antisocial Personality Author(s): Carl C. Papandrea Abstract The purpose of this paper is to explore the links between common maladaptive personality traits in youth with conduct problems and their connection to Antisocial Personality Disorder. -
Andrew Rosen the Architecture of the Nervous System: • Central Nervous
Andrew Rosen The Architecture of the Nervous System: Central Nervous System (CNS) – Includes the brain and spinal cord Peripheral Nervous System (PNS) – All nerves elsewhere and are connected to the CNS via the spinal cord o Composed of the Somatic Nervous System (SNS), which has the efferent nerves that control the skeletal muscles and afferent nerves that carry information from the sense organs to CNS o Also composed of the Autonomous Nervous System (ANS), which has the efferent nerves that regulate the glands and smooth muscles of internal organs and vessels as well as afferent nerves that bring the CNS information about the internal systems . Divided into the sympathetic branch “Revs” body up for an action . Also divided into parasympathetic branch Restores the body’s internal activities to normal after an action Brain is in cerebrospinal fluid that acts as a shock absorber Anatomy of the Brain: Spinal cord that goes into brain forms the brain stem Medulla is at the bottom of the brain stem o Controls breathing, blood circulation, and maintains balance Pons is above the medulla o Controls attentiveness and governs sleep/dreaming Behind the brain stem is the cerebellum o Controls balance, coordination, and spatial reasoning The midbrain and thalamus are on top of the pons o Relay information to the forebrains o Midbrain regulates experience of pain and moods The forebrain is on top of all of these o Outer part of the forebrain is the cerebral cortex . High surface area . Deepest groove is the longitudinal fissure that splits the left cerebral hemisphere from the right . -
Lecture 12 Notes
Somatic regions Limbic regions These functionally distinct regions continue rostrally into the ‘tweenbrain. Fig 11-4 Courtesy of MIT Press. Used with permission. Schneider, G. E. Brain structure and its Origins: In the Development and in Evolution of Behavior and the Mind. MIT Press, 2014. ISBN: 9780262026734. 1 Chapter 11, questions about the somatic regions: 4) There are motor neurons located in the midbrain. What movements do those motor neurons control? (These direct outputs of the midbrain are not a subject of much discussion in the chapter.) 5) At the base of the midbrain (ventral side) one finds a fiber bundle that shows great differences in relative size in different species. Give examples. What are the fibers called and where do they originate? 8) A decussating group of axons called the brachium conjunctivum also varies greatly in size in different species. It is largest in species with the largest neocortex but does not come from the neocortex. From which structure does it come? Where does it terminate? (Try to guess before you look it up.) 2 Motor neurons of the midbrain that control somatic muscles: the oculomotor nuclei of cranial nerves III and IV. At this level, the oculomotor nucleus of nerve III is present. Fibers from retina to Superior Colliculus Brachium of Inferior Colliculus (auditory pathway to thalamus, also to SC) Oculomotor nucleus Spinothalamic tract (somatosensory; some fibers terminate in SC) Medial lemniscus Cerebral peduncle: contains Red corticospinal + corticopontine fibers, + cortex to hindbrain fibers nucleus (n. ruber) Tectospinal tract Rubrospinal tract Courtesy of MIT Press. Used with permission. Schneider, G. -
White Matter Tracts - Brain A143 (1)
WHITE MATTER TRACTS - BRAIN A143 (1) White Matter Tracts Last updated: August 8, 2020 CORTICOSPINAL TRACT .......................................................................................................................... 1 ANATOMY .............................................................................................................................................. 1 FUNCTION ............................................................................................................................................. 1 UNCINATE FASCICULUS ........................................................................................................................... 1 ANATOMY .............................................................................................................................................. 1 DTI PROTOCOL ...................................................................................................................................... 4 FUNCTION .............................................................................................................................................. 4 DEVELOPMENT ....................................................................................................................................... 4 CLINICAL SIGNIFICANCE ........................................................................................................................ 4 ARTICLES .............................................................................................................................................. -
Conduct Disorder - Psychopathy
Conduct Disorder - Psychopathy Professor Jan Buitelaar Radboud University Nijmegen Medical Center Donders Institute for Brain, Cognition and Behavior Department of Cognitive Neuroscience, and Karakter Child and Adolescent Psychiatry University Center Nijmegen, The Netherlands Conflict of Interest Jan Buitelaar Speaker Advisory Board Research Support Involved in clinical trials Lilly ConflictX of interestX X X Janssen Cilag X X X Novartis X Organon X Medice X Shire X X X Pfizer X Otsuka/BMS X Servier X “I am not quite sure what I would call that expression, but I know that is what people look like just before you stab them” So what’s happening? Theories on why resting heart rate is low …. History Developmental Model of Aggression Prenatal smoking Prenatal alcohol Environmental Obstetric problems RISKS Abuse, neglect Parental rejection Inconsistent parenting, harsh discipline Parental psychopathology Insufficient parental supervision Poor neighborhood, deviant peer group Birth Childhood Adolescence Adulthood Temperament, IQ, Pro-social skills Arousal mechanisms Socialization GENES 1. Conditioning, sensitivity to punishment 2. Control mechanisms 3. Empathy, moral reasoning Taxonomy of aggression Psychopathic traits: 1. Callous-unemotional 2. Impulsivity 3. Narcissism Impulsive versus Instrumental aggression Early versus Late Onset Common Misconceptions about DBDs (1) • Disruptive behaviours refer to annoying problem behaviours that are just a matter of inadequate parenting Common Misconceptions about DBDs (1) • Disruptive behaviours refer -
Remember the Limbic System?: Aftermr the First Generalized Anatomy Seizure Oc- and Pathology Curred
508 THUERL AJNR: 24, March 2003 508 THUERL AJNR: 24, March 2003 FIG 1. Initial MR images obtained 1 day afterF theIG 1. first Initial generalized MR images seizure obtained oc- 1 day Remember the Limbic System?: afterMR the first generalized Anatomy seizure oc- and Pathology curred. A, Axialcurred.fluid-attenuated inversion recov- ery imageA, Axial (9000/110fluid-attenuated [TR/TE]; inversion inversion recov- time,ery 2261 image ms) shows (9000/110 a slightly [TR/TE]; elevated inversion signaltime, intensity 2261 of ms) both shows hippocampal a slightly forma- elevated Review of Structures Involved in Emotiontionssignal (black intensity arrows)andamygdala( of both hippocampalwhite forma-and Memory Formation arrowstions). (black arrows)andamygdala(white B,arrows Coronal). conventional T2-weighted turbo spin-echoB, Coronal image conventional (4462/120/3 T2-weighted [TR/ Jane Ball,BS; David Sawyer,BS; Adam Blanchard,MD; KrystleTE/NEX]) Barhaghi,MDturbo shows spin-echo no signal image intensity (4462/120/3 abnor- [TR/; Enrique Palacios,MD; Jeremy Nguyen,MD. mality.TE/NEX]) shows no signal intensity abnor- Tulane University School of Medicinemality. Department of Radiology Introduction Structural Review Limbic Encephalitis Klüver-Bucy Syndrome Rather than a single, defined structure within the brain, the Klüver-Bucy Syndrome (KBS) is a clinical diagnosis limbic system is a collection of interrelated structures characterized by visual agnosia, hyperorality, involved in learning, memory, emotional responses, hypersexuality, placidity, abnormal dietary changes, homeostasis and primitive drives. Different reference hypermetamorphosis, dementia, and amnesia. Limbic sources include and exclude structures within the limbic encephalitis is the most common cause of KBS, and KBS system. Some structures share formations or groupings has been associated with other neurological disorders and have additional functions beyond their roles in the including traumatic brain injury, anoxia-ischemic limbic system. -
Disruptive, Impulse-Control, and Conduct Disorders
OBJECTIVES • To familiarize yourself with Disruptive, Impulse-Control, and Conduct Disorders in the DSM-5 • To understand the prevalence and demographics of these disorders • To discuss diagnostic features, associated features, and development and course of these disorders • To discuss risk and prognostic factors of each disorder • To discuss differential diagnosis and comorbidities of each disorder • To discuss psychopharmacology and psychotherapies for each disorder CATEGORIZING IMPULSE-CONTROL DISORDERS THE DSM-5 WAY • DSM-5 created a new chapter : Disruptive, Impulse-Control, and Conduct Disorders. • Brought together disorders previously classified as disorders usually first diagnosed in infancy, childhood, or adolescence (ODD and CD) and impulse-control disorders NOS. • Disorders are unified by presence of difficult, disruptive, aggressive, or antisocial behavior. • Often associated with physical or verbal injury to self, others, or objects or with violation of the rights of others. • Behaviors can be defensive, premeditated, or impulsive. Grant JE, Leppink EW. Choosing a treatment for disruptive, impulse control, and conduct disorders: limited evidence, no approved drugs to guide treatment. Current Psychiatry. 2015;14(1):29-36. PREVALENCE • More common in males than females • Have first onset in childhood or adolescence • Lifetime prevalence : • ODD 8.5% • CD 9.5% • IED 5.2% • Any ICD 24.8% • Despite a high prevalence in the general population, these disorders have been relatively understudied • There are no FDA-approved medications for any of these disorders Kessler RC, Berglund P, Demler O, et al. Lifetime Prevalence and age-of-onset distributions of DSM-IV disorders in the National Comorbidity Survey Replication. Arch Gen Psychiatry. 2005; 62(6): 593-602. -
BIPN100 F15 Human Physiol I Lecture 7: Autonomic Nervous System & Limbic System P
BIPN100 F15 Human Physiol I Lecture 7: Autonomic Nervous System & Limbic System p. 1 Terms you should understand: autonomic nervous system, sympathetic nervous system, parasympathetic nervous system, ganglion (ganglia), preganglionic neuron, postganglionic neuron, vagus nerve, cholinergic, nicotinic receptor, muscarinic receptor, adrenergic, epinephrine (Epi), norepinephrine (NorEpi), α-adrenergic receptor, ß-adrenergic receptor, agonist, d-tubocurarine, α- Bungarotoxin, atropine, adrenal medulla, limbic system, solitary nucleus, vagus nerve, hypothalamus (lateral and ventromedial), aphagia, hyperphagia, amygdala, cingulate gyrus, frontal cortex. I. The two divisions of the autonomic nervous system (sympathetic and parasympathetic) supply most of the nervous control for the involuntary ("vegetative" or “visceral”) functions of the body. They are a second efferent system (in addition to "voluntary" motor output from brain and spinal cord), sending signals that modulate activity of glands or muscles, usually smooth muscles. A. These two systems work together to produce homeostasis; e.g., the balance between the two systems keeps blood pressure, body temperature, and acid-base balance constant. B. Both branches of the autonomic nervous system consist of a two-neuron chain between the central nervous system and the periphery. The somata of the pre-ganglionic neurons in both branches of the autonomic nervous system lie within the brain or the spinal cord. Autonomic nervous system Somatic motor Sympathetic Parasympathetic Central nervous system Sympathetic Fig. 7.1 Peripheral chain nervous ganglion system Parasympathetic (near spinal gangion cord) (near taraget) Target Skeletal Smooth and cardiac muscle; glands muscle C. Preganglionic neurons (somata inside the CNS) synapse with postganglionic neurons (somata outside the CNS). 1. Sympathetic postganglionic cell bodies are in ganglia near the CNS. -
Circuits That Link the Cerebral Cortex to the Adrenal Medulla COLLOQUIUM PAPER
The mind–body problem: Circuits that link the cerebral cortex to the adrenal medulla COLLOQUIUM PAPER Richard P. Duma,b, David J. Levinthala,b,c, and Peter L. Stricka,b,1 aUniversity of Pittsburgh Brain Institute, Systems Neuroscience Center, Center for the Neural Basis of Cognition, University of Pittsburgh School of Medicine, Pittsburgh, PA 15261; bDepartment of Neurobiology, University of Pittsburgh School of Medicine, Pittsburgh, PA 15261; and cDivision of Gastroenterology, Hepatology, and Nutrition, Department of Medicine, University of Pittsburgh School of Medicine, Pittsburgh, PA 15261 Edited by Robert H. Wurtz, National Institutes of Health, Bethesda, MD, and approved October 4, 2019 (received for review July 31, 2019) Which regions of the cerebral cortex are the origin of descending shortcoming has been overcome by the introduction of neuro- commands that influence internal organs? We used transneuronal tropic viruses as transneuronal tracers (4–6). transport of rabies virus in monkeys and rats to identify regions of Here,wereviewsomeofourresultsusingtheN2cstrainofrabies cerebral cortex that have multisynaptic connections with a major virus (RV) to reveal the areas of the cerebral cortex that influence sympathetic effector, the adrenal medulla. In rats, we also examined the adrenal medulla of the monkey and rat. We will also review the multisynaptic connections with the kidney. In monkeys, the cortical results of RV transport from the kidney in the rat. The adrenal influence over the adrenal medulla originates from 3 distinct networks medulla and kidney are controlled exclusively by sympathetic ef- that are involved in movement, cognition, and affect. Each of these ferents and are therefore, ideal for defining the cortical areas that networks has a human equivalent. -
Conduct Disorder Facts for Families
Conduct Disorder Facts for Families What is conduct Children and youth with conduct disorder display a pattern of aggressive and destructive behavior. They show a lack of respect for authority and disorder? often have behavioral problems such as stealing, lying, harming animals or destroying property. There are 3 types of conduct disorder: • Childhood-onset – youth who show these behaviors before age 10. • Adolescent-onset – youth who show these behaviors after age 10 but did not meet the conduct disorder criteria before the age of 10. • Children of any age with limited positive social behaviors, such as, lack of empathy, lack of remorse or guilt, and shallow or superficial expression of feelings. Conduct disorder may be described as mild, moderate or severe. This depends on the number of problem behaviors your child shows and their impact on other people. Conduct behaviors can disrupt your child's life, at home, school, church or in the neighborhood. What are the If your child has a conduct disorder, they may show one or more of these symptoms of behaviors: conduct disorder? • May be considered a “bully” at school or at home • Intimidates, threatens others or starts fights • Is physically cruel to people or animals • Engages in criminal-type behavior like vandalism The signs and symptoms considered in the diagnosis of conduct disorder in children and teens fall into 4 categories. We look for at least 4 specific symptoms across these areas: • Physical aggression to people or animals • Property destruction • Deceitfulness (lying) or theft • Serious rule violations, such as running away or staying out all night How common is Conduct disorder is a problem faced by roughly 6 out of 100 children and conduct disorder? teens.