Attention control ability, mood state, and emotional regulation ability partially affect executive control of attention on task-irrelevant emotional stimuli

Attentional control influence habituation through modulation of connectivity patterns within the prefrontal cortex: Insights from stereo-EEG

Attentional control, guided by top-down processes, enables selective focus on pertinent information, while habituation, influenced by bottom-up factors and prior experiences, shapes cognitive responses by emphasizing stimulus relevance. These two fundamental processes collaborate to regulate cognitive behavior, with the prefrontal cortex and its subregions playing a pivotal role. Nevertheless, the intricate neural mechanisms underlying the interaction between attentional control and habituation are still a subject of ongoing exploration. To our knowledge, there is a dearth of comprehensive studies on the functional connectivity between subsystems within the prefrontal cortex during attentional control processes in both primates and humans. Utilizing stereo-electroencephalogram (SEEG) recordings during the Stroop task, we observed top-down dominance effects and corresponding connectivity patterns among the orbitofrontal cortex (OFC), the middle frontal gyrus (MFG), and the inferior frontal gyrus (IFG) during heightened attentional control. These findings highlighting the involvement of OFC in habituation through top-down attention. Our study unveils unique connectivity profiles, shedding light on the neural interplay between top-down and bottom-up attentional control processes, shaping goal-directed attention.

The effects of materialism and ego depletion on intertemporal choice: An event-related potential study

Objective

The study aims to promote human beings to make scientific and reasonable decisions for the long-term and beautiful future.

Methods

We designed two experiments to explore the influence of materialism and ego depletion from the perspective of behavioral decision-making and neural mechanism.

Results

In Experiment 1, there was asymmetry in intertemporal choice between gain and loss situations. In the gain situation, high materialism were more likely to choose the later and larger option (LL). However, in a loss situation, we found a reverse sign effect, and the proportion of subjects choosing sooner and smaller options (SS) increased. In Experiment 2, in the gain situation, after adding the low ego depletion task, there was a marginal significant difference between high and low materialism in the percentage of choosing LL options, F(1, 40) = 3.37, P = 0.07, η² = 0.08; After adding the high ego depletion task, the percentage of choosing LL options was no difference, F(1, 40) = 1.42, P > 0.05. In the loss situation, whether in the high ego depletion task [F(1, 40) = 2.25, P > 0.05) or in the low ego depletion task [F(1, 40) = 1.44, P > 0.05), there was no difference between high and low materialism in the percentage of choosing LL options, and they both tended to choose SS options. The EEG study showed that in high materialism, there was a significant difference between the high and low ego depletion conditions, and the N1 amplitude induced under the low ego depletion condition was larger than that under the high ego depletion condition. However, there was no significant difference in N1 amplitude between the high and low ego depletion conditions in the low materialism. The amplitude of P2 evoked in the loss situation was larger than that in the gain situation.

Conclusion

In conclusion, Materialism dominated people's intertemporal choices, and ego depletion affected the intertemporal choice to a certain extent by influencing the subjects' thinking activities. The COVID-19 epidemic maybe affected intertemporal choice indirectly by acting on materialistic values and subjects' emotions.

Can Stimulus Valence Modulate Task-Switching Ability? A Pilot Study on Primary School Children

Executive functions and emotional processes follow a time-dependent development that reflects the brain’s anatomo-functional maturation. Though the assessment of these cognitive functions is largely examined, in children the role of emotions in the mental set-shifting is still rarely investigated. The aim of this study was to assess how attention shifting can be modulated by the valence of emotional stimuli. To this end, sixty-two primary school children were tested with a new emotional task-switching paradigm obtained by manipulating the emotional valence and physical features of the stimulus pool. Thus, two tasks were alternatively presented: the Valence task and the Color task. Based on executive performance results, we found a lengthening of response times and a lower accuracy in the emotionally connoted task (Valence task), compared to the neutral task (Color task). The data demonstrate that the processing of emotional stimuli modulates the task-switching performance during development. These findings could help in the implementation of teaching strategies that can promote the development of executive functions and, therefore, functionally improve the overall academic performance of children. Finally, a better understanding of the developmental trajectories of executive functions can help neuropsychologists both in the early diagnosis and treatment of potential executive alterations.

Stimulus-Response Conflict Tasks and Their Use in Clinical Psychology

This article reviews the historical usage of the concept of ‘conflict’ in psychology and delineates the design and development of three basic conflict tasks (Stroop, Flanker, Stop Signal). Afterwards, important theoretical concepts to account for conflict processing are introduced. In the second part, the usage of these tasks in clinical psychology is considered. The article closes with some reflections regarding factors that may have been hitherto largely neglected in this respect.

Social-Emotional Attention in School-Age Children: A Call for School-Based Intervention during COVID-19 and Distance Learning

Early research indicates that the COVID-19 pandemic and subsequent regulations put children at increased risk of negative mood, anxiety, attention difficulties, and social challenges. Concordantly, these difficulties also are associated with deficits in social-emotional attention in children. On a daily basis, students are required to process and respond to a large amount of complex social-emotional information, including attending to teachers and interacting with peers. These attentional demands and associated stressors have increased as students are required to stare at computer screens during online learning as a result of COVID-19 restrictions. However, there is a dearth of research that investigates the role of social and emotional information on attention in children. The present study assessed the effects of social relevance and emotional valence on attentional demands in children and how functioning is related to individual differences in symptoms and deficits that may be exacerbated by the COVID-19 pandemic. Results show that social and emotional information affect attention in children. Task performance also was associated with negative mood, social stress, and attention focus. This study highlights the need for school-based distance learning interventions to help ameliorate negative social-emotional risks of the COVID-19 pandemic in children. Potential effective avenues include mindfulness-based interventions and attention bias modification training.