Moderate anxiety modifies the electromyographic activity of a forearm muscle during a time-reaction task in women

Electrophysiological evidence of lexical processing impacted by foreign language reading anxiety

Extensive studies have been conducted on the impact of foreign language reading anxiety on reading, primarily focusing on pedagogy and behavior but lacking electrophysiological evidence. The current study aimed to investigate the influence of foreign language reading anxiety on reading and its underlying mechanisms. The results revealed a negative correlation between foreign language reading anxiety and foreign language reading performance, irrespective of the native language. Adults with low levels of foreign language reading anxiety (LFLRA) demonstrated a significant difference in early lexical component N170 amplitude between foreign and native languages. However, this effect was not observed in adults with high levels of foreign language reading anxiety (HFLRA). In terms of N170 latency, HFLRA showed a longer N170 for the foreign language compared to the native language. Furthermore, the N170 effects were predominantly localized over the left occipitotemporal electrodes. Regarding N400 latency, a significant difference was found in LFLRA individuals between foreign and native language processing, while HFLRA individuals did not exhibit this difference. These findings suggest that HFLRA individuals experience inefficient lexical processing (such as orthography or semantics) during reading in foreign language.

Subdividing Stress Groups into Eustress and Distress Groups Using Laterality Index Calculated from Brain Hemodynamic Response

A stress group should be subdivided into eustress (low-stress) and distress (high-stress) groups to better evaluate personal cognitive abilities and mental/physical health. However, it is challenging because of the inconsistent pattern in brain activation. We aimed to ascertain the necessity of subdividing the stress groups. The stress group was screened by salivary alpha-amylase (sAA) and then, the brain’s hemodynamic reactions were measured by functional near-infrared spectroscopy (fNIRS) based on the near-infrared biosensor. We compared the two stress subgroups categorized by sAA using a newly designed emotional stimulus-response paradigm with an international affective picture system (IAPS) to enhance hemodynamic signals induced by the target effect. We calculated the laterality index for stress (LIS) from the measured signals to identify the dominantly activated cortex in both the subgroups. Both the stress groups exhibited brain activity in the right frontal cortex. Specifically, the eustress group exhibited the largest brain activity, whereas the distress group exhibited recessive brain activity, regardless of positive or negative stimuli. LIS values were larger in the order of the eustress, control, and distress groups; this indicates that the stress group can be divided into eustress and distress groups. We built a foundation for subdividing stress groups into eustress and distress groups using fNIRS.

Effects of Methylphenidate on Reaction Time in Children with Attention Deficit / Hyperactivity Disorder

INTRODUCTION

Attention-deficit/hyperactivity disorder (ADHD) is associated with a broad range of neuropsychological impairments that are attenuated with methylphenidate (MPH) treatment. The aim of this study was to determine how MPH effects attentional functioning in terms of reaction time (RT) in ADHD.

METHODS

Eighteen pre-medicated ADHD children (7 to 12 years old) and eighteen gender matched normal controls (7 to 12 years old) were included in the study. Participants performed an auditory attention task and the RT of participants to each target response was calculated automatically. The same test was repeated 3 months after OROS-MPH administration for ADHD group. RT, RT standard deviation (RTSD), and response errors (omission and commission errors) were compared between control and pre-MPH ADHD groups, and between Pre-MPH and post-MPH ADHD groups.

RESULTS

Relative to control subjects, significantly longer RTs, higher RTSD and more errors of omission were observed in unmedicated ADHD children during auditory attention task. Analyses revealed significant effects of medication across all measures except commission errors. After treatment RTs were faster, RTSD values were lower, and errors of omission were attenuated compared to pre-medication condition in ADHD group. There were no significant differences in terms of commission errors between groups.

CONCLUSION

In this study it was observed that MPH reduced RTs to stimuli, attenuated omission errors during the task in ADHD group and after 3 months of treatment ADHD children showed similar patterns in RT as compared to controls. Results suggest that when treating ADHD, it might help clinicians to evaluate objective and non-invasive cognitive outcomes such as RT, RTSD and response errors to evaluate the effects of treatment.