Are Emotion Regulation Strategies Associated With Visual Attentional Breadth for Emotional Information in Youth?

Attentional deployment is currently considered as one of the most central mechanisms in emotion regulation (ER) as it is assumed to be a crucial first step in the selection of emotional information. According to the broaden-and-build theory, positive emotions are associated with attentional broadening and negative emotions with attentional narrowing toward emotional information. Given that ER strategies relying on attentional deployment (i.e., rumination, cognitive reappraisal and distraction) have the possibility to influence positive and negative emotions by (re)directing one’s attention, there could be an association with one’s attentional scope. The current study investigated the association between the general (trait) use of three specific ER strategies and visual attentional breadth for positive, negative, and neutral information in a selected sample of 56 adolescents (M = 12.54, SD = 1.72; 49% girls) at risk for developing psychopathology. First, participants self-reported on their overall use of different ER strategies. Next, the previously validated Attentional Breadth Task (ABT) was used to measure visual attention breadth toward emotional information. No evidence was found for the relationship between 2 specific ER strategies (i.e., cognitive reappraisal and rumination) and visual attentional breadth for neutral, positive and negative emotional information. Surprisingly, “distraction” was associated with visual attentional narrowing, which was unrelated to the valence of the emotion. These unexpected results indicate the multifaceted relationship between trait ER, distraction specifically, and visual attentional breadth for emotional information. Future research, especially in younger age groups, could further elaborate on this research domain.

Dynamic changes in spatial representation within the posterior parietal cortex in response to visuomotor adaptation

Recent studies used fMRI population receptive field (pRF) mapping to demonstrate that retinotopic organization extends from primary visual cortex to ventral and dorsal visual pathways by quantifying visual field maps, receptive field size, and laterality throughout multiple areas. Visuospatial representation in the posterior parietal cortex (PPC) is modulated by attentional deployment, raising the question of whether spatial representation in the PPC is dynamic and flexible and that this flexibility contributes to visuospatial learning. To answer this question, changes in spatial representation within PPC, as measured with pRF mapping, were recorded before and after visuomotor adaptation. Visuospatial input was laterally manipulated, rightward or leftward, via prism adaptation, a well-established visuomotor technique that modulates visuospatial performance. Based on existing models of prism adaptation mechanism of action, we predicted left prism adaptation to produce a right visuospatial bias via an increasing pRF size in the left parietal cortex. However, our hypothesis was agnostic as to whether right PPC will show an opposite effect given the bilateral bias to right visual field. Findings show that adaptation to left-shifting prisms increases pRF size in both PPCs, while leaving space representation in early visual cortex unchanged. This is the first evidence that prism adaptation drives a dynamic reorganization of response profiles in the PPC. Our results show that spatial representation in the PPC not only reflects changes driven by attentional deployment but dynamically changes in response to visuomotor adaptation. Furthermore, our results provide support for using prism adaptation as a tool to rehabilitate visuospatial deficits.

Prefrontal tDCS Attenuates Self-Referential Attentional Deployment: A Mechanism Underlying Adaptive Emotional Reactivity to Social-Evaluative Threat

Social-evaluative threat (SET) – a situation in which one could be negatively evaluated by others – elicits profound (psycho)physiological reactivity which, if chronically present and not adaptively regulated, has deleterious effects on mental and physical health. Decreased self-awareness and increased other-awareness are understood to be an adaptive response to SET. Attentional deployment – the process of selectively attending to certain aspects of emotional stimuli to modulate emotional reactivity – is supported by fronto-parietal and fronto-limbic networks, with the dorsolateral prefrontal cortex being a central hub. The primary aim of the current study was to investigate the effects of active (versus sham) prefrontal transcranial direct current stimulation (tDCS) on self and other-attentional deployment during the exposure to a SET context. Seventy-four female participants received active or sham tDCS and were subsequently exposed to a rigged social feedback paradigm. In this paradigm a series of social evaluations were presented together with a photograph of the supposed evaluator and a self- photograph of the participant, while gaze behavior (time to first fixation, total fixation time) and skin conductance responses (SCRs; a marker of emotional reactivity) were measured. For half of the evaluations, participants could anticipate the valence (negative or positive) of the evaluation a priori. Analyses showed that participants receiving active tDCS were (a) slower to fixate on their self-photograph, (b) spent less time fixating on their self-photograph, and (c) spent more time fixating on the evaluator photograph. During unanticipated evaluations, active tDCS was associated with less time spent fixating on the evaluation. Furthermore, among those receiving active tDCS, SCRs were attenuated as a function of slower times to fixate on the self-photograph. Taken together, these results suggest that in a context of SET, prefrontal tDCS decreases self-attention while increasing other-attention, and that attenuated self-referential attention specifically may be a neurocognitive mechanism through which tDCS reduces emotional reactivity. Moreover, the results suggest that tDCS reduces vigilance toward stimuli that possibly convey threatening information, corroborating past research in this area.

Associative learning shapes visual discrimination in a web-based classical conditioning task

Threat detection plays a vital role in adapting behavior to changing environments. A fundamental function to improve threat detection is learning to differentiate between stimuli predicting danger and safety. Accordingly, aversive learning should lead to enhanced sensory discrimination of danger and safety cues. However, studies investigating the psychophysics of visual and auditory perception after aversive learning show divergent findings, and both enhanced and impaired discrimination after aversive learning have been reported. Therefore, the aim of this web-based study is to examine the impact of aversive learning on a continuous measure of visual discrimination. To this end, 205 participants underwent a differential fear conditioning paradigm before and after completing a visual discrimination task using differently oriented grating stimuli. Participants saw either unpleasant or neutral pictures as unconditioned stimuli (US). Results demonstrated sharpened visual discrimination for the US-associated stimulus (CS+), but not for the unpaired conditioned stimuli (CS−). Importantly, this finding was irrespective of the US’s valence. These findings suggest that associative learning results in increased stimulus salience, which facilitates perceptual discrimination in order to prioritize attentional deployment.

How to interpret attentional blink findings? A practical MCMC tool to assess the attentional blink with the eSTST model

Previous research has shown that Attentional blink (AB) data can differ between tasks, or subjects and it can be challenging to interpret these differences. In this paper, we provided a ready-to-use tool that allows researchers to map their data onto the episodic Simultaneous Type, Serial Token (eSTST) model. This tool uses the Markov Chain Monte Carlo algorithm to find the best set of 3 model parameters to simulate a given AB pattern. These 3 parameters have cognitive interpretations, such that differences in these parameters between different paradigms can be used for inferences about the timing of attentional deployment or the encoding of memory. Additionally, our tool allows for a combination of quantitative fitting against the overall pattern of data points, and qualitative fitting for theoretically important features. We demonstrate the algorithm using several data sets, showing that it can find cognitively interpretable parameter sets for some of them, but fails to find a good fit for one data set. This indicates an explanatory boundary of the eSTST model. Finally, we provide a feature to avoid overfitting of individual data points with high uncertainty, such as in the case of individual participant data.

Associative learning shapes visual discrimination – a web-based study

Threat detection plays a vital role in adapting behavior to changing environments. A fundamental function to improve threat detection is by learning to differentiate be-tween stimuli predicting danger and safety. Accordingly, aversive learning should lead to enhanced sensory discrimination of danger and safety cues. However, studies inves-tigating the psychophysics of visual and auditory perception after aversive learning show divergent findings, and both enhanced and impaired discrimination after aversive learning have been reported. Therefore, the aim of this web-based study is to examine the impact of aversive learning on a continuous measure of visual discrimination. To this end, n = 205 participants underwent a differential fear conditioning paradigm be-fore and after completing a visual discrimination task using differently oriented grating stimuli. Participants saw either unpleasant or neutral pictures as unconditioned stimuli (US). Results demonstrated sharpened visual discrimination for the US-associated stim-ulus (CS+), but not for the unpaired conditioned stimuli (CS-). Importantly, this finding was irrespective of the US’s valence. These findings suggest that associative learning results in increased stimulus salience, which facilitates perceptual discrimination in or-der to prioritize attentional deployment.