Mechanisms of Emotional Arousal and Lasting Declarative Memory

Total Page:16

File Type:pdf, Size:1020Kb

Mechanisms of Emotional Arousal and Lasting Declarative Memory F.M. Ashcroft and F.M. Gribble – K channel structure and function R EVIEW ATP 38 Ueda, K., Inagaki, N. and Seino, S. (1997) J. Biol. Chem. 272, 43 Bryan, J. and Aguilar-Bryan, L. (1997) Curr. Opin. Cell Biol. 9, 22983–22986 553–559 39 Carson, M.R., Travis, S.M. and Welsh, M.J. (1995) J. Biol. 44 Kane, C. et al. (1996) Nat. Med. 2, 1344–1347 Chem. 270, 1711–1717 45 Maassen, J.A. and Kadowaki, T. (1995) Diabetologia 4, 40 Gribble, F.M. et al. (1997) J. Physiol. 498, 87–98 375–383 41 Ericinscka, M. et al. (1992) Biochim. Biophys. Acta 1101, 46 Randle, P.J. (1993) Diabetologia 36, 269–275 273–295 47 Stirling, B. et al. (1995) Diabetologia 38, 1479–1481 42 Thomas, P.M. et al. (1995) Science 268, 425–429 48 Sakura, H. et al. (1996) Diabetologia 39, 1233–1237 Mechanisms of emotional arousal and lasting declarative memory Larry Cahill and James L. McGaugh Neuroscience is witnessing growing interest in understanding brain mechanisms of memory formation for emotionally arousing events, a development closely related to renewed interest in the concept of memory consolidation. Extensive research in animals implicates stress hormones and the amygdaloid complex as key,interacting modulators of memory consolidation for emotional events. Considerable evidence suggests that the amygdala is not a site of long-term explicit or declarative memory storage, but serves to influence memory-storage processes in other brain regions, such as the hippocampus, striatum and neocortex. Human-subject studies confirm the prediction of animal work that the amygdala is involved with the formation of enhanced declarative memory for emotionally arousing events. Trends Neurosci. (1998) 21, 294–299 ‘Selection is the very keel on which our mental ship is The evidence summarized here supports the view built. And in the case of memory its utility is obvious. that specific hormonal and brain systems activated by If we remembered everything, we should on most emotional arousal regulate long-term memory stor- − occasions be as ill off as if we remembered nothing.’ age7 9. Much evidence for this view comes from ani- (William James, 1890)1. mal studies using memory tasks that are rapidly acquired in a single learning episode and that differ in MAN WE MET RECENTLY was only a few blocks response requirements. The performance of an animal Afrom Oklahoma City’s Alfred R. Murrah building allows the inference that the memory of the animal of when the deadly bomb exploded on 19 April, 1995. the specific training situations is declarative in nature. He described that experience as ‘engraved’ in his brain, However, direct evidence for involvement of these saying, ‘I’ll have that memory forever’. Although most brain systems in declarative memory must come from of us have not had a comparable experience, we all studies involving human subjects; these studies are have conscious memories of emotionally arousing also reviewed here. experiences, long-lasting memories that are striking in Modulation of memory storage their vividness, duration and detail. Experimental studies amply demonstrate that emotionally arousing Most studies of brain mechanisms of memory focus experiences tend to be well-remembered2. on the neural events mediating memory and the Why do explicit (or ‘declarative’) memories of anatomical locus of the ‘memory trace’. Equally emotional experiences endure? Some psychological important, however, are neurobiological systems that accounts suggest that emotional events are better regulate, or modulate, long-term memory storage. remembered because they are novel, focus attention, Long-term memories are not made instantaneously: or are often rehearsed. Such hypotheses have failed they consolidate over time after learning10−12. Recent Larry Cahill and fully to account for the experimental findings2. evidence concerning memory consolidation comes James L. McGaugh Other accounts focus on emotional responses learned from many domains of investigation, including stud- − − are at the Center through Pavlovian conditioning, and much is known ies of synaptic plasticity13 15 and behavior16 19. Elegant for the about brain processes mediating the expression of demonstrations of memory consolidation in inverte- Neurobiology of fear3,4. However, explanations based solely on brate preparations indicate that memory consolidation Learning and Pavlovian conditioning of emotional responses are is evolutionarily conserved20,21. Memory and Dept likely to be insufficient because emotionally influ- Post-training treatments modulate memory storage of Psychobiology, enced memories generally involve declarative knowl- in many learning tasks. Of particular significance is University of edge and are not restricted to evocation of learned the extensive evidence that memory can be selectively California Irvine, emotional responses. Furthermore, Pavlovian con- enhanced by post-training administration of drugs Irvine, CA 92697- ditioning can be dissociated from declarative-memory and hormones. Whether memory is enhanced or 3800, USA. formation5,6. impaired by post-training treatments depends on the 294 TINS Vol. 21, No. 7, 1998 Copyright © 1998, Elsevier Science Ltd. All rights reserved. 0166 - 2236/98/$19.00 PII: S0166-2236(97)01214-9 L. Cahill and J.L. McGaugh − Emotional arousal and declarative memory R EVIEW specific experimental conditions as A Experimental modulation of memory well as the post-training treatment used8. Exogenous Long-term Training Retention drug or hormone retention event test Role of stress-released hormones injection interval in memory consolidation The fact that recently formed memories are susceptible to ex- ogenous modulatory treatments provides the opportunity for en- B Endogenous modulation of memory dogenous modulation of memory storage for emotional events. Stress Endogenous Long-term Emotional Retention hormones are a priori candidate hormone retention experience test endogenous modulators (Fig. 1). release interval Stress-hormone systems activated by emotional situations serve the immediate adaptive needs of an Fig. 1. Parallel between (A) experimental (exogenous) modulation of memory and (B) endogenous modulation of organism22. Additionally, extensive memory. Post-learning treatments are assumed to modulate memory consolidation in a manner similar to the modu- evidence suggests they influence lation normally produced by endogenous hormones released by emotional experiences. memory storage8,9,23,24. Initial stud- ies examined the effects of post-training injections of Second, they aid future responses by enhancing the adrenal medullary hormone adrenaline on mem- declarative memory of the arousing experience ory for inhibitory-avoidance training25. Adrenaline (Fig. 2). enhanced memory in a dose-dependent way, and the Role of the amygdaloid complex in memory effects were, as predicted by the consolidation modulatory mechanisms hypothesis, time-dependent: adrenaline enhanced memory only when administered shortly after train- The hypothesis that the amygdala modulates ing, that is, at the time when it would normally be declarative-memory storage is rooted in several lines released by the aversive stimulation (footshock) used of research. Early studies demonstrated that electrical in the training. Extensive research has confirmed and stimulation of the amygdaloid complex (AC) elicits extended these findings. Adrenaline has comparable behavioral arousal (the ‘orienting reflex’) and activates effects in discrimination learning and appetitively cortical EEG (Ref. 38). It is of interest for reasons dis- motivated tasks8. Adrenaline effects on memory cussed below that the cortical arousal response elicited appear to be mediated by the activation of peripheral by AC stimulation is mediated by the stria terminalis ␤-adrenergic receptors26, located on vagal afferents (ST), a major AC pathway38. Goddard’s research39 was projecting to the nucleus of the solitary tract in the brain stem27. Additionally, the effects might involve the release of glucose28. Stimuli: Animal studies imply that activation of ␤-adrenergic external/internal receptors in humans should influence long-term declarative memory formation for emotionally arous- ing events. Several recent studies now support this implication. ␤-Adrenergic antagonists block effects of Influence Interpretation memory arousal (either emotionally or physically induced) on of meaning long-term declarative memory 29–31. storage Emotional arousal also activates adrenocortical hor- mone release (cortisol in humans). The adrenocortical response is generally viewed as the ‘second wave’ of Long-term the autonomic response to an emotional event, fol- function lowing sympathetic adrenomedullary activation24. Cognitive Autonomic Most studies of adrenocortical hormones and memory emotional response stress-hormone have examined the impairing effects of high, sus- response tained doses of the hormones. However, the well- known ‘inverted-U’ relationship between dose and Short-term retention performance suggests that lower, acute function doses of corticosterone-receptor agonists should enhance memory consolidation. Several recent studies indicate that memory is enhanced by post-training Influence immediate peripheral32–34 or central35,36 (discussed later) admin- coping behaviour istration of low doses of corticosterone-receptor agon- ists. Furthermore, adrenomedullary and adrenocorti- Fig. 2. Schematic depiction of short- and long-term functions of the stress response. The sympathetic stress response serves the cal hormones on memory interact in influencing
Recommended publications
  • Effect of Emotional Arousal 1 Running Head
    Effect of Emotional Arousal 1 Running Head: THE EFFECT OF EMOTIONAL AROUSAL ON RECALL The Effect of Emotional Arousal and Valence on Memory Recall 500181765 Bangor University Group 14, Thursday Afternoon Effect of Emotional Arousal 2 Abstract This study examined the effect of emotion on memory when recalling positive, negative and neutral events. Four hundred and fourteen participants aged over 18 years were asked to read stories that differed in emotional arousal and valence, and then performed a spatial distraction task before they were asked to recall the details of the stories. Afterwards, participants rated the stories on how emotional they found them, from ‘Very Negative’ to ‘Very Positive’. It was found that the emotional stories were remembered significantly better than the neutral story; however there was no significant difference in recall when a negative mood was induced versus a positive mood. Therefore this research suggests that emotional valence does not affect recall but emotional arousal affects recall to a large extent. Effect of Emotional Arousal 3 Emotional arousal has often been found to influence an individual’s recall of past events. It has been documented that highly emotional autobiographical memories tend to be remembered in better detail than neutral events in a person’s life. Structures involved in memory and emotions, the hippocampus and amygdala respectively, are joined in the limbic system within the brain. Therefore, it would seem true that emotions and memory are linked. Many studies have investigated this topic, finding that emotional arousal increases recall. For instance, Kensinger and Corkin (2003) found that individuals remember emotionally arousing words (such as swear words) more than they remember neutral words.
    [Show full text]
  • Compare and Contrast Two Models Or Theories of One Cognitive Process with Reference to Research Studies
    ! The following sample is for the learning objective: Compare and contrast two models or theories of one cognitive process with reference to research studies. What is the question asking for? * A clear outline of two models of one cognitive process. The cognitive process may be memory, perception, decision-making, language or thinking. * Research is used to support the models as described. The research does not need to be outlined in a lot of detail, but underatanding of the role of research in supporting the models should be apparent.. * Both similarities and differences of the two models should be clearly outlined. Sample response The theory of memory is studied scientifically and several models have been developed to help The cognitive process describe and potentially explain how memory works. Two models that attempt to describe how (memory) and two models are memory works are the Multi-Store Model of Memory, developed by Atkinson & Shiffrin (1968), clearly identified. and the Working Memory Model of Memory, developed by Baddeley & Hitch (1974). The Multi-store model model explains that all memory is taken in through our senses; this is called sensory input. This information is enters our sensory memory, where if it is attended to, it will pass to short-term memory. If not attention is paid to it, it is displaced. Short-term memory Research. is limited in duration and capacity. According to Miller, STM can hold only 7 plus or minus 2 pieces of information. Short-term memory memory lasts for six to twelve seconds. When information in the short-term memory is rehearsed, it enters the long-term memory store in a process called “encoding.” When we recall information, it is retrieved from LTM and moved A satisfactory description of back into STM.
    [Show full text]
  • The Influence of Emotional States on Short-Term Memory Retention by Using Electroencephalography (EEG) Measurements: a Case Study
    The Influence of Emotional States on Short-term Memory Retention by using Electroencephalography (EEG) Measurements: A Case Study Ioana A. Badara1, Shobhitha Sarab2, Abhilash Medisetty2, Allen P. Cook1, Joyce Cook1 and Buket D. Barkana2 1School of Education, University of Bridgeport, 221 University Ave., Bridgeport, Connecticut, 06604, U.S.A. 2Department of Electrical Engineering, University of Bridgeport, 221 University Ave., Bridgeport, Connecticut, 06604, U.S.A. Keywords: Memory, Learning, Emotions, EEG, ERP, Neuroscience, Education. Abstract: This study explored how emotions can impact short-term memory retention, and thus the process of learning, by analyzing five mental tasks. EEG measurements were used to explore the effects of three emotional states (e.g., neutral, positive, and negative states) on memory retention. The ANT Neuro system with 625Hz sampling frequency was used for EEG recordings. A public-domain library with emotion-annotated images was used to evoke the three emotional states in study participants. EEG recordings were performed while each participant was asked to memorize a list of words and numbers, followed by exposure to images from the library corresponding to each of the three emotional states, and recall of the words and numbers from the list. The ASA software and EEGLab were utilized for the analysis of the data in five EEG bands, which were Alpha, Beta, Delta, Gamma, and Theta. The frequency of recalled event-related words and numbers after emotion arousal were found to be significantly different when compared to those following exposure to neutral emotions. The highest average energy for all tasks was observed in the Delta activity. Alpha, Beta, and Gamma activities were found to be slightly higher during the recall after positive emotion arousal.
    [Show full text]
  • Episodic Memory in Transient Global Amnesia: Encoding, Storage, Or Retrieval Deficit?
    J Neurol Neurosurg Psychiatry: first published as 10.1136/jnnp.66.2.148 on 1 February 1999. Downloaded from 148 J Neurol Neurosurg Psychiatry 1999;66:148–154 Episodic memory in transient global amnesia: encoding, storage, or retrieval deficit? Francis Eustache, Béatrice Desgranges, Peggy Laville, Bérengère Guillery, Catherine Lalevée, Stéphane SchaeVer, Vincent de la Sayette, Serge Iglesias, Jean-Claude Baron, Fausto Viader Abstract evertheless this division into processing stages Objectives—To assess episodic memory continues to be useful in helping understand (especially anterograde amnesia) during the working of memory systems”. These three the acute phase of transient global amne- stages may be defined in the following way: (1) sia to diVerentiate an encoding, a storage, encoding, during which perceptive information or a retrieval deficit. is transformed into more or less stable mental Methods—In three patients, whose am- representations; (2) storage (or consolidation), nestic episode fulfilled all current criteria during which mnemonic information is associ- for transient global amnesia, a neuro- ated with other representations and maintained psychological protocol was administered in long term memory; (3) retrieval, during which included a word learning task which the subject can momentarily reactivate derived from the Grober and Buschke’s mnemonic representations. These definitions procedure. will be used in the present study. Results—In one patient, the results sug- Regarding the retrograde amnesia of TGA, it gested an encoding deficit,
    [Show full text]
  • Mnemonics in a Mnutshell: 32 Aids to Psychiatric Diagnosis
    Mnemonics in a mnutshell: 32 aids to psychiatric diagnosis Clever, irreverent, or amusing, a mnemonic you remember is a lifelong learning tool ® Dowden Health Media rom SIG: E CAPS to CAGE and WWHHHHIMPS, mnemonics help practitioners and trainees recall Fimportant lists (suchCopyright as criteriaFor for depression,personal use only screening questions for alcoholism, or life-threatening causes of delirium, respectively). Mnemonics’ effi cacy rests on the principle that grouped information is easi- er to remember than individual points of data. Not everyone loves mnemonics, but recollecting diagnostic criteria is useful in clinical practice and research, on board examinations, and for insurance reimbursement. Thus, tools that assist in recalling di- agnostic criteria have a role in psychiatric practice and IMAGES teaching. JUPITER In this article, we present 32 mnemonics to help cli- © nicians diagnose: • affective disorders (Box 1, page 28)1,2 Jason P. Caplan, MD Assistant clinical professor of psychiatry • anxiety disorders (Box 2, page 29)3-6 Creighton University School of Medicine 7,8 • medication adverse effects (Box 3, page 29) Omaha, NE • personality disorders (Box 4, page 30)9-11 Chief of psychiatry • addiction disorders (Box 5, page 32)12,13 St. Joseph’s Hospital and Medical Center Phoenix, AZ • causes of delirium (Box 6, page 32).14 We also discuss how mnemonics improve one’s Theodore A. Stern, MD Professor of psychiatry memory, based on the principles of learning theory. Harvard Medical School Chief, psychiatric consultation service Massachusetts General Hospital How mnemonics work Boston, MA A mnemonic—from the Greek word “mnemonikos” (“of memory”)—links new data with previously learned information.
    [Show full text]
  • Post-Encoding Stress Does Not Enhance Memory Consolidation: the Role of Cortisol and Testosterone Reactivity
    brain sciences Article Post-Encoding Stress Does Not Enhance Memory Consolidation: The Role of Cortisol and Testosterone Reactivity Vanesa Hidalgo 1,* , Carolina Villada 2 and Alicia Salvador 3 1 Department of Psychology and Sociology, Area of Psychobiology, University of Zaragoza, 44003 Teruel, Spain 2 Department of Psychology, Division of Health Sciences, University of Guanajuato, Leon 37670, Mexico; [email protected] 3 Department of Psychobiology and IDOCAL, University of Valencia, 46010 Valencia, Spain; [email protected] * Correspondence: [email protected]; Tel.: +34-978-645-346 Received: 11 October 2020; Accepted: 15 December 2020; Published: 16 December 2020 Abstract: In contrast to the large body of research on the effects of stress-induced cortisol on memory consolidation in young people, far less attention has been devoted to understanding the effects of stress-induced testosterone on this memory phase. This study examined the psychobiological (i.e., anxiety, cortisol, and testosterone) response to the Maastricht Acute Stress Test and its impact on free recall and recognition for emotional and neutral material. Thirty-seven healthy young men and women were exposed to a stress (MAST) or control task post-encoding, and 24 h later, they had to recall the material previously learned. Results indicated that the MAST increased anxiety and cortisol levels, but it did not significantly change the testosterone levels. Post-encoding MAST did not affect memory consolidation for emotional and neutral pictures. Interestingly, however, cortisol reactivity was negatively related to free recall for negative low-arousal pictures, whereas testosterone reactivity was positively related to free recall for negative-high arousal and total pictures.
    [Show full text]
  • Types of Memory and Models of Memory
    Inf1: Intro to Cognive Science Types of memory and models of memory Alyssa Alcorn, Helen Pain and Henry Thompson March 21, 2012 Intro to Cognitive Science 1 1. In the lecture today A review of short-term memory, and how much stuff fits in there anyway 1. Whether or not the number 7 is magic 2. Working memory 3. The Baddeley-Hitch model of memory hEp://www.cartoonstock.com/directory/s/ short_term_memory.asp March 21, 2012 Intro to Cognitive Science 2 2. Review of Short-Term Memory (STM) Short-term memory (STM) is responsible for storing small amounts of material over short periods of Nme A short Nme really means a SHORT Nme-- up to several seconds. Anything remembered for longer than this Nme is classified as long-term memory and involves different systems and processes. !!! Note that this is different that what we mean mean by short- term memory in everyday speech. If someone cannot remember what you told them five minutes ago, this is actually a problem with long-term memory. While much STM research discusses verbal or visuo-spaal informaon, the disNncNon of short vs. long-term applies to other types of sNmuli as well. 3/21/12 Intro to Cognitive Science 3 3. Memory span and magic numbers Amount of informaon varies with individual’s memory span = longest number of items (e.g. digits) that can be immediately repeated back in correct order. Classic research by George Miller (1956) described the apparent limits of short-term memory span in one of the most-cited papers in all of psychology.
    [Show full text]
  • Memory Reconsolidation
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Elsevier - Publisher Connector Current Biology Vol 23 No 17 R746 emerged from the pattern of amnesia consequence of this dynamic process Memory collectively caused by all these is that established memories, which reconsolidation different types of interventions. have reached a level of stability, can be Memory consolidation appeared to bidirectionally modulated and modified: be a complex and quite prolonged they can be weakened, disrupted Cristina M. Alberini1 process, during which different types or enhanced, and be associated and Joseph E. LeDoux1,2 of amnestic manipulation were shown to parallel memory traces. These to disrupt different mechanisms in the possibilities for trace strengthening The formation, storage and use of series of changes occurring throughout or weakening, and also for qualitative memories is critical for normal adaptive the consolidation process. The initial modifications via retrieval and functioning, including the execution phase of consolidation is known to reconsolidation, have important of goal-directed behavior, thinking, require a number of regulated steps behavioral and clinical implications. problem solving and decision-making, of post-translational, translational and They offer opportunities for finding and is at the center of a variety of gene expression mechanisms, and strategies that could change learning cognitive, addictive, mood, anxiety, blockade of any of these can impede and memory to make it more efficient and developmental disorders. Memory the entire consolidation process. and adaptive, to prevent or rescue also significantly contributes to the A century of studies on memory memory impairments, and to help shaping of human personality and consolidation proposed that, despite treat diseases linked to abnormally character, and to social interactions.
    [Show full text]
  • Memory for Emotional and Nonemotional Events in Depression: a Question of Habit?
    Trinity University Digital Commons @ Trinity Psychology Faculty Research Psychology Department 2004 Memory for Emotional and Nonemotional Events in Depression: A Question of Habit? Paula T. Hertel Trinity University, [email protected] Follow this and additional works at: https://digitalcommons.trinity.edu/psych_faculty Part of the Psychology Commons Publication Details Memory and Emotion Repository Citation Hertel, P. T. (2004). Memory for emotional and nonemotional events in depression: A question of habit? In D. Reisberg & P. Hertel (Eds.), Memory and emotion (pp. 186-216). Oxford University Press. This Contribution to Book is brought to you for free and open access by the Psychology Department at Digital Commons @ Trinity. It has been accepted for inclusion in Psychology Faculty Research by an authorized administrator of Digital Commons @ Trinity. For more information, please contact [email protected]. MEMORY FOR EMOTIONAL AND NONEMOTIONAL EVENTS IN DEPRESSION A Question of Habit? PAULA HERTEL he truest claim that cognitive science can make might also be the Tleast sophisticated: the mind tends to do what it has done before. In previous centuries philosophers and psychologists invented constructs such as associations, habit strength, and connectivity to formalize the truism, but others have known about it, too. In small towns in the Ozarks, for example, grandmothers have been overheard doling out warnings such as, "Don't think those ugly thoughts; your mind will freeze that way." Depressed persons, like most of us, usually don't heed this advice. The thoughts frozen in their minds might not be "ugly," but they often reflect disappointments, losses, failures, other unhappy events, and a generally negative interpretive stance toward ongoing experience.
    [Show full text]
  • Handbook of Metamemory and Memory Evolution of Metacognition
    This article was downloaded by: 10.3.98.104 On: 29 Sep 2021 Access details: subscription number Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: 5 Howick Place, London SW1P 1WG, UK Handbook of Metamemory and Memory John Dunlosky, Robert A. Bjork Evolution of Metacognition Publication details https://www.routledgehandbooks.com/doi/10.4324/9780203805503.ch3 Janet Metcalfe Published online on: 28 May 2008 How to cite :- Janet Metcalfe. 28 May 2008, Evolution of Metacognition from: Handbook of Metamemory and Memory Routledge Accessed on: 29 Sep 2021 https://www.routledgehandbooks.com/doi/10.4324/9780203805503.ch3 PLEASE SCROLL DOWN FOR DOCUMENT Full terms and conditions of use: https://www.routledgehandbooks.com/legal-notices/terms This Document PDF may be used for research, teaching and private study purposes. Any substantial or systematic reproductions, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The publisher shall not be liable for an loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. Evolution of Metacognition Janet Metcalfe Introduction The importance of metacognition, in the evolution of human consciousness, has been emphasized by thinkers going back hundreds of years. While it is clear that people have metacognition, even when it is strictly defined as it is here, whether any other animals share this capability is the topic of this chapter.
    [Show full text]
  • Deconstructing Arousal Into Wakeful, Autonomic and Affective Varieties
    Neuroscience Letters xxx (xxxx) xxx–xxx Contents lists available at ScienceDirect Neuroscience Letters journal homepage: www.elsevier.com/locate/neulet Review article Deconstructing arousal into wakeful, autonomic and affective varieties ⁎ Ajay B. Satputea,b, , Philip A. Kragelc,d, Lisa Feldman Barrettb,e,f,g, Tor D. Wagerc,d, ⁎⁎ Marta Bianciardie,f, a Departments of Psychology and Neuroscience, Pomona College, Claremont, CA, USA b Department of Psychology, Northeastern University, Boston, MA, USA c Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, USA d The Institute of Cognitive Science, University of Colorado Boulder, Boulder, USA e Athinoula A. Martinos Center for Biomedical Imaging, Massachusetts General Hospital, Boston, MA, USA f Department of Radiology, Harvard Medical School, Boston, MA, USA g Department of Psychiatry, Massachusetts General Hospital, Boston, MA, USA ARTICLE INFO ABSTRACT Keywords: Arousal plays a central role in a wide variety of phenomena, including wakefulness, autonomic function, affect Brainstem and emotion. Despite its importance, it remains unclear as to how the neural mechanisms for arousal are or- Arousal ganized across them. In this article, we review neuroscience findings for three of the most common origins of Sleep arousal: wakeful arousal, autonomic arousal, and affective arousal. Our review makes two overarching points. Autonomic First, research conducted primarily in non-human animals underscores the importance of several subcortical Affect nuclei that contribute to various sources of arousal, motivating the need for an integrative framework. Thus, we Wakefulness outline an integrative neural reference space as a key first step in developing a more systematic understanding of central nervous system contributions to arousal.
    [Show full text]
  • How Trauma Impacts Four Different Types of Memory
    How Trauma Impacts Four Different Types of Memory EXPLICIT MEMORY IMPLICIT MEMORY SEMANTIC MEMORY EPISODIC MEMORY EMOTIONAL MEMORY PROCEDURAL MEMORY What It Is What It Is What It Is What It Is The memory of general knowledge and The autobiographical memory of an event The memory of the emotions you felt The memory of how to perform a facts. or experience – including the who, what, during an experience. common task without actively thinking and where. Example Example Example Example You remember what a bicycle is. You remember who was there and what When a wave of shame or anxiety grabs You can ride a bicycle automatically, with- street you were on when you fell off your you the next time you see your bicycle out having to stop and recall how it’s bicycle in front of a crowd. after the big fall. done. How Trauma Can Affect It How Trauma Can Affect It How Trauma Can Affect It How Trauma Can Affect It Trauma can prevent information (like Trauma can shutdown episodic memory After trauma, a person may get triggered Trauma can change patterns of words, images, sounds, etc.) from differ- and fragment the sequence of events. and experience painful emotions, often procedural memory. For example, a ent parts of the brain from combining to without context. person might tense up and unconsciously make a semantic memory. alter their posture, which could lead to pain or even numbness. Related Brain Area Related Brain Area Related Brain Area Related Brain Area The temporal lobe and inferior parietal The hippocampus is responsible for The amygdala plays a key role in The striatum is associated with producing cortex collect information from different creating and recalling episodic memory.
    [Show full text]