Posts Tagged ‘Learning’

Stockholm Syndrome - "A Primitive Gratitude for the Gift of Life"

Monday, January 11th, 2010

In California, the case of Jaycee Lee Dugard became front-page news in 2009, and the trial of her kidnappers will take place in 2010. Dugard was kidnapped, raped and held captive for 18 years by Phillip Garrido. Over the years, Dugard had many chances to escape or to get help, so many have asked, why didn't she? This response by prisoners is common, as exhibited by the many captives seen in this recent Time article, and is explained as something called Stockholm Syndrome.

When first interviewed by parole officers who were suspicious of her abductor, Jaycee Lee Dugard did not reveal her identity. Instead, she told investigators she was a battered wife from Minnesota who was hiding from her abusive husband, and described Garrido as a "great person" who was "good with her kids." Why would Dugard say these things, even in safe custody of law enforcement?

Stockholm Syndrome is a psychological change that occurs in captives when they are seriously in danger, but are shown acts of kindheartedness by their captors. Captives who exhibit Stockholm Syndrome tend to empathize with and think well and positively of their captors. Such captives fail to identify that their captors' choices are in effect self-serving to only the captors, because the captives are being held against their will. When subjected to prolonged imprisonment, these captives can develop a strong relationship with their captors, in some cases including a mutual sexual interest.

According to the psychoanalytic view of this syndrome, this propensity might be the consequence of employing the strategy evolved by newborn babies to form an emotional connection to the closest authoritative figure in order to increase the likelihood that this adult will facilitate for the survival of the child, if not also prove to be a solid parental figure. In the Dugard case, Garrido seemed to fill that role for her, and therefore, was able to make her trust him for 18 long years.

Sleep on it!

Saturday, January 9th, 2010

During this January term at Harvard, most of us (hopefully) are catching up on all the missed sleep of this past semester and enjoying a period of rejuvenation and rest untroubled by thoughts of upcoming midterms and finals.  As the beginning of second semester looms ever closer, however, most of us are also mentally preparing ourselves for another period of sleep deprivation and cramming on Sunday nights to come.

But perhaps there is a way to cram facts into our head while we sleep, according to a recent study by Rudoy et al of Northwestern University.

The researchers performed a series of tests in which after subjects were taught the locations of certain pictures on the screen, they napped for 90 minutes while sounds related to certain pictures were played. The results showed that all subjects were able to recall the locations of those specific pictures much more efficiently than the pictures not reinforced by sound during sleep.  This would make sense, considering that it is speculated that memory consolidation occurs during sleep and rehearsal is known to be a good way to strengthen specific memories rather it be facts, names, or dates.

Looks like learning a fifth foreign language over J-term with those 1000 phrases on CD playing while you sleep may be an option after all!
And as for next semester, consider recording lectures and sleeping with headphones on – this may very well be the secret to the easy A that you’ve been missing all along! ;)

Interdisciplinary projects from five MBB postdocs

Monday, November 30th, 2009

As undergraduates, we might be accustomed to visiting departmental websites to learn about faculty research. Last Monday’s MBB Postdoctoral Fellows event showcased five postdocs who have struck out on their own, working on research projects that cross interdisciplinary boundaries. Fiery Cushman, Mark Eldalef, Andrea Heberlein, Adam Kampff, and Brian Russ are each sponsored by at least two different MBB departments in their studies of moral judgments, decision-making, mood, learning, and default networks.

Fiery Cushman, jointly sponsored by Joshua Greene (FAS/Psychology), Martin Nowak (Program Evolutionary Dynamics), and David Laibson (FAS/Economics), is puzzling out the different weights we assign to outcomes and intentions in moral judgment and punishment. Surprisingly, a dice game experiment revealed that even when chance, rather than a partner’s choice, influenced how much money someone received, the person often chose to reward or punish on the basis of the outcome. Cushman hypothesizes that we punish outcomes because outcome-based learning is a better teaching strategy. This was corroborated by a dart experiment in which subjects learned the difference between colors that lost and earned money for their partner more quickly when their partners rewarded and punished based on outcome. Cushman believes that an outcome-based attitude towards punishment evolved when we did not have the language to explain intent, and that we should be critical of our own moral psychology and give each other more information so that intent is easier to judge and accidents can be distinguished from maliciousness.

Mark Eldalef, sponsored by Alvaro Pascual-Leone (HMS/Neurology) and Randy Buckner (FAS/Psychology) does work on changing default network activity with Transcranial Magnetic Stimulation (TMS). The default network is the nexus of brain areas active when the brain is awake but resting, not focused on tasks in the outside world. Its activity is anti-correlated with the visual attention network, and it has been implicated in introspective thinking, considering the future, and putting oneself into other people’s mindsets. The default network is often aberrant in disease states such as Alzheimer’s as well as in normal aging. Eldalef’s work aims to find whether TMS can change connectivity within the default network, whether the signal is propagated throughout, if the opposite effect might be found in non-stimulated hubs, and if the result might be distance-dependent. He found that 20hz TMS pulses to the inferior parietal lobule increase default network activation while 1hz pulses decrease it, and that this effect is time-dependent, apparent right after TMS but less visible later on due to compensation. His work demonstrates that we can directly manipulate resting networks in the brain, rather than through behavioral studies, and may have implications for further research on the default network’s function, its reactions to stress, and possibilities for altering disease courses.

Andrea Heberlein, sponsored by Daniel Wegner (FAS/Psychology) and Moshe Bar (HMS/Martinos), is interested in using behavioral and neuroimaging studies to learn how context, motivation and mood influence our perceptions of other people’s minds. Normal research subjects interpret a movie containing geometrical characters behaving in seemingly intentional ways by anthropomorphizing them. Evolutionarily, we tend to err on the side of over-attributing minds to objects because it is the safer route. The content we attribute to other minds tends to fall into two categories, experience (phenomenology) and agency (planning/control). Emotions such as sadness seem to increase our perceptions of others’ experience, increasing our empathy and decreasing our propensity to stereotype. Frustration, on the other hand, causes us to attribute excessive blame and agency to other minds, while dampening our perception of their experience and ability to be affected by our actions. Her next steps will involve using MRIs to detect what other moods are associated with which types of information about other minds, for instance, whether her predictions that fear causes a perception of increased agency but no change in experience, and embarrassment a perception of more agency and experience, are supported by brain scans.

Adam Kampff, sponsored by Bence Olveczky (FAS/Organismic and Evolutionary Biology) and Florian Engert (FAS/Molecular and Cellular Biology) is using rodents as a model for motor and procedural learning. He tests rats’ learning in the absence of adaptive behavior by teaching them a highly stereotyped motor skill involving pressing levers at specific time intervals. Although rats’ actions look unplanned and unskilled, slowing down and comparing several videos of a rat who has been practicing this motor task for weeks shows that they have learned a precise procedure, down to the exact timing and placement of each toe. Kampff is also interested in how this motor memory is stored, a question which is addressed by lesions studies, transient chemical inactivation, and optical excitation and inhibition of specific brain regions. Kampff found that removing the motor cortex of a rat that has already learned the procedure has no impact on performance. Optical imaging has been an obstacle in awake, behaving rats, but the Olveczky lab has found a way of combining water rewards and head mounting to use powerful imaging tools to examine the pattern of neural activation in conscious, active rats.

Brian Russ, sponsored by Alvaro Pascual-Leone (HMS/Neurology) and Marc Hauser (FAS/Psychology), studies the neural basis of moral cognition and the cognitive and evolutionary components of recognizing ownership. Moral decision-making derives from three different areas: the right temporal parietal junction (rTPJ), the dorsalateral prefrontal cortex (DLPC), and the medial prefrontal cortex. Russ is currently using transcranial magnetic stimulation (TMS) to study the role of the DLPC. So far, using TMS to stimulate the DLPC has caused subjects to perceive personal harms as more forbidden than under control conditions, and is particularly sensitive to using people as means. Russ also does field work on ownership in the minds of animals and has discovered that rhesus monkeys that are offered two identical rewards will go for the one that is less connected to the research (e.g. not tied by a rope), as the attachment makes the reward seem more competitive. This suggests that they have some understanding of ownership in the case of a direct physical connection, but further work remains on how rhesus monkeys perform on tasks of nonexplicit ownership.

Kafka Inspires Science: Irrationality motivates rationality

Wednesday, October 7th, 2009

"How Nonsense Sharpens the Intellect” was a headline The Brain couldn’t resist.

This NYT article covers a recently published paper in Psychological Science that suggests that exposure to incoherent situations facilitates our search for novel patterns. In other words, after a bout of babble and confusion, our brains make an extra effort to grasp for meaning in other places, and as such, learn more effectively. So, does this mean that a revisitation of a certain beauty pageant in 2007 might help you memorize that unsettlingly long Chinese vocab list?

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Drawing from the works of Franz Kafka and responses by admirers such as Albert Camus, this field of psychology research explores the limits of the Meaning-Maintenance Model. This model "posits that people naturally assemble mental representations of expected associations that organize their beliefs and perceptions, and provide them with a general feeling that their lives make sense” (Proulx and Heine, 2009). (The Brain finds this reassuring.) And "meaning threats” are those experiences which violate people’s "meaning frameworks.”

For example, The Brain used to believe that Santa Claus was real and that he delivered toys and coal to children all over the world in one special night (meaning framework). However, The Brain noticed that her parents were acting awfully suspicious one Christmas Eve—they were carrying around presents before it was even dark (meaning threat)!

Previous studies have found that people can cope with meaning threats in different ways. They may try to make sense of the threat so that it fits within their framework. Or, they may adjust the framework so that the threat fits in. Most recently, psychologists have found a third alternative—people may just affirm a meaning framework different (but relevant) from the framework that was threatened, perhaps to regain a sense of control. (Yes, our species seems to be a little pathetic.)

Let’s go back to the "I believe in Santa Claus” example. Now, The Brain considered the possibility that Santa Claus asked Mom and Dad to take care of things because it was a particularly busy year. But then, The Brain remembered the horrible rumor that was going around lately in the school playground: Santa Claus was someone parents made up so that their kids behaved! So, The Brain considered the possibility that Santa Claus does not exist after all (which explains her parents’ actions). Finally, after some moments of intense rumination, The Brain concluded: ‘Well, thank goodness for the Tooth Fairy!’

This particular experiment however, led by Travis Proulx from UC-Santa Barbara and Steven J. Heine from University of British Columbia, approaches the third alternative from a different angle. Instead of studying how people compensate for meaning threats by affirming previously learned frameworks, Proulx and Heine observed how people respond to meaning threats in novel environments. Forget moral beliefs, political worldviews, and fantasies of gullible children—what happens when we take away the crutch? Do people fall, or find a new one to lean on?

The results? Proulx and Heine found that not only were participants in the meaning-threat condition more motivated to find meaning in a novel environment, they were also better at finding actually existing patterns that the experimenters embedded (in letter strings).

Just in case you were curious—the experiment actually involved reading modified versions of Kafka’s "The Country Doctor.” Participants in the control condition read a conventional narrative:

fig1

However, participants in the meaning-threat condition read a story with the following plot:

fig2

(For the complete text used in the experiment, click here.)

Unfortunately, this doesn’t mean that Miss Teen South Carolina can help you with your geography exam. After all, Proulx and Heine observed the effects in an implicit learning task (artificial-grammar learning task). Deliberate, explicit learning is the kind of learning that’s going to help The Brain pass a class.

Sadly, browsing nonsense on YouTube remains to be simply… procrastination. But The Brain won’t give up hope.

…Squirrels!

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Proulx, Travis and Steven J. Heine. 2009. Connections from Kafka: Exposure to meaning threats improves implicit learning of an artificial grammar. Psychological Science 20: 1125-1131.