Relationship between consciousness and unconsciousness ppt

relationship between consciousness and unconsciousness ppt

Being able to remember the exact sequence of events (cause and effect) is vital to survival. Therefore, every bit of long term memory must have a sequence code . Ever wondered what the difference between the conscious and unconscious minds are? Find out here, and why in fact, you only actually have. Presentation on theme: "The Study of the Conscious & Unconscious Mind"— by the father) The unconscious does not know the difference between reality and .

Even when the retention interval is measured in seconds, working memory capacity can be exceeded such that performance must depend, in part, on long-term memory e. Findings from a scene-location task illustrate the problem.

The task involved scenes containing a number of different objects. On each trial, a scene was presented together with a question e. A few seconds later, the same scene was presented again but now the object queried about might or might not appear in a different location. In this condition, patients with hippocampal lesions were accurate at detecting whether or not the object had moved Jeneson et al. However, when attention was drawn to four different objects, any one of which might move, patients were impaired Yee et al.

It is likely that the impairment in the second condition occurred because working memory capacity was exceeded. Visual working memory capacity is quite limited and, typically, even healthy young adults can maintain only three to four simple visual objects in working memory Cowan ; Fukuda et al.

In any case, there are ways to distinguish working memory and long-term memory Shrager et al. For example, one can vary the number of items or associations to be remembered and ask whether patients show a sharp discontinuity in performance as the number of items increases and working memory capacity is exceeded.

In one study Jeneson et al. Performance was intact when only a few object locations needed to be remembered. However, there was an abrupt discontinuity in performance with larger numbers of object locations.

One patient who had large medial temporal lobe lesions similar to H. Yet when four-object locations needed to be remembered, he did not succeed even after 10 trials with the same array. These findings indicate that the ability to maintain small numbers of object—place associations in memory is intact after medial temporal lobe lesions.

An impairment was evident only when a capacity limit was reached, at which point performance needed to depend on long-term memory. A similar conclusion was reached in studies of a single patient with restricted hippocampal lesions.

Conscious and Unconscious Memory Systems

Performance was fully intact on an extensive working memory battery, including tasks of relational associative memory Baddeley et al.

Spatial tasks like path integration can also be performed normally by patients with medial temporal lobe lesions, as long as the task can be managed within working memory Shrager et al. The findings are different for rats with hippocampal lesions Kim et al. Yet, it is noteworthy that the extent of medial temporal lobe activity in short-delay tasks can be modulated by memory demands.

For example, in some studies, the medial temporal lobe activity that occurred while maintaining information in memory was correlated with subsequent retention of the material being learned Schon et al. In addition, in a study that required maintaining faces in memory, the connectivity between the hippocampus and the fusiform face area increased with higher mnemonic load one face vs.

Concurrently, with higher load, the connectivity decreased between frontal regions traditionally linked to working memory Goldman-Rakic ; Postle and the fusiform face area. These findings suggest that fMRI activity in the medial temporal lobe reflects processes related to the formation of long-term memory rather than processes related to working memory itself for review, see Jeneson and Squire Study of nondeclarative memory began with motor skills and perceptual skills, as described above, but soon included additional abilities as well.

The next of these to come under study was the phenomenon of priming. Priming is evident as improved access to items that have been recently presented or improved access to associates of those items. This improvement is unconscious and is experienced as part of perception, as perceptual fluency, not as an expression of memory. A key finding was that priming effects were intact in memory-impaired patients.

For example, patients can perform normally on tests that use word stems as cues for recently presented words e. Importantly, performance was intact in patients only when they were instructed to complete each cue to form the first word that comes to mind. With conventional memory instructions use the cue to help recall a recently presented wordhealthy volunteers outperformed the patients Graf et al.

Priming can occur for material that has no preexisting memory representation e. Thus, when asked to free associate to a word e. Importantly, severely amnesic patients showed fully intact word priming, even while performing at chance levels in parallel memory tests Hamann and Squire b ; Levy et al. Thus, priming occurs but it does not benefit conscious memory decisions. Indeed, direct measurements showed that priming provides only a weak and unreliable cue for conscious judgments of familiarity Conroy et al.

What’s The Difference Between The Conscious And Unconscious Mind?

Priming is presumably advantageous because animals evolved in a world where things that are encountered once are likely to be encountered again. Priming improves the speed and efficiency with which organisms interact with a familiar environment and may influence feature-based attentional processes Hutchinson and Turk-Browne ; Theeuwes Evoked-potential studies indicate that the electrophysiological signature of priming occurs early and well before the activity that signals conscious recognition of a past event Paller et al.

relationship between consciousness and unconsciousness ppt

In neuroimaging studies, priming is often associated with reduced activity in regions of neocortex relevant to the task Squire et al. A similar finding repetition suppression Desimone has been described in nonhuman primates a stimulus-specific attenuation in firing rate with repeated presentation of a stimulusand may underlie the phenomenon of priming Wiggs and Martin Models have been proposed to explain how a net reduction in cortical activity could allow for faster perceptual processing i.

Some studies have found a correlation between behavioral measures of priming and reduced activity in the prefrontal cortex Maccotta and Buckner This result has not been found in ventral temporal cortex for either humans or nonhuman primates Maccotta and Buckner ; McMahon and Olson Changes in cortex also underlie the related phenomenon of perceptual learning Gilbert et al.

Perceptual learning refers to gradual improvement in the detection or discrimination of visual stimuli with repeated practice. Changes in cortical circuitry during perceptual learning are detectable as early as primary visual cortex V1 and may depend in part on structural changes in the long-range horizontal connections formed by V1 pyramidal cells Gilbert and Li This circuitry is under the control of bottom-up processes as well as top-down influences related to attention and behavioral context Gilbert and Li Another early example of nondeclarative memory was simple classical conditioning, best illustrated in the literature of delay eyeblink conditioning.

In delay conditioning, a neutral conditioned stimulus CSsuch as a tone, is presented just before an unconditioned stimulus USsuch as an airpuff to the eye.

Conscious and Unconscious Memory Systems

The two stimuli then overlap and coterminate. Critically, delay eyeblink conditioning is intact in amnesia and is acquired independently of awareness Gabrieli et al. Participants who did not become aware of the relationship between the CS and US i. Indeed, when CS—US association strength was varied by changing the number of consecutive CS alone or CS—US presentationsthe probability of a conditioned response increased with association strength but was inversely related to how much the US was expected Clark et al.

Largely on the basis of work with rabbits, delay eyeblink conditioning proved to depend on the cerebellum and associated brain stem circuitry Thompson and Krupa ; Thompson and Steinmetz Forebrain structures are not necessary for acquisition or retention of classically conditioned eyeblink responses.

Evaluative information, that is, whether a stimulus has positive or negative value, is acquired largely as nondeclarative memory. Biological study of this kind of memory has focused especially on the associative learning of fear Davis ; Adolphs ; LeDoux Its nondeclarative status is illustrated by the fact that, in humans, associative fear learning proceeded normally after hippocampal lesions, even though the CS—US pairings could not be reported Bechara et al.

The amygdala has a critical role in fear learning, and its function as well as its connectivity appears to be conserved widely across species. In human neuroimaging studies, the amygdala was activated not only by fear but by strongly positive emotions as well Hamann et al.

Thus, the amygdala appears to be critical for associating sensory stimuli with stimulus valence.

  • The Study of the Conscious & Unconscious Mind

Ordinarily, animals express fear learning by freezing behavior immobility. However, in a task where learned fear must instead be expressed by executing an avoidance response an escapefreezing is maladaptive. In this case, prefrontal cortex inhibits defense behaviors such as freezing that are mediated by the amygdala, thereby allowing the animal to escape Moscarello and LeDoux Inhibitory action of the prefrontal cortex on the amygdala from infralimbic prefrontal cortex in rat or from ventromedial prefrontal cortex in humans has also been found to occur during the reversal of fear learning i.

This work has relevance for clinical disorders, such as phobias and posttraumatic stress disorder Davis In addition to these functions, it is important to note that the amygdala also exerts a modulatory influence on both declarative and nondeclarative memory.

This role of the amygdala is the basis for the fact that emotionally arousing events are typically remembered better than emotionally neutral events.

The mechanism for this effect is understood and depends on the release of stress hormones from the adrenal gland, which affects the forebrain via the vagus nerve, the nucleus of the solitary tract, and the locus coeruleus.

Conscious, Subconscious & Unconscious mind

Ultimately, the effect is mediated by the amygdala through its basolateral nucleus McGaugh and Roozendaal The gradual trial-and-error learning that leads to the formation of habits was proposed in the s to be supported by the striatum Mishkin et al.

Habit memory is characterized by automatized, repetitive behavior and, unlike declarative memory, is insensitive to changes in reward value Dickinson An early demonstration of the distinction between declarative memory and habit memory came from rats with fornix lesions or caudate lesions tested on two ostensibly similar tasks.

Rats with fornix lesions, which disrupt hippocampal function, failed when they needed to acquire a flexible behavior but succeeded when they needed to respond repetitively. Rats with caudate lesions showed the opposite pattern Packard et al. In the task, probabilistic classification, participants gradually learned which of two outcomes sun or rain would occur on each trial, given the particular combination of four cues that appeared.

One, two, or three cues could appear on any trial, and each cue was independently and probabilistically related to the outcome. Or was he just an idiot? Sigmund Freud said that the mind is like an iceberg. The tip of the iceberg above the water represents the conscious mind. But the largest part, the part under the water, represents the unconscious. All those thoughts, feelings, memories and urges. It put him in an awkward situation. And even though he might not have admitted it at the time, there was probably a good reason behind it.

Or a mixture of both.

The Difference Between The Conscious And Unconscious Mind

Guess you could call it multi-tasking. The side that analyzes everything, criticizes everything, and works in a linear way. It powers your deliberate actions and enables you to choose goals. And just like the little flashlight guy, its focus is limited. So how is the unconscious different?

relationship between consciousness and unconsciousness ppt

A simple way to sum it up would be to say that it does everything else. It contributes to your non-verbal communication. It powers your automatic behaviors like breathing and helps you achieve goals.

And like the humongous cave in the example above, it has an almost limitless capacity. And that means they work together, side by side, to help you make sense of the world. The whole process has become automatic, and you do it without even thinking about it.

When you learned how to drive, you did it by acquiring academic knowledge. Knowledge about the parts of the car. Knowledge about speed limits. Knowledge about using the road. All that knowledge got stored in your brain can you guess where?

Remember this familiar saying? You used your conscious mind to learn how to ride a bike. That was academic knowledge you had to acquire.