Dataset Information

Eyes wide shut: amygdala mediates eyes-closed effect on emotional experience with music.

ABSTRACT: The perceived emotional value of stimuli and, as a consequence the subjective emotional experience with them, can be affected by context-dependent styles of processing. Therefore, the investigation of the neural correlates of emotional experience requires accounting for such a variable, a matter of an experimental challenge. Closing the eyes affects the style of attending to auditory stimuli by modifying the perceptual relationship with the environment without changing the stimulus itself. In the current study, we used fMRI to characterize the neural mediators of such modification on the experience of emotionality in music. We assumed that closed eyes position will reveal interplay between different levels of neural processing of emotions. More specifically, we focused on the amygdala as a central node of the limbic system and on its co-activation with the Locus Ceruleus (LC) and Ventral Prefrontal Cortex (VPFC); regions involved in processing of, respectively, 'low', visceral-, and 'high', cognitive-related, values of emotional stimuli. Fifteen healthy subjects listened to negative and neutral music excerpts with eyes closed or open. As expected, behavioral results showed that closing the eyes while listening to emotional music resulted in enhanced rating of emotionality, specifically of negative music. In correspondence, fMRI results showed greater activation in the amygdala when subjects listened to the emotional music with eyes closed relative to eyes open. More so, by using voxel-based correlation and a dynamic causal model analyses we demonstrated that increased amygdala activation to negative music with eyes closed led to increased activations in the LC and VPFC. This finding supports a system-based model of perceived emotionality in which the amygdala has a central role in mediating the effect of context-based processing style by recruiting neural operations involved in both visceral (i.e. 'low') and cognitive (i.e. 'high') related processes of emotions.

SUBMITTER: Lerner Y

PROVIDER: S-EPMC2705682 | biostudies-literature | 2009 Jul

REPOSITORIES: biostudies-literature

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Eyes wide shut: amygdala mediates eyes-closed effect on emotional experience with music.

Lerner Yulia Y Papo David D Zhdanov Andrey A Belozersky Libi L Hendler Talma T

PloS one 20090715 7

The perceived emotional value of stimuli and, as a consequence the subjective emotional experience with them, can be affected by context-dependent styles of processing. Therefore, the investigation of the neural correlates of emotional experience requires accounting for such a variable, a matter of an experimental challenge. Closing the eyes affects the style of attending to auditory stimuli by modifying the perceptual relationship with the environment without changing the stimulus itself. In th ...[more]

PMID: 19603072

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Project description:The amygdala is a key structure mediating emotional processing. Few studies have used direct electrical stimulation of the amygdala in humans to examine stimulation-elicited physiological and emotional responses, and the nature of such effects remains unclear. Determining the effects of electrical stimulation of the amygdala has important theoretical implications for current discrete and dimensional neurobiological theories of emotion, which differ substantially in their predictions about the emotional effects of such stimulation. To examine the effects of amygdala stimulation on physiological and subjective emotional responses we examined epilepsy patients undergoing intracranial EEG monitoring in which depth electrodes were implanted unilaterally or bilaterally in the amygdala. Nine subjects underwent both sham and acute monopolar electrical stimulation at various parameters in electrode contacts located in amygdala and within lateral temporal cortex control locations. Stimulation was applied at either 50 Hz or 130 Hz, while amplitudes were increased stepwise from 1 to 12 V, with subjects blinded to stimulation condition. Electrodermal activity (EDA), heart rate (HR), and respiratory rate (RR) were simultaneously recorded and subjective emotional response was probed after each stimulation period. Amygdala stimulation (but not lateral control or sham stimulation) elicited immediate and substantial dose-dependent increases in EDA and decelerations of HR, generally without affecting RR. Stimulation elicited subjective emotional responses only rarely, and did not elicit clinical seizures in any subject. These physiological results parallel stimulation findings with animals and are consistent with orienting/defensive responses observed with aversive visual stimuli in humans. In summary, these findings suggest that acute amygdala stimulation in humans can be safe and can reliably elicit changes in emotion physiology without significantly affecting subjective emotional experience, providing a useful approach for investigation of amygdala-mediated modulatory effects on cognition.

Project description:In a society where mobility, globalization and contact with people from other cultures have become its distinctive traits, the enhancement of plurilingualism and intercultural understanding should be of the utmost concern. From a positive psychology perspective, agency is the human capacity to affect other people positively or negatively through one's actions. This agentic vision can be related to mediation, a concept rooted in socio-cultural learning theory, where social interaction is considered a fundamental cornerstone in the development of cognition. These social interactions in the language learning setting may be facilitated through musical activities due to their social bonding effect. This paper tries to offer insights into how a music-mediated experience in language learning may develop students' interpersonal and collaborative competences to become active members of a more inclusive society. Mediation, considered to be a paradigm shift in the foreign language classroom and for different out-of-class language learning possibilities, could also provide an environment where learners maximize their emotional intelligence. Our paper focuses on this paradigm shift spearheaded by the Common European Framework for Languages Companion Volume (CEFR/CV) and the considerable repercussions it is bound to have for foreign language didactics, as cooperative tasks become central to foreign language learning. We hypothesize that mediated language learning experiences (MeLLEs) imply a socio-emotional change in learners, focusing on the others, on their needs and interests, by trying to help them understand texts, concepts or facilitating communication with their peers. An intervention with a music-MeLLE was designed and implemented in an L2 classroom of adult learners with divergent backgrounds. A self-assessment scale with mediation descriptors and the socio-emotional expertise scale (SEE) were administered. Results show that students become more mindful of their strengths, and of their capacity for collaboration and teamwork. This leads to more awareness of their mediation skills. Students' mediation skills correlate significantly with their socio-emotional skills - specifically with their expressivity. The implementation of a music-mediated experience also promoted tolerance and enhanced learners' intrinsic motivations for language learning at the same time as acknowledging their diversity.

Dataset Information

Eyes wide shut: amygdala mediates eyes-closed effect on emotional experience with music.

Publications

Eyes wide shut: amygdala mediates eyes-closed effect on emotional experience with music.

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