(a–f) Example time-frequency plots created from the GED-based components separated by stimulus modality (i.e., visual, tactile, and auditory). Each time-frequency plot shows the relative difference in power between the baseline and stimulus periods for a GED-based component time series (scale at far right, 1–100 Hz, logarithmic scale). Black contoured lines denote clusters of significant changes in power between baseline and stimulus delivery (see Materials and methods). Solid lines at 0 and 1 s denote the start and end of stimulus delivery. (a) Increase in power centered around 4.5 Hz elicited by visual stimuli. (b) Increase in power across low (1–3 Hz) frequencies elicited by auditory stimuli with minor power changes for visual and tactile stimuli. (c) Moderate increase in power from 1 to 2 and 5–8 Hz for visual stimuli and 4–8 Hz for tactile stimuli. (d) Moderate decreases in power for all stimuli, centered around 4 Hz. (e) Disparate responses to visual, tactile, and auditory stimuli. Note how multiple frequencies bands show time varying increases in power for all three stimuli, however, the time-frequency power around 1 Hz is similar between the sensory modalities. (f) A component with fairly similar responses across sensory modalities but note the lack of high frequency activity for auditory stimuli. (g) Maximum separation of the selectivity for sensory modality occurs below 10 Hz. Solid lines represent the mean z-value within significant clusters at each frequency for each modality (visual = red, tactile = green, auditory = blue). Dotted lines denote mean +/- 5 standard errors of the mean. Gold asterisks denote significant differences between the visual and tactile responses, magenta asterisks denote significant differences between visual and auditory, and cyan asterisks denote differences between visual and auditory (Wilcoxon rank-sum tests, p<0.01). (h–j) Pairwise comparisons of selectivity between modalities for components that responded to multiple sensory modalities. Solid lines represent mean and dotted lines represent the mean +/- 5 standard errors of mean. Black asterisks denote significant differences (Wilcoxon rank-sum tests, p<0.01). (k) Spectral profiles were generated from the significant components from all sessions. PCA was then used to extract the prominent features of these profiles (right). Corresponding scree plots shown on the left (see Materials and methods). These plots were created using all available data regardless of estimated location of the contact. The spectral profile and scree plots were color coded according to the rank of the associated component (1st = blue; 2nd = orange; 3rd = yellow; 4th = purple). The power at each frequency is plotted in arbitrary units of energy. Arrows highlight peaks in the spectra that correspond to frequencies that have been extensively studied in other brain regions (i.e., delta, theta, and low and high gamma). (l) Same as in (k) but only using data from contacts that were estimated to be within the amygdala. Figure 4—figure supplement 1 shows how removing non-amygdala contacts can – but does not necessarily – impact spectral profiles in two individual recording sessions.