Bottom-Up and Top-Down Processes in Emotion Generation: Common and Distinct Neural Mechanisms

Emotions are generally thought to arise through the interaction of bottom-up and top-down processes. However, prior work has not delineated their relative contributions. In a sample of 20 females, we used functional magnetic resonance imaging to compare the neural correlates of negative emotions generated by the bottom-up perception of aversive images and by the top-down interpretation of neutral images as aversive. We found that (a) both types of responses activated the amygdala, although bottom-up responses did so more strongly; (b) bottom-up responses activated systems for attending to and encoding perceptual and affective stimulus properties, whereas top-down responses activated prefrontal regions that represent high-level cognitive interpretations; and (c) self-reported affect correlated with activity in the amygdala during bottom-up responding and with activity in the medial prefrontal cortex during top-down responding. These findings provide a neural foundation for emotion theories that posit multiple kinds of appraisal processes and help to clarify mechanisms underlying clinically relevant forms of emotion dysregulation.National Institutes of Health (U.S.) (Grant MH58147)National Institutes of Health (U.S.) (Grant MH076137

Cognitive-Behavioral Therapy and Neuroscience: Towards Closer Integration

The aim of this review article is to provide an integrative perspective by combining basic assumptions of cognitive behavioral therapy (CBT) with neuroscience research results. In recent years, interdisciplinary research in the field of neuroscience has expanded our knowledge about neurobiological correlates of mental processes and changes occurring in the brain due to therapeutic interventions. The studies are largely based on non-invasive brain imaging techniques, such as functional neuroimaging technologies of positron emission tomography (PET) and functional magnetic resonance imaging (fMRI). The neuroscientific investigations of basic CBT hypotheses have shown that (i) functional and non-functional behavior and experiences may be learned through lifelong learning, due to brain neuroplasticity that continues across the entire lifespan; (ii) cognitive activity contributes to dysfunctional behavior and emotional experience through focusing, selective perception, memory and recall, and characteristic cognitive distortion; on a neurobiological level, there is a relationship between top-down and bottom-up regulation of unpleasant emotional states; and (iii) cognitive activity may be changed, as shown by therapeutic success achieved by metacognitive and mindfulness techniques, which also have their neurobiological correlates in the changes occurring in the cortical and subcortical structures and endocrine and immune systems. The empirical research also shows that neurobiological changes occur after CBT in patients with arachnophobia, obsessive-compulsive disorder, panic disorder, social phobia, major depressive disorder and chronic fatigue syndrome.disorder and chronic fatigue syndrome

The Worsening Trajectory Of Social Impairment In Preterm Born Young Adults And Its Association With Altered Amygdalar Functional Connectivity

Survivors of preterm birth experience long-lasting behavioral problems characterized by increased risk of depression, anxiety, and impaired social functioning. The amygdala is a key region for social functioning, and alterations in amygdalar structure and connectivity are thought to underlie social functioning deficits in many disorders, including preterm birth. However, the trajectory of social impairments in PT and their association with functional connectivity of the amygdala are not well-studied in former preterm born individuals (PTs). It was hypothesized that PTs would show impaired social functioning compared to term controls beginning in early childhood and continuing to young adulthood. It was also hypothesized that amygdala resting state functional connectivity is altered in PT born young adults, and that alterations in amygdala functional connectivity would mediate increased internalizing behavior and socialization problems in PT born young adults. In a group of former very PT infants (600 to 1250 grams birth weight) and matched term (T) controls, measures of social and emotional behavior were examined using the Child Behavior Checklist (CBCL) administered at ages 8, 12, and 16, the Youth Self Report administered at age 16, and the Vineland Adaptive Behavior Scales (VABS) administered at ages 8 and 18. Amygdalar functional connectivity was examined using resting-state functional magnetic resonance imaging at age 20. By parent report, preterm-born children and adolescents exhibit behaviors demonstrating increased social impairment compared to their term-born peers, starting at school-age and becoming more prominent by young adulthood. PT demonstrate a worsening trajectory in CBCL Withdrawn scores from school-age to young adulthood compared to T (group*time interaction p=0.03), and maternal education has a protective effect on this trajectory in the PT population (withdrawn group*time interaction p=0.01). Furthermore, amygdalar connectivity is altered in the formerly prematurely-born, and markers of social impairment correlate negatively with altered amygdala-posterior cingulate cortex connectivity (Social competence r=-0.37, p=0.03; socialization r=-0.42, p=0.01). As this cohort of PTs does not include individuals who suffered any form of neurologic injury, their parent-reported increase in behavioral markers of social impairment may be attributable to prematurity rather than to neurologic injury. Moreover, these data suggest that previously established social impairments in PT as compared to T worsen during the critical period of transition from school-age to adolescence and suggest a possible neural underpinning for these impairments experienced by prematurely-born individuals

Dissociated responses in the amygdala and orbitofrontal cortex to bottom-up and top-down components of emotional evaluation

Although emotional responses to stimuli may be automatic, explicit evaluation of emotion is a voluntary act. These bottom-up and top-down processes may be supported by distinct neural systems. Previous studies reported bottom-up responses in the amygdala, top-down responses in the orbital and ventromedial prefrontal cortices, and top-down modulation of the amygdalar response. The current study used event-related fMRI on fifteen healthy males to examine these responses in the absence of stimulus anticipation or task repetition. Factorial analysis distinguished bottom-up responses in the amygdala from top-down responses in the orbitofrontal cortex. Activation of ventromedial prefrontal cortex and modulation of amygdalar response were not observed, and future studies may investigate whether these effects are contingent upon anticipation or cognitive set

Neural mechanisms underlying explicit evaluation of one's own and others' emotions: Understanding the role of empathic processing

This study examined the effects of empathy on common and distinct mechanisms underlying evaluation of one¡¯s own emotions (self: How do I feel?) and others¡¯ emotions (others: How do others feel?) by manipulating whether a target person was perceived as a good person (concordant condition: likely to provoke empathy) or a bad person (discordant condition: ideally, less likely to provoke empathy). In addition, this study explored whether findings from simple conditions are generalized to complex, ecological conditions by conducting two fMRI experiments: one with a relatively simple condition (e.g., faces: fMRI Experiment I) and another with a complex condition (e.g., video clips: fMRI Experiment II). The manipulation of person-valence (good/bad) was effective in creating the concordant and discordant conditions. Emotional ratings of self and others increased (became more negative) when something bad happened to the good person. In contrast, emotional ratings of self decreased, but emotional ratings of others increased when something bad happened to the bad person. fMRI Experiment I demonstrated that broad common networks including the dorsomedial prefrontal cortex (DMPFC) were commonly involved in self and others irrespective of different person conditions. In contrast, some common regions involved in cognitive effort were uniquely identified in the bad person condition. No modulation by person-valence (good/bad) was found in self-distinct regions including the rostral anterior cingulate cortex (rACC) and insula and other-distinct regions including the posterior superior temporal sulcus (pSTS). However, modulation by person-valence was reported in some regions including the medial PFC (MPFC), which is possibly involved in regulation of undesired emotional responses to the bad person. These results provided new insights about brain mechanisms associated with explicit emotional processing when people do not empathize with other people. fMRI Experiment II partially replicated findings from fMRI Experiment I. The insula and pSTS were involved in self and others, respectively. Overall, this study highlighted the important role of empathic confounds in understanding the common and distinct mechanisms associated with evaluation of one¡¯s own and others¡¯ emotions and the involvement of similar distinct mechanisms associated with evaluation of one¡¯s own and others¡¯ emotions in complex, ecological social contexts

Unfolding the Logic of a 21St Century Learning Center: Program Evaluation

Abstract Community Learning Centers (CLC) provide extended learning opportunities for students and families that live in fiscally under-resourced communities. These centers provide opportunities for academic enrichment. This includes an array of additional services, programs, and activities. The programs should be designed to reinforce and complement the academic program of participating students and provide the families of students with opportunities for dynamic and meaningful engagement in the education of the child. Significant research has been done on the effectiveness of community learning centers but little research has been conducted on the formative process for establishing programming for a community learning center. This formative evaluation provided key stakeholders with a unique insight into the program. To accomplish this, the evaluator used Robert E. Stake’s Responsive Evaluation Approach to design a constant-comparative qualitative program evaluation. The evaluation engaged in an analysis that identified the perceived program components. Insight from the analysis will be used to formulate a Theory of Change for the CLC. The Theory of Change process pivots upon identifying the essential program components and establishing the sufficient conditions required to bring about a given long term outcome. The formulation of a Theory of Change will assist with establishing programming, resource building (i.e., grant, monetary solicitation), external program collaborations and potential expansion