Shackman Psyc210 Module05 TraitsAndStates Part1 021215

Nuts & Bolts Plan for Today Cumula4ve review and check-in

Lecture (selec4ons from Ma@hews chapter)

Take-home cri4cal thinking ques4ons

Time permiEng, cover material on the unconscious mind from Module 4

How are the readings going, 1?

a. I carefully read the assigned papers

b. I generally skim the papers c. I do not read the papers

I carefully read the assig...

I genera

lly skim the papers

I do n

ot rea

d the papers

0% 0%0%

How are the readings going, 2? a. The assigned papers were easy to

understand; it required lify the aims, key results, and implica>ons

b. Papers were understandable; it required moderate eort

c. Papers were challenging to understand; required substan>al >me and eort

d. Papers were too advanced; unable to iden>fy the aims, key results, and implica>ons

The assigned papers wer...

Papers were understan...

Papers were challenging ..

Papers were too

advance..

0% 0%0%0%

How are the readings going, 3?

A. Im ok B. I would benet from

some addi>onal instruc>on on how to decipher the readings

Im ok

I would benefit from som

...

0%0%

Hows It Going? A. I am quite comfortable

with the class and expecta>ons

B. Im ok C. I am uncomfortable with

the class &/or unclear on the expecta>ons; I am unsure about the best way forward &/or apprehensive about my ability to earn a sa>sfactory grade

I am quite comfortable wi..

Im ok

I am uncomfortable with t..

0% 0%0%

Which features of modern culture tend to magnify the impact of individual dierences in T&P, such as C/SC?

A. Longevity B. Risk exposure (fast

food na>on) C. The rela>vely high

prevalance of psychiatric disorders, such as depression, anxiety, and substance abuse

D. All of the above Longevity

Risk exposure

(fast foo

d n...

The relatively high preval...

All of the above

0% 0%0%0%

The Five Factor Model (FFM) is predicated on the lexical hypothesis, the assump4on that the deep structure of T&P is embedded in our natural language, wai4ng to be discovered.

What are some concerns with this assump4on?

A. Meaningful aspects of T&P may not be captured by single word adjec>ves (e.g., rela>onships or processes). Key aspects of T&P might be too complex for single words, requiring phrases, sentences, or even whole paragraphs of words

B. No guarantee that words (natural language) will permit the expression of scien>cally crucial aspects of personality

C. Both Me

aningful aspects of ...

No guarantee that word

s...

Both

0% 0%0%

The FFM assumes that responses obtained from untrained lay individuals (e.g., military personnel, undergraduates) are an

adequate means of uncovering the core dimensions of personality. What are poten4al concern with this assump4on?

A. Lay individuals are sloppy and inconsistent in their use of language (e.g. aggressive, cri>cal)

B. Untrained raters may not have suciently sophis>cated mental models of T&P

C. Untrained judges are more likely to be biased or even to lie

D. All of the above

Lay individu

als are slop

py...

Untrained rate

rs ma

y not...

Untrained judges are mo

re...

All of the above

0% 0%0%0%

Tomarken argued that biological measures of T&P need to be

A. Reliable: Show adequate internal consistency reliability

B. Reliable: Show adequate test-retest stability (trait-like)

C. Reliable and Valid

Reliable: Show adequate ...

Reliable: Show adequate ...

Reliable and V

alid

0% 0%0%

Establishing the construct validity of a measure requires that we

demonstrate that it is

A. Sensi4ve to some process, such as fear

B. Specic to some process (fear & no other process)

C. Sensi4ve and Specic

Sensitive to som

e proc

ess...

Specific to some

process (...

Sensitive and Specific

0% 0%0%

The FFM was derived using factor analysis. Factor analysis is a useful

technique for

A. Reducing the dimensionality of a dataset

B. Compressing data C. Iden>fying a rela>vely

small number of factors that describe a dataset

D. Crea>ng new ques>onnaires

E. All of the above Reducing the dimensionali..

Comp

ressing data

Identifying a relatively sm...

Creating new questionnaires

All of the above

0% 0% 0%0%0%

Can factor analysis be used to objec4vely discover the nature of

T&P? A. Yes B. No

Yes No

0%0%

In terms of discovery, poten4al limita4ons of factor analysis include

A. Garbage In/Garbage Out; Dependent on the kinds of inputs; Cant iden>fy factors that are not sampled or represented in the data

B. Subjec>ve decisions about the number of factors to retain (degree of acceptable lossiness); Splion technique)

Garba

ge In/Garb

age O

ut...

Subje

ctive decision

s abo..

Requires the analyst to ...

0% 0%0%

The FFM is largely based on factor analyses of adjec4ves. Was the pool of words

A. representa>ve of the English language

B. selected on the basis of preconceived no>ons about the importance and understandability of par>cular words?

representative of the Engl...

selected on the basis of p...

0%0%

Were the methods that were used to reduce the ~400,000 words comprising the unabridged dic4onary to a more

manageable pool of adjec4ves (personality descriptors)

A. replicable, objec>ve, and atheore>cal

B. subjec>ve, idiosyncra>c, and theore>cally biased?

replica

ble, obje

ctive, and...

subje

ctive, id

iosyncra

tic, ...

0%0%

The key take home point from Blocks cri4que is that the FFM

A. Is a bunch of hooey B. Reects the

fundamental nature of T&P

C. Is a convenient short-hand, a some>mes useful c>on that begs for addi>onal research

Is a bu

nch o

f hooey

Reflects the fundame

ntal...

Is a convenien

t short-han..

0% 0%0%

In his 1968 book Personality and Assessment, Walt Mischel argued that the primary determinant of moods, thoughts, and behavior is

A. The situa>on, because T&P at most predict outcomes r = .30 (9% variance)

B. T&P C. Both

The situation, beca

use ... T&

PBoth

0% 0%0%

But contemporary science suggests that moods, thoughts, and behavior are determined by

A. The situa>on B. T&P C. Both

The situation T&

PBoth

0% 0%0%

Trait-like individual dierences in T&P are strongly predic>ve of

A. Academic performance (above & beyond IQ)

B. Marital stability & sa>sfac>on

C. Mental & physical health and wellbeing (morbidity)

D. Death (mortality) E. All of the above

Academic p

erform

ance (...

Marital stability & satisfa...

Mental & physical health...

Death (mortality)

All of the above

0% 0% 0%0%0%

Correla>on and variance explained: If two variables are correlated R = .50, the amount

of variance accounted for is:

A. 0.50 * 0.50 = .25 = 25%

B. 0.50 / 0.50 = 1 = 100%

C. Sqrt(.50) = .7071 = 70%

0.50 * 0.50 = .25

= 25%

0.50 / 0.50 = 1 = 100%

Sqrt(.50) = .7071 = 70%

0% 0%0%

Longitudinal research studies

A. Provide strong evidence that antecedants (childhood) predict consequences (adulthood), a precondi>on for establishing causa>on

B. Complex, costly, and >me-consuming

C. Can not prove causa>on, because they do not manipulate the puta>ve cause of the outcome

D. All of the above Pro

vide strong evidence t...

Comp

lex, co

stly, and tim...

Can not pro

ve causa

tion,...

All of the above

0% 0%0%0%

Mo< et al PNAS: What is C/SC?

A. Do things by the book; follow rules

B. Prefer order and neatness C. Planful; not impulsive D. Able to delay gra>ca>on;

self-disciplined (marshmallow test)

E. Focused; not easily distracted

F. All of the above Do things by the book; f...

Prefer order and neatn

ess

Planfu

l; not impulsiv

e

Able to delay gratification...

Focused

; not easily

distr...

All of the above

0% 0% 0%0%0%0%

Which features of modern culture tend to magnify the impact of individual dierences in T&P, such as C/SC?

A. Longevity B. Risk exposure (fast

food na>on) C. The rela>vely high

prevalance of psychiatric disorders, such as depression, anxiety, and substance abuse

D. All of the above Longevity

Risk exposure

(fast foo

d n...

The relatively high preval...

All of the above

0% 0%0%0%

Mo< et al PNAS: Key results: Childhood C/SC predicted mid-life

A. Composite measure of health

B. Composite measure of personal wealth

C. Incarcera>on, criminal convic>on and other indices of public safety

D. All of the above Comp

osite measur

e of he...

Comp

osite measur

e of pe...

Incarc

eration, criminal co

...

All of the above

0% 0%0%0%

Mo< et al PNAS: Key results: Which is true?

A. Kids with low C/SC are prone to smoke, become parents, and drop out of school as teens

B. Teen snares explain the nega>ve adult outcomes experienced by many kids with low C/SC

C. Teen snares are only part of the story. Might make more sense to target the root cause (low childhood C/SC) for inteven>on, rather than teen symptoms

D. All of the above Kids with low C/SC are ...

Teen snare

s explain the ...

Teen snare

s are only part ..

All of the above

0% 0%0%0%

PSYC 210:

How are traits (T&P) and states related?

AJ Shackman

12 February 2015

Todays Conceptual Roadmap How are Traits (trait-like individual dierences in T&P) related to States?

What is the role of the context, environment, or what Mischel called the situa4on?

Can Traits inuence States in the absence of trait-relevant cues or s4muli? Students?

Can N/NE inuence neg mood in the absence of threat? Can E/PE inuence pos mood in the absence of reward?

Mathews Chapter 4

Star4ng Point: What are traits? Trait-like (stable) individual dierences in emo>onal and cogni>ve biases that rst emerge early in life (but con>nue to evolve for many years) that account for consistency in behavior, inner experience (moods, emo>ons, thoughts across >me and contexts Stable: reasonable test-retest stability (correla>on)

Organized into 3 broad-band factors (N/NE, E/PE, and C/SC)



Students?

Star4ng Point: Traits are probabilisJc

Fleeson JPSP 2001, 2009

Star4ng Point: Traits are probabilisJc Tradi>onal measures give the impression that each of us can be dened as a single, rela>vely xed score E.g., Alex is a 5 out of 7 on E/PE But recent experience sampling study indicates that T&P is beon of scores with marked varia>on from moment to moment E.g., an individual with a mean E/PE score of 5 and a SD of 1, would show scores of

3 about 11% of the >me 4 about 28% of the >me 5 about 43% of the >me, and 6 about 11% of the >me


Star4ng Point: Traits are probabilisJc Tradi>onal measures give the impression that each of us can be dened as a single, rela>vely xed score E.g., Alex is a 5 out of 7 on E/PE But recent research indicates that T&P is beon of scores with marked varia>on from moment to moment E.g., an individual with a mean E/PE score of 5 and a SD of 1, would show scores of



Star4ng Point: Traits are probabilisJc Tradi>onal measures give the impression that each of us can be dened as a single, rela>vely xed score E.g., Alex is a 5 out of 7 on E/PE But recent work indicates that T&P is beon of scores with marked varia>on from moment to moment E.g., an individual with a mean E/PE score of 5 and a SD of 1, would show scores of


Distribu>on of Big 5 scores over 2 weeks of experience sampling (7-point scale). 5 assessments per day. Total: 70 surveys.


Star4ng Point: Traits are probabilisJc Tradi>onal measures give the impression that each of us can be dened as a single, rela>vely xed score E.g., Alex is a 5 out of 7 on E/PE But recent work indicates that T&P is beon of scores with marked varia>on from moment to moment E.g., an individual with a mean E/PE score of 5 and a SD of 1, might show scores of



Distribu>on of Big 5 scores over 2 weeks of experience sampling (7-point scale). 5 assessments per day. Total: 70 surveys.

Star4ng Point: Traits are probabilisJc On a day to day basis, Extraverts quite regularly act introverted, and Introverts ouen act extraverted. A key dierence between Extraverts and Introverts is not that they do dierent things, not in the frequency of being in the tails of the distribu>ons, but in the frequencies with which they enact midrange extraverted and introverted behaviors. In daily life, Extraverts act in a moderately extraverted way about 5%10% more ouen than Introverts and vice versa


Star4ng Point: Traits are probabilisJc On a day to day basis, Extraverts quite regularly act introverted, and Introverts ouen act extraverted. A key dierence between Extraverts and Introverts is not that they do dierent things, but in the frequencies with which they engage in mildly extraverted and introverted behaviors. In daily life, Extraverts act in a moderately extraverted way about 5%10% more ouen than Introverts and vice versa


Star4ng Point: Traits are probabilisJc On a day to day basis, Extraverts quite regularly act introverted, and Introverts ouen act extraverted. A key dierence between Extraverts and Introverts is not that they do dierent things, but in the frequencies with which they engage in mildly extraverted and introverted behaviors. Extraverts act in a mildly extraverted way about 5%10% more ouen than Introverts and vice versa


How are traits related to emoJonal states

Traits & States: 2 Ideas

1. Traits are simply the average of states

2. States reect an interac>on between traits (biases to react in a par>cular way) and trait-relevant cues and contexts (e.g., punishments and rewards) - Some evidence - Some possible limita>ons

Traits & States: 2 Ideas

1. Traits are simply the average of ee>ng states

2. States reect an interac>on between Traits (biases to react in a par>cular way) and Trait-Relevant Contexts (e.g., punishments and rewards)

This Reac>ve view of traits is the dominant perspec>ve in the eld today

The simplest possible model Traits are simply an average of states

E.g., queried a subject repeatedly, day in and day out, for a month

Traits = Mean(State1, State2StateS)

0

1

2

3

4

5

6

1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 6 6 6 6 6 6 6 6 6 6 7 7 7 7 7 7 7 7 7 7


The simplest possible model This model is perhaps too simple, insofar as it does not specify where states

come from or why individuals dier in their characteris>c intensity

And it doesnt address trait-like biases and predisposi>ons that occur in the absence of discernible states

E.g., Individuals with high levels of N/NE tend to Avoid situa>ons associated with poten>al threat or danger

Engage in vigilance (checking and risk assessment behaviors)

Worry and ruminate

Do so even when threat is absent





And it doesnt address trait-like biases and predisposi>ons that occur in the absence of discernible moods or statesat baseline



Worry and ruminate



Grupe & Nitschke Nature Rev Neurosci 2013; Watson & Clark Psychol Bull 1984






Worry and ruminate



Students an example? Grupe & Nitschke Nature Rev Neurosci 2013; Watson & Clark Psychol Bull 1984




E.g., Individuals with high levels of N/NE tend to Avoid situa>ons associated with poten>al threat or danger even when

feeling rela5vely relaxed and calm


Worry and ruminate even when threat is absent


Grupe & Nitschke Nature Rev Neurosci 2013; Watson & Clark Psychol Bull 1984

What if youre always on high alert, acJvely scanning for danger, even when the chance of threat is remote

Traits (Following Spielberger, Zuckerman, Eysenck) Probabilis>cally alter the likelihood (frequency) or intensity of transient states

elicited by trait-relevant cues and contexts

E.g., A more disposi>onally anxious individual will experience more frequent or more intense anxiety in response to threat or danger

Another way to think about this is that traits are simply the average of many states

It goes without saying that EVERYONE will experience some anxiety from >me to >me, the dierence lies in the frequency or the intensity

From this interac>ve perspec>ve, Traits x Trait-Relevant Cues States Covert Thoughts and Overt Behaviors

STUDENTS

What are some poten>al problems with this perspec>ve??

Model #2. Traits x Contexts = States







STUDENTS



Traits are cor5cal [or] subcor5caldisposi5ons having the capacity to gate or guide specic phasic reac5ons. It is only the phasic aspect that is visible; the tonic is carried somehow in the s5ll mysterious realm of neurodynamic structure.

Gordon Allport (Amer Psychol 1966)







STUDENTS




Watson & Clark Psychol Bull 1984

In short

TRAITS TRAIT-RELEVANT CUES & CONTEXTS

STATES

Hans Eysenck (1967), one of the grandfathers of the study of personality and individual dierences

Proposed that individuals with high N/NE have overreac>ve limbic systems

The consequence, according to Eysenck, was that neuro>cs have stronger sensi>vity to signals of punishment or nega>ve events and react more intensely

Eysenck maintained that this oversensi>vity is biologically determined

Traits x Contexts = States

Suls & Mar>n J Pers 2005

Hans Eysenck (1967), one of the grandfathers of the study of personality and individual dierences

Proposed that individuals with high N/NE have overreac>ve limbic systems

The consequence, according to Eysenck, was that neuro>cs have stronger sensi>vity to signals of punishment or nega>ve events and react more intensely

Eysenck maintained that this oversensi>vity is biologically determined and, as we shall see later in the semester, other prominent theorists have adopted and rened this logic (e.g., Jerry Kagan and the amygdala)


Suls & Mar>n J Pers 2005

Not just N/NE

Hannah & Reward


Hi E/PE Lo E/PE

Bigger Peak Reac>vity

Hannah & Reward

Ventral Striatum (REW) More Reac4ve in Extraverts


Students:

What kinds of evidence does Mathews present in support of the Trait x Contexts = States Model?

Traits x Contexts = States: 2 Kinds of Evidence e.g., individual dierences in E/PE are posi>vely correlated with momentary posi>ve

aect (PA), R = .16 (~2% shared variance)

Traits x Contexts = States: #1 NaturalisJc Mood e.g., individual dierences in E/PE are posi>vely correlated with momentary posi>ve


Traits x Contexts = States: #1 NaturalisJc Mood e.g., individual dierences in E/PE are posi>vely correlated with momentary posi>ve


Pos A Neg A

Traits x Contexts = States: #2 Experimental Mood

Pos A Neg A

Traits x Contexts = States: #2 Experimental Mood

Larsen & Ketelaar JPSP 1991

Students:

What are some potenJal limitaJons of this model?

Traits Impact Mood When Relevant Cues are Absent

Larsen & Ketelaar JPSP 1991

N/NE Predicts Nega4ve Emo4on at Baseline

Meta-analysis: Watson & Clark Psychol Bull 1984

N/NE Predicts Nega4ve Emo4on at Baseline

Meta-analysis: Watson & Clark Psychol Bull 1984

Individuals with high levels of N/NE report high levels of momentary Anxiety and Nega4ve Aect (NA) at baseline

Traits x Contexts = States: Some Issues T&P Does Not Just Alter Transient Emo4onal States & Moods. T&P also alters:

Mo4va4on and instrumental behavior, the likelihood of encountering rewards (posi>ve aect) and punishments (nega>ve aect)

E.g., anxious individuals are more avoidant and inhibited, reducing the frequency with which they encounter anxiety-provoking s>muli

Grupe & Nitschke Nature Rev Neurosci 2013




Emo4on regula4on and recovery, the rapidity with which individuals return to emo>onal baseline following the termina>on of a challenge

E.g., auer a stressful exam or even a date, anxious individuals may stay up





Emo4on regula4on and recovery, the rapidity with which individuals return to emo>onal baseline following the termina>on of a challenge

E.g., auer a stressful exam or even a date, anxious individuals may stay up

An4cipatory aect, emo>onal states elicited by future events

E.g., an>cipa>ng a stressful exam or even a date, anxious individuals may become anxious


As Borkovec notes

The Anxious Phenotype & An4cipatory Aect It is quite likely that the summed [amount of] fear [for] any given individual to clear and imminent physical or psychological threat

The Anxious Phenotype & An4cipatory Aect It is quite likely that the summed [amount of] fear [for] any given individual to clear and imminent physical or psychological threat lags far behind the summed amount of fear in response to the anJcipaJon of such events[Worry!]

Borkovec 1985

Traits x Contexts = States: Some Issues Common denominator = dierences in the absence of overt rewards/punishment Suggests that the interac4ve model (traits x contexts states behavior) is incomplete

X

Traits x Contexts = States: Some Issues Common denominator = dierences in the absence of overt rewards/punishment Suggests that the interac4ve model (traits x contexts states) is incomplete

X

Traits x Contexts = States: Some Issues Appears that T&P alters momentary feelings, thoughts, and ac4ons through several dierent mechanisms, including biases in: emo4onal reac4vity to rewards and punishments

instrumental behaviors (e.g., avoidance, approach)

emo4on regula4on

an4cipatory aect

1. It was once thought that Traits x Contexts States Measureable Behaviors

2. Consistent with this, Traits and Emo>on States are moderately correlated, and this correla>on is rela>vely specic to Trait-Relevant Contexts (e.g., Nega>ve Film Clips and Neuro>cism, Posi>ve Film Clips and Extraversion)

3. But this does not account for important dierences in emo>onal states in situa>ons where there are not obvious rewards/punishments or other emo>onally-charged cues.

4. Therefore, the [Trait x Context = States] emo>onal reac>vity model is true but incomplete

5. Other mechanisms, such as instrumental behaviors (eg avoidance/approach) emo>on regula>on/recovery an>cipatory emo>on/mo>va>on dreams, hopes, and worries

Key Take Home Points

1. It was once thought that Traits x Contexts Emo>onal States

2. Consistent with this, Traits and Emo>on States are moderately correlated, and this correla>on is rela>vely specic to Trait-Relevant Contexts (e.g., Nega>ve Film Clips and Neuro>cism, Posi>ve Film Clips and Extraversion)






2. Consistent with this, Traits and Emo>onal States are moderately correlated, and this correla>on is rela>vely specic to Trait-Relevant Contexts (e.g., Nega>ve Film Clips and Neuro>cism, Posi>ve Film Clips and Extraversion)





Cri4cal Thinking Ques4ons

Please pick 2

Cri4cal Thinking Ques4ons 1. Describe a real or hypothe5cal example of T&P inuencing thoughts, feelings, or ac5ons in the absence of mo5va5onally-signicant cueswhen the protagonist of your real-life or hypothe5cal tale is home, siIng comfortably on the couch, so to speak

Cri4cal Thinking Ques4ons 2. Briey describe one or more mechanisms that could account for the enduring inuence of traits on states (emo5onal, cogni5ve) in the absence of a clear and imminent reward or punishment

Cri4cal Thinking Ques4ons 3. In class, I focused on N/NE and E/PE, how might these ideas (i.e., traits in the absence of trait-relevant cues or challenges) apply to C/SC?

Cri4cal Thinking Ques4ons 4. Briey comment Are Traits and States categorically dierent or do they instead reect a con5nuous spectrum? For example, might it make sense to conceptualize individual dierences as something like a planet (or an onion), featuring A CORE: rela>vely xed and immutable, slow to change

PLATE TECTONICS: a range of processes that act on intermediate >me scales (more ee>ng than traits, more enduring than states)

AN ATMOSPHERE: transient states, with rapid even

mercurial dynamics

Cri4cal Thinking Ques4ons

5. New technology makes it possible to eciently detect and code emo>onal expressions on the face from digital photographs or video footage. Watch the video @ hcles/startups-see-your-face-unmask-your-emo>ons-1422472398

Briey comment on how we might harness this technology for understanding the rela>onship between emo>onal traits and states.

The End

Check Jme

If there is Jme, talk about unconscious material from Module 4

Behavior is normally guided by both conscious and pre-conscious

processes (lie outside of awareness)

Example #1: Automa4c aEtudes and marriage

For decades, social psychological theories have posited that the automa>c processes captured by implicit measures have implica>ons for social outcomes. Yet few studies have demonstrated any long-term implica>ons of automa>c processes, and some scholars have begun to ques>on the relevance and even the validity of these theories. 135 newlywed couplescompleted an Explicit measure of their conscious atudes toward their rela>onship and an Implicit measure of their automa>c atudes toward their partner. They then reported their marital sa>sfac>on every 6 months for the next 4 years.

Measuring Implicit AEtudes Indicate as quickly as possible the valence of posi>ve & nega>ve words auer seeing photographs of their partner An index of spouses automa>c atudes was formed by subtrac>ng RT for posi>ve words from RT for nega>ve words Higher scores = more posi>ve atudes

evil

awesome

Measuring Implicit AEtudes Indicate as quickly as possible the valence of posi>ve & nega>ve words auer seeing photographs of their partner An index of spouses automa>c atudes was formed by subtrac>ng RT for posi>ve words from RT for nega>ve words Higher scores = more posi>ve atudes

evil awesome

Implicit Atude Toward Spouse

Lovers 500 200 300 Haters 200 500 -300

evil

awesome

We found no correla>on between spouses automa>c and conscious atudes Ss were unaware of their automa>c atudes. Further, spouses automa>c atudes, not their conscious ones, predicted changes in their marital sa>sfac>on spouses with more posi>ve automa>c atudes were less likely to experience declines in marital sa>sfac>on over >me.

We found no correla>on between spouses automa>c and conscious atudes Ss were unaware of their automa>c atudes. Further, spouses automa>c atudes, not their conscious ones, predicted changes in their marital sa>sfac>on spouses with more posi5ve automaJc aItudes were less likely to experience declines in marital sa5sfac5on over 5me.



Example #2: Lesions can dissociate these 2 kinds of processes

Safety (CS-) Danger (CS+)

Assessed Emo4onal Learning (SCR) and Cogni4ve Learning (con4gency awareness)

Skin Conductance (aka SCR, GSR, EDA)

Skin Conductance (aka SCR, GSR, EDA) Measure of the skins electrical conductance Varies depending on the amount of moisture Sweat! Controlled by the SNS Indica>on of psychological or physiological arousal Widely used measure of emo>onal arousal Condi>onable

Maryland Neuroimaging Center

Phils SCR to an electric shock

Skin Conductance (aka SCR, GSR, EDA) Measure of the skins electrical conductance Varies depending on the amount of moisture Sweat! Controlled by the SNS Indica>on of psychological or physiological arousal Widely used measure of emo>onal arousal Condi>onable (learned emo>onal reac>on)

Maryland Neuroimaging Center

Phils SCR to an electric shock

Results

Amygdala Lesions - block the emo>onal component of fear learning (SCR), but not con>ngency awareness

Hippocampal Lesions - Opposite panct neural circuitry

Results

Amygdala Lesions - block the emo>onal component of fear learning (SCR), but not con>ngency awareness

Hippocampal Lesions - Opposite paon

Implica4on - Conscious and pre-conscious processes are independent and reect dis>nct neural circuitry

Implica4on Behavior is normally guided by both conscious and pre-conscious processes (lie outside of awareness) Understanding aspects of T&P that lie outside of conscious awareness mandates the use of implicit behavioral or physiological measures (e.g. SCR/GSR)

End of 2 Examples Material

The End

To consider adding in future terms

Extra Slides: 3rd Example



Example #3: Unconscious emo4onal processes can guide actual behavior

A D B C

Iowa Gambling Task Ss pick 1 card at a >me with the aim of maximizing reward BAD Decks (A/B): big payo with unpredictable big losses GOOD Decks (C/D), smaller immediate gain, smaller losses; higher net reward


A D B C


A D B C BAD BAD GOOD GOOD

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A D B C

Shackman Psyc210 Module05 TraitsAndStates Part1 021215

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Transcript of Shackman Psyc210 Module05 TraitsAndStates Part1 021215