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The Sense of Smell and Emotions

Our sense of smell is more closely related to our emotions than our other senses, thanks to its direct connection to the limbic system and the amygdala. Compared to our other senses, our olfactory system is the first sense to develop in the womb and completes its development at 12 weeks. In other words, we all start learning about smells even before we are born, in the womb, in the amniotic fluid. Research has shown that what mothers consume during pregnancy affects the baby’s smell and taste preferences. In addition, it is known that the culture we belong to has a great influence on our smell and taste preferences.

Trygg Engen, who is considered to be the father of psychological research on smell, states that when we sense a smell for the first time, it does not actually mean anything to us. However, the context in which we experience this odor (place, situation, person or event) and, most importantly, the emotion that this context creates in us, become associated with the odor we experience. Depending on the odor that we experience and that becomes emotionally important, we form an idea of whether we like or dislike that odor. This theory, which explains how we acquire hedonic responses to odors, is called odor-associative learning. The most important point of the odor-associative learning theory is that how we feel when we experience an odor for the first time determines our hedonic perception of that odor in the future. In other words, the reason why we like an odor is because we had positive emotions when we experienced it for the first time, or because it is associated with something that evokes positive emotions in us. The same is true for odors we dislike; we dislike an odor if we had negative emotions when we first experienced it or if it is associated with something that evokes negative emotions in us. For example, an individual who associates the smell of rose water offered during the funeral of his/her mother with this painful and negative emotions, recalls those negative emotions every time he/she smells rose water throughout his/her life and therefore hates this smell.

To give an example from the field of neuromarketing; you entered a store and encountered a scent you have never experienced before. The products in the store, the layout of the products, the interior design of the store, the price range and the attitude of the employees made you feel valuable and satisfied. You associated these positive feelings with the unfamiliar odor in the environment through odor-associative learning. Thus, every time you visit that store and every time you sense that smell in the environment, you will feel the same positive emotions and you will start to shop at that store more often. Of course, in order for this relationship to continue, positive emotions should be evoked in the consumer continuously as much as possible. If the ambient scent is associated with negative emotions experienced in the store (waiting in long queues, indifferent behavior of employees, etc.), this will cause the consumer to avoid the store altogether and remember the negative experiences and emotions experienced in the store when the same scent is smelled. Therefore, when using scents as a neuromarketing strategy, it is necessary to consider the importance of the association of emotion and scent. If this association is made consciously, long-term customer loyalty can be achieved.

References

Neuroscientist Yağmur Başak Ören

Herz, Rachel. The Scent of Desire: Discovering Our Enigmatic Sense of Smell. Harper Perennial, 2008.

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Olfactory Perception and Neuromarketing

According to research conducted by world-renowned neuroscientist Dr. Rachel Herz of Brown University, when participants were asked which of the senses of sight, hearing and smell they would be willing to give up, 84.6 percent of the participants preferred to give up their sense of smell, which is considerably higher than those who preferred their sense of sight and hearing. What exactly is the sense of smell that many people would rather give up than their sense of sight and hearing?

Olfactory perception begins when molecules in the air filter through our nose and encounter olfactory receptors. This encounter involves each molecule fitting into a single receptor like a puzzle piece. As a result, neural signals are sent via olfactory nerves first to the olfactory bulb in the brain and then to the limbic system, which will be discussed in more detail.

Our sense of smell and our emotions are very closely connected. Both are located in the network of neural structures known as the limbic system. Unlike our other senses (sight, hearing, touch and taste), olfactory nerves are directly connected to the limbic system, meaning that our sense of smell reaches the limbic system by following a direct path in the brain. All our senses other than smell are processed in the brain after being filtered by the thalamus in the limbic system. Therefore, our sense of smell can create emotions without needing to be filtered.

The most important structure in the limbic system that interacts with our sense of smell is the amygdala. The amygdala is known as the structure in the brain where emotions are processed and without it, it is not possible for us to process our emotional experiences, express our emotions and learn from our emotions. According to brain imaging studies, the amygdala is activated when we smell ascent. In fact, it has been found that the amygdala displays more intense activation as our emotional reaction to the scentthat we smell increases. In addition, the amygdala also plays a major role in the formation of long-term memory due to its close relationship with the hippocampus, which is located in the limbic system and is known as our memory center. Although all our senses contribute to memory formation, our sense of smell adds a more emotional dimension to our memories compared to our other senses.

In the context of neuromarketing, our sense of smell is slowly gaining ground in this field. In order to enrich the consumer’s product experience, to make their relationship with the product and brand more emotional, and even to change their emotional mood for the better, many companies have started to use the olfactory perception as a marketing strategy. For this reason, companies that provide consultancy on scent branding and design custom scents for companies using artificial intelligence technologyhave emerged.

In conclusion, the use of the sense of smell in the field of neuromarketing is a promising strategy that will enable consumers to establish emotional connections with brands, products, services and experiences in the upcoming future.

References

Neuroscientist Yağmur Başak Ören

Herz, Rachel S., and Martha R. Bajec. “Your money or your sense of smell? A comparative analysis of the sensory and psychological value of olfaction.” Brain Sciences, vol. 12, no. 3, 2022, p. 299, https://doi.org/10.3390/brainsci12030299.

Herz, Rachel. The Scent of Desire: Discovering Our Enigmatic Sense of Smell. Harper Perennial, 2008.

Ozan, Vedat. Kokular Kitabı. Everest, 2016.

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Learning and Neural Basis of Learning

From a very early age in the life cycle, we are integrated with the act of learning in order to sustain vital activity. In fact, some learned behaviours are so ingrained in our neurons that they become reflexes over time. Learning is a psychological process and involves cognitive, emotional and social factors.

 From a neurobiological perspective, learning is defined as a biochemical process, distinguishing it from other theories. In order to better understand this approach, a basic understanding of brain functioning, models of brain structure and functioning, and a detailed understanding of the main factors affecting learning are necessary.

On the other hand, according to cognitive theorists, learning is a process that takes place in the mind of the individual and cannot be directly observed. Cognitive theory focuses more on mental events such as understanding, perceiving, thinking and is interested in the mental consequences of learning. Affective theorists, on the other hand, emphasize the affective consequences of learning, such as moods and motivation, rather than its nature.

Neuroscience examines the relationship between the brain and nervous system and cognitive behaviors, providing the opportunity to investigate in detail many variables such as memory, emotion, attention, and patterning and their effects on learning (Taşçıoğlu, 1994; Weiss, 2000; Thomas, 2001; Soylu, 2004).

The neuropsychological structure of learning is observed in several areas.

As a result of the learning process, new axons are observed to form in neurons. Each learning experience involves the formation of new synaptic connections. In this context, learning is explained as a biochemical change. The roles of different brain regions and the cells involved in learning events and processes are studied. At the cellular level, this study focuses on the responses of individual cells, while at the connectivity level it provides information on the signal transduction that takes place at the synaptic connection between two nerve cells, and at the molecular level on the chemical interactions that take place in the membrane or inside a nerve cell.

In the learning process, motivation, the personality of the instructor and the environment in which the information is presented are of great importance. A significant part of our life is spent in the school environment. The information we learn here does not only provide us with an academic basis. It also forms the way we express our emotions, cope with difficulties and exist in society.

The role of teachers who accompany us in the whole learning process is very important.

 Happy Teachers’ Day to our teachers, who are role models for us in the process of making sense of our relationship with the world, whom we see almost as close as our parents.

Reference:

Psychologist Merve Altındağ

AÇIKGÖZ, N., & Bülent, M. A. D. İ. (2013). ÖĞRENME İLE BEYİNDE OLUŞAN DEĞİŞİKLİKLER (PLASTİSİTE). Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 9(9), 29-36.

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Neuroscientific Foundations of Mother-Child Relationship

Many literary works, music and movies have been produced on the relationship between mother and child, which is a meaningful bond. This bond has a quality that, despite its definition, is still poorly understood and baffles outside observers.

Children can feel inadequate in the face of their mother’s love and attention, and this can be experienced as “the embarrassment of not being able to love a mother like a mother”. So what is the neuroscientific basis for this unique bond?

First of all, new studies have shown that this experience and its effects begin in the womb and that the effects of the mother’s emotional experience on the fetus continue into adulthood.

As the mother carries her child, a bond is formed that begins with the baby in the womb. During this period, the mother is physically close to her child, establishes an emotional bond and this process forms the first connection between mother and child.

Life experiences that begin in the womb and are encountered at an early age cause changes in the brain and continue to have an impact in later life. A number of studies have shown that it has significant effects especially on mental health.

Mothers who were anxious and stressed during pregnancy were observed to continue to experience this during the first two years of their children’s lives. High levels of stress hormones can affect the baby’s brain development. In particular, it can lead to changes in brain regions associated with stress, such as the hippocampus and amygdala.

Stress can cause hormonal imbalance in the mother’s body. This can affect the baby’s hormonal system and these effects can be long-term. Anxiety, depression and stress during pregnancy can have negative effects not only on the health of the mother, but also on the health of the baby. This can result in an increased risk of miscarriage, premature birth, low birth weight and the associated risks.

In a study conducted in Canada on mothers who were victims of the 1998 ‘Ice Storm’ in North America, which left 3 million people without electricity for about 1.5 months, the children of mothers who were pregnant at the time of the disaster and who were exposed to the consequences of the disaster were tested for intelligence and language skills.

When the results were compared with the control group, it was observed that the children of these mothers, who had been exposed to prolonged severe stress, had retarded intelligence and language skills compared to other children.

Reference:

Psychologist Merve Altındağ

Twardosz S., Lutzker J. R. (2010). Child maltreatment and the developing brain: a review of neuroscience perspectives. Aggress. Violent Behav. 15, 59-68

DiPietro JA, Costigan KA, Sipsma H (2008) Continuity in self-report measures of maternal anxiety, stress, and depressive symptoms from pregnancy through two years postpartum. J Psychosom Obstet Gynaecol 29:115-124.

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Neuropsychological Basis of Anger

Anger is an emotion that can be seen in every aspect of life. The urge to anger is a type of emotion that can occur due to a minor inconvenience, can be caused by a number of personal problems and can turn into rage over time. The uncontrolled release of anger can lead to negative situations and consequences. When dealing with anger, it is important to understand the person’s living standards, personality traits, past experiences, the way he/she expresses emotions and past traumas. The feeling of anger can be influenced by external factors or internal factors. Anger has several basic components;

Your genetics and your body’s ability to deal with certain chemicals and hormones also play an important role in how you deal with anger. For example, if the hormone serotonin in the brain is not responding normally, we may have difficulties in managing and understanding our emotions. Intense emotions can cause physical changes in the body. When we feel anger, we may experience stomach pain and nausea. Long-term physical and psychological health problems may occur due to high blood pressure. When the body temperature increases due to anger, sweating may occur. In addition, the body’s fight or flight mechanism works actively during anger. In a lifestyle that is constantly accompanied by anger, an imbalance in the fight or flight mechanism may occur, which may create problems in how the person expresses himself/herself and his/her emotions in situations and environments.

Individuals who have problems controlling their emotions or who experience anger beyond the limits of a typical emotional response can be identified with various types of anger disorders. Aggressive anger; Individuals are aware of their emotions but do not always know the true source of their frustration that drives them to anger. Violent outbursts of anger are observed in these individuals. Aggressive anger is usually expressed in the form of instant or revenge. In a sense, people with this type of anger can suffer serious moral and material losses. Passive anger is a type of anger that is difficult to recognize because it is suppressed. Individuals may not even be aware of anger. Inability to maintain daily routines, meaninglessness, mocking emotions, alienation from the immediate environment are among the symptoms of aggressive anger. In the long run, uncontrolled anger can threaten a person’s cognitive, psychological and physical health. For this reason, it is useful to recognize and define your anger.

Reference : Psychologist Merve Altındağ  

Soykan, Ç. (2003). Öfke ve öfke yönetimi. Kriz dergisi, 11(2).

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The Effects of Anxiety on the Brain

Certain situations that we face at different moments of everyday life can cause anxiety. This feeling can affect the present moment, sometimes at work, sometimes in public or worrying about the future. Anxiety is an emotion that drives us and can have negative effects. Anxiety is a state in which the body and brain perceive threat or danger, real or imagined. Anxiety is defined as an extreme degree of worry and is considered one of the most common responses to stress.

Anxiety is an emotion that leads to avoidance or avoidance of stressful situations, but these avoidant behaviors can make it more difficult to face similar situations and can lead to a loss of self-confidence. Avoidance can include avoiding uncomfortable thoughts and tasks, which can lead to a decrease in activities and performance.

Anxiety affects many different parts of the brain. Research by Bob Bramson and Sjoerd Meijer at the Donders Institute at Radboud University found that people with anxiety use a different part of the forebrain in anxious situations than people without anxiety.

Anxious individuals shift emotional control from the lateral frontal pole to the dorsolateral prefrontal cortex. Different regions in the brain are where anxiety is complexly processed and regulated. Deep brain structures and inner emotional regions contribute to the bodily sensations and physiological responses to anxiety. The amygdala region also plays an important role in the regulation of sensory responses. It is particularly important in processing feelings of fear and anxiety associated with perceptions of threat and danger. Another brain region, the anterior cingulate dorsal cortex, is involved in the processing of emotional conflicts and difficulties. Anxiety is the result of interactions between these regions.

Anxiety is an important emotion used in neuromarketing measurements. People’s feelings about a product have a significant impact on their direct behavior, i.e. their purchasing decisions. Consumers may turn to brands or products that can make them feel safe in times of anxiety. Neuromarketing experts can observe the emotional impact of brands/products on consumers and analyze their emotions. Anxious consumers may evaluate their purchasing decisions more carefully. Physiological and neurological research examines the emotion itself with Online Emotional State Analysis and brain activity with Fixed and Mobile EEG Measurement to understand which factors affect consumers’ anxiety and how.

CONCLUSION; ‘Anxiety and its triggers’, which is on the negative axis in emotion mapping, has an important place in understanding consumer behavior and creating strategies for it, as in all areas of life.

Reference

Psychologist Merve Altındağ

“Anxiousindividualsshiftemotioncontrolfrom lateral frontal poleto dorsolateral prefrontalcortex” byBobBramson et al. Nature Communications

Peleg-Popko O (2004) Differentiationand Test Anxiety in Adolescents, Journal of Adolescence, 27:645- 662.

Lufi D, Darliuk L (2005) The _nteractiveEffect of Test Anxietyand Learning DisablitiesAmongAdolescents, International Journal of EducationalResearch, 43: 236-249.

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October 29th Republic Day’s Impact on Our Emotions

October 29th Republic Day is our national holiday celebrating the founding of our country and commemorating the day the country began to be governed as an independent republic. It has great meaning for every member of society. This meaning can also affect our feelings and thoughts and reactions. In this article, we explain the meaning and effects of October 29th Republic Day on our brain and emotions. 

Celebrating our Republic, founded by our leader Atatürk, as a holiday symbolizes the decision of the citizens of the Republic of Turkey to govern independently. It therefore emphasizes people’s sense of pride. Pride is also closely linked to social connections and personal identity. Pride is linked to the medialprefrontal cortex in our brain.  Pride can be influenced by a part of the brain known as the reward pathway. The limbic system plays an important role in dealing with rewards and feelings of pleasure. The feeling of pride can cause activations in regions such as the ventralstriatum, which is part of this system.

Republic Day plays a role in bringing people together and promoting solidarity within society. Feelings of unity and solidarity are also related to people’s ability to remember and evaluate positive social experiences in a positive way. The hippocampus and similar memory processing regions are important in this context. Again, social bonds and feelings of unity are associated with temporaparietal regions that play an important role in the processing of social information.

October 29th Republic Day stimulates patriotic feelings and hormones to work actively. It can increase people’s love and commitment to their country. It can also express gratitude to Atatürk and others who fought with him. Patriotism, embracing the values of the country and gratitude are associated with the hormone oxytocin. Oxytocin is produced in areas of the hypothalamus called the paraventricular nucleus and the supraaoptic nucleus. After being produced by the hypothalamus, this hormone is secreted in the posterior lobe of the pituitary gland. Oxytocin plays an important role in a number of emotional and physiological processes, such as social connections, mother-infant relationships and romantic relationships.

Republic Day provides an opportunity to reflect on Turkey’s past achievements and future potential. People are driven by hope and motivation for the country’s development and progress. Motivation is associated with dopamine production in the ventral segmental area. Dopamine signals from this area promote the association of motivation with reward and the maintenance of desired behaviors.

As the NeuroMark family, we celebrate our Republic Day on October 29 and hope that our feelings of unity and solidarity will continue.

Reference

Psychologist Merve Altındağ

Üngüren, E. (2015). Beynin nöroanatomik ve nörokimsayal yapısının kişilik ve davranış üzerindeki etkisi. Uluslararası Alanya İşletme Fakültesi Dergisi, 7(1).

Dönmezer, S. (2011). Cumhuriyetimiz ve Milli Bütünlük Ruhu. Journal of IstanbulUniversityLawFaculty, 50(1-4), 319-326.