Social acquisition context matters: Increased neural responses for native but not nonnative taboo words

This study examined whether the context of acquisition of a word influences its visual recognition and subsequent processing. We utilized taboo words, whose meanings are typically acquired socially, to ensure that differences in processing were based on learned social taboo, rather than proficiency. American English-speaking participants made word/non-word decisions on American taboo (native dialect), British taboo (non-native dialect), positive, neutral, and pseudo- words while EEG was recorded. Taboo words were verified as taboo by both American and British English speakers in an independent norming survey. American taboo words showed a more positive amplitude of the Late Positive Complex (LPC), a neural correlate of emotionality and social processing, compared with British taboo words and all other word categories. Moreover, in an item-wise analysis, LPC amplitudes of American taboo words were positively correlated with their taboo ratings. British taboo words did not show this effect. This indicates that American participants, who had very limited social contact with British English, did not have the same perception of social threat from British taboo words as they had from American taboo words. These results point to the importance of social context of acquisition in establishing social-affective meaning in language.

Cognitive and Emotional Appraisal of Motivational Interviewing Statements: An Event-Related Potential Study

The counseling process involves attention, emotional perception, cognitive appraisal, and decision-making. This study aimed to investigate cognitive appraisal and the associated emotional processes when reading short therapists' statements of motivational interviewing (MI). Thirty participants with work injuries were classified into the pre-contemplation (PC, n = 15) or readiness stage of the change group (RD, n = 15). The participants viewed MI congruent (MI-C), MI incongruent (MI-INC), or control phrases during which their electroencephalograms were captured. The results indicated significant Group × Condition effects in the frontally oriented late positive complex (P600/LPC). The P600/LPC's amplitudes were more positive-going in the PC than in the RD group for the MI congruent statements. Within the PC group, the amplitudes of the N400 were significantly correlated (r = 0.607–0.649) with the participants' level of negative affect. Our findings suggest that the brief contents of MI statements alone can elicit late cognitive and emotional appraisal processes beyond semantic processing.

An Electrocortical Measure Associated With Metarepresentation Mediates the Relationship Between Autism Symptoms and Theory of Mind

Impairments in theory of mind (ToM)—long considered common among individuals with autism spectrum disorder (ASD)—are in fact highly heterogeneous across this population. Although such heterogeneity should be reflected in differential recruitment of neural mechanisms during ToM reasoning, no research has yet uncovered a mechanism that explains these individual differences. In this study, 78 (48 with ASD) adolescents viewed ToM vignettes and made mental-state inferences about characters’ behavior while participant electrophysiology was concurrently recorded. Two candidate event-related-potentials (ERPs)—the late positive complex (LPC) and the late slow wave (LSW)—were successfully elicited. LPC scores correlated positively with ToM accuracy and negatively with ASD symptom severity. Note that the LPC partially mediated the relationship between ASD symptoms and ToM accuracy, which suggests that this ERP component, thought to represent cognitive metarepresentation, may help explain differences in ToM performance in some individuals with ASD.

From Positivity to Negativity Bias: Ambiguity Affects the Neurophysiological Signatures of Feedback Processing

Previous studies on the neurophysiological underpinnings of feedback processing almost exclusively used low-ambiguity feedback, which does not fully address the diversity of situations in everyday life. We therefore used a pseudo trial-and-error learning task to investigate ERPs of low- versus high-ambiguity feedback. Twenty-eight participants tried to deduce the rule governing visual feedback to their button presses in response to visual stimuli. In the blocked condition, the same two feedback words were presented across several consecutive trials, whereas in the random condition feedback was randomly drawn on each trial from sets of five positive and five negative words. The feedback-related negativity (FRN-D), a frontocentral ERP difference between negative and positive feedback, was significantly larger in the blocked condition, whereas the centroparietal late positive complex indicating controlled attention was enhanced for negative feedback irrespective of condition. Moreover, FRN-D in the blocked condition was due to increased reward positivity (Rew-P) for positive feedback, rather than increased (raw) FRN for negative feedback. Our findings strongly support recent lines of evidence that the FRN-D, one of the most widely studied signatures of reinforcement learning in the human brain, critically depends on feedback discriminability and is primarily driven by the Rew-P. A novel finding concerned larger frontocentral P2 for negative feedback in the random but not the blocked condition. Although Rew-P points to a positivity bias in feedback processing under conditions of low feedback ambiguity, P2 suggests a specific adaptation of information processing in case of highly ambiguous feedback, involving an early negativity bias. Generalizability of the P2 findings was demonstrated in a second experiment using explicit valence categorization of highly emotional positive and negative adjectives.

Effects of Search Difficulty on the Selection, Maintenance, and Learning of Attentional Templates

Prominent theories of attention claim that visual search is guided through attentional templates stored in working memory. Recently, the contralateral delay activity (CDA), an electrophysiological index of working memory storage, has been found to rapidly decrease when participants repeatedly search for the same target, suggesting that, with learning, the template moves out of working memory. However, this has only been investigated with pop-out search for distinct targets, for which a strong attentional template may not be necessary. More effortful search tasks might rely more on an active attentional template in working memory, leading to a slower handoff to long-term memory and thus a slower decline of the CDA. Using ERPs, we compared the rate of learning of attentional templates in pop-out and effortful search tasks. In two experiments, the rate of decrease in the CDA was the same for both search tasks. Similar results were found for a second component indexing working memory effort, the late positive complex. However, the late positive complex was also sensitive to anticipated search difficulty, as was expressed in a greater amplitude before the harder search task. We conclude that the amount of working memory effort invested in maintaining an attentional template, but not the rate of learning, depends on search difficulty.