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Emotional Learning (emotional + learning)
Selected AbstractsPsychological resilience and neurocognitive performance in a traumatized community sample,DEPRESSION AND ANXIETY, Issue 8 2010Aliza P. Wingo M.D. Abstract Background: Whether psychological resilience correlates with neurocognitive performance is largely unknown. Therefore, we assessed association between neurocognitive performance and resilience in individuals with a history of childhood abuse or trauma exposure. Methods: In this cross-sectional study of 226 highly traumatized civilians, we assessed neurocognitive performance, history of childhood abuse and other trauma exposure, and current depressive and PTSD symptoms. Resilience was defined as having ,1 trauma and no current depressive or PTSD symptoms; non-resilience as having ,1 trauma and current moderate/severe depressive or PTSD symptoms. Results: The non-resilient group had a higher percentage of unemployment (P=.006) and previous suicide attempts (P<.0001) than the resilient group. Both groups had comparable education and performance on verbal reasoning, nonverbal reasoning, and verbal memory. However, the resilient group performed better on nonverbal memory (P=.016) with an effect size of .35. Additionally, more severe childhood abuse or other trauma exposure was significantly associated with non-resilience. Better nonverbal memory was significantly associated with resilience even after adjusting for severity of childhood abuse, other trauma exposure, sex, and race using multiple logistic regression (adjusted OR=1.2; P=.017). Conclusions: We examined resilience as absence of psychopathology despite trauma exposure in a highly traumatized, low socioeconomic, urban population. Resilience was significantly associated with better nonverbal memory, a measure of ability to code, store, and visually recognize concrete and abstract pictorial stimuli. Nonverbal memory may be a proxy for emotional learning, which is often dysregulated in stress-related psychopathology, and may contribute to our understanding of resilience. Depression and Anxiety, 2010. © 2010 Wiley-Liss, Inc. [source] "EMOTIONAL INTELLIGENCE" IN THE CLASSROOM?EDUCATIONAL THEORY, Issue 1 2006AN ARISTOTELIAN CRITIQUE In making his famous claim that the good life would have to include appropriate emotions, Aristotle obviously considered the schooling of emotions to be an indispensable part of moral education. However, in this essay Kristján Kristjánsson casts doubt on the assumption that Aristotelians should approve of the clarion call for EI, as understood by Daniel Goleman and the proponents of social and emotional learning, in the classroom. Various marked differences between EI and Aristotelian emotional virtue are highlighted and explored. Kristjánsson argues that the claims of EI lack moral ballast and that when this fact is added to an existing heap of educational problems attached to the implementation of EI programs, educators had better rethink their reliance on EI as a model of emotion cultivation, and perhaps revert to the teachings of Aristotle himself. [source] PRECLINICAL STUDY: Pentylenetetrazole-induced status epilepticus following training does not impair expression of morphine-induced conditioned place preferenceADDICTION BIOLOGY, Issue 2 2009Jie Zhang ABSTRACT Learning and memory play an important role in morphine addiction. Status epilepticus (SE) can impair the spatial and emotional learning and memory. However, little is known about the effects of SE on morphine-induced conditioned place preference (CPP). The present study was designed to investigate the effects of SE on morphine CPP, with food CPP being used as a control. The effects of SE on spatial memory in the Morris water maze (MWM) and Y-maze were investigated. SE was induced in adult mice using intraperitoneal injection of pentylenetetrazole; control mice received saline. The data indicated that SE had no effects on the formation of morphine CPP; however, the formation of food CPP was blocked by SE. Meanwhile, spatial memory assayed in the MWM and Y-maze was impaired by SE. In addition, the data demonstrated that SE did not cause a lasting disturbance of motor activity nor a change in the mice's appetite. These results suggested that although SE had no effects on morphine CPP, there was impaired food CPP and spatial memory in both the MWM and the Y-maze. The mechanisms underlying memory process of morphine CPP may be different from other types of memory. [source] Temporary inactivation of the perirhinal cortex by muscimol injections block acquisition and expression of fear-potentiated startleEUROPEAN JOURNAL OF NEUROSCIENCE, Issue 3 2004Brigitte Schulz Abstract The present study examined the role of the perirhinal cortex (PRh) in aversive information processing and emotional learning. Specifically, we studied the effects of temporary inactivation of the PRh on acquisition and expression of conditioned fear as measured by fear-potentiated startle in rats, as well as on shock sensitization of startle. Temporary inactivation of the PRh was induced by local injections of the GABAA agonist muscimol (0.0, 1.1, 2.2, 4.4 nmol/0.5 µL). Muscimol injections into the PRh blocked both the expression and acquisition of fear-potentiated startle, as well as shock sensitization of startle. Shock sensitivity was not affected by muscimol injections, indicating that the observed blockade of acquisition and shock sensitization was not caused by a disruption in the perception of shock. Taken together, the present data show that the PRh is critical for the processing of aversive information and is necessary for the expression of emotional learning. [source] Competitive interactions between endogenous LTD and LTP in the hippocampus underlie the storage of emotional memories and stress-induced amnesiaHIPPOCAMPUS, Issue 8 2005David M. Diamond Abstract This speculative review serves two purposes. First, it as an extension of the ideas we developed in a previous review (Diamond et al., Hippocampus, 2004;14:281,291), and second, it is a rebuttal to Abraham's (Hippocampus, 2004;14:675,676) critique of that review. We had speculated on the functional significance of the finding that post-training LTP induction produces retrograde amnesia. We noted the similarities between the findings that strong tetanizing stimulation can produce LTP and retrograde amnesia, and that a strong emotional experience can produce a long-lasting memory and retrograde amnesia, as well. The commonalities between LTP induction and emotional learning provided the basis of our hypothesis that an emotional experience generates endogenous LTD/depotentiation, which reverses synaptic plasticity formed during previous learning experiences, and endogenous LTP, which underlies the storage of new information. Abraham raised several concerns with our review, including the criticism that our speculation "falters because there is no evidence that stress causes LTD or depotentiation," and that research on stress and hippocampus has "failed to report any LTP-like changes." Abraham's points are well-taken because stress, in isolation, does not appear to generate long-lasting changes in baseline measures of hippocampal excitability. Here, within the context of a reply to Abraham's critique, we have provided a review of the literature on the influence of stress, novelty, fear conditioning, and the retrieval of emotional memories on cognitive and physiological measures of hippocampal functioning. An emphasis of this review is our hypothesis that endogenous forms of depotentiation, LTD and LTP are generated only when arousing experiences occur in conjunction with memory-related activation of the hippocampus and amygdala. We conclude with speculation that interactions among the different forms of endogenous plasticity underlie a form of competition by synapses and memories for access to retrieval resources. © 2005 Wiley-Liss, Inc. [source] Reduced amygdala activity during aversive conditioning in human narcolepsyANNALS OF NEUROLOGY, Issue 3 2010Aurélie Ponz PhD Narcolepsy with cataplexy is a sleep-wake disorder caused by a loss of hypothalamic hypocretins. Here we assessed the time course of amygdala activation during aversive conditioning in unmedicated patients with narcolepsy. Unlike healthy matched control subjects, narcolepsy patients had no enhancement of amygdala response to conditioned stimuli and no increase in functional coupling between the amygdala and medial prefrontal cortex. These findings suggest that human narcolepsy is accompanied by abnormal emotional learning, and that, in line with animal data, the hypocretin system and the amygdala are involved in this process. ANN NEUROL 2010;67:394,398 [source] | |||||||||||||