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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]

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Museums & the Mind III, ASTC 2008

  • 1. The Neuroscience of Knowledge Seeking and Learning Jennifer A. Mangels, PhD Baruch College, City University of New York
  • 2.
  • 3.
  • 4.
  • 5.
  • 6.
  • 7.
  • 8.
  • 9. 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)
  • 10.
  • 11. 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)
  • 12.
  • 13.
  • 14.
  • 15.
  • 16.