Conflict Monitoring and Reinforcement Learning
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The Emotional Stroop Effect in Anxiety Disorders General Emotionality Or Disorder Specificity?
Anxiety Disorders 15 Q2001) 147±159 The emotional Stroop effect in anxiety disorders General emotionality or disorder specificity? Eni S. Beckera,*, Mike Rincka, JuÈrgen Margraf a, Walton T. Rothb aTU, Dresden, Germany bVA Palo Alto Health Care System, Palo Alto, CA, USA Received 8 January 1999; received in revised form 22 April 1999; accepted 15 October 1999 Abstract Selective attentional biases, often documented with a modified Stroop task, are considered to play an important role in the etiology and maintenance of anxiety. Two competing explanations for these effects are selectivity for highly emotional words in general vs. selectivity for disorder-specific words. We tested these explanations in 32 patients with generalized anxiety disorder QGAD), 29 patients with social phobia QSP), and 31 non-anxious controls. Stimuli were of four kinds: GAD-related words, SP-related words, words with a neutral valence, and words with a positive valence. Different attentional biases were observed: GAD patients were slowed by all types of emotional words, while SP patients were distracted specifically by speech-related words. D 2001 Elsevier Science Inc. All rights reserved. Keywords: Attention; Generalized anxiety disorder; Social phobia; Stroop task 1. Introduction Cognitive models of anxiety have received increasing empirical support over the past decade Qe.g., Barlow 1988; Beck, Emery, & Greenberg, 1985; 1992). * Corresponding author. Department of Clinical Psychology, Dresden University of Technology, D-01062 Dresden, Germany. E-mail address: [email protected] QE.S. Becker). 0887-6185/01/$ ± see front matter D 2001 Elsevier Science Inc. All rights reserved. PII: S0887-6185Q01)00055-X 148 E.S. -
Psychological and Neuroscientific Perspectives on Gratitude As an Emotion
Psychological and Neuroscientific Perspectives on Gratitude as an Emotion Bachelor Degree Project in Cognitive Neuroscience Basic level 15 ECTS Spring term 2016 Mirna Solaka Supervisor: Kristoffer Ekman Examiner: Judith Annett GRATITUDE; AS AN EMOTION 2 Abstract Gratitude is an emotional response when people feel grateful for the good things that happen to them or acknowledgment of a benefit received from another person. Gratitude is an important component of positive psychology and the world’s largest religions emphasize the importance of gratitude in their teaching. Research has begun to explore factors that enhance human life and one such factor is the effect of positive emotions on mental health outcomes. Gratitude is considered to be a positive emotion and grateful individuals tend to be happier, less depressed, less stressed and more satisfied with their lives. Gratitude may have a strong link with mental health and wellbeing and research has recently started to understand its positive effects. Despite the research findings showing the effectiveness of gratitude interventions, the neural mechanisms involved in gratitude are relatively unknown. It is important to investigate the neural processes involved in gratitude because it may provide clues as to how gratitude as a positive emotion can influence mental health and wellbeing. Gratitude has many definitions and this essay will present the different definitions of the experience of gratitude, what happens in the brain when experiencing gratitude and as a positive emotion and how -
Applied Psychophysiology and Cognitive and Behavioral Therapy in the Treatment of Sex Offenders1
Biofeedback Volume 38, Issue 4, pp. 148–154 EAssociation for Applied Psychophysiology & Biofeedback DOI: 10.5298/1081-5937-38.2.04 www.aapb.org FEATURE ARTICLE Applied Psychophysiology and Cognitive and Behavioral Therapy in the Treatment of Sex Offenders1 John A. Corson, PhD Dartmouth College and Dartmouth Medical School, Hanover, NH, and Veterans Administration Medical Center, White River Junction, VT Keywords: applied psychophysiology, biofeedback, cognitive and behavioral therapy, sex offenders This article presents an application of applied psychophys- have called ‘‘cruising’’ or ‘‘trolling’’. However, as far as I iological and cognitive and behavioral strategies to the can determine, there has been very little tailoring of treatment of sex offenders. The participants were 21 sex treatment to such individual differences. offenders treated as outpatients at the Veterans Adminis- The most promising outcome study I have seen is by tration Medical Center in White River Junction, Vermont. A McGrath, Cumming, Livingston, and Hoke (2003). They repeated-case-study format was used. Because hyperventi- examined the recidivism rates of 195 inmates who had lation destabilizes the autonomic nervous system (disrupt- been referred to a prison-based cognitive-behavioral ing and/or preventing erection and other aspects of male treatment program for sex offenders. They wrote, ‘‘Over sexual arousal) and dramatically changes brain function a mean follow-up period of almost 6 years, the sexual (degrading train of thought and shifting neuroendocrine re-offense rate for the completed-treatment group (N 5 function), clients were taught to hyperventilate in response 56) was 5.4 percent vs. 30.6 percent for the some- to thoughts and images of the targets of their illegal treatment and 30.0 percent for the no treatment groups’’ behavior. -
Psychology 450: Cognitive Psychophysiology
UIUC Department of Psychology Psych 450, Spring 2016 Psychology 450: Cognitive Psychophysiology Tuesdays and Thursdays, 9:30 am - 10:50 am Room 17, Psychology Building Prerequisite: PSYCH 224, Cognitive Psychology (or equivalent); PSYCH 210, Brain and Mind (or a similar course) is recommended Credit Hours: 3 (1 graduate unit) Instructor: Dr. Kara Federmeier Email: [email protected] Office: 831 Psychology Building / 2115 Beckman Institute Course Description and Goals This course surveys the theory and practice of using recordings of electrical (and magnetic) activity of the brain to study cognition and behavior. It explores what brain-waves reveal about normal and abnormal perception, attention, decision-making, memory, response preparation, and language comprehension. The course aims to give students: (1) knowledge (at both a technical and inferential level) of how electrophysiological techniques can be used to address issues in cognitive psychology, (2) practice with critically reading and evaluating research reports and reviews in the area, and (3) experience in developing research questions, designing experiments to test those questions, and writing research proposals. Course Web Site The course website can be found at compass2g.illinois.edu. You will be asked to login with your NetID and password. The website contains: • a copy of the syllabus and any other handouts • lecture notes, slides, and review questions • the gradebook, where I will post your exam scores, paper/homework grades, and final grades (accessible only to you); please make sure to check the gradebook after due dates and exams, and report any problems (e.g., missing scores) within one week. Readings For the technical section, some readings will be derived from the textbook “An Introduction to the Event-related Potential Technique (second edition)” by Steven J. -
Cognitive Psychology
COGNITIVE PSYCHOLOGY PSYCH 126 Acknowledgements College of the Canyons would like to extend appreciation to the following people and organizations for allowing this textbook to be created: California Community Colleges Chancellor’s Office Chancellor Diane Van Hook Santa Clarita Community College District College of the Canyons Distance Learning Office In providing content for this textbook, the following professionals were invaluable: Mehgan Andrade, who was the major contributor and compiler of this work and Neil Walker, without whose help the book could not have been completed. Special Thank You to Trudi Radtke for editing, formatting, readability, and aesthetics. The contents of this textbook were developed under the Title V grant from the Department of Education (Award #P031S140092). However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. Unless otherwise noted, the content in this textbook is licensed under CC BY 4.0 Table of Contents Psychology .................................................................................................................................................... 1 126 ................................................................................................................................................................ 1 Chapter 1 - History of Cognitive Psychology ............................................................................................. 7 Definition of Cognitive Psychology -
Practice and Colour-Word Integration in Stroop Interference
Psicológica (2015), 36, 37-67. Practice and colour-word integration in Stroop interference Amara Gul1 and Glyn W. Humphreys2 1The University of Birmingham, UK. 2Oxford University, UK. Congruency effects were examined using a manual response version of the Stroop task in which the relationship between the colour word and its hue on incongruent trials was either kept constant or varied randomly across different pairings within the stimulus set. Congruency effects were increased in the condition where the incongruent hue-word relations were maintained. This effect was observed even when only a single letter was coloured rather than the whole word. The data suggest that the Stroop interference effect can increase when words and hues become bound by learning, which can make it more difficult to ignore the word when responding to the hue. The implications for understanding Stroop interference are discussed. Stroop colour naming is one of the most widely studied paradigms for examining human selective attention (Stroop, 1935; see MacLeod, 1991, for a review). In the classic version of the test, participants are asked to name the colour of the ink in which a word is written while ignoring the word. Typically, reaction times (RTs) to name the ink colour are slower when word‘s name is incongruent (word RED in blue ink) relative to when it is congruent with the colour name (RED in red ink). In contrast, at least for naming tasks, the effects of color congruence on word naming are small (White, 1969). This interference effect from the word on naming its colour demonstrates that we have problems in attending selectively to one component of a multidimensional stimulus and ignoring a highly over 1 Acknowledgement: Preparation of this article was supported by the IUB-FDP scholarship to the first author. -
Perception Without Awareness: Further Evidence from a Stroop Priming Task
Perception & Psychophysics 2002, 64 (8), 1316–1324 Perception without awareness: Further evidence from a Stroop priming task M. TERESA DAZA and JUAN J. ORTELLS University of Almería, Almería, Spain and ELAINE FOX University of Essex, Essex, England In the present research,we examined the influence of prime–targetstimulus onset asynchrony (SOA) on Stroop-priming effects from masked words. Participants indicated the color of a central target, which was preceded by a 33-msec prime word followed either immediately or after a variable delay by a pattern mask. The prime word was incongruent or congruent with the target color on 75% and 25% of the trials, respectively. The words followed by an immediate mask produced reliable Stroop interfer- ence at SOAs of 300 and 400 msec but not at SOAs of 500 and 700 msec. The words followed by a de- layedmask produced a reversed(i.e., facilitatory)Stroop effect, which reached significance at an SOA of 400 msec or longer, but never at the shorter 300-msec SOA. Such an differential time course of both types of Stroop priming effects provides further evidence for the existence of qualitative differences between conscious and nonconscious perceptual processes. The question of whether perception can occur without scious experience is indexed by some behavioral measure awareness has been the focus of considerableresearch and that demonstrates an observer’s inability to discriminate discussionfor many years (for recent reviews, see Merikle between alternative stimulus states (see, e.g., Balota, & Daneman, 1998; Merikle, Smilek, & Eastwood, 2001). 1983; Fowler, Wolford, Slade, & Tassinary, 1981; Green- The logic followed by the majority of studies within ex- wald, Draine, & Abrams, 1996; Kunst-Wilson & Zajonc, perimental psychologyhas been to demonstrate a dissoci- 1980; Marcel, 1983a, 1983b). -
Introduction to Psychophysiology, PSY 5360M, Spring 2018 Section 251: Tues & Thurs 11:00 Am – 12:20 Pm, UAC 205
Introduction to Psychophysiology, PSY 5360M, Spring 2018 Section 251: Tues & Thurs 11:00 am – 12:20 pm, UAC 205 Instructor: Dr. Logan Trujillo, Ph.D., [email protected], Office: UAC 274, Phone: (512)-245- 3623, Office Hours: Tues/Thurs 12:30-1:50 pm, Wed 1 – 4 pm, & by Appt. Course Description: This course will provide an overview of the principles, theory, and applications of using physiological measures to study mental processes. This course will illustrate how the use of psychophysiological measurements can enhance our understanding of brain/mind/behavior relationships. Reading Materials (Required) • Cacioppo, J.T., Tassinary, L.G., & Berntson, G.G. (2007). Handbook of Psychophysiology (3rd edition). Cambridge, UK: Cambridge University Press. • This book is available as an e-book with chapter pdf downloads via the Texas State University Library at http://libproxy.txstate.edu/login?url=http://dx.doi.org/10.1017/CBO9780511546396 • Ryan, C.W. (1986). Basic Electricity: A Self-Teaching Guide (2nd Edition). New York: John Wiley and Sons. • This book is out of print but PDFs of the relevant chapters will be made available to the students by the instructor via TRACS. • Instructor-provided assortment of papers available on the course TRACS site. Course Goals and Learning Objectives: By the end of the course, students should be able to: 1. Demonstrate knowledge of the philosophical and theoretical foundations of brain/mind/behavior relationships 2. Understand and explain the basic human neurophysiology and associated electrical principles that underlie the sources and characteristics of physiological signals. 3. Understand and explain the basic techniques and main findings of several major contemporary approaches to psychophysiological research. -
Does the Modified Stroop Effect Exist in PTSD?
Journal of Anxiety Disorders 23 (2009) 650–655 Contents lists available at ScienceDirect Journal of Anxiety Disorders Does the modified Stroop effect exist in PTSD? Evidence from dissertation abstracts and the peer reviewed literature Matthew O. Kimble a,*, B. Christopher Frueh b, Libby Marks a a Department of Psychology, Middlebury College, Middlebury, VT 05753, United States b Department of Psychology, University of Hawai‘i at Hilo, Hilo, HI, United States ARTICLE INFO ABSTRACT Article history: The modified Stroop effect (MSE), in which participants show delayed colour naming to trauma-specific Received 26 June 2008 words, is one of the most widely cited findings in the literature pertaining to cognitive bias in Received in revised form 28 January 2009 posttraumatic stress disorder (PTSD). The current study used a novel approach (Dissertation Abstract Accepted 2 February 2009 Review; DAR) to review the presence of the MSE in dissertation abstracts. A review of dissertations that used the modified Stroop task in a PTSD sample revealed that only 8% of the studies found delayed Keywords: reaction times to trauma-specific words in participants with PTSD. The most common finding (75%) was Modified Stroop for no PTSD-specific effects in colour naming trauma-relevant words. This ratio is significantly lower Attentional bias than ratios found in the peer reviewed literature, but even in the peer reviewed literature only 44% of PTSD Trauma controlled studies found the modified Stroop effect. These data suggest that a reevaluation of the MSE in Dissertation Abstract Review PTSD is warranted. ß 2009 Elsevier Ltd. All rights reserved. Modified versions of the original Stroop (1935) task have been depressive, anxiety, and eating disorders (Dagleish & Power, widely used to demonstrate biases in the processing of information 2004; MacLeod, 2005). -
Social Cognitive Neuroscience: a Review of Core Systems
C HAPTER 2 2 SOCIAL COGNITIVE NEUROSCIENCE: A REVIEW OF CORE SYSTEMS Bruce P. Doré, Noam Zerubavel, and Kevin N. Ochsner Descartes famously argued that the mind is both SOCIAL COGNITIVE NEUROSCIENCE everlasting and indivisible (Descartes, 1988). If he APPROACH was right about the first part, he is probably pretty In the past decade, the field of social cognitive neuro- impressed with the advance of human knowledge science (SCN) has attempted to fill this gap, integrat- on the second. Although Descartes’ position on ing the theories and methods of two parent the indivisibility of the mind has been echoed at disciplines: social psychology and cognitive neurosci- times in the history of psychology and neurosci- ence. Stressing the interdependence of brain, mind, ence (Flourens & Meigs, 1846; Lashley, 1929; and social context, SCN seeks to explain psychological Uttal, 2003), the modern field has made steady phenomena at three levels of analysis: the neural level progress in demonstrating that subjective mental of brain systems, the cognitive level of information life can be understood as the product of distinct processing mechanisms, and the social level of the functional systems. Today, largely because of the experiences and actions of social agents (Ochsner & success of cognitive neuroscience models, Lieberman, 2001). In contrast to scientific approaches researchers understand that people’s intellectual that grant near exclusive focus to a single level of anal- faculties emerge from the operation of core ysis (e.g., behaviorism, artificial -
The Neuropsychology of Attention
The Neuropsychology of Attention Ronald A. Cohen The Neuropsychology of Attention Second Edition Ronald A. Cohen, PhD, ABPP, ABCN Professor Departments of Neurology, Psychiatry and Aging Director, Center for Cognitive Aging and Memory University of Florida College of Medicine Gainesville , FL , USA Adjunct Professor Department of Psychiatry and Human Behavior Warren Alpert School of Medicine Brown University Providence , RI , USA ISBN 978-0-387-72638-0 ISBN 978-0-387-72639-7 (eBook) DOI 10.1007/978-0-387-72639-7 Springer New York Heidelberg Dordrecht London Library of Congress Control Number: 2013941376 © Springer Science+Business Media New York 2014 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, speci fi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on micro fi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied speci fi cally for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. -
Paying Attention to the Stroop Effect?
Journal of the International Neuropsychological Society (1996), 2,467-470. Copyright © 1996 INS. Published by Cambridge University Press. Printed in the USA. LETTER TO THE EDITOR Paying attention to the Stroop effect? AVISHAI HENIK Department of Behavioral Sciences, Ben-Gurion University of the Negev, Beer-Sheva, Israel (RECEIVED November 15, 1995; REVISED January 8, 1996; ACCEPTED February 21, 1996) Studies of attention commonly use conflict situations, such (RCNd). On average, subjects were 2.3 s slower to read color as the Stroop task (Stroop, 1935), in which subjects are asked names in the incongruent condition than when the same to attend to an object or a dimension and simultaneously names were printed in black. Stroop concluded that this ef- ignore other objects or dimensions. Because of its reliabil- fect was not reliable, and further experiments have repli- ity and robustness, the Stroop task is included in many neuro- cated this finding (MacLeod, 1991). That is, colors do not psychology batteries for investigating attentional processing reliably interfere with reading of words. in a variety of populations. Unfortunately, despite its wide The second experiment measured interference of words application, the task is sometimes misapplied because some on naming colors. This experiment was also composed of studies are not motivated by a conceptual framework, but two conditions: (1) squares of colors (e.g., a square of red only by empirical diagnostic criteria. The data resulting from color), and (2) an incongruent condition similar to that men- some studies are either uninterpretable or, worse, mislead- tioned for the first experiment. Subjects were asked to name ing.