DOCSLIB.ORG

Current Issues the Place of Physiological Psychology in Neuroscience

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Current Issues the Place of Physiological Psychology in Neuroscience Physiological Psychology 1984. Vol. 12 (1). 3-7 Current Issues The place of Physiological Psychology in Neuroscience DUANE SHUTILESWORTH Kennesaw College, Marietta, Georgia DARRYL NEILL Emory University, Atlanta, Georgia and PAUL ELLEN Georgia State University, Atlanta; Georgia The development of Neuroscience has raised questions about the place of Physiological Psy­ chology in both Psychology and Neuroscience. The present paper addresses the identity crisis of Physiological Psychology by focusing on the concept of the localization of function in the ex­ planation of brain-behavior relationships. The physiological psychologist, dependent upon the reductionistic assumption that behavior can be explained by reduction to some brain event, and the notion that we have a firm understanding of behavioral events and processes, has tumed to Neuroscience for both academic identity and research sustenance. But Neuroscience lacks a molar framework, and the consequence of the flight into Neurosciencehas been the deterrence of integrative theorizing about brain-behavior relationships. Only through areturn to the basic intellectual tradition of our discipline can we negate this trend. By attempting to identify and understand the natural fracture lines of complex adaptive behavioral functions, physiological psychologists can begin to develop the integrative theories that will foster an understanding of brain-behavioral relationships, Doing so hassignificant implications for what we teach, as weIlas for the role we play in the Psychology-Neuroscienceendeavor of the future. In the last decade we have seen the gradual emer­ written by psychologists generally are called "behav­ gence of a new discipline, Neuroscience. The devel­ ioral" or "functional neuroscience" or some other opment of neuroscience as an academic and research phrase to reflect the nonstatic, dynamic, and func­ entity has led to the appearance of a new scientific tional approach to the study of the relationship be­ society, The Society for Neuroscience, with a mem­ tween the nervous system and behavior. In fact, one bership roster of nearly 8,000 individuals in the United of Psychology's most prestigious journals, The Jour­ States and 43 other countries. In recent years we have nal 0/ Comparative and Physiotogical Psychology, witnessed the proliferation of new journals and text­ has recently divided into the Journal 0/ Comparative books bearing the title of "neuroscience." Those Psychology, on the one hand, and Behavioral Neuro­ science, on the other. All of these events point to the This article is based upon papers presented as part of a sym­ conclusion that the subject matter and methodology posium entitled "A question of identity: Physiological psychol­ of what had previously been the province of Physio­ ogy's place in neuroscience," which was held during the 1983 an­ nual meeting of the Southeastern Psychological Association in logical Psychology is rapidly becoming considered to Atlanta, Georgia. Symposium participants and the titles of their be an integral aspect of the broader discipline of presentations were: D. Shuttlesworth, "Issues underlying the iden­ Neuroscience. Such developments question the iden­ tity crisis within physiological psychology"; D. Neill, "Physiolog­ tity of Physiological Psychology as a psychological ical psychology's place in neuroscience"; P. Ellen, "Physiological as opposed to neuroscientific endeavor. psychology: Alive and weil within psychology"; and R. Levitt, "Physiological psychology and clinical neuropsychology." Dis­ We feel that physiological psychologists have two cussants were James Kalat and Walter Isaac. Reprint requests may choices by which to respond to these developments. be addressed to any of the three authors. Addresses are: Duane They can passively watch the absorption of Physio­ E. Shuttlesworth, Department of Psychology, Kennesaw College, logical Psychology into various of the specialties of Marietta, Georgia 30061; Paul Ellen, Department of Psychology, Georgia State University, Atlanta, Georgia 30303; Darryl Neill, Neuroscience (e.g., psychopharmacology, psycho­ Department of Psychology, Emory University, Atlanta, Georgia endocrinology, etc.), or they can actively work to 30322. create a new definition of Physiological Psychology- 3 Copyright 1984 Psyehonomie Society, Inc, 4 SHUTTLESWORTH, NEILL, AND ELLEN one which will allow the diseipline to remain an en­ example of the former, we take note of the almost tity in its own right, yet still permit it to remain in compulsiveapplication of schedules of reinforcement elose alliance with Neuroseience. If we remain pas­ to the behavioral analysis of drug effects despite re­ sive observers, Physiological Psychology may be­ peated demonstration that such techniques frequently come an "Introduction to Neuroseience" at the un­ fail to differentiate between different classes of com­ dergraduate level and thus willlikely evolve into a pounds. With regard to the latter alternative, the teaching rather than research endeavor. At the grad­ physiological psychologist devotes much energy to uate level, and at those undergraduate institutions the masteringof the most esoteric techniques of neuro­ with medical schools or biology or anthropology de­ chemical assay, receptor binding, and histochemical partments with a neuroseience component, nonpsy­ traeing. chology departments will progressively invade the Unfortunately for the physiological psychologist, teaching domain of Physiological Psychology. The purely descriptive neurobehavioral studies in 1984 result of such passivity will be the disappearance of are no more adequate than was the purely descriptive Physiological Psychology as an entity with any ac­ biology of the 19th Century, and high-technology ademic weight. methods are only as good as the conceptual thinking The following presents, in our view, a statement behind their use. For many physiological psychol­ that can provide the basis for an understanding of the ogists, these different resolutions to the problem of current state of affairs in which Physiological Psy­ behavioral analysis have resulted in their functional chology finds itself vis-ä-vis Neuroseience. More im­ avoidance of the realm of behavior and the conse­ portantly, it represents a positive approach to the quent retardation of the development of conceptual challenge faeing our diseipline by indicating what schema for relating behavior to brain function. The may become the new role of the physiological psy­ pursuit of neuroseience technology has become the chologist in the scheme of Neuroseience. Our dis­ end rather than the means to the end, and the analy­ cussion delineates the nature of this new role, and sis of behavioral change is being used merely as an suggests some of the effects it will have, not only assay for neural status. upon what the physiological psychologist does, but The neglect of theory by physiological psycholo­ also upon the future development of graduate train­ gists is recognized by nonbehavioral neuroseientists ing in our area. and further fosters the impression that there is not much to behavioral analysis since even its own prac­ The Nature of the Problem titioners tend to avoid it. The attitude held by non­ The identity crisis confronting modern Physiolog­ behavioral neuroscientists that "behavior is easy­ ical Psychology has been brewing ever since Gall and everybody knows about behavior and can analyze it" Spurzheim (Boring, 1949) conceivedof the notion of is thus reinforced. It becomes possible for a neuro­ the corticallocalization of discrete faculties of mind. anatomist, for example, to blithely assert that he or Unfortunately, the crisisis exacerbated by statements she is studying the neural mechanisms of feeding be­ such as the one recently made byKandel (1981, p. 11) havior simply because lesions in a particular part of that "all behavior ineluding higher (cognitive as well the brain alter food intake. as affective) mental functions is localizable to spe­ Moreover, since physiological psychologists have eific regions or constellations of regions within the avoided conceptual development and have concen­ brain. The role of descriptive neuroanatomy is there­ trated their energies on cranking out scores of experi­ fore to provide us with a functional guide to local­ ments, they have made it appear that the causal basis ization within the three-dimensional neural space-a of behavior lies entirely within the operationally de­ map for behavior. On the basis of this map, we can fined independent variables of their studies, that is, use the patient's performance as elieited in a clinical the brain manipulations themselves. For example, examination, to infer where the difficulties are 10­ a change in behavior resulting from alesion may be cated." This statement reflects the view concerning interpreted as indicating that activity in that brain behavior held by most medically or biologically site is the cause of that behavior. Such a simplistic oriented neuroseientists. view ignores the complexities of both brain and be­ Part of the problem of contemporary Physiolog­ havior. By their venture into the world of Neuro­ ical Psychology is that behavior is something simply science, physiological psychologists may have gained taken for granted. In fact, even physiological psy­ increased preeision and control of the various experi­ chologists have tended to by-pass and avoid the sticky mental variables they use, but they have done so at conceptual problems involved in the analysis of be­ the
Load more

Recommended publications
  • The Science of Psychology 1
    PSY_C01.qxd 1/2/05 3:17 pm Page 2 The Science of Psychology 1 CHAPTER OUTLINE LEARNING OBJECTIVES INTRODUCTION PINNING DOWN PSYCHOLOGY PSYCHOLOGY AND COMMON SENSE: THE GRANDMOTHER CHALLENGE Putting common sense to the test Explaining human behaviour THE BEGINNINGS OF MODERN PSYCHOLOGY Philosophical influences Physiological influences PSYCHOLOGY TODAY Structuralism: mental chemistry Functionalism: mental accomplishment Behaviourism: a totally objective psychology Gestalt psychology: making connections Out of school: the independents The cognitive revolution FINAL THOUGHTS SUMMARY REVISION QUESTIONS FURTHER READING PSY_C01.qxd 1/2/05 3:17 pm Page 3 Learning Objectives By the end of this chapter you should appreciate that: n psychology is much more than ‘common sense’; n psychological knowledge can be usefully applied in many different professions and walks of life; n psychology emerged as a distinct discipline around 150 years ago, from its roots in physiology, physics and philosophy; n there are fundamental differences between different schools of thought in psychology; n psychology is the science of mental life and behaviour, and different schools of thought within psychology place differing degrees of emphasis on understanding these different elements of psychology; n most academic departments in the English-speaking world focus on the teaching of experimental psychology, in which scientific evidence about the structure and function of the mind and behaviour accumulates through the execution of empirical investigations; n in the history of psychology many different metaphors have been used for thinking about the workings of the human mind, and since the Second World War the most influential of these metaphors has been another complex information-processing device – the computer.
    [Show full text]
  • Pathway:Psychology
    Pathway: Psychology Area of Study: Social Sciences, Humanities & Languages Suggested Schedule to Earn an Associate Degree The suggested schedule below meets the requirements to earn an Associate in Arts degree with an emphasis in Psychology. If classes listed below don’t fit your schedule or interests, you can take alternate classes! Visit this website for instructions: www.southseattle.edu/pathway-map-help. Year One To Do List Quarter One Credits Quarter 1 £ ENGL&101: English Composition ..................................... 5 £ Make an Ed Plan with an advisor £ PSYC&100: General Psychology ........................................ 5 £ Check-out campus tutoring centers £ MATH 116: Applications of Math -or- £ Tour the MySouth student portal MATH&151: Calculus I ........................................................... 5 Quarter 2 Quarter Two £ Get involved on campus thru Student Life £ ENGL&102: English Composition II .................................. 5 £ Apply for free money with FAFSA or WASFA £ PSYC&200: Lifespan Psychology ....................................... 5 £ Attend a transfer fair and research options £ ENVS 160: Environmental Sustainability ........................ 5 Quarter 3 Quarter Three £ Attend your major’s info sessions at £ PSYC&222: Survey of Physiological Psychology .......... 5 transfer institution £ BIOL&160: General Biology ................................................. 5 £ Attend a resume workshop £ Elective ....................................................................................... 5 Quarter
    [Show full text]
  • The Psychophysiological Implications of Soundscape: a Systematic Review of Empirical Literature and a Research Agenda
    International Journal of Environmental Research and Public Health Review The Psychophysiological Implications of Soundscape: A Systematic Review of Empirical Literature and a Research Agenda Mercede Erfanian * , Andrew J. Mitchell , Jian Kang * and Francesco Aletta UCL Institute for Environmental Design and Engineering, The Bartlett, University College London (UCL), Central House, 14 Upper Woburn Place, London WC1H 0NN, UK; [email protected] (A.J.M.); [email protected] (F.A.) * Correspondence: [email protected] (M.E.); [email protected] (J.K.); Tel.: +44-(0)20-3108-7338 (J.K.) Received: 16 September 2019; Accepted: 19 September 2019; Published: 21 September 2019 Abstract: The soundscape is defined by the International Standard Organization (ISO) 12913-1 as the human’s perception of the acoustic environment, in context, accompanying physiological and psychological responses. Previous research is synthesized with studies designed to investigate soundscape at the ‘unconscious’ level in an effort to more specifically conceptualize biomarkers of the soundscape. This review aims firstly, to investigate the consistency of methodologies applied for the investigation of physiological aspects of soundscape; secondly, to underline the feasibility of physiological markers as biomarkers of soundscape; and finally, to explore the association between the physiological responses and the well-founded psychological components of the soundscape which are continually advancing. For this review, Web of Science, PubMed, Scopus, and
    [Show full text]
  • THEORY and METHODOLOGY from Physiological Psychology To
    Psychology in Russia: State of the Art Russian Lomonosov Psychological Moscow State Volume 8, Issue 4, 2015 Society University Theory AND methodology From physiological psychology to psychological physiology: Postnonclassical approach to ethnocultural phenomena Aleksandr M. Chernorizov*, Aleksandr G. Asmolov, Eugeniya D. Schechter Lomonosov Moscow State University, Moscow, Russia * Corresponding author. E-mail: [email protected] In modern science, along with the “classic” and “non-classical” approach to solving fundamental and applied problems, there is an actively developing “postnonclassical” research paradigm. This renovation of general scientific methodology has been accom- panied by the emergence of new experimental technologies and new scientific research directions based on them. “Social psychophysiology” is one such direction. It is formed within the frame of postnonclassical methodology at the intersection of neuroscience and psychology. This work is devoted to the analytical review of the methods, achievements and prospects of contemporary social neuroscience and social psychophysiology study- ing brain structures that are specifically related to the implementation of social forms of behavior and intercultural communication. Physiological studies of brain activity during social interaction processes, which are simulated using virtual reality environments, are analyzed, and the physiological approach to the study of the brain mechanisms associ- ated with social perception, social cognition and social behavior is used. Along with the analysis of psychophysiological studies of the mechanisms of social perception and social cognition, we discuss the theories of “Brain Reading” and “Theory of Mind” and the underlying data concerning “Gnostic neurons recognition of persons and recognition of emotional facial expressions”, “mirror neurons”, “emotional resonance” and “cognitive resonance”. Particular emphasis is placed on the discussion of a fundamentally new trend in the study of the relationship between the brain and culture (i.e., “cultural neurosci- ence”).
    [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]
  • Emotions, Psychological Structure Of
    Emotions, History of Psychiatry, History of; Psychoanalysis, History of; Stearns P, Lewis J 1988 Emotional History of the United States. Psychohistory New York University Press, New York Wouters C 1992 On status competition and emotion man- agement. Journal of Social History 29: 699–718 Bibliography P. N. Stearns Corbin A 1986 The Foul and the Fragrant: Odor and the French Imagination. Harvard University Press, Cambridge, MA Delumeau J 1978 La Peur en Occident, XIVe-XVIIIe SieZ cles: Une CiteT AssieT geT e. Fayard, Paris Elias N 1978 The Ciilizing Process: the History of Manners. Emotions, Psychological Structure of Blackwell, Oxford, UK Elias N 1982 The Ciilizing Process: State Formation and As is the case with many concepts in the social Ciilization. Blackwell, Oxford, UK sciences, the term ‘emotion,’ used widely in everyday Elvin M 1989 Tales of the Shen and Xien: Body-personal and language, constitutes a hypothetical construct, that is, heart-mind in China during the last 150 years. Zone 4: 266–349 a conceptual and operational definition of an under- Erikson E H 1962 Young Man Luther: a Study in Psychoanalysis and History. Norton, New York lying phenomenon that constitutes the object of theory Febvre L 1973 A New Kind of History. Harper and Row, New and research. While laypersons use ‘emotion’ inter- York (Original work published 1933) changeably with terms such as affect, feeling, sen- Gay P 1984–1998 The Bourgeois Experience: Victoria to Freud timent, or mood, psychologists define the construct as (2 Vols.). Oxford University Press, New York a process of changes in different components rather Gillis J R 1985 For Better, for Worse: British Marriages, 1600 to than a homogeneous state.
    [Show full text]
  • Music, Feelings, and the Human Brain
    Psychomusicology: Music, Mind, and Brain © 2014 American Psychological Association 2014, Vol. 24, No. 1, 92–102 0275-3987/14/$12.00 DOI: 10.1037/pmu0000033 Music, Feelings, and the Human Brain Assal Habibi and Antonio Damasio University of Southern California Music of varied kinds consistently triggers a large range of drives and emotions, which, in turn, induce a particular class of mental experiences known as feelings. The feelings are often pleasurable, though not necessarily. Neuroimaging and electrophysiological studies, in normal individuals as well as in patients with focal neurological lesions, reveal that music can change the state of large-scale neural systems of the human brain. The changes are not confined to brain sectors related to auditory and motor processing; they also occur in regions related to the regulation of life processes (homeostasis), including those related to emotions and feelings, most prominently in the insula and cingulate cortices, in the ventral striatum, in the amygdala, and in certain upper brainstem nuclei. The ease with which music leads to feelings, the predictability with which it does so, the fact that human beings of many cultures actively seek and consume music, and the evidence that early humans engaged in music practices lead us to hypothesize that music has long had a consistent relation to the neural devices of human life regulation. It is conceivable that, as a result, music-induced feelings can be informative and nourishing at the individual level and can also operate as significant promoters of sociocultural organization. We venture that the close relationship between music and feelings along with music’s effectiveness in certain personal and social contexts, that is, its roles in homeostasis, explain, at least in part, the considerable degree of selection and replication of music-related phenomena, both biologically and culturally.
    [Show full text]
  • Carlson (7E) Powerpoint Lecture Outline Chapter 1: Introduction
    Carlson (7e) PowerPoint Lecture Outline Chapter 1: Introduction This multimedia product and its contents are protected under copyright law. The following are prohibited by law: •any public performance or display, including transmission of any image over a network; •preparation of any derivative work, including extraction, in whole or in part, of any images; •any rental, lease, or lending of the program. Copyright 2001 by Allyn & Bacon Overview Of Course Topics Foundations of physiological psychology z Neurophysiology and neuroanatomy z Methodology Sensation and movement Physiology of behavior z Sleep and circadian rhythms z Ingestion: feeding and drinking z Sexual behavior z Memory 1.2 Copyright 2001 by Allyn & Bacon Physiological Psychology Physiological psychology seeks to describe the physical mechanisms of the body that mediate our movements and our mental activity What is the relationship between mind and body? z Two major views of the mind-body problem: “Dualism”: mind and body are separate but interacting “Monism”: mind is a property of the physical nervous system (body) 1.3 Copyright 2001 by Allyn & Bacon Consciousness Consciousness refers to self-awareness and the ability to communicate our thoughts, perceptions, feelings, and memories Consciousness can vary across the day/night cycle (sleep and dreaming are special states of consciousness) Drugs can alter consciousness z Alcohol z LSD 1.4 Copyright 2001 by Allyn & Bacon Consciousness and Blindsight Damage to the visual system on one side of the brain will produce blindness
    [Show full text]
  • Psychology (PSYC) 1
    Psychology (PSYC) 1 PSYC 240 Introduction to Mental Health and Adjustment 3 Credit PSYCHOLOGY (PSYC) Hours This course is designed to help students continue to develop a PSYC 101 Introduction to Psychology 3 Credit Hours foundational knowledge about psychology through the exploration of Psychology 101 introduces students to theories and research in the field mental health. Building on the key concepts students learned in other of psychology. This course focuses on the scientific underpinnings of the psychology courses (e.g., introduction to psychology), this course will field from both the social and natural science perspectives. (F, S, W). examine scientific approaches to the study and treatment of mental PSYC 170 Intro to Psych as a Nat Sci 3 Credit Hours health issues and general human adjustment. The course will cover A treatment of the principles of sensation, perception, maturation, topics related to clinically based research, defining and classifying mental learning, motivation, memory, thought, language, and physiological bases health and illness, general types psychological distress, and introductory of behavior. (F,W,S). treatment considerations for individuals with mental health problems. (YR). PSYC 171 Intro to Psych as a Soc Sci 3 Credit Hours Prerequisite(s): PSYC 101 A treatment of the principles of human development, intelligence, motivation, personality theory, social and abnormal psychology, and PSYC 260 Introduction to Brain and Behavior 3 Credit Hours psychotherapy. (F,W,S). Students will be introduced to the scientific study of human behaviors and mental processes (such as attention, memory, language,emotion and PSYC 200 Introduction to Developmental Psychology 3 Credit Hours motivation), and the underlying brain mechanisms.
    [Show full text]
  • Social Cognitive Theory
    1 SOCIAL COGNITIVE THEORY Albert Bandura Stanford University Bandura, A. (1989). Social cognitive theory. In R. Vasta (Ed.), Annals of child development. Vol. 6. Six theories of child development (pp. 1-60). Greenwich, CT: JAI Press. 2 Many theories have been proposed over the years to explain the developmental changes that people undergo over the course of their lives. These theories differ in the conceptions of human nature they adopt and in what they regard to be the basic causes and mechanisms of human motivation and behavior. The present chapter analyzes human development from the perspective of social cognitive theory (Bandura, 1986). Since development is a life- long process (Baltes & Reese, 1984), the analysis is concerned with changes in the psychosocial functioning of adults as well as with those occurring in childhood. Development is not a monolithic process. Human capabilities vary in their psychobiologic origins and in the experiential conditions needed to enhance and sustain them. Human development, therefore, encompasses many different types and patterns of changes. Diversity in social practices produces substantial individual differences in the capabilities that are cultivated and those that remain underdeveloped. Triadic Reciprocal Determinism Before analyzing the development of different human capabilities, the model of causation on which social cognitive theory is founded is reviewed briefly. Human behavior has often been explained in terms of one-sided determinism. In such modes of unidirectional causation, behavior is depicted as being shaped and controlled either by environmental influences or by internal dispositions. Social cognitive theory favors a model of causation involving triadic reciprocal determinism. In this model of reciprocal causation, behavior, cognition and other personal factors, and environmental influences all operate as interacting determinants that influence each other bidirectionally (Figure 1).
    [Show full text]
  • Psychology Old and New
    University of Pennsylvania ScholarlyCommons IRCS Technical Reports Series Institute for Research in Cognitive Science 1-1-2001 Psychology Old and New Gary Hatfield University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/ircs_reports Part of the Psychology Commons Hatfield, Gary, "Psychology Old and New" (2001). IRCS Technical Reports Series. 23. https://repository.upenn.edu/ircs_reports/23 University of Pennsylvania Institute for Research in Cognitive Science Technical Report No. IRCS-01-07. This paper is posted at ScholarlyCommons. https://repository.upenn.edu/ircs_reports/23 For more information, please contact [email protected]. Psychology Old and New Abstract Psychology as the study of mind was an established subject matter throughout the nineteenth century in Britain, Germany, France, and the United States, taught in colleges and universities and made the subject of books and treatises. During the period 1870-1914 this existing discipline of psychology was being transformed into a new, experimental science, especially in Germany and the United States. The increase in experimentation changed the body of psychological writing, although there remained considerable continuity in theoretical content and non-experimental methodology between the old and new psychologies. This paper follows the emergence of the new psychology out of the old in the national traditions of Britain (primarily England), Germany, and the United States, with some reference to French, Belgian, Austrian, and Italian thinkers. The final section considers some methodological and philosophical issues in these literatures. Disciplines Psychology Comments University of Pennsylvania Institute for Research in Cognitive Science Technical Report No. IRCS-01-07.
    [Show full text]
  • Music-Induced Chills
    Yale Review of Undergraduate Research in Psychology Music-Induced Chills Will Halimou Oberlin College INTRODUCTION Chills in the context of social behavior Chills are rapidly spreading, tingling In their review paper, Panksepp & feelings that consist of goosebumps and shivers Bernatzky (2002) posit, “Chills are related to (Harrison & Loui, 2014; Mori & Iwanaga, 2014). socio-emotional systems that generate These “aesthetic chills” are distinct from separation-distress.”. The researchers primarily chills/goosebumps induced by cold temperatures base this idea off of a PET imaging study that (Craig, 2005). There are two broad categories of showed arousal of the ventral striatum and chills: “goosetingles” which are associated with midbrain regions that include the periaqueductal positive feelings and approach-related gray areas that are thought to play a role in constructs, and “coldshivers” which correspond separation distress. According to their review to negative emotions and avoidance-related paper, “…the perception of separation could constructs (Maruskin et al., 2012). Music has provide motivational urgency for social-reunion been shown to be a stable and powerful inducer responses.” Some time after this review paper of chills (Goldstein, 1980) associated with the was published, Grewe et al. (2007) found that former type: goosetingles. among several different musical sections, the There is agreement in the literature that entry of a voice consistently elicited the most general reward sensitivity predicts chills chills. Similarly, in their review paper, Harrison (Harrison & Loui, 2014). This link is promising & Loui (2014) note that melodies occupying the because there is already a plethora of knowledge human vocal register were major chill-inducers. on reward pathways.
    [Show full text]