Effects of task-irrelevant emotional information on deception

The Effect of Task-Irrelevant Emotional Valence on Limited Attentional Resources During Deception: An ERPs Study

Deception is a complex and cognitively draining dyadic process that simultaneously involves cognitive and emotional processes, both of which demand/capture attentional resources. However, few studies have investigated the allocation of attentional resources between cognitive and emotional processes during deception. The current study presented facial expressions of different valences to 36 participants. While an electroencephalogram was recording, they were asked to make either truthful or deceptive gender judgments according to preceding cues. The results showed that deceptive responses induced smaller P300 amplitudes than did truthful responses. Task-irrelevant negative emotional information (TiN) elicited larger P300 amplitudes than did task-irrelevant positive emotional information (TiP). Furthermore, the results showed that TiN elicited larger LPP amplitudes than did TiP in deceptive responses, but not in truthful ones. The results suggested that attentional resources were directed away to deception-related cognitive processes and TiN, but not TiP, was consistently able to compete for and obtain attentional resources during deception. The results indicated that TiN could disrupt with deception and may facilitate deception detection.

Development of Young Children's Time Perception: Effect of Age and Emotional Localization

Time perception is a fundamental aspect of young children’s daily lives and is affected by a number of factors. The present study aimed to investigate the precise developmental course of young children’s time perception from 3 to 5 years old and the effects of emotion localization on their time perception ability. A total of 120 children were tested using an adapted time perception task with black squares (Experiment 1) and emotional facial expressions (Experiment 2). Results suggested that children’s time perception was influenced by stimulus duration and improved gradually with increasing age. Both accuracy and reaction time were affected by the presentation sequence of emotional faces, indicating an effect of emotion localization. To summarize, young children’s time perception showed effects of age, stimulus duration, and emotion localization.