1) Emotional states monopolize the resources of the brain [upward causation or via button-up]
fact, the emotional stimuli are among the most potent activators of the modular system. [...] In the presence of a threatening stimulus amygdala sends neural connections through direct feedback to the sensory areas of the cortex, stimulating these areas to keep attention focused on particular aspects of critical contextual stimulus [a. influence selective attention]. The feedback amygdaloid reaches other cortical areas involved in thinking and in the formation of explicit memories, stimulating them to produce particular thoughts and memories on the form special situation. [B. influence working memory]. In addition, the amygdala sends connections to activating systems, causing to release modulatory chemicals throughout the brain [c. active multimodal motivational systems]. Synapses actively involved in: a.
processing of the external world,
b. the activity of thinking about the world,
c. the formation of memories about it, [changing the plasticity of the brain],
d. amygdaloid receiving feedback, then
will be enhanced.
[...] At the same time, will manifest the bodily responses controlled by the amygdala, providing further information and then return to the brain, not only in the form of feelings that are part of the answer "felt" emotion, but also in the form of hormones that further influence synaptic activity, for a longer period of time also modulators. The end result is that an emotional arousal. spreads extensively within the brain and 2. perpetuated [circular]. [...] The arousal of an emotional state not only large part of the brain cognitive resources to this state, but will suspend the activities of other emotional systems. Consequently, learning is coordinated through systems in a very specific, which ensures relevance to the appreciation that you are making the emotional situation of the moment. (Pp. 445-47)
Learning is influenced by the emotions in at least two ways, by:
1. classical conditioning. It happens due to Hebb's law, that is due to facilitation of synaptic connections due to individual neurons excited repeatedly. Since the concurrent events, local area networks activity has grown internally and simultaneously connect more easily with the other simultaneously activated.
2. instrumental conditioning. The case for reinforcement, that is, with the help of an award. The cognitive percepts in values \u200b\u200bare associated with pleasant and unpleasant emotional evaluations, and was thus marked somatically, as Damasio would say.
2) Mobility descendant of thoughts coordination plasticity in parallel [Downward causation or via top-down]
If much of the responsibility of the assembly itself is largely due to automatic processes, but this is only part of the story. Convergent representations made in this way are also employed to direct the business processes in the opposite direction along with processing hierarchically organized. Thoughts and memories placed in working memory (LM), for example, can affect: a.
the way we see things,
b. the way we behave.
These executive control of working memory are made possible because the prefrontal cortex, like other areas of convergence, returns projections. In other words, the connections are sent back to the regions that provide afferent convergent. Pulling the right strings (pulling axons right), working memory is able to direct traffic within the areas with which it is connected, by enhancing the processing of stimuli relevant to the task in which it was committed and by inhibiting the processing of other stimuli. The process by which the mind can cause the brain to send out special orders is known as downward causation. [...] If a thought, [but conscious intent] is a pattern of neural activity in a network, not only can determine the activation of another network, but can also lead to a change and plasticity. [...] Mobility retrospective thinking is a powerful means by which it is coordinated in the plasticity of neural systems in parallel. [...] Entrusting such power to the thoughts, we can begin to understand how the way we think about ourselves can have important influences on how we are and who we become. The image of self is autoperpetuante (pp. 443-45). Then the image of the self
baseline due more to the influence of implicit motives button-up, can be made to interact with the image of self motivation as suggested by McCllelland. According to LeDoux, the finding remains the difficulty of harmonizing modular components making up the system of the brain, ie systems motivation, emotional and cognitive. In fact, our brain has evolved to such an extent that the new systems, which enable a complex thought, they can easily control the old systems that give rise to our basic needs and motives, as well as emotional reactions. This does not mean that we are completely at the mercy of our brains that we just have to yield to our impulses. It does mean that the downward causation is sometimes difficult. Not always do the right thing comes naturally from knowing what the right thing to do. In
conclusion, therefore, the self is supported by systems that operate either explicitly or implicitly. Through explicit systems we strive to affirm who we are intentional and how we behave. But only part we actually do so, since we have conscious access to imperfect emotional systems, which play a crucial role both in coordinating learning from other systems. Despite their importance, however, the emotional systems are not always active and only have an influence on what other systems episodic learning and memory. Moreover, as there are many emotional independent systems, the influence of episodic any system self-referral and the time is part of the overall impact that emotions have on the development of the self (pp. 149-50).
Taken from the "Synaptic Self. Such as ours makes us who we are "(2002)
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