scholarly journals The role of previous visual experience in subjective reactions to new affective pictures and sounds.

2021 ◽  
Author(s):  
Fiorella Del Popolo Cristaldi ◽  
Filippo Gambarota ◽  
Suzanne Oosterwijk
Keyword(s):  
Predictive Models ◽  
Visual Experience ◽  
Test Phase ◽  
Previous Experience ◽  
Group Differences ◽  
Significant Group ◽  
Affective Stimuli ◽  
Sensory Modalities ◽  
Valence And Arousal

According to predictive models of emotion, people use their previous experience to construct new affective predictions. We do not live in a stable world, however. Some environments are uncertain, others are not. This study investigated how experiencing certain vs. uncertain probabilistic relationships shapes subjective reactions to new affective stimuli, within and across sensory modalities. Two S1-S2 paradigms were employed as learning and test phases in two experiments. S1s were colored circles, S2s negative or neutral affective pictures or sounds. Participants (N = 192, 179) were assigned to the certain (CG) or uncertain group (UG), and they were presented with 100% (CG) or 50% (UG) S1-S2 congruency between visual stimuli during the learning phase. During the test phase both groups were presented with a new S1-S2 paradigm with a 75% S1-S2 congruency, and visual (Experiment 1) or auditory (Experiment 2) S2s. Participants were asked to rate the expected valence of upcoming S2s (expectancy ratings), or their experienced valence and arousal (valence and arousal ratings). In both experiments, participants in the CG reported more negative expectancy ratings after the S1s previously paired with negative stimuli, whereas no group differences emerged on valence and arousal ratings. Furthermore, when comparing the two experiments, no significant group by experiment interaction was found. Overall, and in line with predictive models, our results suggest that relying on a certain previous experience shapes subjective expectancies toward a coherent labeling of the predicted valence of future stimuli, and that this process develops similarly across sensory modalities.

scholarly journals The role of implicit learning and cue ambiguity on the subjective experience of affective predictions: a follow-up behavioral investigation.

2021 ◽  
Author(s):  
Fiorella Del Popolo Cristaldi ◽  
Giulia Buodo ◽  
Filippo Gambarota ◽  
Suzanne Oosterwijk ◽  
Giovanni Mento
Keyword(s):  
Implicit Learning ◽  
Subjective Experience ◽  
Prior Experience ◽  
Test Phase ◽  
Previous Experience ◽  
Affective Experience ◽  
Changing Environments ◽  
Valence And Arousal

People use their previous experience to predict present affective events. Since we live in ever-changing environments, affective predictions must generalize from past contexts (from which they are implicitly learned) to new, potentially ambiguous contexts. This study investigated how past (un)certain relationships influence subjective experience following new ambiguous cues, and whether past relationships can be learned implicitly. Two S1-S2 paradigms were employed as learning and test phases in two experiments. S1s were colored circles, S2s negative or neutral affective pictures. Participants (N = 121, 116) were assigned to the certain (CG) or uncertain group (UG), and they were presented with 100% (CG) or 50% (UG) S1-S2 congruency during an uninstructed (Experiment 1) or implicit (Experiment 2) learning phase. During the test phase both groups were presented with a new 75% S1-S2 paradigm, and ambiguous (Experiment 1) or unambiguous (Experiment 2) S1s. Participants were asked to rate the expected valence of upcoming S2s (expectancy ratings), or their experienced valence and arousal (valence and arousal ratings). In Experiment 1 ambiguous cues elicited less negative expectancy ratings, and less unpleasant valence ratings, independently from prior experience. In Experiment 2, participants in the CG reported more negative expectancy ratings after the S1s previously paired with negative stimuli. Overall, we found that in the presence of ambiguous cues subjective affective experience is dampened, and we confirmed that people are able to infer probabilistic relationships from the environment (and to use them later) at an implicit level.

scholarly journals The Mechanisms of Size Constancy

2015 ◽  
Vol 28 (3-4) ◽  
pp. 253-283 ◽  
Author(s):  
Irene Sperandio ◽  
Irene Sperandio ◽  
Philippe A. Chouinard
Keyword(s):  
Visual Experience ◽  
Distance Perception ◽  
Brain Area ◽  
Size Perception ◽  
Retinal Images ◽  
Size Constancy ◽  
Constant Size ◽  
Sensory Modalities ◽  
The Brain

Size constancy is the result of cognitive scaling operations that enable us to perceive an object as having the same size when presented at different viewing distances. In this article, we review the literature on size and distance perception to form an overarching synthesis of how the brain might combine retinal images and distance cues of retinal and extra-retinal origin to produce a perceptual visual experience of a world where objects have a constant size. A convergence of evidence from visual psychophysics, neurophysiology, neuropsychology, electrophysiology and neuroimaging highlight the primary visual cortex (V1) as an important node in mediating size–distance scaling. It is now evident that this brain area is involved in the integration of multiple signals for the purposes of size perception and does much more than fulfil the role of an entry position in a series of hierarchical cortical events. We also discuss how information from other sensory modalities can also contribute to size–distance scaling and shape our perceptual visual experience.

scholarly journals A-089 The Role of Anxiety Severity and Neurocognitive Functions in Parkinson’s Disease

2020 ◽  
Vol 35 (6) ◽  
pp. 882-882
Author(s):  
Lee G ◽  
Suhr J ◽  
Boxley L ◽  
Nguyen C
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Symptom Severity ◽  
Neurodegenerative Disorder ◽  
Analysis Of Covariance ◽  
Motor Symptom ◽  
Group Differences ◽  
Significant Group ◽  
Neurocognitive Functions

Abstract Objective Parkinson’s disease (PD) is a neurodegenerative disorder characterized by motor and nonmotor symptoms. While much of the extant literature on neuropsychiatric symptoms and cognitive deficits have focused on depression, comparatively less have examined the role of anxiety among patients with PD. Here, we examined levels of anxiety severity (i.e., minimal, mild, moderate–severe) and cognition in this population. Method Fifty-six PD patients (M age = 60.8 ± 9.3; 69.6% male) being considered for surgical intervention were evaluated at an outpatient clinic. Inclusion criteria included no history of neurosurgical procedure and no other diagnosis of a neurodegenerative disorder. Participants completed a battery of neuropsychological tests and reported mood symptoms (Geriatric Depression Scale-15, Beck Anxiety Inventory). Those who scored above clinical cutoffs for depressive symptoms were excluded due to high comorbidity with anxiety. Motor symptom severity was rated by neurologists using the Unified Parkinson’s Disease Rating Scale. Results Analysis of covariance revealed significant group differences on tests of working memory (p = .03), set-shifting (p = .04), problem-solving (p = .05), and phonemic fluency (p = .03) when controlling for motor symptom severity. PD patients with moderate–severe levels of anxiety performed significantly lower than those with minimal or mild anxiety (p’s < .05). There were no other significant group differences in neuropsychological test performance. Conclusions These findings suggest measurable differences in neurocognitive functions associated with frontostriatal circuits among PD patients with varying levels of overall anxiety. Future work should consider the potential overlap between anxiety and PD symptoms as they relate to cognition.

scholarly journals Executive function and in-patient violence in forensic patients with schizophrenia

2008 ◽  
Vol 193 (3) ◽  
pp. 247-253 ◽  
Author(s):  
Rachael S. Fullam ◽  
Mairead C. Dolan
Keyword(s):  
Executive Function ◽  
Group Differences ◽  
Personality Factors ◽  
Significant Group ◽  
Forensic Patients ◽  
Patient Violence ◽  
Prefrontal Cortical ◽  
Neuropsychological Tasks ◽  
Interpersonal Domain

BackgroundThe literature on the association between neuropsychological deficits and in-patient violence in schizophrenia is limited and the findings inconsistent.AimsTo examine the role of executive function deficits in in-patient violence using measures of dorsolateral (DLPFC) and ventrolateral prefrontal cortical (VLPFC) function.MethodsThirty-three violent and forty-nine non-violent male forensic in-patients with schizophrenia were assessed using neuropsychological tasks probing DLPFC and VLPFC function and on measures of symptoms and psychopathy.ResultsThere were no significant group differences in neuropsychological task performance. Higher rates of violence were significantly associated with lower current IQ scores and higher excitement symptom scores. The ‘violent’ group had significantly higher interpersonal and antisocial domain psychopathy scores. In a logistic regression analysis, IQ and the interpersonal domain of psychopathy were significant discriminators of violent v. non-violent status.ConclusionsPersonality factors rather than symptoms and neuropsychological function may be important in understanding in-patient violence in forensic patients with schizophrenia.

scholarly journals Visuo-vestibular Influences on the Moving Platform Locomotor Aftereffect

2008 ◽  
Vol 99 (3) ◽  
pp. 1354-1365 ◽  
Author(s):  
Karen L. Bunday ◽  
Adolfo M. Bronstein
Keyword(s):  
Vestibular Function ◽  
Gait Velocity ◽  
Group Differences ◽  
Significant Group ◽  
Eyes Closed ◽  
Eyes Open ◽  
Moving Platform ◽  
Postural Perturbations ◽  
Normal Controls

After walking onto a moving platform subjects experience a locomotor aftereffect (LAE), including a self-generated stumble, when walking again onto a stationary platform. Thus this LAE affords examination of the role of vestibular input during an internally generated postural challenge. The experiments involved walking onto the stationary sled (BEFORE trials), walking onto the moving sled (MOVING), and a second set of stationary trials (AFTER). We investigated 9 bilateral labyrinthine defective subjects (LDS) and 13 age-matched normal controls (NC) with eyes open. We repeated the experiment in 5 NC and 5 LDS but this time the AFTER trials were performed twice, first eyes closed and then on eye reopening. During MOVING trials, LDS were considerably unstable, thus confirming the established role of the vestibular system during externally imposed postural perturbations. During AFTER trials, both groups experienced an aftereffect with eyes open and closed, shown as higher approach gait velocity, a forward trunk overshoot, and increased leg EMG. However, there were no significant group differences due to the fact that stopping the forward trunk overshoot was accomplished by anticipatory EMG bursts. On eye reopening the aftereffect reemerged, significantly larger in LDS than that in NC. The lack of group differences in AFTER trials suggests that when facing internally generated postural perturbations, as in this adaptation process, the CNS relies less on vestibular feedback and more on anticipatory mechanisms. Reemergence of the aftereffect on eye reopening indicates the existence of a feedforward visuo-contextual mechanism for locomotor learning, which is adaptively enhanced in the absence of vestibular function.

scholarly journals Do EEG and Startle Reflex Modulation Vary with Self-Reported Aggression in Response to Violent Images?

2019 ◽  
Vol 9 (11) ◽  
pp. 298
Author(s):  
Sajeev Kunaharan ◽  
Sean Halpin ◽  
Thiagarajan Sitharthan ◽  
Peter Walla
Keyword(s):  
Normal Population ◽  
Event Related Potentials ◽  
Startle Reflex ◽  
Self Report ◽  
Group Differences ◽  
Affective Processing ◽  
Reflex Modulation ◽  
Significant Group ◽  
Affective Stimuli ◽  
Related Potentials

Increased violence and aggressive tendencies are a problem in much of the world and are often symptomatic of many other neurological and psychiatric conditions. Among clinicians, current methods of diagnosis of problem aggressive behaviour rely heavily on the use of self-report measures as described by the Diagnostic and Statistical Manual of Mental Disorders 5th Edition (DSM-5) and International Classification of Diseases 10th revision (ICD-10). This approach does not place adequate emphasis on objective measures that are potentially sensitive to processes not feeding into subjective self-report. Numerous studies provide evidence that attitudes and affective content can be processed without leading to verbalised output. This exploratory study aimed to determine whether individuals in the normal population, grouped by self-reported aggression, differed in subjective versus objective affective processing. Participants (N = 52) were grouped based on their responses to the Buss–Durkee Hostility Inventory. They were then presented with affect-inducing images while brain event-related potentials (ERPs) and startle reflex modulation (SRM) were recorded to determine non-language-based processes. Explicit valence and arousal ratings for each image were taken to determine subjective affective effects. Results indicated no significant group differences for explicit ratings and SRM. However, ERP results demonstrated significant group differences between the ‘pleasant’ and ‘violent’ emotion condition in the frontal, central and parietal areas across both hemispheres. These findings suggest that parts of the brain process affective stimuli different to what conscious appraisal comes up with in participants varying in self-reported aggression.

The Relationship Between Plasma Oxytocin and Executive Functioning in Huntington’s Disease: A Pilot Study

2021 ◽  
pp. 1-6
Author(s):  
Emily R. Fisher ◽  
Natalia P. Rocha ◽  
Diego A. Morales-Scheihing ◽  
Venugopal Reddy Venna ◽  
Erin E. Furr-Stimming ◽  
...  
Keyword(s):  
Executive Functioning ◽  
Huntington's Disease ◽  
Huntington’S Disease ◽  
Potential Role ◽  
Group Differences ◽  
Significant Group ◽  
Plasma Measurement ◽  
The Relationship ◽  
Functioning Assessment

The role of oxytocin (OT) in social cognition of patients with Huntington’s disease (HD) has been studied, but its impact on executive functioning has not been explored yet. Healthy controls, premanifest HD, and manifest HD participants underwent executive functioning assessment and OT plasma measurement. There were no significant group differences in plasma OT levels. Higher OT levels were associated with better executive functioning in premanifest HD participants. Our findings revealed an association between OT levels and depressive symptoms in premanifest and manifest HD participants. The potential role of OT in HD deserves further investigation.

scholarly journals Language and literacy skills of home and international university students: How different are they, and does it matter?

2018 ◽  
Vol 22 (2) ◽  
pp. 349-365 ◽  
Author(s):  
DANIJELA TRENKIC ◽  
MEESHA WARMINGTON
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
Academic Outcomes ◽  
Literacy Skills ◽  
Group Differences ◽  
Language And Literacy ◽  
Significant Group ◽  
Entry Requirements ◽  
International University

Although international students experience lower attainment at university than home students (Morrison et al., 2005), reasons are poorly understood. Some question the role of language proficiency as international students come with required language qualifications. This study investigated language and literacy of international students who successfully met language entry requirements and those of home students, matched on non-verbal cognition, studying in their native language. In a sample of 63 Chinese and 64 British students at a UK university, large and significant group differences were found at entry and eight months later. Furthermore, language and literacy indicators explained 51% of variance in the Chinese group's grades, without predicting the home students’ achievement. Thus language proficiency appears predictive of academic outcomes only before a certain threshold is reached, and this threshold does not correspond to the minimum language entry requirements. This highlights a systematic disadvantage with which many international students pursue their education.

Comparison of Auditory, Language, Memory, and Attention Abilities in Children With and Without Listening Difficulties

2020 ◽  
Vol 29 (4) ◽  
pp. 710-727
Author(s):  
Beula M. Magimairaj ◽  
Naveen K. Nagaraj ◽  
Alexander V. Sergeev ◽  
Natalie J. Benafield
Keyword(s):  
Auditory Processing ◽  
Short Term Memory ◽  
Group Differences ◽  
Long Term Memory ◽  
Short Term ◽  
Significant Group ◽  
Term Memory ◽  
Memory And Attention ◽  
Speed And Accuracy

Objectives School-age children with and without parent-reported listening difficulties (LiD) were compared on auditory processing, language, memory, and attention abilities. The objective was to extend what is known so far in the literature about children with LiD by using multiple measures and selective novel measures across the above areas. Design Twenty-six children who were reported by their parents as having LiD and 26 age-matched typically developing children completed clinical tests of auditory processing and multiple measures of language, attention, and memory. All children had normal-range pure-tone hearing thresholds bilaterally. Group differences were examined. Results In addition to significantly poorer speech-perception-in-noise scores, children with LiD had reduced speed and accuracy of word retrieval from long-term memory, poorer short-term memory, sentence recall, and inferencing ability. Statistically significant group differences were of moderate effect size; however, standard test scores of children with LiD were not clinically poor. No statistically significant group differences were observed in attention, working memory capacity, vocabulary, and nonverbal IQ. Conclusions Mild signal-to-noise ratio loss, as reflected by the group mean of children with LiD, supported the children's functional listening problems. In addition, children's relative weakness in select areas of language performance, short-term memory, and long-term memory lexical retrieval speed and accuracy added to previous research on evidence-based areas that need to be evaluated in children with LiD who almost always have heterogenous profiles. Importantly, the functional difficulties faced by children with LiD in relation to their test results indicated, to some extent, that commonly used assessments may not be adequately capturing the children's listening challenges. Supplemental Material https://doi.org/10.23641/asha.12808607

Examining the Role of Language in Play Among Children With and Without Developmental Disabilities

2020 ◽  
Vol 51 (3) ◽  
pp. 795-806 ◽  
Author(s):  
Elizabeth J. Short ◽  
Rachael Cooper Schindler ◽  
Rita Obeid ◽  
Maia M. Noeder ◽  
Laura E. Hlavaty ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Autism Spectrum ◽  
Free Play ◽  
Group Differences ◽  
Typically Developing ◽  
Play Skills ◽  
Critical Aspect ◽  
Hyperactivity Disorder ◽  
Better Than

Purpose Play is a critical aspect of children's development, and researchers have long argued that symbolic deficits in play may be diagnostic of developmental disabilities. This study examined whether deficits in play emerge as a function of developmental disabilities and whether our perceptions of play are colored by differences in language and behavioral presentations. Method Ninety-three children participated in this study (typically developing [TD]; n = 23, developmental language disorders [DLD]; n = 24, attention-deficit/hyperactivity disorder [ADHD]; n = 26, and autism spectrum disorder [ASD]; n = 20). Children were videotaped engaging in free-play. Children's symbolic play (imagination, organization, elaboration, and comfort) was scored under conditions of both audible language and no audible language to assess diagnostic group differences in play and whether audible language impacted raters' perception of play. Results Significant differences in play were evident across diagnostic groups. The presence of language did not alter play ratings for the TD group, but differences were found among the other diagnostic groups. When language was audible, children with DLD and ASD (but not ADHD) were scored poorly on play compared to their TD peers. When language was not audible, children with DLD were perceived to play better than when language was audible. Conversely, children with ADHD showed organizational deficits when language was not available to support their play. Finally, children with ASD demonstrated poor play performance regardless of whether language was audible or not. Conclusions Language affects our understanding of play skills in some young children. Parents, researchers, and clinicians must be careful not to underestimate or overestimate play based on language presentation. Differential skills in language have the potential to unduly influence our perceptions of play for children with developmental disabilities.

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