Dynamical Principles of Emotion-Cognition Interaction: Mathematical Images of Mental Disorders

The key contribution of this work is to introduce a mathematical framework to understand self-organized dynamics in the brain that can explain certain aspects of itinerant behavior. Specifically, we introduce a model based upon the coupling of generalized Lotka-Volterra systems. This coupling is based upon competition for common resources. The system can be regarded as a normal or canonical form for any distributed system that shows self-organized dynamics that entail winnerless competition. Crucially, we will show that some of the fundamental instabilities that arise in these coupled systems are remarkably similar to endogenous activity seen in the brain (using EEG and fMRI). Furthermore, by changing a small subset of the system's parameters we can produce bifurcations and metastable sequential dynamics changing, which bear a remarkable similarity to pathological brain states seen in psychiatry. In what follows, we will consider the coupling of two macroscopic modes of brain activity, which, in a purely descriptive fashion, we will label as cognitive and emotional modes. Our aim is to examine the dynamical structures that emerge when coupling these two modes and relate them tentatively to brain activity in normal and non-normal states

Why the psychology of collective action requires qualitative transformation as well as quantitative change

This is a postprint of an article published in Contemporary Social Science, 2014, Vol. 9, Issue 1, pp. 121 - 134 © 2014 copyright Taylor & Francis. Contemporary Social Science is available online at: http://www.tandfonline.com/loi/rsoc21#.VO2Nh51FDcsThe argument of this paper is that social psychological models of collective action do not (and cannot) adequately explain social change and collective action through models based on shared variance between variables. Over and above the questions of why and how collective action and social change occur, such models do not adequately address the question of when they occur: at what point on a measure of perceived illegitimacy – or any other predictor – does a person decide that enough is enough, and at what point do shared grievances transform into mass protest? Instead, it is argued that the transition from inaction to action at the level of both the individual and the group is better conceptualised as a qualitative transformation. A key agenda for the social psychology of collective action should therefore be to conceptualise the link between quantitative variation in predictors of action and the actual emergence of action

Action Flow in Obsessive-Compulsive Disorder Rituals: a model based on Extended Synergetics and a Comment on the 4th Law

The flow of actions in rituals of obsessive individuals is discussed from a nonlinear physics perspective. An amplitude equation model based on extended synergetics is studied. The amplitude dynamics describes both the behavioral actions and the experienced emotions during obsessive-compulsive disorder rituals. The model suggests that in addition to the behavioral and emotional levels that are accessible to external observation and self-reports there are hidden levels captured by parameter dynamics that determine the action flow in obsessive-compulsive disorder rituals. The model can also be used to discuss on the mechanistic and behavioral levels differences between purposeful and purposeless rituals. While purposeful rituals involve a continuous control of the emotional level over the behavioral level, purposeless rituals do not exhibit such a continuous control mechanism. Finally, it is argued that the selection principle determining the action flow in obsessive-compulsive disorder rituals is consistent with the so-called 4th law of non-equilibrium phase transitions in animate and inanimate system

In Infancy, It’s the Extremes of Arousal That Are ‘Sticky’: Naturalistic Data Challenge Purely Homeostatic Approaches to Studying Self-Regulation

Most theoretical models of arousal/regulatory function emphasise the maintenance of homeostasis; consistent with this, most previous research into arousal has concentrated on examining individuals’ recovery following the administration of experimentally administered stressors. Here, we take a different approach: we recorded day-long spontaneous fluctuations in autonomic arousal (indexed via electrocardiogram, heart rate variability and actigraphy) in a cohort of 82 typically developing 12-month-old infants while they were at home and awake. Based on the aforementioned models, we hypothesised that extreme high or low arousal states might be more short-lived than intermediate arousal states. Our results suggested that, contrary to this, both low- and high-arousal states were more persistent than intermediate arousal states. The same pattern was present when the data were viewed over multiple epoch sizes from 1 second to 5 minutes; over 10-15-minute time-scales, high-arousal states were more persistent than low- and intermediate states. One possible explanation for these findings is that extreme arousal states have intrinsically greater hysteresis; another is that, through ‘metastatic’ processes, small initial increases and decreases in arousal can become progressively amplified over time. Rather than exclusively studying recovery, we argue that future research into self regulation during early childhood should instead examine the mechanisms through which some states can be maintained, or even amplified, over time

Perceived emotional competence and emotion appraisal skills in middle childhood in typically developing and behaviourally challenged children.

This thesis addresses whether children with severe behavioural problems lack emotional competence in key areas and, if so, whether this is reflected in their ability to appraise emotions in others. Self-rated and objectively rated emotional competence of children in mainstream schooling was compared with 20 children aged seven to 11 excluded for severe social, emotional and behavioural difficulties. In Study 1 self-report questionnaires measured affect perception, empathy and expressivity in typically developing (N=203), special educational needs (N=36) and socially, emotionally and behaviourally disordered (N=30) children in mainstream schooling. Younger children were less perceptive of affect than older children and scored lower for cognitive empathy. Boys scored lower in cognitive and affective empathy than girls and were less intimate, and more covert, in their expression of emotion. Special educational needs children appeared less emotionally perceptive than their peers. In Studies 2a and 2b, affect appraisal and the ability to describe emotional change were examined using a new measure employing pictorial representations of children in ambiguous postures and facial representations of emotion. Typical patterns of appraisal of possibly threatening, depressive and innocuous postures were established (N=242). A developmental progression in reasons given for emotional change was seen with older children providing more socially based and mentalising answers than younger children. Study 3 developed an interactive computerised measure to examine the point at which children recognise the emergence of emotion from an interpolation of photographic facial expressions. Eighty-five typically developing children manipulated 26 emotional changes, including emotion/emotion and emotion/neutral transitions and chose a point of uncertainty in the transformation. A significant effect was found for facial representations of fear and anger, indicating a threat detection mechanism in response to emergent emotion. In Study 4 children with severe behavioural problems were compared across all measures with typically developing children from the first three studies. Behaviourally challenged children were deficient in cognitive and affective empathy and exhibited a hostile appraisal bias when assessing ambiguous postures of other children. No deficit was found in the ability to evaluate emotional change and provide age-appropriate reasons. However, anger was dominant in the perception even over fear stimuli when assessing emotional transition. Overall, children excluded from mainstream schooling with severe behavioural problems showed a very different profile to mainstream children with behavioural problems, suggesting a qualitative difference in cognitive functioning that could have a predictive function. This thesis not only supports the premise that severe SEBD children exhibit altered emotional functioning but has developed a series of tests that will have ongoing value in applied research