Emotion has a substantial influence on the cognitive processes in humans, including perception, attention, learning, memory, reasoning, and problem solving. Emotion has a particularly strong influence on attention, especially modulating the selectivity of attention as well as motivating action and behavior. This attentional and executive control is intimately linked to learning processes, as intrinsically limited attentional capacities are better focused on relevant information. Emotion also facilitates encoding and helps retrieval of information efficiently. However, the effects of emotion on learning and (...) memory are not always univalent, as studies have reported that emotion either enhances or impairs learning and long-term memory retention, depending on a range of factors. Recent neuroimaging findings have indicated that the amygdala and prefrontal cortex cooperate with the medial temporal lobe in an integrated manner that affords (i) the amygdala modulating memory consolidation; (ii) the prefrontal cortex mediating memory encoding and formation; and (iii) the hippocampus for successful learning and long-term memory retention. We also review the nested hierarchies of circular emotional control and cognitive regulation (bottom-up and top-down influences) within the brain to achieve optimal integration of emotional and cognitive processing. This review highlights a basic evolutionary approach to emotion to understand the effects of emotion on learning and memory and the functional roles played by various brain regions and their mutual interactions in relation to emotional processing. We also summarize the current state of knowledge on the impact of emotion on memory and map implications for educational settings. In addition to elucidating the memory-enhancing effects of emotion, neuroimaging findings extend our understanding of emotional influences on learning and memory processes; this knowledge may be useful for the design of effective educational curricula to provide a conducive learning environment for both traditional “live” learning in classrooms and “virtual” learning through online-based educational technologies. (shrink)

A recent paper by Tom Stern suggests that Socrates’s philosophical psychology, which emphasizes rational reflection, is superior to Nietzsche’s drive model when explaining human behavior. I argue that Stern’s analysis is wrong on three fronts. First, the models share common, though inverted, features. Second, Stern fails to consider the role of Socrates’s daimon when evaluating Socrates’s philosophy of mind; third, Nietzsche’s model is more warranted. In sum, Nietzsche’s philosophical psychology is a correction of the Socratic.

The hypothesis that play behavior is more prevalent in larger-brained animals has recently been challenged. It may be, for example, that only certain brain structures are related to play. Here, we analyze social play behavior with regards to the cerebellum: a structure strongly implicated in motor-development, and possibly also in cognitive skills. We present an evolutionary analysis of social play and the cerebellum, using a phylogenetic comparative method. Social play frequency and relative cerebellum size are positively correlated. Hence, there appears (...) to be a link between the evolutionary elaboration of social play and the cerebellum. (shrink)

A second-person neuroscience, as an emerging area of neuroscience and the behavioral sciences, cannot afford to avoid a bottom-up, subcortical, and conative-affective perspective. An example with canid social play and a modern motivational behavioral neursocience will illustrate our point.

To answer the question of why we have consciousness, I propose the following evolutionary trajectory leading to this feature: Nervous systems appeared for the purpose of orchestrating behavior. As a rule of thumb the challenges facing an animal concern either approach or avoidance. These two options were originally hard-wired as reflexes. Improvements in adaptability of response came with an expansion of the computational aspect of the system and a concomitant shift from simple reflexes to instinctual behavior, learning, and eventually, feelings. (...) The assessment of positive and negative feelings allows organisms to weigh various options, but for this to be a viable strategy, an awareness of hedonic value is required. This was presumably the first neural attribute to evolve that required awareness, and thus the key force in the evolution of consciousness. The attribute first appeared in the early amniotes (the phylogenetic group comprising reptiles, birds and mammals). Support for this model in current accounts of the neurobiology of feelings and consciousness is discussed. (shrink)