Annual Review of Psychology Vol 57, 2006 by Susan T. Fiske

By Susan T. Fiske

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EMOTIONAL LEARNING . . . . . . . . . . . . . . . . . . . . . . . EMOTION AND MEMORY . . . . . . . . . . . . . . . . . . . . . . EMOTION’S INFLUENCE ON ATTENTION AND PERCEPTION . . . . . . PROCESSING EMOTION IN SOCIAL STIMULI . . . . . . . . . . . . . . CHANGING EMOTIONAL RESPONSES . . . . . . . . . . . . . . . . . CONCLUSION . . . . . . . . . . . . . . . . . . .

Psychol. 57:27-53. org by Ball State University on 01/04/09. For personal use only. tex XMLPublishSM (2004/02/24) P1: OKZ PHELPS In humans, studies of fear conditioning are consistent with these animal models. Research using functional magnetic resonance imaging (fMRI) has reported increased blood oxygenation level-dependent (BOLD) signal in the amygdala in response to a neutral stimulus paired with an aversive event, called the CS+, compared to another neutral stimulus that did not predict an aversive event, called the CS- (Buchel et al.

The debate, which was highlighted in adjoining articles in the American Psychologist, centered around the question of whether the detection of emotion preceded cognitive processing (Zajonc 1984), or whether cognitive functions were a necessary component in the detection and experience of emotion (Lazarus 1984). Given that the early cognitive neuroscience research on the neural systems of emotion in humans was inspired by studies conducted with nonhuman animals, mostly rats, these studies tended to focus on the primacy of affective responses and not the influence of cognition.

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