The idea that a specific brain circuit constitutes the emotional brain and its corollary, that cognition resides elsewhere, has shaped thinking about emotion and the brain for many years. Recent behavioral, neuropsychological, neuroanatomy, and neuroimaging research, however, suggests that emotion is integrated with cognition in the brain. In The Cognitive-Emotional Brain, I describe the many ways that emotion and cognition are fundamentally integrated throughout the brain. The book summarizes five areas of research that support this integrative view and makes four arguments to organize each area. (1) Based on rodent and human data, it is proposed that the amygdala’s functions go beyond emotion as traditionally conceived. Furthermore, the processing of emotion-laden information is capacity limited, thus not independent of attention and awareness. (2) Cognitive-emotional interactions in the human prefrontal cortex assume diverse forms and are not limited to mutual suppression. Particularly, the lateral prefrontal cortex is a focal point for cognitive-emotional interactions. (3) Interactions between motivation and cognition can be seen across a range of perceptual and cognitive tasks. Motivation shapes behavior in specific ways – for example, by reducing response conflict or via selective effects on working memory. Traditional accounts, by contrast, typically describe motivation as a global activation independent of particular control demands. (4) Perception and cognition are directly influenced by information with affective or motivational content in powerful ways. A dual competition model outlines a framework for such interactions at the perceptual and executive levels. A specific neural architecture is proposed that embeds emotional and motivational signals into perception and cognition through multiple channels. (5) A network perspective should supplant the strategy of understanding the brain in terms of individual regions. More broadly, in a network view of brain architecture, “emotion” and “cognition” may be used as labels of certain behaviors, but will not map cleanly into compartmentalized pieces of the brain.
Research Professor. Director at Learning Change Project – Research on society, culture, art, neuroscience, cognition, critical thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, leadership, sustainability, thinkers, futures ++
Giorgio Bertini does not work for, consult, own shares in or receive funding from any company or organization that would benefit from these papers, and has disclosed no relevant affiliations beyond their academic appointment.
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