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Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science [email protected] School of Psychology and Institute of Neuroscience, Lloyd Building Room 3.44

Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science [email protected] School of Psychology and Institute of Neuroscience, Lloyd Building

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Page 1: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Thinking:Emotion or Cognition?

Ruth ByrneProfessor of Cognitive Science

[email protected] of Psychology and Institute of Neuroscience, Lloyd Building Room 3.44

Page 2: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Thinking: Deciding, judging, reasoning, choosing

Fast intuitive processesEmotion

Slower deliberative processesCognition

Kahneman, 2011

Page 3: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Thinking, fast and slowFast

automatic, quick, little or no effort, no sense of voluntary control, innate skills we share with animals

Sloweffortful mental activities,

requires allocation of attention, leads to subjective experience of agency, choice, concentration

Danny Kahneman

Page 4: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Thinking, fast and slowFast

…can detect simple relations, integrate information about one thing

Slow…can follow rules,

compare objects on multiple dimensions, make deliberate choices

Page 5: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Thinking, fast and slow

Dual processes‘In two minds’ Evans,

2003

Stanovich & West, 2000;

Sloman, 1996

Steven Sloman

Keith Stanovich

Page 6: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

OutlineTrust: Anger or assessment?

Moral judgment: Passion or reason?

Counterfactual thoughts: preparatory or affective?

Page 7: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Ultimatum Game

Two players must divide a sum of moneyThe proposer specifies the

divisionThe responder has the

option of accepting or rejecting the offer.

If the offer is accepted, the sum is divided as proposed.

If it is rejected, neither player receives anything

Alan Sanfey

Page 8: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Ultimatum gameSuppose you’re the proposer. You have 10 euro

to divide between you and anonymous B.

B has the option of accepting or rejecting your offer.

If B accepts your offer, the sum will be divided as you proposed.

If B rejects your offer, neither of you will get anything.

What amount would you offer B?

Page 9: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Ultimatum gameSuppose you’re B. Anonymous A offers you

1euro

You have the option of accepting or rejecting A’s offer.

If you accept A’s offer, the sum will be divided as A proposed.

If you reject A’s offer, neither of you will get anything.

Would you accept A’s offer?

Page 10: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Game theoryNash equilibrium prediction

If people are motivated purely by self-interestthe proposer should offer the

smallest nonzero amount.the responder should accept

any offer

Page 11: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Game theory?

In fact, the modal offer is a 50/50 split

Low offers of less than 20% of the total amount are rejected about half of the time

Guth et al, 1982

Why don’t people accept ‘something for nothing’?

Page 12: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Emotional decisionsLow offers are often rejected after an angry

reaction to an offer perceived as unfair

Pillutla, & Murnighan, 1996

Unfair offers induce conflict between cognitive (“accept”) and emotional (“reject”) motives

Sanfey et al, 2003

Page 13: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Humans and computersShown pictures, told were of their

partners

10 trials with 10 different partners

10 trials with computer

Sanfey et al 2003

Page 14: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Ultimatum game

Participants accepted all fair offers, with decreasing acceptance rates as the offers became less fair.

Unfair offers of $2 and $1 made by human partners were rejected at a significantly higher rate than those offers made by a computer

Sanfey et al 2003

Page 15: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Ultimatum gameTwo brain regions

particularly active when participant confronted with an unfair offeranterior insula

(emotional processing)dorsolateral prefrontal

cortex (dlPFC) (deliberative processing)

Sanfey et al, 2006

Page 16: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Ultimatum game

If insula (emotion) activation greater than dlPFC (cognitive) activation, tended to reject the unfair offer

If dlPFC (cognitive) activation greater than insula (emotion) activation, tended to accept the offer.

Neural evidence for a two-system account of decision-making

Sanfey et al 2006 emotive cognitive

Page 17: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Ultimatum game

Transcranial magnetic stimulationdisrupt processing in dorsolateral prefrontal

cortex

Van’t Wout et al, 2005

Page 18: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

OutlineTrust: Anger or assessment? Emotion first? Cognition overrides?

Moral judgment: Passion or reason?

Counterfactuals: affective or preparatory?

Page 19: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Trolley (train) problem‘You are at the wheel of a runaway train quickly

approaching a fork in the tracks. On the tracks extending to the left is a group of five railway workmen. On the tracks extending to the right is a single railway workman. If you do nothing the train will proceed to the left, causing the deaths of the five workmen. The only way to avoid the deaths of these workmen is to hit a switch on your dashboard that will cause the train to proceed to the right, causing the death of the single workman. Would you hit the switch?’

Page 20: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Moral dilemmasMost people say

they would hit the switch

They decide to sacrifice the life of the single workman in order to save the five workmen

Mikhail, 2009

Page 21: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Footbridge problem‘You are on a footbridge over the railway tracks

towards which a runaway train is quickly approaching. On the tracks beyond the footbridge is a group of five railway workmen. If you do nothing the train will proceed on the tracks, causing the deaths of the five workmen. The only way to avoid the deaths of these workmen is to push a nearby stranger off the bridge so that his large body will stop the train, causing the death of the stranger. Would you push the man?’

Page 22: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Footbridge problemMost people say

they would not push the man

Page 23: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Deontological reasonKant (1788/2002)

People reason to moral judgments

Deontological principlePeople follow a

moral principle only if they would approve of it being universalised

Immanuel Kant

Page 24: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Passions“Morals excite passions, and

produce or prevent actions. Reason itself is utterly impotent in this particular. The rules of morality, therefore, are not conclusions of our reason”

Hume (1739-1740/2004)

David Hume

Page 25: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Moral intuitions

‘The emotional dog and its rational tail’

Haidt, 2001

Jonathan Haidt

Page 26: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Emotions occur first?

Abortion, child sexual abuse

People have nearly instant implicit reactions to scenes or stories of moral violations

Luo et al, 2006

Affective reactions are usually good predictors of moral judgments and behaviors

Sanfey,et al, 2003

Page 27: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Dual processes

Joshua Greene

A role for both reason and emotion as ‘dual processes’

Greene, Sommerville, Nystrom, Darley, & Cohen, 2001

Page 28: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

fMRIFootbridge-type but not train-type problems

activate emotional areas of brain, detected in fMRI scans

Greene et al, 2001

Page 29: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Greene et al, 2001

Page 30: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Brain impairment6 patients with focal bilateral damage to the

ventromedial prefrontal cortex (VMPC)a brain region necessary for normal generation of

emotions, social emotions

Compared to Normal Controls and Brain Damaged Controls

NB: Patients with VMPC lesions exhibit diminished emotional responsivity and reduced social emotions (e.g., compassion, shame, guilt)

Koenigs et al, 2007

Page 31: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Abnormally ‘utilitarian’ pattern of judgments on personal moral dilemmas Normal in other moral dilemmas - Koenigs et al, 2007

Page 32: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

But cognition does matter…Increased cognitive load interferes with

judgments to e.g., hit the switch in impersonal dilemmas, take longer

Greene, Morelli, Lowenberg, Nystrom & Cohen, 2008

Page 33: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Working memoryWorking memory capacity influences

judgments on ‘personal’ and ‘impersonal’ dilemmas

Moore, Clark & Kane, 2008

Page 34: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Separate systems of emotion and cognition…

Are moral intuitions guided by separate evaluative and emotional processes,

independent systems operating in parallel

Bucciarelli, Khemlani & Johnson-Laird, 2008

Phil Johnson-Laird

Monica Bucciarelli

Sunny Khemlani

Page 35: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

EvidenceDilemmas

Emotion questions and moral questionsEmotion question: does it make you feel

good or bad?Moral question- is it right or wrong?

Page 36: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Faster response to emotion questions for ‘emotional-prevalent’ scenarios, faster to moral questions for ‘evaluation-prevalent’ scenarios

Page 37: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Not always emotion first…Emotions sometimes precede evaluations and

evaluations sometimes precede emotions, and so one is not always dependent on the other

Bucciarelli et al, 2008

Page 38: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

OutlineTrust: Anger or assessment?Emotion first? Cognition overrides?

Moral judgment: Passion or reason?Emotion and Cognition separate?

Counterfactual thoughts: preparatory or affective?

Page 39: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

OutlineTrust: Anger or assessment?Emotion first? Cognition overrides?

Moral judgment: Passion or reason?

Emotion and Cognition separate?

Counterfactual thoughts: preparatory or affective?

Page 40: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Alternatives to realityCommon in entertainment

Page 41: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Alternatives to realityHistorical analyses

‘What if … Hitler had chosen to make his major attack …into Syria and the Lebanon?

Would he have avoided defeat?’

Keegan, 1999; Tetlock & Lebow, 2001

Page 42: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Counterfactual Alternatives- Regularities

People think ‘if only’ most often after bad eventse.g., traumatic accidents, deaths,

job losses, relationship break-ups

but also sometimes after good events, ‘lucky chances’E.g. winning a prize, meeting

someone new, escaping a bad event

Mandel et al 2005

People think ‘if only’ most often after unexpected eventsMarkman et al 2010

David Mandel

Page 43: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Functions of counterfactual thoughts

Preparatory function

If he’d been wearing a seatbelt he wouldn’t have been injured

Learn from mistakes, work out causes, form intentions, plans, to avoid bad outcome in future

responsibility, fault

Key learning mechanismEpstude & Roese, 2008

Neal Roese

Page 44: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Functions of counterfactual thoughts

Affective function

If he’d been wearing a seatbelt he wouldn’t have been injured

Amplify emotions such as guilt, regret, remorse

Roese & Olson, 1995Neal Roese

Page 45: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Functions of counterfactualsAmplify emotionIndividual goes to a party,

her friend’s boyfriend flirts with her and before leaving asks for her telephone number which she gives. Her friend is later very distressed.

Niedenthal, Tangney & Gavanski, 1994

Page 46: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Functions of counterfactualsAmplify emotionParticipants asked to imagine

themselves as the individual and think ‘if only’

Directed to change Something about the

individual’s actionsSomething about the

individual’s personalityRated emotions they expect character to experience

Page 47: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Functions of counterfactualsAmplify emotionSomething about the

character’s actionsE.g., If only I hadn’t flirted

with himGUILT

Something about the character’s personalityE.g., If only I wasn’t so

disloyalSHAME

Page 48: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Counterfactual imagination

Amos Tversky

Danny Kahneman

• People mentally simulate events

• They create an alternative to reality by changing an aspect of their simulation

• Emotions are ‘amplified’

Kahneman & Tversky, 1982

Page 49: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

What happens when you can’t create counterfactual alternatives?Counterfactuals and the BrainBrain injuryParkinson’sSchizophrenia

Page 50: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Counterfactuals and the Brain

Patient with damage to the DLPFCExhibited perseveration

and social impairments

“a complete absence of counterfactual expressions” p.1367

Recently experienced various emotional stressors e.g., mother’s sudden death, career failure, typically associated with counterfactual thinking

Knight & Grabowecky 1995

Page 51: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Counterfactuals and the Brain

18 patients with PFC lesions, 26 controls

Beldarrain, Garcia-Monco, Astigarraga, Gonzalez, & Grafman, 2005

Page 52: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Counterfactuals and the Brain

Participants write down whatever was on their minds in response to 3 questions for 5 min: (a) recall a negative event in the past year, (b) what are you thinking about right now, (c) you just have completed a task for us. Record your reaction to it and any other thoughts about your performance on this task

Record number of mentions of a counterfactual thought; grammatical markers, such as might have, could have, almost, if only, what if, if or wish that.

Page 53: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Counterfactuals and the Brain

Number of mentions of counterfactual thoughts

Controls M = 4

PFC patients M = 1

Beldarrain,et al 2005

Page 54: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Counterfactuals and the Brain

“This selective impairment in self-generated counterfactual thoughts should be considered and mentioned as part of the dysexecutive syndrome exhibited by patients with PFC lesions

and cognitive rehabilitation programs should consider cueing counterfactual thoughts to help these patients reflect on their behaviors.”

Beldarrain, Garcia-Monco, Astigarraga, Gonzalez, & Grafman, 2005, p. 276

Jordan Grafman

Page 55: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Counterfactuals and the BrainParkinson’s disease

Prefrontal dysfunction in patients with advanced Parkinson’s

24 people with Parkinson’s, 15 controls

Asked to recall a negative personal event; given three minutes to consider in detail; asked explicitly if they had any thoughts of how things might have gone differently, thoughts of ‘if only’s’ or ‘what if’s’.

Controls M = 2.07

Parkinson’s patients M = 0.77

McNamara, Durso, Brown & Lynch, 2003

Page 56: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Counterfactuals and the Brain-Parkinson’s disease

1) Janet is attacked by a mugger only 10 feet from her house. Susan is attacked by a mugger a mile from her house. Who is more upset by the mugging?

a) Janet (86% norms)

b) Susan (0)

c) Same/can’t tell (14%)

Controls M = 2

Parkinson’s patients M = 1.17 (chance level)

McNamara, et al, 2003

Page 57: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Counterfactuals and the Brain-Parkinson’s disease

“Counterfactual impairment may be one reason why these patients fail to learn from past mistakes and thus why they persist in maladaptive or dangerous behaviours…

If patients suffer counterfactual impairment they are less likely to be able to handle social conversations fluently, to formulate plans easily, or to compare alternative outcomes imaginatively…”

McNamara et al, 2003, p.1069

Patrick McNamara

Page 58: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Counterfactuals and the Brain-Schizophrenia

Frontal lobe deficits in some patients with schizophrenia (40%-50%)

14 schizophrenia patients, 12 controls

Recall personally experienced negative events; recorded mention of counterfactual thoughts

Controls M = 2.08

Schizophrenia patients M = 1

Hooker, Roese & Park 2000

Page 59: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Counterfactuals and the Brain-Schizophrenia

Counterfactual Inference Test

Controls M = 2.33

Schizophrenia patients M = 1.29 (chance level)

Hooker, et al 2000

Page 60: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

SummaryTrust: Anger or assessment?Emotion first? Cognition overrides?

Moral judgment: Passion or reason?

Emotion and Cognition separate?

Counterfactual thoughts: preparatory or affective?Cognition first? Emotion arises from cognition?

Page 61: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Emotion or cognition?

Dual processes of fast and slow thinkingEmotion is important aspect of ‘fast’ thinking

Relationship of emotion and cognition is complex

In some cases, emotion is immediate and cognition overrides it, e.g. trust

In some cases, emotion and cognition appear to be separate systems – e.g., moral

In some cases, cognition gives rise to emotion – e.g., counterfactual

Page 62: Thinking: Emotion or Cognition? Ruth Byrne Professor of Cognitive Science rmbyrne@tcd.ie School of Psychology and Institute of Neuroscience, Lloyd Building

Reading

Kahneman, D. (2011). Thinking, fast and slow. New York: Farrar, Straus and Giroux.

Sanfey,A. et al (2003) The Neural Basis of Economic Decision-Making in the Ultimatum Game, Science 300, 1755-1758

Haidt, 2007, The new synthesis in moral psychology, Science 316, 998-1001.

http://reasoningandimagination.wordpress.com/

https://mentalmodelsblog.wordpress.com/