The Neuroscience of Animal Welfare: Theory 80-20
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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. -
Why Feelings Stray: Sources of Affective Misforecasting in Consumer Behavior Vanessa M
Why Feelings Stray: Sources of Affective Misforecasting in Consumer Behavior Vanessa M. Patrick, University of Georgia Deborah J. MacInnis, University of Southern California ABSTRACT drivers of AMF has considerable import for consumer behavior, Affective misforecasting (AMF) is defined as the gap between particularly in the area of consumer satisfaction, brand loyalty and predicted and experienced affect. Based on prior research that positive word-of-mouth. examines AMF, the current study uses qualitative and quantitative Figure 1 depicts the process by which affective misforecasting data to examine the sources of AMF (i.e., why it occurs) in the occurs (for greater detail see MacInnis, Patrick and Park 2005). As consumption domain. The authors find evidence supporting some Figure 1 suggests, affective forecasts are based on a representation sources of AMF identified in the psychology literature, develop a of a future event and an assessment of the possible affective fuller understanding of others, and, find evidence for novel sources reactions to this event. AMF occurs when experienced affect of AMF not previously explored. Importantly, they find consider- deviates from the forecasted affect on one or more of the following able differences in the sources of AMF depending on whether dimensions: valence, intensity and duration. feelings are worse than or better than forecast. Since forecasts can be made regarding the valence of the feelings, the specific emotions expected to be experienced, the INTRODUCTION intensity of feelings or the duration of a projected affective re- Before purchase: “I can’t wait to use this all the time, it is sponse, consequently affective misforecasting can occur along any going to be so much fun, I’m going to go out with my buddies of these dimensions. -
Effects of Worry on Physiological and Subjective Reactivity to Emotional Stimuli in Generalized Anxiety Disorder and Nonanxious Control Participants
Emotion © 2010 American Psychological Association 2010, Vol. 10, No. 5, 640–650 1528-3542/10/$12.00 DOI: 10.1037/a0019351 Effects of Worry on Physiological and Subjective Reactivity to Emotional Stimuli in Generalized Anxiety Disorder and Nonanxious Control Participants Sandra J. Llera and Michelle G. Newman Pennsylvania State University The present study examined the effect of worry versus relaxation and neutral thought activity on both physiological and subjective responding to positive and negative emotional stimuli. Thirty-eight partic- ipants with generalized anxiety disorder (GAD) and 35 nonanxious control participants were randomly assigned to engage in worry, relaxation, or neutral inductions prior to sequential exposure to each of four emotion-inducing film clips. The clips were designed to elicit fear, sadness, happiness, and calm emotions. Self reported negative and positive affect was assessed following each induction and exposure, and vagal activity was measured throughout. Results indicate that worry (vs. relaxation) led to reduced vagal tone for the GAD group, as well as higher negative affect levels for both groups. Additionally, prior worry resulted in less physiological and subjective responding to the fearful film clip, and reduced negative affect in response to the sad clip. This suggests that worry may facilitate avoidance of processing negative emotions by way of preventing a negative emotional contrast. Implications for the role of worry in emotion avoidance are discussed. Keywords: generalized anxiety disorder, -
Relaxation Techniques? a Substantial Amount of Research Has Been Done on Relaxation Techniques
U.S. Department of Health & Human Services National Institutes of Health Relaxation Techniques © Thinkstock What’s the Bottom Line? How much do we know about relaxation techniques? A substantial amount of research has been done on relaxation techniques. However, for many health conditions, the number or size of the studies has been small, and some studies have been of poor quality. What do we know about the effectiveness of relaxation techniques? Relaxation techniques may be helpful in managing a variety of health conditions, including anxiety associated with illnesses or medical procedures, insomnia, labor pain, chemotherapy-induced nausea, and temporomandibular joint dysfunction. Psychological therapies, which may include relaxation techniques, can help manage chronic headaches and other types of chronic pain in children and adolescents. Relaxation techniques have also been studied for other conditions, but either they haven’t been shown to be useful, research results have been inconsistent, or the evidence is limited. What do we know about the safety of relaxation techniques? Relaxation techniques are generally considered safe for healthy people, although there have been a few reports of negative experiences, such as increased anxiety. People with serious physical or mental health problems should discuss relaxation techniques with their health care providers. What Are Relaxation Techniques? Relaxation techniques include a number of practices such as progressive relaxation, guided imagery, biofeedback, self-hypnosis, and deep breathing exercises. The goal is similar in all: to produce the body’s natural relaxation response, characterized by slower breathing, lower blood pressure, and a feeling of increased well-being. Meditation and practices that include meditation with movement, such as yoga and tai chi, can also promote relaxation. -
About Emotions There Are 8 Primary Emotions. You Are Born with These
About Emotions There are 8 primary emotions. You are born with these emotions wired into your brain. That wiring causes your body to react in certain ways and for you to have certain urges when the emotion arises. Here is a list of primary emotions: Eight Primary Emotions Anger: fury, outrage, wrath, irritability, hostility, resentment and violence. Sadness: grief, sorrow, gloom, melancholy, despair, loneliness, and depression. Fear: anxiety, apprehension, nervousness, dread, fright, and panic. Joy: enjoyment, happiness, relief, bliss, delight, pride, thrill, and ecstasy. Interest: acceptance, friendliness, trust, kindness, affection, love, and devotion. Surprise: shock, astonishment, amazement, astound, and wonder. Disgust: contempt, disdain, scorn, aversion, distaste, and revulsion. Shame: guilt, embarrassment, chagrin, remorse, regret, and contrition. All other emotions are made up by combining these basic 8 emotions. Sometimes we have secondary emotions, an emotional reaction to an emotion. We learn these. Some examples of these are: o Feeling shame when you get angry. o Feeling angry when you have a shame response (e.g., hurt feelings). o Feeling fear when you get angry (maybe you’ve been punished for anger). There are many more. These are NOT wired into our bodies and brains, but are learned from our families, our culture, and others. When you have a secondary emotion, the key is to figure out what the primary emotion, the feeling at the root of your reaction is, so that you can take an action that is most helpful. . -
In This Issue
July 2020 NEWS Post-Traumatic Stress Disorder (PTSD) Assessment and Treatment In this Issue: Guidelines for Pediatric Primary Upcoming Clinical Care Conversations 5 Clinical Conversation: May 26, 2020 Presented by Sylvia Krinsky, MD, Tufts Medical Center For some children, childhood is far from a carefree time; they Leadership: experience trauma which can disrupt development and lead John Straus, MD to post-traumatic stress disorder (PTSD). At the May Clinical Founding Director Conversation, Sylvia Krinsky, MD, MCPAP site director at Tufts Barry Sarvet, MD Medical Center, discussed how to address PTSD in the primary Medical Director care setting. Beth McGinn Types of trauma Program Manager There are three major types of trauma: Elaine Gottlieb • Discrete Trauma – examples include a car accident, injury, Contributing Writer medical procedure, or a single episode of physical or sexual assault, when life is filled with otherwise helpful and supportive people • Complex Trauma – series of repeated traumas usually in close interpersonal contexts, such as childhood abuse or neglect, witnessing domestic or community violence, or racism and chronic social adversities • Adverse Childhood Event – a term from the Adverse Childhood Experiences (ACE) study, referring to potentially traumatic events that can have an impact on physical and psychological health Discrete trauma is most recognized in the DSM-5, while ACE is more familiar to the medical community, says Dr. Krinsky. 1000 Washington St., Suite 310 One study reported in the Journal of the American Medical Boston, MA 02118 Association (JAMA) found that more than 90 percent of pediatric Email: [email protected] patients seen in a primary care pediatric clinic had experienced a traumatic exposure, and 25 percent met full or partial criteria for www.mcpap.org PTSD. -
Relaxation Theory and Practice
RELAXATION THEORY AND PRACTICE RELAXATION THEORY AND PRACTICE1 DIANA ELTON, G. D. BURROWS AND G. V. STANLEY University of Melbourne SUMMARY This paper reviews the theoretical aspects of clinical use of relaxation and the pr.oblems inherent in its applicatio..n in a h03pital setting. It discusses, the relative usefulness of relaxation procedures in va.rious conditions. 1'his includes the advantages versus the disadvantages of group practice, the use of audio casettes, specificity of instructions and inteTdisciplinary aspects 01 patient care. Some guidelines are p\Tovided for the practice of relaxation by physiotherapists. INTRODUCTION of relaxation in treatment of many conditions. We live in an anxiety provoking world. Generally the medical profession has been Each individual may daily face challenges, slow in adopting these approaches. for which there may be little or no solution. In recent times, there has been a growing Mechanization may rob pride of work and interest in relaxation, as a means of dealing individuality. A person could become a slave with tension and anxiety and of generally to the clock, in a constant rush to keep abreast improving the patients' well-being. It has of commitments: "the inability to relax is attracted the attention of several professions: one of the most widely spread diseases of our 1. Psychiatrists are using it more fre time and one of the most infrequently recog.. quently in dealing with conditions where the nized" (Jones, 1953). predominant component is anxiety. Those who .A.nxiety often presents in a variety of practise hypnotherapy often adopt relaxation bodily, behavioural and psychological ways. -
Understanding Children's Mental Health Disorders and the Impact On
Understanding Children’s Mental Health Disorders and the Impact on Learning and Functioning 1 2 Introduction to Children’s Mental Health An Overview of Depression 3 Depression is Common Estimates of Incidence 1 % Preschoolers 2 % School age 5 % Adolescents 20 % Lifetime prevalence during adolescence (parallels adult life time prevalence) Birmaher et al., 2002 4 Risk and Reoccurrence Childhood Adolescent Later Onset Depression Adolescent Depression Depression Adult Depression 5 Depression is… a mood disorder a sleep and energy disorder a thinking disorder 6 Depression: Signs and Symptoms Mood Changes Behaviors MEANING Interpersonal Relationships Physical Changes Cognitive Changes School Performance 7 Mood Symptoms Sad Sadness Irritable “mood swings” Anhedonia loss of interest social withdrawal or Anhedonia Irritability isolation boredom 8 Physical Symptoms Sleep Difficulty either with too much or too little sleep Fatigue Appetite Change loss of appetite increased carbohydrate craving 9 Cognitive Symptoms Difficulty concentrating Increased distractibility and “spaciness” Decreased attention and focus 10 Cognitive Symptoms Worried, ruminating thoughts Worthlessness, low self-esteem, guilt Distortions, misperceptions, misinterpretations 11 Symptoms in Infants and Toddlers Mood – Excessive whining – Too little or too much crying – Withdrawn from cuddling, being held – Lack of interest in surroundings 12 Symptoms in Infants and Toddlers Physical – Sleep disturbance – Sad or flat facial expression – Little motor activity – Failure to grow and -
Behavioral Interventions for Anxiety and Irritability in Children and Adolescents with Autism Spectrum Disorder
Behavioral Interventions for Anxiety and Irritability in Children and Adolescents with Autism Spectrum Disorder Denis G. Sukhodolsky, Ph.D. Yale Child Study Center Disclosures • Research support: – NIMH R01 MH101514 – NIMH K01 MH079130 – NICHD R01 HD083881 • Book royalty: – The Guilford Press Autism Spectrum Disorder (ASD) • Core symptoms – Impairment in social interaction and communication – Restricted interests and repetitive behavior • Associated features – Cognitive impairment – Deficits in adaptive functioning – Anxiety – Disruptive behavior problems Anxiety in ASD • Excessive fearfulness • Changes in routines and social situations • Can be related to core ASD symptoms • Co-occurring anxiety disorders may be present • Social anxiety may be difficult to diagnose • Contributes to impairment in functioning Cognitive-Behavior Therapy for Anxiety CBT is a well-established intervention for anxiety in children without autism. Key components: education, emotion regulation, and exposure and response prevention. Short-term duration, 8 to 16 weekly sessions. Treatment is conducted with the child and includes parent involvement. Is CBT helpful for anxiety in ASD? Main Findings: • 8 randomized controlled studies of CBT for anxiety were located. • CBT was superior to waitlist on parent and clinician-rated anxiety. • Effect sizes were 1.19 for parent ratings, 1.21 for clinician ratings and 0.68 for child self-report. Sukhodolsky, Bloch, Panza, Reichow Pediatrics, 2013 Neural Mechanisms of CBT for anxiety in ASD Subjects: • 10 children with ASD and -
Stress and Sleep
Session 4 Daytime Relaxation Techniques and Stress- Reducing Attitudes and Beliefs Lesson 1: Stress and Sleep The Links Between Stress and Insomnia In this session we are going to talk about stress, sleep, and relaxation techniques. Stress and insomnia are very closely linked: Stress is one of the most powerful disrupters of sleep. Insomnia is one of the first signs of stress. Sleep research shows that many of the negative effects of sleep loss may, in reality, be due to the effects of the stress. Virtually all insomniacs have experienced stress-induced nights of insomnia: Major stressful life events are the most common causes of insomnia. Most people have a harder time sleeping on stressful days. Remember from Session 3 that stress also plays a primary role in the development of chronic insomnia. This happens because negative thoughts can set off negative emotions that then cause insomnia. The Effects of Stress Stress speeds up your brain waves and makes your heart rate and breathing rate more active. Studies have revealed that stress disrupts sleep in two ways: Stress reduces deep sleep, which results in lighter, more restless sleep. Stress that occurs during the day raises stress hormone levels in the body, even at night. Lesson 2: Relaxation Techniques and Sleep The Relaxation Response Since we know that stress disrupts sleep, a lot of research has focused on the use of relaxation techniques for improving sleep. Dozens of scientific studies have shown that relaxation techniques such as biofeedback, progressive muscle relaxation, and breathing techniques are effective in the treatment of insomnia. -
Dysphoria As a Complex Emotional State and Its Role in Psychopathology
Dysphoria as a complex emotional state and its role in psychopathology Vladan Starcevic A/Professor, University of Sydney Faculty of Medicine and Health Sydney, Australia Objectives • Review conceptualisations of dysphoria • Present dysphoria as a transdiagnostic complex emotional state and assessment of dysphoria based on this conceptualisation What is dysphoria? • The term is derived from Greek (δύσφορος) and denotes distress that is hard to bear Dysphoria: associated with externalisation? • “Mixed affect” leading to an “affect of suspicion”1,2 1 Sandberg: Allgemeine Zeitschrift für Psychiatrie und Psychisch-Gerichtl Medizin 1896; 52:619-654 2 Specht G: Über den pathologischen Affekt in der chronischen Paranoia. Festschrift der Erlanger Universität, 1901 • A syndrome that always includes irritability and at least two of the following: internal tension, suspiciousness, hostility and aggressive or destructive behaviour3 3 Dayer et al: Bipolar Disord 2000; 2: 316-324 Dysphoria: associated with internalisation? • Six “dysphoric symptoms”: depressed mood, anhedonia, guilt, suicide, fatigue and anxiety1 1 Cassidy et al: Psychol Med 2000; 30:403-411 Dysphoria: a nonspecific state? • Dysphoria is a “nonspecific syndrome” and has “no particular place in a categorical diagnostic system”1; it is neglected and treated like an “orphan”1 1 Musalek et al: Psychopathol 2000; 33:209-214 • Dysphoria “can refer to many ways of feeling bad”2 2 Swann: Bipolar Disord 2000; 2:325-327 Textbook definitions: dysphoria nonspecific, mainly internalising? • “Feeling -
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MEASUREMENT OF FORECASTED, EXPERIENCED, AND REMEMBERED AFFECT IN A SUBSTANCE USE CONTEXT by Maya Annelies Pilin Hons. B.A., University of Ottawa, 2013 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES Psychological Science THE UNIVERSITY OF BRITISH COLUMBIA (Okanagan) September 2019 © Maya Pilin, 2019 The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, a thesis/dissertation entitled: Measurement of Forecasted, Experienced, and Remembered Affect in a Substance Use Context submitted by Maya A. Pilin in partial fulfillment of the requirements for the degree of Master of Arts in Psychological Science Examining Committee: Dr. Marvin Krank Supervisor Dr. Paul Davies Supervisory Committee Member Dr. Maya Libben Supervisory Committee Member Dr. Sarah Dow-Fleisner External Examiner Dr. Robert Campbell Chair ii Abstract Individuals often overestimate the intensity and duration of the happiness they will feel after experiencing a positive event, such as receiving tenure. However, few studies have examined whether individuals will make affective forecasting errors in the context of alcohol and cannabis use. In the current study, we examined whether university students would make affective forecasting errors in a substance use context using experience sampling methodology. A sample of n = 46 university students made predictions about the intensity and duration of five emotions (happiness, relaxation, fun, sexiness, and excitement) that they may experience when using alcohol or cannabis, as well as completing a set of additional questionnaires regarding their substance use cognitions. When using alcohol or cannabis during the weekend, participants received questionnaires asking how intensely they were experiencing each of the five emotions.