It turns out the Joseph LeDoux is a neuroscientist... and a musician! His laboratory webpage has a bunch of audio and video clips of his group, The Amygdaloids, performing their songs. LeDoux writes the songs and sings on a couple of the tracks, which are all about the brain and emotions! This is so corny and awesome. The link is embedded in the title of this post.
-Also, it might be my bad internet connection, but the videos weren't playing for me.
Thursday, March 1, 2007
Tuesday, February 27, 2007
Chess' Response to Memory Readings
This week’s readings focused on the purpose and process of memory and the specific structures associated with it. They sought to emphasis the vital role of memory in both humans and animals.
In McGaugh's "Memory and Emotion,” he agrees with other psychologists who state that rehearsal of information or skills creates stronger memories. Actually, others go so far as to suggest that emotionally intense experiences are remembered so vividly only because they are recalled often. McGaugh argues for the role of emotional arousal. In his preface, he mentions that in medieval times, before writing was used to keep historical records, other means had to be found in order to maintain record of important events. One such method was to select a child around seven years of age and instruct him to watch the proceedings very carefully. Afterwards, he was thrown into a river.
Just as victims of plane crashes and car accidents can testify, the child’s memory was almost always remarkably vivid and enduring. McGaugh asserts that emotional arousal activates stress hormones that regulate the consolidation of recently acquired information in separate brain regions. This makes sense when we consider our most vivid memories (referring here to explicit, declarative or conscious memories). People will not likely remember what they had for breakfast three Tuesdays prior, however a near death experience will stay with us forever. From an evolutionary perspective, this ability to remember emotionally charged events is highly advantageous. To use his example, it’s beneficial for the rabbit to remember where the fox lives and how s/he escaped from it.
However, McGaugh does note explicit memories’ selective nature. He agrees that this selectivity is critically important. However, he also recognizes that while emotional significance is great for creating enduring memories, they are not necessarily accurate ones.
Finally, McGaugh notes the differences in long and short-term memory. Interestingly, he believes that recent (short-term) and remote memories (long-term) are based on different process, rather than the same process differing only in durability. As his several case studies seem to prove, long-term memory does not require short-term memory. Lasting memories are not created instantly, but rather consolidate over time. Additionally, his research suggests that explicit (a.k.a. declarative or conscious) and implicit (a.k.a. nondeclarative, unconscious, or procedural) are also the result of separate processes.
Dolcos et al.’s experiment on the role of the amygdala and the medial temporal lobe memory system in retrieving emotional memories also yielded several interesting results. However I had so many problems with the methodology, I cannot accept the results too readily. Although I have several issues with this experiment, particularly their belief of a single year constituting as “long term,” my primary problem concerns their use of only nine (9!) females subjects, chosen because “ . . . compared with men, women are physiologically more reactive than to emotional stimuli and are more likely to report intense emotional experiences.” (Dolcos et al. 2627) This statement is grossly incorrect. Physiologically speaking, women generally respond more to disgusting or saddening imagery while men respond much, much more to threatening or aggressive images. (Barrett et al. 2006) (Verona & Curtin 2006) (Wagner & Ochsner 2004) (Wagner et al. 2005) etc. etc. As far as women being “more likely to report intense emotional experiences,” this only demonstrates the experimenter’s inherit bias and the subjects' compliance to current social norms regarding the description of emotional experiences, which vary greatly according to culture and individual differences. (Ellsworth & Yamaguchi 2006) (Wagner & Ochsner 2004)
That aside, the article did do a satisfactory job proving the memory-enhancing effecta of emotion. It also successfully explained the stages of the process of memory: (1) encoding: the creation of new memory traces, (2) consolidation and storage: the stabilization and persistence of these memories, and finally, (3) retrieval: the final access to these stored memories. (Dolcos et al. 2005 2) In the experiment, every one of the whopping nine subjects was shown both neutral and emotionally charged images one year earlier. Afterwards, they were again shown images in order to discover the effect of emotion on their memory recollection and familiarity in addition to the specific brain structures responsible. However, in order to fully understand the experiments results, it is important to first differentiate between the two forms of episodic memory retrieval: recollection (explicit memory) and familiarity (implicit memory). “Recollection refers to memory for an event that is accompanied by the retrieval of contextual information and other associated elements, whereas familiarity refers to the feeling that an event happened in the past, but no associated information can be retrieved.” (Dolcos et al. 2005 2) The emotional images were predictably remembered better, however this memory-enhancing effect only affected recollection, while familiarity remained uninfluenced. This successful retrieval of emotional images caused greater activity in the amygdala, entorhinal cortex, and hippocampus than the neutral ones. “Moreover, in the amygdala and hippocampus, the emotion effect was greater for recollection than for familiarity, whereas in the entorhinal cortex, it was similar in both forms of retrieval. (Dolcos et al. 2005 2)
Finally, there was LeDoux’s discussion of memory. Typical of his style, he cited the evolutionary reasons behind our current processes of memory and our learned responses to those memories, citing numerous examples from animal behavior. He played particular attention to fear responses and our ability (and apparently animal’s ability as well) to especially remember experiences that caused us fear. He also paid special attention to the amygdala and it various components in order to discover the various function(s) of each of the brain’s separate structure. I continually find it strange that although LeDoux repeatedly criticizes earlier psychologists for attempting to assign specific brain structures with specific roles, he too spends a large majority of his argument doing the same.
In McGaugh's "Memory and Emotion,” he agrees with other psychologists who state that rehearsal of information or skills creates stronger memories. Actually, others go so far as to suggest that emotionally intense experiences are remembered so vividly only because they are recalled often. McGaugh argues for the role of emotional arousal. In his preface, he mentions that in medieval times, before writing was used to keep historical records, other means had to be found in order to maintain record of important events. One such method was to select a child around seven years of age and instruct him to watch the proceedings very carefully. Afterwards, he was thrown into a river.
Just as victims of plane crashes and car accidents can testify, the child’s memory was almost always remarkably vivid and enduring. McGaugh asserts that emotional arousal activates stress hormones that regulate the consolidation of recently acquired information in separate brain regions. This makes sense when we consider our most vivid memories (referring here to explicit, declarative or conscious memories). People will not likely remember what they had for breakfast three Tuesdays prior, however a near death experience will stay with us forever. From an evolutionary perspective, this ability to remember emotionally charged events is highly advantageous. To use his example, it’s beneficial for the rabbit to remember where the fox lives and how s/he escaped from it.
However, McGaugh does note explicit memories’ selective nature. He agrees that this selectivity is critically important. However, he also recognizes that while emotional significance is great for creating enduring memories, they are not necessarily accurate ones.
Finally, McGaugh notes the differences in long and short-term memory. Interestingly, he believes that recent (short-term) and remote memories (long-term) are based on different process, rather than the same process differing only in durability. As his several case studies seem to prove, long-term memory does not require short-term memory. Lasting memories are not created instantly, but rather consolidate over time. Additionally, his research suggests that explicit (a.k.a. declarative or conscious) and implicit (a.k.a. nondeclarative, unconscious, or procedural) are also the result of separate processes.
Dolcos et al.’s experiment on the role of the amygdala and the medial temporal lobe memory system in retrieving emotional memories also yielded several interesting results. However I had so many problems with the methodology, I cannot accept the results too readily. Although I have several issues with this experiment, particularly their belief of a single year constituting as “long term,” my primary problem concerns their use of only nine (9!) females subjects, chosen because “ . . . compared with men, women are physiologically more reactive than to emotional stimuli and are more likely to report intense emotional experiences.” (Dolcos et al. 2627) This statement is grossly incorrect. Physiologically speaking, women generally respond more to disgusting or saddening imagery while men respond much, much more to threatening or aggressive images. (Barrett et al. 2006) (Verona & Curtin 2006) (Wagner & Ochsner 2004) (Wagner et al. 2005) etc. etc. As far as women being “more likely to report intense emotional experiences,” this only demonstrates the experimenter’s inherit bias and the subjects' compliance to current social norms regarding the description of emotional experiences, which vary greatly according to culture and individual differences. (Ellsworth & Yamaguchi 2006) (Wagner & Ochsner 2004)
That aside, the article did do a satisfactory job proving the memory-enhancing effecta of emotion. It also successfully explained the stages of the process of memory: (1) encoding: the creation of new memory traces, (2) consolidation and storage: the stabilization and persistence of these memories, and finally, (3) retrieval: the final access to these stored memories. (Dolcos et al. 2005 2) In the experiment, every one of the whopping nine subjects was shown both neutral and emotionally charged images one year earlier. Afterwards, they were again shown images in order to discover the effect of emotion on their memory recollection and familiarity in addition to the specific brain structures responsible. However, in order to fully understand the experiments results, it is important to first differentiate between the two forms of episodic memory retrieval: recollection (explicit memory) and familiarity (implicit memory). “Recollection refers to memory for an event that is accompanied by the retrieval of contextual information and other associated elements, whereas familiarity refers to the feeling that an event happened in the past, but no associated information can be retrieved.” (Dolcos et al. 2005 2) The emotional images were predictably remembered better, however this memory-enhancing effect only affected recollection, while familiarity remained uninfluenced. This successful retrieval of emotional images caused greater activity in the amygdala, entorhinal cortex, and hippocampus than the neutral ones. “Moreover, in the amygdala and hippocampus, the emotion effect was greater for recollection than for familiarity, whereas in the entorhinal cortex, it was similar in both forms of retrieval. (Dolcos et al. 2005 2)
Finally, there was LeDoux’s discussion of memory. Typical of his style, he cited the evolutionary reasons behind our current processes of memory and our learned responses to those memories, citing numerous examples from animal behavior. He played particular attention to fear responses and our ability (and apparently animal’s ability as well) to especially remember experiences that caused us fear. He also paid special attention to the amygdala and it various components in order to discover the various function(s) of each of the brain’s separate structure. I continually find it strange that although LeDoux repeatedly criticizes earlier psychologists for attempting to assign specific brain structures with specific roles, he too spends a large majority of his argument doing the same.
Monday, February 26, 2007
Reading Response for 2/28
In the readings for this week, both McGaugh and LeDoux look at learning and memory mechanisms that are shared with animals (uncovered largely through experiments done on animals) and discuss what about them is adaptive.
One aspect of memory that McGaugh discusses is the fact that long-term memory involves consolidation over a long period of time. He believes that this long period of consolidation is adaptive because it allows the subsequent neurobiological processes to affect how strong a memory is. He points out that this feature of consolidating long-term memory is shared with rats, birds, bees, mollusks and fish and “…clearly emerged early in evolution and was conserved” presumably because it worked well.
Linking emotional response and learning, LeDoux discusses in depth that the fear response makes quick learning possible, and the learning will persist for a long period of time. Just one exposure to a conditioned stimulus-unconditioned stimulus pairing is enough for an animal to show conditioned fear and this association will persist, as evolution has ensured that animals will quickly learn what can threaten their survival and retain the memory in order to be able to draw on this knowledge in future situations. The work of Dolcos et. al. establishes that in fact people do more easily retrieve memories that are more emotional for them. It seems very efficient of the memory system to make it easy for people to retrieve those memories that feel important to the individual and that it may be necessary for him to reflect on.
Implicit memory is another system in the brain that seems to have protective value much like the quick pathway in the fear response system. McGaugh and LeDoux both give examples of how working and implicit memory works even in amnesic patients, like H.M. who are unable to consolidate long-term memories. Le Doux gives the example of the patient whose doctor pricked her with a tack when shaking her hand one day and how the patient, without remembering the incident, refused to shake his hand again. Both LeDoux and McGaugh gives example from the research of Elizabeth Warrington and Lawrence Weiskrantz who showed that amnesic patients who were shown full pictures of objects on three days of testing could subsequenty identify the objects correctly from just fragments of the pictures as well as others. Through their behavior these people all show learning that they don’t explicitly recall. It is interesting that our brains contain basic systems that underlie more complex systems which, when they are unharmed, persist even when higher systems are damaged. It seems highly adaptive that there is a mechanism in place that enables people to learn from experiences in a way that guides future behavior even when they have lost the ability to consciously evaluate those experiences. Even the injured brain is still doing the best it can to help them survive.
These descriptions of implicit memory make me think of the ideas expressed in our readings on the early relationship between a non-verbal infant and caregiver. These early experiences are not something that a child will explicitly remember but she will learn from them nonetheless. And Le Doux makes the point that implicit memories tend to be long-lasting. He also mentions that due to the implicit memory system, people can be cued in such a way that they have an emotional reaction without knowing explicitly why. The amygdala can be set off and create a physical feeling in the body so that you “find yourself in the throes of an emotional state that exists for reasons you do not quite understand.” For these reasons, (and more) early experiences may be very much with a person as she develops and may operate as a very powerful though unfathomable force.
I find the implicit memory system overall to be mysterious and am still mulling over the idea that traces of prior experiences affect our reactions and our behavior without our awareness. I wonder if there are ways to make something that is in the realm of implicit memory known to ourselves explicitly or to change it? Is the implicit memory system as active in people whose memories are intact? I would like to know more about the ways in which different emotions have implicit and explicit components.
One aspect of memory that McGaugh discusses is the fact that long-term memory involves consolidation over a long period of time. He believes that this long period of consolidation is adaptive because it allows the subsequent neurobiological processes to affect how strong a memory is. He points out that this feature of consolidating long-term memory is shared with rats, birds, bees, mollusks and fish and “…clearly emerged early in evolution and was conserved” presumably because it worked well.
Linking emotional response and learning, LeDoux discusses in depth that the fear response makes quick learning possible, and the learning will persist for a long period of time. Just one exposure to a conditioned stimulus-unconditioned stimulus pairing is enough for an animal to show conditioned fear and this association will persist, as evolution has ensured that animals will quickly learn what can threaten their survival and retain the memory in order to be able to draw on this knowledge in future situations. The work of Dolcos et. al. establishes that in fact people do more easily retrieve memories that are more emotional for them. It seems very efficient of the memory system to make it easy for people to retrieve those memories that feel important to the individual and that it may be necessary for him to reflect on.
Implicit memory is another system in the brain that seems to have protective value much like the quick pathway in the fear response system. McGaugh and LeDoux both give examples of how working and implicit memory works even in amnesic patients, like H.M. who are unable to consolidate long-term memories. Le Doux gives the example of the patient whose doctor pricked her with a tack when shaking her hand one day and how the patient, without remembering the incident, refused to shake his hand again. Both LeDoux and McGaugh gives example from the research of Elizabeth Warrington and Lawrence Weiskrantz who showed that amnesic patients who were shown full pictures of objects on three days of testing could subsequenty identify the objects correctly from just fragments of the pictures as well as others. Through their behavior these people all show learning that they don’t explicitly recall. It is interesting that our brains contain basic systems that underlie more complex systems which, when they are unharmed, persist even when higher systems are damaged. It seems highly adaptive that there is a mechanism in place that enables people to learn from experiences in a way that guides future behavior even when they have lost the ability to consciously evaluate those experiences. Even the injured brain is still doing the best it can to help them survive.
These descriptions of implicit memory make me think of the ideas expressed in our readings on the early relationship between a non-verbal infant and caregiver. These early experiences are not something that a child will explicitly remember but she will learn from them nonetheless. And Le Doux makes the point that implicit memories tend to be long-lasting. He also mentions that due to the implicit memory system, people can be cued in such a way that they have an emotional reaction without knowing explicitly why. The amygdala can be set off and create a physical feeling in the body so that you “find yourself in the throes of an emotional state that exists for reasons you do not quite understand.” For these reasons, (and more) early experiences may be very much with a person as she develops and may operate as a very powerful though unfathomable force.
I find the implicit memory system overall to be mysterious and am still mulling over the idea that traces of prior experiences affect our reactions and our behavior without our awareness. I wonder if there are ways to make something that is in the realm of implicit memory known to ourselves explicitly or to change it? Is the implicit memory system as active in people whose memories are intact? I would like to know more about the ways in which different emotions have implicit and explicit components.
Reading Response 2/28/07.
The most common theme throughout each of this week’s readings was the emphasis placed by the authors on the vital importance of memory – not only for the ability to learn various facts and figures, but to survive – as memory is a critical link to the defense mechanisms of all animals in the presence of any and all perceived danger. The articles also explore structural components of the brain that facilitate these memory processes.
In Chapter 6 and 7 of "The Emotional Brain," LeDoux places a strong emphasis on the link between emotionally charged (and often frightening) experiences and our "...specific patterns of neural wiring..." that allow our bodies to react appropriately when similar events occur - and thus escape from the danger they could potentially bring (Le Doux 141). This fear conditioning allows humans and animals to respond to threatening situations through the development of physiological responses (such as freezing, heightened heart rate and blood pressure, and the release of stress hormones into the bloodstream) which can provide a life-saving escape route when one's life is in jeopardy. And, as LeDoux illustrates, these responses can be seen as much in wild animals escaping predators to a human's sweaty palms, increased heart rate, and dry mouth when she expects she is being followed by a stranger. LeDoux later goes on to explain how damage to the amygdala, a small, almond-shaped region in the forebrain, prevents these conditioned reactions from occuring. And in Chapter 7, it is shown that one of the most unique aspects of our emotional memory system is how it can (and often does) function with a lack of "...explicit conscious memory of the emotional learning experience...", creating an almost reflexive response to similar events that occur in the future (182).
In McGaugh's "Memory and Emotion," we are again shown the necessity of memory to survival. Described as the "...consequence of learning from an experience," McGaugh also addresses the brain's selectivity in remembering certain types of events more readily than others (McGaugh 7). But most importantly, McGaugh addresses why "...emotionally arousing experiences..." are the memories most favored (McGaugh 7). In this, McGaugh discusses the adaptive qualities in remembering our most emotional experiences - not only to protect ourselves from the dangers LeDoux describes - but to encourage personal progress by recalling our successes. And through McGaugh's thorough exploration of the emotional memory in animals, he simultaneously links the findings to how these same emotional systems operate in humans.
Lastly, in the study by Dolcos, LaBar, and Cabeza, we are again emotional memories are better remembered than neutral memories, as the amygdala and medial temporal lobe memory systems are most affective when used to recollect emotional experiences.
While it is clear that emotional memories have a distinct impact on the memory systems of the brain, I would be interested in further discussing how the brain selects which emotional experiences to store and discard, and how certain traumatic emotional experiences manage to be successfully forgotten (such as rape) while others are always present (such as 9/11). How do these memories, both conscious and repressed, function in PTSD patients? Also, I would be interested in understanding more how traumatic events from one's early life impact their adult years, even as they do not consciously recall what has occurred.
In Chapter 6 and 7 of "The Emotional Brain," LeDoux places a strong emphasis on the link between emotionally charged (and often frightening) experiences and our "...specific patterns of neural wiring..." that allow our bodies to react appropriately when similar events occur - and thus escape from the danger they could potentially bring (Le Doux 141). This fear conditioning allows humans and animals to respond to threatening situations through the development of physiological responses (such as freezing, heightened heart rate and blood pressure, and the release of stress hormones into the bloodstream) which can provide a life-saving escape route when one's life is in jeopardy. And, as LeDoux illustrates, these responses can be seen as much in wild animals escaping predators to a human's sweaty palms, increased heart rate, and dry mouth when she expects she is being followed by a stranger. LeDoux later goes on to explain how damage to the amygdala, a small, almond-shaped region in the forebrain, prevents these conditioned reactions from occuring. And in Chapter 7, it is shown that one of the most unique aspects of our emotional memory system is how it can (and often does) function with a lack of "...explicit conscious memory of the emotional learning experience...", creating an almost reflexive response to similar events that occur in the future (182).
In McGaugh's "Memory and Emotion," we are again shown the necessity of memory to survival. Described as the "...consequence of learning from an experience," McGaugh also addresses the brain's selectivity in remembering certain types of events more readily than others (McGaugh 7). But most importantly, McGaugh addresses why "...emotionally arousing experiences..." are the memories most favored (McGaugh 7). In this, McGaugh discusses the adaptive qualities in remembering our most emotional experiences - not only to protect ourselves from the dangers LeDoux describes - but to encourage personal progress by recalling our successes. And through McGaugh's thorough exploration of the emotional memory in animals, he simultaneously links the findings to how these same emotional systems operate in humans.
Lastly, in the study by Dolcos, LaBar, and Cabeza, we are again emotional memories are better remembered than neutral memories, as the amygdala and medial temporal lobe memory systems are most affective when used to recollect emotional experiences.
While it is clear that emotional memories have a distinct impact on the memory systems of the brain, I would be interested in further discussing how the brain selects which emotional experiences to store and discard, and how certain traumatic emotional experiences manage to be successfully forgotten (such as rape) while others are always present (such as 9/11). How do these memories, both conscious and repressed, function in PTSD patients? Also, I would be interested in understanding more how traumatic events from one's early life impact their adult years, even as they do not consciously recall what has occurred.
Sunday, February 25, 2007
This week’s readings focused specifically on picking apart the complexity of memory and the structures within the brain that are associated with conscious and unconscious remembering. In these readings the authors start to unwind the different forms of memory and their inherent connection to emotion.
In the first three chapters of James McGaugh’s Memory and Emotion he emphasizes the importance of memory in our lives, not only as a form of self-kept documentation of our own experiences but also as a necessary part of learning from those experiences. The ability to consolidate and store our current experiences is essential to learning. Without this ability, functioning from day to day is extremely difficult. H.M, a patient whose case is one of the most well studied cases of memory loss, has provided some of the most critical aspects of memory. In order to relieve his seizures his entire temporal lobe, including the hippocampus, amygdala and the caudate. This resulted in severe memory impairment, which prevented him from making new memories. However, other tests with H.M. showed that some aspects of memory and learning are still intact, revealing the fact that the hippocampus is not necessarily the only region of the brain in which implicit learning takes place. One of McGaugh’s main focuses was on the fact that memory has different forms, more specifically, short term and long term memory.
LeDoux links memory more directly to emotions and emotional responses. In chapter six he talks about the connection between a stimulus and an emotion. He uses the example of a rat that is placed in a cage, an electric shot to the feet is administered, paired with a sound. The rat, when hearing the sound produces the same emotional response that it would have if the shock was being administered. ‘Fear conditioning’ is absolutely necessary for survival, without it our defense system is nil. This greatly supports the original idea that emotional responses were originally used for survival. When approached by a predator the autonomic nervous system is activated, producing a physical response in defense. LeDoux also talks about the selectivity of memory. In his findings it seems that an individual much more likely to remember something that evoked a strong emotional response rather than an event that has no emotional significance. The brain is also selective in what aspects of the memory are clearer than others. Memories are also not exact copies of an event. It seems most likely that the act of remembering an event produces a similar emotional response as to when you were experiencing it, which has the potential to influence your recollection of that event. These holes in memory are things I found the most intriguing. Evolutionarily, what is the advantage to only remembering certain details about an event? What is the advantage to exaggerating the details?
The study done by Dolcos, LaBar and Cabeza focused specifically on the ability to recall emotional or neural pictures over a period of one year. They were specifically looking for brain activity within the amygdala. They took nine young female adults and selected neural and emotional images. Each image was shown as the MRI machine took an image of their brain. They were told to rate the picture from 1-3, 1 being unpleasant and 3 pleasant. One year later the test was repeated with new and old images. The subjects were asked to press ‘know,’ ‘remember’ or ‘new.’ The ending results yielded (as predicted) a greater recognition and emotional reading than the neutral ones. Evolutionarily, it seems obvious that we should develop in a way that we would be more likely to remember the emotionally charged events in our lives. If memory is the ‘consequence of learning from an experience’ as James McGaugh has said, we would do best to learn from those experiences where we felt the most.
In the first three chapters of James McGaugh’s Memory and Emotion he emphasizes the importance of memory in our lives, not only as a form of self-kept documentation of our own experiences but also as a necessary part of learning from those experiences. The ability to consolidate and store our current experiences is essential to learning. Without this ability, functioning from day to day is extremely difficult. H.M, a patient whose case is one of the most well studied cases of memory loss, has provided some of the most critical aspects of memory. In order to relieve his seizures his entire temporal lobe, including the hippocampus, amygdala and the caudate. This resulted in severe memory impairment, which prevented him from making new memories. However, other tests with H.M. showed that some aspects of memory and learning are still intact, revealing the fact that the hippocampus is not necessarily the only region of the brain in which implicit learning takes place. One of McGaugh’s main focuses was on the fact that memory has different forms, more specifically, short term and long term memory.
LeDoux links memory more directly to emotions and emotional responses. In chapter six he talks about the connection between a stimulus and an emotion. He uses the example of a rat that is placed in a cage, an electric shot to the feet is administered, paired with a sound. The rat, when hearing the sound produces the same emotional response that it would have if the shock was being administered. ‘Fear conditioning’ is absolutely necessary for survival, without it our defense system is nil. This greatly supports the original idea that emotional responses were originally used for survival. When approached by a predator the autonomic nervous system is activated, producing a physical response in defense. LeDoux also talks about the selectivity of memory. In his findings it seems that an individual much more likely to remember something that evoked a strong emotional response rather than an event that has no emotional significance. The brain is also selective in what aspects of the memory are clearer than others. Memories are also not exact copies of an event. It seems most likely that the act of remembering an event produces a similar emotional response as to when you were experiencing it, which has the potential to influence your recollection of that event. These holes in memory are things I found the most intriguing. Evolutionarily, what is the advantage to only remembering certain details about an event? What is the advantage to exaggerating the details?
The study done by Dolcos, LaBar and Cabeza focused specifically on the ability to recall emotional or neural pictures over a period of one year. They were specifically looking for brain activity within the amygdala. They took nine young female adults and selected neural and emotional images. Each image was shown as the MRI machine took an image of their brain. They were told to rate the picture from 1-3, 1 being unpleasant and 3 pleasant. One year later the test was repeated with new and old images. The subjects were asked to press ‘know,’ ‘remember’ or ‘new.’ The ending results yielded (as predicted) a greater recognition and emotional reading than the neutral ones. Evolutionarily, it seems obvious that we should develop in a way that we would be more likely to remember the emotionally charged events in our lives. If memory is the ‘consequence of learning from an experience’ as James McGaugh has said, we would do best to learn from those experiences where we felt the most.
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