Emotional state and local versus global spatial memory

On the proposed role of metacognition in environment learning: recommendations for research

Metacognition plays a role in environment learning (EL). When navigating, we monitor environment information to judge our likelihood to remember our way, and we engage in control by using tools to prevent getting lost. Yet, the relationship between metacognition and EL is understudied. In this paper, we examine the possibility of leveraging metacognition to support EL. However, traditional metacognitive theories and methodologies were not developed with EL in mind. Here, we use traditional metacognitive theories and approaches as a foundation for a new examination of metacognition in EL. We highlight three critical considerations about EL. Namely: (1) EL is a complex process that unfolds sequentially and is thereby enriched with multiple different types of cues, (2) EL is inherently driven by a series of ecologically relevant motivations and constraints, and (3) monitoring and control interact to support EL. In doing so, we describe how task demands and learning motivations inherent to EL should shape how metacognition is explored. With these considerations, we provide three methodological recommendations for investigating metacognition during EL. Specifically, researchers should: (1) instantiate EL goals to impact learning, metacognition, and retrieval processes, (2) prompt learners to make frequent metacognitive judgments and consider metacognitive accuracy as a primary performance metric, and (3) incorporate insights from both transfer appropriate processing and monitoring hypotheses when designing EL assessments. In summary, to effectively investigate how metacognition impacts EL, both ecological and methodological considerations need to be weighed.

Emotional state alters encoding of long-term spatial episodic memory

The neurobiology of emotion and episodic memory are well-researched subjects, as is their intersection: memory of emotional events (i.e. emotional memory). We and others have previously demonstrated that the emotional valence of stimuli is encoded in the dorsal hippocampus, a structure integral to the acquisition, consolidation and retrieval of long-term episodic memories. Such findings are consistent with the idea that the emotional valence of stimuli contributes to the "what" component of episodic memories ("where" and "when" being the other components). We hypothesized that being in a heightened emotional state by itself does not contribute to the "what" component of episodic memories. We tested an inference of this hypothesis - that negative emotional state does not alter re-encoding of a spatial episodic event. Rats from the experimental group explored a novel place at their baseline emotional state (Event 1) and 20 min later re-explored the same place (Event 2) in a negative emotional state induced by a state-altering event prior to Event 2. We examined neuronal ensembles that induced expression of Arc and Homer1a, two immediate-early genes (IEGs) necessary for synaptic plasticity and consolidation of long-term memories, during both events. We found that in dorsal CA1 and dorsal CA3, Event 1 and Event 2 induced IEG expression in different neuronal ensembles. This finding was reflected in a low Fidelity score, which assesses the percentage of the Event 1 IEG-expressing ensemble re-activated during Event 2. The Fidelity score was significantly higher in a control group which was at a baseline emotional state during Event 2. Groups which were matched for non-specific disruptions from the state-altering event had intermediate Fidelity scores in dorsal CA1. The Fidelity scores of the dorsal CA3 in the latter groups were similar to those of the control group. Combined, the findings reject the tested hypothesis and suggest that a negative emotional state is encoded in the hippocampus as part of the long-term memory of episodic events that lack explicit emotion-inducing stimuli. These findings also suggest that individuals who often experience strong negative emotional states incorporate these states into ongoing non-emotional episodic memories.

The Influence of Academic Emotions on Learning Effects: A Systematic Review

Academic emotions can have different influences on learning effects, but these have not been systematically studied. In this paper, we objectively evaluate the influence of various academic emotions on learning effects and studied the relationship between positive and negative academic emotions and learning effects by using five electronic databases, including WOS, EMBASE, PubMed, PsycINFO, and Google Scholar. According to established standards, a total of 14 articles from 506 articles were included in the analysis. We divided the 14 studies into nine intervention studies and five observational studies; five of the nine intervention studies found that students who used active learning materials performed better and had higher mental loads than those who used neutral learning materials. Positive academic emotions promoted the learning effect. Four of the five observational studies with high school, college, and postgraduate participants reported that regulating academic emotions can improve learning effects. In conclusion, this paper holds that positive academic emotions are better than negative academic emotions at improving academic performance. In future research, a new method combining multichannel video observation, physiological data, and facial expression data is proposed to capture learners’ learning behavior in various learning environments.

Uncertainty promotes information-seeking actions, but what information?

Navigating an unfamiliar city almost certainly brings out uncertainty about getting from place to place. This uncertainty, in turn, triggers information gathering. While navigational uncertainty is common, little is known about what type of information people seek when they are uncertain. The primary choices for information types with environments include landmarks (distal or local), landmark configurations (relation between two or more landmarks), and a distinct geometry, at least for some environments. Uncertainty could lead individuals to more likely seek one of these information types. Extant research informs both predictions about and empirical work exploring this question. This review covers relevant cognitive literature and then suggests empirical approaches to better understand information-seeking actions triggered by uncertainty. Notably, we propose that examining continuous navigation data can provide important insights into information seeking. Benefits of continuous data will be elaborated through one paradigm, spatial reorientation, which intentionally induces uncertainty through disorientation and cue conflict. While this and other methods have been used previously, data have primarily reflected only the final choice. Continuous behavior during a task can better reveal the cognition-action loop contributing to spatial learning and decision making.

Putting emotions in routes: the influence of emotionally laden landmarks on spatial memory

The aim of this study was to assess how people memorize spatial information of emotionally laden landmarks along a route and if the emotional value of the landmarks affects the way metric and configurational properties of the route itself are represented. Three groups of participants were asked to watch a movie of a virtual walk along a route. The route could contain positive, negative, or neutral landmarks. Afterwards, participants were asked to: (a) recognize the landmarks; (b) imagine to walk distances between landmarks; (c) indicate the position of the landmarks along the route; (d) judge the length of the route; (e) draw the route. Results showed that participants who watched the route with positive landmarks were more accurate in locating the landmarks along the route and drawing the route. On the other hand, participants in the negative condition judged the route as longer than participants in the other two conditions and were less accurate in mentally reproducing distances between landmarks. The data will be interpreted in the light of the "feelings-as-information theory" by Schwarz (2010) and the most recent evidence about the effect of emotions on spatial memory. In brief, the evidence collected in this study supports the idea that spatial cognition emerges from the interaction between an organism and contextual characteristics.

Dynamic Influence of Emotional States on Novel Word Learning

Many researchers realize that it's unrealistic to isolate language learning and processing from emotions. However, few studies on language learning have taken emotions into consideration so far, so that the probable influences of emotions on language learning are unclear. The current study thereby aimed to examine the effects of emotional states on novel word learning and their dynamic changes with learning continuing and task varying. Positive, negative or neutral pictures were employed to induce a given emotional state, and then participants learned the novel words through association with line-drawing pictures in four successive learning phases. At the end of each learning phase, participants were instructed to fulfill a semantic category judgment task (in Experiment 1) or a word-picture semantic consistency judgment task (in Experiment 2) to explore the effects of emotional states on different depths of word learning. Converging results demonstrated that negative emotional state led to worse performance compared with neutral condition; however, how positive emotional state affected learning varied with learning task. Specifically, a facilitative role of positive emotional state in semantic category learning was observed but disappeared in word specific meaning learning. Moreover, the emotional modulation on novel word learning was quite dynamic and changeable with learning continuing, and the final attainment of the learned words tended to be similar under different emotional states. The findings suggest that the impact of emotion can be offset when novel words became more and more familiar and a part of existent lexicon.

Caffeine and theanine exert opposite effects on attention under emotional arousal

Tea is perceived as more relaxing than coffee, even though both contain caffeine. L-theanine in tea may account for the difference. Consumed together, caffeine and theanine exert similar cognitive effects to that of caffeine alone, but exert opposite effects on arousal, in that caffeine accentuates and theanine mitigates physiological and felt stress responses. We evaluated whether caffeine and theanine influenced cognition under emotional arousal. Using a double-blind, repeated-measures design, 36 participants received 4 treatments (200 mg caffeine + 0 mg theanine, 0 mg caffeine + 200 mg theanine, 200 mg caffeine + 200 mg theanine, 0 mg caffeine + 0 mg theanine) on separate days. Emotional arousal was induced by highly arousing negative film clips and pictures. Mood, salivary cortisol, and visual attention were evaluated. Caffeine accentuated global processing of visual attention on the hierarchical shape task (p < 0.05), theanine accentuated local processing (p < 0.05), and the combination did not differ from placebo. Caffeine reduced flanker conflict difference scores on the Attention Network Test (p < 0.05), theanine increased difference scores (p < 0.05), and the combination did not differ from placebo. Thus, under emotional arousal, caffeine and theanine exert opposite effects on certain attentional processes, but when consumed together, they counteract the effects of each other.

The path more travelled: Time pressure increases reliance on familiar route-based strategies during navigation

Navigating large-scale environments involves dynamic interactions between the physical world and individuals' knowledge, goals, and strategies. Time pressure can result from self-imposed goals or relatively dynamic situational factors that induce varied constraints. While time pressure is ubiquitous in daily life and has been shown to influence affective states, cost-benefit analyses, and strategy selection, its influence on navigation behaviour is unknown. The present study examined how introducing varied time constraints during virtual urban navigation would influence spatial strategies and impact the efficiency and effectiveness of goal-directed wayfinding. Participants learned a large-scale urban virtual environment by wayfinding between a series of 20 successive landmark goals (e.g., You have reached the Theater. Now find the Bank.). A day later, they again performed the same task, but landmark-to-landmark trials were characterized by conditions of low-, moderate-, or high-pressure time limits as quantified by a pilot experiment. As time pressure increased, participants more likely navigated along previously experienced paths and less likely travelled in the global direction of the destination. Results suggest strategy shifts under time constraints that increase reliance on egocentric, route-based strategies and decrease reliance on global configural knowledge, probably in an attempt to reduce cognitive demands and support performance under pressure.

Does Reading Words Differing in Arousal Load Influence Interference Control in Flanker Task?

Arousal involves a physiological and psychological state of being awake or reactive to stimuli. It could be treated also as an energetic property of stimulation. On the basis of previous findings concerning affective state modulation of spatial processing, I predict that arousal impact will follow the Yerkes-Dodson law. To test this hypothesis, 135 words were chosen and divided into three levels of arousal (low, medium and high), whilst controlling for valence, concreteness, frequency of appearance and length. Forty-nine individuals performed a flanker task while reading the words in order to provide a measure of interference control over spatial processing. The accuracy of answers, reaction times and interference effect index were analyzed. It appears that, at the medium arousal level of words, arousal was optimal for interference control, while both low and high arousal impaired the cognitive control of interference caused by competing flanker and target stimuli features.

Is objective and accurate cognitive assessment across the menstrual cycle possible? A feasibility study

Objectives:

Variation in plasma hormone levels influences the neurobiology of brain regions involved in cognition and emotion processing. Fluctuations in hormone levels across the menstrual cycle could therefore alter cognitive performance and wellbeing; reports have provided conflicting results, however. The aim of this study was to assess whether objective assessment of cognitive performance and self-reported wellbeing during the follicular and luteal phases of the menstrual cycle is feasible and investigate the possible reasons for variation in effects previously reported.

Methods:

The Cambridge Neuropsychological Test Automated Battery and Edinburgh Postnatal Depression Scale were used to assess the cognitive performance and wellbeing of 12 women. Data were analysed by self-reported and hormone-estimated phases of the menstrual cycle.

Results:

Recruitment to the study and assessment of cognition and wellbeing was without issue. Plasma hormone and peptide estimation showed substantial individual variation and suggests inaccuracy in self-reported menstrual phase estimation.

Conclusion:

Objective assessment of cognitive performance and self-assessed wellbeing across the menstrual cycle is feasible. Grouping data by hormonal profile rather by self-reported phase estimation may influence phase-mediated results. Future studies should use plasma hormone and peptide profiles to estimate cycle phase and group data for analyses.

Affect-related synesthesias: a prospective view on their existence, expression and underlying mechanisms

The literature on developmental synesthesia has seen numerous sensory combinations, with surprisingly few reports on synesthesias involving affect. On the one hand, emotion, or more broadly affect, might be of minor importance to the synesthetic experience (e.g., Sinke et al., 2012). On the other hand, predictions on how affect could be relevant to the synesthetic experience remain to be formulated, in particular those that are driven by emotion theories. In this theoretical paper, we hypothesize that a priori studies on synesthesia involving affect will observe the following. Firstly, the synesthetic experience is not merely about discrete emotion processing or overall valence (positive, negative) but is determined by or even altered through cognitive appraisal processes. Secondly, the synesthetic experience changes temporarily on a quantitative level according to (i) the affective appraisal of the inducing stimulus or (ii) the current affective state of the individual. These hypotheses are inferred from previous theoretical and empirical accounts on synesthesia (including the few examples involving affect), different emotion theories, crossmodal processing accounts in synesthetes, and non-synesthetes, and the presumed stability of the synesthetic experience. We hope that the current review will succeed in launching a new series of studies on "affective synesthesias." We particularly hope that such studies will apply the same creativity in experimental paradigms as we have seen and still see when assessing and evaluating "traditional" synesthesias.

Caffeine promotes global spatial processing in habitual and non-habitual caffeine consumers

Information processing is generally biased toward global cues, often at the expense of local information. Equivocal extant data suggests that arousal states may accentuate either a local or global processing bias, at least partially dependent on the nature of the manipulation, task, and stimuli. To further differentiate the conditions responsible for such equivocal results we varied caffeine doses to alter physiological arousal states and measured their effect on tasks requiring the retrieval of local versus global spatial knowledge. In a double-blind, repeated-measures design, non-habitual (Experiment 1; N = 36, M = 42.5 ± 28.7 mg/day caffeine) and habitual (Experiment 2; N = 34, M = 579.5 ± 311.5 mg/day caffeine) caffeine consumers completed four test sessions corresponding to each of four caffeine doses (0, 100, 200, 400 mg). During each test session, participants consumed a capsule containing one of the three doses of caffeine or placebo, waited 60 min, and then completed two spatial tasks, one involving memorizing maps and one spatial descriptions. A spatial statement verification task tested local versus global spatial knowledge by differentially probing memory for proximal versus distal landmark relationships. On the map learning task, results indicated that caffeine enhanced memory for distal (i.e., global) compared to proximal (i.e., local) comparisons at 100 (marginal), 200, and 400 mg caffeine in non-habitual consumers, and marginally beginning at 200 mg caffeine in habitual consumers. On the spatial descriptions task, caffeine enhanced memory for distal compared to proximal comparisons beginning at 100 mg in non-habitual but not habitual consumers. We thus provide evidence that caffeine-induced physiological arousal amplifies global spatial processing biases, and these effects are at least partially driven by habitual caffeine consumption.

The Angry Spotlight: Trait Anger and Selective Visual Attention to Rewards

This investigation examined links between trait anger and selective attention to threats and rewards. Existing research has focused mainly on trait anxiety and is equally consistent with several competing theoretical accounts of trait emotion and visual attention. Both valence–based and motivation–based accounts predict that trait anxiety would be associated with biased attention toward threats. In contrast, a valence–based account predicts that trait anger would be associated with biased attention toward threats, whereas a motivation–based account predicts that it would be associated with biased attention toward rewards. To test these predictions, we measured trait anxiety, trait anger and selective attention to threats and rewards. Consistent with a motivation–based account, we found that trait anger was associated with selective attention toward rewarding but not threatening information, whereas trait anxiety was associated with selective attention toward threatening but not rewarding information. Copyright © 2012 John Wiley & Sons, Ltd.

Dissociable effects of valence and arousal in adaptive executive control

Background

Based on introspectionist, semantic, and psychophysiological experimental frameworks, it has long been assumed that all affective states derive from two independent basic dimensions, valence and arousal. However, until now, no study has investigated whether valence and arousal are also dissociable at the level of affect-related changes in cognitive processing.

Methodology/Principal Findings

We examined how changes in both valence (negative vs. positive) and arousal (low vs. high) influence performance in tasks requiring executive control because recent research indicates that two dissociable cognitive components are involved in the regulation of task performance: amount of current control (i.e., strength of filtering goal-irrelevant signals) and control adaptation (i.e., strength of maintaining current goals over time). Using a visual pop-out distractor task, we found that control is exclusively modulated by arousal because interference by goal-irrelevant signals was largest in high arousal states, independently of valence. By contrast, control adaptation is exclusively modulated by valence because the increase in control after trials in which goal-irrelevant signals were present was largest in negative states, independent of arousal. A Monte Carlo simulation revealed that differential effects of two experimental factors on control and control adaptation can be dissociated if there is no correlation between empirical interference and conflict-driven modulation of interference, which was the case in the present data. Consequently, the observed effects of valence and arousal on adaptive executive control are indeed dissociable.

Conclusions/Significance

These findings indicate that affective influences on cognitive processes can be driven by independent effects of variations in valence and arousal, which may resolve several heterogeneous findings observed in previous studies on affect-cognition interactions.

Keeping your eyes on the prize: anger and visual attention to threats and rewards

People's emotional states influence what they focus their attention on in their environment. For example, fear focuses people's attention on threats, whereas excitement may focus their attention on rewards. This study examined the effect of anger on overt visual attention to threats and rewards. Anger is an unpleasant emotion associated with approach motivation. If the effect of emotion on visual attention depends on valence, we would expect anger to focus people's attention on threats. If, however, the effect of emotion on visual attention depends on motivation, we would expect anger to focus people's attention on rewards. Using an eye tracker, we examined the effects of anger, fear, excitement, and a neutral emotional state on participants' overt visual attention to threatening, rewarding, and control images. We found that anger increased visual attention to rewarding information, but not to threatening information. These findings demonstrate that anger increases attention to potential rewards and suggest that the effects of emotions on visual attention are motivationally driven.