Museums & the Mind III, ASTC 2008

The Neuroscience of Knowledge Seeking and Learning Jennifer A. Mangels, PhD Baruch College, City University of New York

Goosebumps : Fear System ,[object Object],[object Object],[object Object],[object Object]

Why does fear help memory? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Balancing Fear with Seeking ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

What’s interesting? ,[object Object],[object Object]

What’s interesting? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],(Silvia, 2006; Silvia, 2008)

Novelty and Dopamine ,[object Object],[object Object],[object Object],[object Object],[object Object],(Neural activity in midbrain of monkeys when receiving rewards (green) or punishment (red) Hollerman & Schultz, 1998) 250 ms

Prediction Error and Learning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Hippocampus Midbrain DA fMRI activity More activity for rewarded items that were later remembered ( ★ ) ≈ ç ≈ ç

Midline frontal regions also register novelty -- rapidly orient attention P3a P3a (Butterfield & Mangels, 2003) Map of scalp-recorded brain activity Unexpected > Expected outcome * * P3a Unexpected bad outcome Unexpected good outcome Expected bad outcome Expected good outcome (Buttefield & Mangels, 2003; Mangels, et al., 2006)

Novelty enhances memory ,[object Object],[object Object],(Mangels, Butterfield, Lamb, Good, & Dweck, 2006) Memory for event Expected bad outcomes Un expected bad outcomes (Mangels, et al., 2006) *** threatened challenged ** *

Optimizing Arousal Levels of Arousal Too little Too much (Optimal) Cognitive Performance Yerkes-Dodson Inverted U-Shaped Curve (including stress/fear-based and novelty-based arousal)

The importance of comprehension ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],(Tomaka, Blascovitch, Kibler, & Ernst, 1997) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Deeper engagement in learning when novelty-complexity is appraised as challenging rather than threatening 500-1000 ms ,[object Object],[object Object],threatened challenged (Mangels, et al., 2006)

Conclusions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Conclusions ,[object Object],[object Object],[object Object],[object Object]

References ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Museums & the Mind III, ASTC 2008

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Ähnlich wie Museums & the Mind III, ASTC 2008

Ähnlich wie Museums & the Mind III, ASTC 2008 (20)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

Museums & the Mind III, ASTC 2008