Electrocortical evidence of increased post-reappraisal neural reactivity and its link to depressive symptoms

Sustained training with novel distractors attenuates the behavioral interference of emotional pictures but does not affect the electrocortical markers of emotional processing

Introduction

Research has recently shown that behavioral interference prompted by emotional distractors is subject to habituation when the same exemplars are repeated, but promptly recovers in response to novel stimuli. The present study investigated whether prolonged experience with distractors that were all novel was effective in shaping the attentional filter, favoring stable and generalizable inhibition effects.

Methods

To test this, the impact of emotional distractors was measured before and after a sustained training phase with only novel distractor pictures, and that for a group of participants depicted only a variety of neutral contents, whereas a different group was exposed only to emotional contents.

Results

Results showed that emotional interference on reaction times was attenuated after the training phase (compared to the pre-test), but emotional distractors continued to interfere more than neutral ones in the post-test. The two groups did not differ in terms of training effect, suggesting that the distractor suppression mechanism developed during training was not sensitive to the affective category of natural scenes with which one had had experience. The affective modulation of neither the LPP or Alpha-ERD showed any effect of training.

Discussion

Altogether, these findings suggest that sustained experience with novel distractors may attenuate attention allocation toward task irrelevant emotional stimuli, but the evaluative processes and the engagement of motivational systems are always needed to support the monitoring of the environment for significant cues.

The effects of working memory training on attention deficit, adaptive and non-adaptive cognitive emotion regulation of Chinese children with Attention Deficit/Hyperactivity Disorder (ADHD)

BACKGROUND

Attention Deficit/Hyperactivity Disorder (ADHD) poses cognitive and emotional challenges for Chinese children. This study addresses the potential benefits of Working Memory Training for ADHD-affected children. Understanding its impact on Attention, cognitive regulation, and emotional responses is crucial for tailored interventions in the Chinese context. The Trial Registration Number (TRN) for this study is [TRN-2023-123,456], and it was officially registered on July 15, 2023, by Changchun Normal University.

OBJECTIVES

This study investigated how Working Memory training influences Attention, adaptive cognitive regulation, and non-adaptive cognitive emotion regulation in Chinese children with ADHD. It also assessed changes in attentional focus, improvements in adaptive cognitive regulation, and alterations in non-adaptive cognitive emotion regulation strategies.

METHODOLOGY

This quasi-experimental study aimed to assess the impact of working memory training on Chinese children with ADHD. Using pretest-posttest measures, 120 female students underwent Cogmed software training, targeting attention deficits and cognitive emotion regulation. Three reliable instruments measured outcomes. The procedure involved informed consent, questionnaires, 25 training sessions, and a two-month follow-up. Statistical analyses, including repeated measures ANOVA, assessed training effects.

RESULTS

ANOVA revealed a significant impact of Working memory training on attention deficit. Repeated measures ANOVA for cognitive emotion regulation indicated positive changes in adaptive and non-adaptive strategies over time, with sustained improvements in self-blame, rumination, catastrophizing, and blaming others. Bonferroni follow-up tests showed significant differences between pre-test, post-test, and follow-up, favoring the post-test and follow-up tests.

CONCLUSIONS

In summary, this research sheds light on the positive impact of memory training on Attention and cognitive emotion regulation in children with ADHD. The study underscores the potential of working memory interventions, particularly software-focused approaches, in enhancing attention levels and improving cognitive emotion regulation. The findings align with existing literature emphasizing the role of working memory deficits in ADHD.

IMPLICATIONS

Practically, incorporating memory training interventions into educational settings emerges as a viable strategy to support children with ADHD. This includes integrating memory training programs into both classroom activities and home-based interventions. Additionally, sustained implementation and long-term follow-up assessments are crucial for maximizing the effectiveness of memory training interventions. Tailoring interventions to specific ADHD subtypes and seamlessly integrating memory training activities into daily routines offer practical and personalized solutions for managing ADHD symptoms in diverse settings.

Alpha-band oscillations and emotion: A review of studies on picture perception

Although alpha-band activity has long been a focus of psychophysiological research, its modulation by emotional value during picture perception has only recently been studied systematically. Here, we review these studies and report that the most consistent alpha oscillatory pattern indexing emotional processing is an enhanced desynchronization (ERD) over posterior sensors when viewing emotional compared with neutral pictures. This enhanced alpha ERD is not specific to unpleasant picture content, as previously proposed for other measures of affective response, but has also been observed for pleasant stimuli. Evidence suggests that this effect is not confined to the alpha band but that it also involves a desynchronization of the lower beta frequencies (8-20 Hz). The emotional modulation of alpha ERD occurs even after massive stimulus repetition and when emotional cues serve as task-irrelevant distractors, consistent with the hypothesis that evaluative processes are mandatory in emotional picture processing. A similar enhanced ERD has been observed for other significant cues (e.g., conditioned aversive stimuli, or in anticipation of a potential threat), suggesting that it reflects cortical excitability associated with the engagement of the motivational systems.

Attention bias modification in drug addiction: Enhancing control of subsequent habits

A relapse in addiction is often precipitated by heightened attention bias to drug-related cues, underpinned by a subcortically mediated transition to habitual/automatized responding and reduced prefrontal control. Modification of such automatized attention bias is a fundamental, albeit elusive, target for relapse reduction. Here, on a trial-by-trial basis, we used electroencephalography and eye tracking with a task that assessed, in this order, drug cue reactivity, its instructed self-regulation via reappraisal, and the immediate aftereffects on spontaneous (i.e., not instructed and automatized) attention bias. The results show that cognitive reappraisal, a facet of prefrontal control, decreased spontaneous attention bias to drug-related cues in cocaine-addicted individuals, more so in those with less frequent recent use. The results point to the mechanisms underlying the disruption of automatized maladaptive drug-related attention bias in cocaine addiction. These results pave the way for future studies to examine the role of such habit disruption in reducing compulsive drug seeking outside the controlled laboratory environment, with the ultimate goal of developing a readily deployable cognitive-behavioral and personalized intervention for drug addiction.

Cognitive-affective strategies and cortisol stress reactivity in children and adolescents: Normative development and effects of early life stress

This study examined cognitive-affective strategies as predictors of hypothalamic-pituitary-adrenal (HPA) axis responses to a social-evaluative stressor in adolescence as compared to late childhood as a function of early life experiences. Participants included 159 children (9-10 years) and adolescents (15-16 years) divided into two groups based on early care experiences: non-adopted youth raised in their birth families (n = 81) and post-institutionalized youth internationally adopted from orphanage care (n = 78). Youth completed a version of the Trier Social Stress Test modified for use with children and reported on their trait emotion regulation and coping strategies. Children reported more use of suppression and disengagement than adolescents, while adolescents reported more engagement coping strategies. Non-adopted and post-institutionalized youth did not differ in reported strategies. Cognitive reappraisal predicted higher cortisol reactivity in non-adopted children and adolescents, and was not associated with reactivity in the post-institutionalized group. This study has implications for efforts aimed at promoting self-regulation and adaptive stress responses during the transition to adolescence for both typically developing children and children who experienced adverse early care.

Working Memory Training Improves Emotion Regulation Ability

Emotion regulation deficits are associated with various emotional disorders. Therefore, studies have attempted to improve emotion regulation ability to prevent psychopathological symptoms. Studies have revealed that working memory training—specifically attention control—can promote emotion regulation. In the present study, participants completed a running memory task in a 20-day training period. The participants’ pre- and post-test data on attention network functions and late positive potential (LPP) were assessed and analyzed. Compared with the control group, the training group’s orientation function improved markedly. In addition, LPP in relation to emotion regulation decreased during the 20-day training period. These results suggest that working memory training can improve emotion regulation ability, and the orientation function in the attention network may also contribute to this improvement.

Exploring deficient emotion regulation in adult ADHD: electrophysiological evidence

Emotional dysregulation (ED) is being increasingly recognized as a core feature of attention-deficit/hyperactivity disorder (ADHD), but the pathophysiological underpinnings remain unclear. In this study, we provide meaningful electrophysiological evidence of ED in adult patients with ADHD (n = 39) compared to healthy controls (n = 40) by exploring the electrophysiological correlates of the emotion regulation strategies reappraisal, distraction, and expressive suppression. Event-related potentials (ERPs) were recorded during passive viewing of neutral and negative images, as well as during emotion regulation. The patients with ADHD exhibited increased frontal late positive potential (LPP) amplitudes during passive viewing of the aversive images and during emotion regulation. Compared with the healthy controls, a subgroup of medication-naïve patients with ADHD (n = 25) also exhibited larger centroparietal LPP amplitudes and provided more negative ratings of the aversive and neutral images. Both the frontal and centroparietal LPP amplitudes were associated with ADHD symptom severity. However, no significant deficit in LPP modulation during emotion regulation was found. These findings strongly support the clinical observation of increased emotional responsivity toward negative stimuli and difficulty during the implementation of emotion regulation strategies and thus encourage the implementation of emotion regulation modules in the treatment of adult patients with ADHD.

Is reappraisal always effective in modifying emotional reactions in females? The role of regulatory timing and goals

Introduction

Numerous studies have explored the effect of cognitive reappraisal before or after emotion-inducing events. However, only a few studies have examined the influence of regulatory timing on the effectiveness of reappraisal. Thus, the aim of this study was to investigate the role of regulatory timing and goals in reappraisal regulation, which would help promote the specific application of cognitive reappraisal in emotion regulation. We hypothesized that decrease reappraisal would be more effective when initiated early rather than late, but increase reappraisal would be more effective when initiated in the emotional high-activation phase.

Methods

This study, via event-related potential (ERP) technique, probed the influence of the timing and regulatory goal on negative emotion when reappraisal was introduced, respectively 500 ms before (anticipatory), 2,000 ms after (online 2,000 ms) picture onset (in Experiment 1), 500 ms after (online 500 ms) picture onset, and 1,500 ms after (online 1,500 ms) picture onset (in Experiment 2).

Results

Based on the ERP results, under the anticipatory regulation condition, the LPP amplitude in the parietal area was significantly reduced by decrease reappraisal during 700-2,100 ms after picture onset, and under the online 500 ms regulation condition, the LPP in central and parietal areas was significantly enhanced by increase reappraisal during 450-750 ms after regulatory cue onset. Moreover, our results showed that increase reappraisal evoked a larger prefrontal or frontal LPP than decrease reappraisal beginning at about 700 ms after picture onset under the anticipatory regulation condition and beginning at 450 ms after regulatory cue onset under the online 500 ms regulation condition, which may reflect increased cognitive effort and mental conflict associated with increase reappraisal.

Conclusion

The anticipatory reappraisal successfully decreased negative emotion, and online 500 ms reappraisal successfully increased negative emotion. Our results support the hypothesis.