Characterizing Longitudinal Patterns in Cognition, Mood, And Activity in Depression With 6-Week High-Frequency Wearable Assessment: Observational Study

BACKGROUND

Cognitive symptoms are an underrecognized aspect of depression that are often untreated. High-frequency cognitive assessment holds promise for improving disease and treatment monitoring. Although we have previously found it feasible to remotely assess cognition and mood in this capacity, further work is needed to ascertain the optimal methodology to implement and synthesize these techniques.

OBJECTIVE

The objective of this study was to examine (1) longitudinal changes in mood, cognition, activity levels, and heart rate over 6 weeks; (2) diurnal and weekday-related changes; and (3) co-occurrence of fluctuations between mood, cognitive function, and activity.

METHODS

A total of 30 adults with current mild-moderate depression stabilized on antidepressant monotherapy responded to testing delivered through an Apple Watch (Apple Inc) for 6 weeks. Outcome measures included cognitive function, assessed with 3 brief n-back tasks daily; self-reported depressed mood, assessed once daily; daily total step count; and average heart rate. Change over a 6-week duration, diurnal and day-of-week variations, and covariation between outcome measures were examined using nonlinear and multilevel models.

RESULTS

Participants showed initial improvement in the Cognition Kit N-Back performance, followed by a learning plateau. Performance reached 90% of individual learning levels on average 10 days after study onset. N-back performance was typically better earlier and later in the day, and step counts were lower at the beginning and end of each week. Higher step counts overall were associated with faster n-back learning, and an increased daily step count was associated with better mood on the same (P<.001) and following day (P=.02). Daily n-back performance covaried with self-reported mood after participants reached their learning plateau (P=.01).

CONCLUSIONS

The current results support the feasibility and sensitivity of high-frequency cognitive assessments for disease and treatment monitoring in patients with depression. Methods to model the individual plateau in task learning can be used as a sensitive approach to better characterize changes in behavior and improve the clinical relevance of cognitive data. Wearable technology allows assessment of activity levels, which may influence both cognition and mood.

Evidence-based complementary feeding recipe book for Kenyan caregivers: A novel approach

The Kenyan Ministry of Health (MOH) and a consortium of nutritionists, researchers and communication, and design specialists developed a novel approach to create an evidence-based recipe book promoting complementary feeding (CF) in Kenya. The ADAPT approach includes five steps: applied research (A), dialogue with stakeholders (D), adapted behaviour change communication (BCC) theories (A), purpose-driven visual communication (P), and tailoring to priority audiences (T). Through this approach, the recipe book addresses key knowledge gaps using behaviour change theories and visual communication best practice to increase accessibility, acceptability, retention and motivation for behaviour change. The book addresses barriers to CF identified through formative applied research. Dialogue with stakeholders helped ensure cultural appropriateness and the book's alignment with MOH recommendations and key messages. The book uses behaviour change theories to approach the reader in a respectful way that motivates behaviour change. The use of consistent, purpose-driven visuals helps ensure key messages are easily understood and accessible to all caregivers regardless of literacy level. The book's tone and content are tailored to its audiences' attributes, needs and preferences. This five-step process inspired the development of ADAPT, a novel approach that integrates behaviour change and visual communication for greater impact. This paper outlines how the consortium used the ADAPT approach to develop an evidence-based book that thoughtfully and holistically addresses a wide range of barriers, provides practical solutions and increases self-efficacy around CF. It offers a blueprint for public health practitioners from any field who are interested in using visual behaviour change communication to promote healthy behaviour.

Affect-congruent attention modulates generalized reward expectations

Positive and negative affective states are respectively associated with optimistic and pessimistic expectations regarding future reward. One mechanism that might underlie these affect-related expectation biases is attention to positive- versus negative-valence features (e.g., attending to the positive reviews of a restaurant versus its expensive price). Here we tested the effects of experimentally induced positive and negative affect on feature-based attention in 120 participants completing a compound-generalization task with eye-tracking. We found that participants' reward expectations for novel compound stimuli were modulated in an affect-congruent way: positive affect induction increased reward expectations for compounds, whereas negative affect induction decreased reward expectations. Computational modelling and eye-tracking analyses each revealed that these effects were driven by affect-congruent changes in participants' allocation of attention to high- versus low-value features of compounds. These results provide mechanistic insight into a process by which affect produces biases in generalized reward expectations.

Positive maternal affect during mother-litter interaction is reduced in new mother rats exhibiting a depression-like phenotype

The experience of positive affect during new motherhood is considered essential for a healthy mother-infant relationship, with life-long consequences for both mother and child. Affective availability and contingent responsiveness are often compromised in mothers experiencing postpartum depression, yet how maternal affect impacts parenting is not fully understood. In this study, we used the Wistar-Kyoto (WKY) rat model of depression and ultrasonic vocalizations to examine the relationship between maternal affect and parenting. We examined the affective and behavioral response of WKY and control new mother rats during social interactions with their offspring. Our results show that WKY mothers displayed altered USV signaling accompanying substantial disturbances in their maternal caregiving. In addition, WKY mothers failed to adjust vocal frequency in coordination with offspring proximity and interaction compared to control mothers. A follow up experiment demonstrated that the administration of the adenosine A2A receptor antagonist MSX-3 ameliorated both maternal behavioral deficits and low positive affect in WKY mothers. Together, our results highlight the importance of maternal positive affect in the dyad relationship and suggest a role for the striatopallidal pathway in the affective processing of parenting.

No Correlation Between Mood or Motivation and the Processing of Global and Local Information

Mood has been argued to impact the breadth of human attention, but the empirical evidence supporting this claim remains shaky. Gable and Harmon-Jones (2008) have attributed previous empirical inconsistencies regarding the effect of mood on attentional breath to a critical role of approach/avoidance motivation. They demonstrated that the combination of positive affect with high, but not with low, motivational intensity improves performance during processing local information and impairs performance during processing global information. The latter, but not the former, was replicated by Domachowska et al. (2016). Since we were interested in the modulation of attention by valence and motivation, and considering the inconsistencies in the findings, we replicated the critical experiments of both studies in four online experiments but found no significant effect of either valence or motivational intensity on attention. Taken together, our evidence casts doubt on a systematic relationship between mood or motivation on the one hand and global/local processing on the other.

Inserting an Erroneous Element in the Answer Key of Grouped Team Readiness Assurance Test in Team-Based Learning: A Randomized Controlled Trial in Clinical Toxicology

PURPOSE

Team-based learning (TBL) is an interactive instructional strategy designed to enhance student engagement. Few studies reported that TBL needs to be more interactive, concerns were raised regarding the insufficient instructor feedback, and students feel that TBL gets less attractive with time. One method of boosting students' interaction and performance is adding an element of challenge or positive stress. Therefore, we hypothesized that inserting an erroneous answer in the answer key would generate an observable improvement in the selected outcomes in terms of better satisfaction, interaction, interest in learning, better academic performance, and better development of competencies compared to traditional TBL.

METHODS

This randomized controlled trial aimed to determine if inserting an erroneous element in the answer key of a grouped team readiness assurance test (GRAT) would update TBL and whether this intervention would enhance students' performance and satisfaction.

RESULTS

A total of 55 medical students were recruited (88.7% response rate). Erroneous elements were inserted in the answer key of the experimental group and students enrolled in traditional TBL were considered as controls. Compared to the control group (p < 0.001), the experimental group revealed significantly higher academic performances in GRAT and team evaluation test (TET). Analysis of students' perception of the implemented TBL revealed better perception among the experimental group (33.7 ± 6.4) than the control group (30.1 ± 7.0). Moreover, significantly higher team dynamics were reported among the experimental group than the control group (33.0 ± 6.3 and 27.8 ± 7.6 for both groups, respectively; p = 0.005). The reported advantages were in-depth understanding, easier information retrieval, and development of problem-solving skills. Students considered time and effort as their main limitations.

CONCLUSION

Adding a few erroneous answers in the GRAT is well perceived by students, enhances their learning competencies and overcomes some TBL challenges.

A mental imagery micro-intervention to increase positive affect in outpatient CBT sessions (PACIfIC): Study protocol of a randomized controlled implementation trial

Background

Recent findings indicated that mental disorders are associated with both an up-regulation of negative affect and a down-regulation of positive affect (PA) as distinct processes. Established treatment approaches focus on the modification of problems and negative affect only. Experimental paradigms in healthy samples and research on strengths-based approaches showed that fostering PA may improve psychotherapy process and outcome. Specific and easily implementable interventions targeting PA in treatment sessions are scarce. Mental imagery was shown to be a promising strategy for boosting positive emotional experiences.

Method

The PACIfIC-study is planned as a longitudinal randomized-controlled trial in the context of cognitive behavioral therapy, implemented at a German outpatient training and research center. In the process analysis, trajectories of PA over the first twelve treatment sessions will be examined with weekly questionnaires. In the intervention analysis, a six-minute positive mental imagery intervention to enhance PA will be developed and tested. The intervention is implemented with loudspeakers at the beginning of each session for a standardized induction of PA. The experimental group will be compared to an active control group (neutral mental imagery) and treatment as usual. Procedures in all treatment arms are parallelized. Main outcomes after twelve sessions of psychotherapy will be psychosocial resources, resilience and self-esteem (theory-driven), as well as psychopathology and working alliance (secondary outcome). Multilevel modeling will be conducted to address the nested data structure.

Conclusion

Study results may have implications on the consideration of positive constructs in mental disorders and the implementation of strengths-based interventions in psychotherapy.

The effect of low-intensity exercise on emotional and cognitive engagement in the classroom

This study examined whether engaging in physical exercise during a university class would have beneficial effect on students' learning motivation. One hundred and forty-nine participants took part in a psychology class over nine weeks (one lesson per week); for each lesson, participants engaged in a three-minute physical activity (low-intensity aerobic exercise) or control activity (watching a video), about 20 min after the lesson started. Participants reported higher vigour and lower fatigue during the class when they exercised than when they engaged in control activities. These findings suggest the utility of incorporating a short exercise activity in university settings to enhance students' classroom motivation.

Asymmetric affective perspective taking effects toward valence influenced by personality perspective taken

Previously, we found that taking perspectives of two polar targets of the neuroticism dimension of personality influenced affect evaluations of negative pictures more than positive pictures. As neuroticism is more reactive to negative affects, the current follow-up experiment explores the effect of affective perspective taking (APT) when perspectives are derived from extroversion, which is more reactive to positive affects. Stimuli consisted of neutral, sad, and happy pictures, which were rated from the perspectives of an introvert and an extrovert. Emotional strength rating was a dependent variable, and N = 41. We found a significant interaction between APT and valence. The difference in ratings between adopting an introverted and an extroverted perspective toward happiness was larger than toward sadness. Together with the results from our previous study, these results suggest an asymmetric influence of APT toward positive and negative valances and that the direction of influence asymmetry depends on the type of personality dimension from which perspectives are derived.

Relationships among perceived learning, challenge and affect in a clinical context

BACKGROUND

Challenge, sometimes perceived as stress, may be beneficial or detrimental to learning but the circumstances when it may be beneficial are not clear. This study looks at the association of challenge with perceived learning and how this might be influenced by affect, context or the type of learning.

METHOD

The participants, medical students in their first years of experiential clinical exposure, rated specified learning episodes (LEs) on the perceived learning (low to high), challenge (low to high) and affect (feeling positive to negative). Such learning episodes were self-identified or identified by course organisers. Correlations, using Kendall's tau-b test, were conducted to explore the associations among learning, challenge and affect. In the second stage the types of LEs were then thematically classified in order to determine those that were positive for learning and challenging and/or associated with positive affect.

RESULT

There were positive correlations between perceived learning and challenge, and between perceived learning and affect for both types of LEs. The circumstances in which challenge (stress) promoted learning were authentic environments, authentic tasks and simulated clinical activities; most requiring a degree of social interaction.

CONCLUSION

Challenge and positive affect are beneficial in the perception of discrete learning, but are two separate constructs. Ideally both challenge and affect need to operate alongside authentic supportive clinical activities, that by their nature involve others, to maximise perceived learning.

Gratitude Affects Inter-Subjective Synchronicity for Cognitive Performance and Autonomic Responsiveness

Recently, social neurosciences have been interested in the investigation of neurophysiological responses related to the experience of positive emotions, such as gratitude, during social interactions. Specifically, the aim of the present research was to investigate whether gratitude related to gift exchange could favor cooperative behavior and bond construction, by improving behavioral and autonomic responsivity. At this regard, the autonomic synchronization and behavioral performance of 16 friends coupled in dyads were recorded during a joint attentional task. Gift exchange could be occurred either at the beginning or in the middle of the task. For the recording of simultaneous autonomic activity [heart rate (HR) and skin conductance level (SCL)], a hyperscanning biofeedback paradigm was used. Intra-subjective analysis showed an increase in behavioral [accuracy (ACC)] and autonomic responses (HR and SCL) when the gift exchange took place at the beginning of the task rather than in the middle. Moreover, inter-subjective analysis revealed an increase in behavioral performance and greater autonomic synchronization of HR index. The present research, therefore, shows how gratitude and trust experienced following gift exchange can modify participants’ reactions by creating a shared cognition and the adoption of joint strategies.

Age-Dependent Influence of Intrinsic and Extrinsic Motivations on Construction Worker Performance

The increasing sophistication and complexity of construction technology have also increased workers' physical risk and psychological stress. This study examined the relationships between health risks, work motivation, and productivity as perceived by construction workers. A hypothetical model of worker perceptions, and the psychological factors influencing these perceptions, was developed. A total of 324 construction workers at a Japanese construction company participated in the study and were divided into two groups: younger (45 years of age and below) and older adults (46 years of age and above). Data were collected using a questionnaire. The differences between the age groups were analyzed with regard to their perceptions of health risks, motivation, work skills, and productivity. Both younger and older workers were affected by intrinsic motivations and extrinsic motivations, but the effect of these motivations on work performance differed depending on age. Higher health risks are anticipated to affect the work motivation and productivity perceptions of older workers. The proposed model and findings of this study contribute to understanding worker motivations and have important implications for labor management of construction projects. By addressing construction workers' intrinsic (e.g., interest) and extrinsic (e.g., reward) motivations, it is possible to sustainably improve project productivity.

Along or across the visual axis: a comparison of two ultrasound screen, needle and transducer orientation techniques

OBJECTIVE

To evaluate two transducer and needle handling methods, along the visual axis (AL) and across the visual axis (AC), in non-skilled and skilled clinicians.

STUDY DESIGN

Prospective randomized crossover study.

METHOD

A total of 26 students with no ultrasound locoregional anaesthesia experience (non-skilled group) and six clinicians experienced and familiar with ultrasound locoregional anaesthesia (skilled group) were enrolled. The non-skilled group was asked to perform two tasks: the first on a phantom and the second on canine cadavers, whilst the skilled group performed only the second task. The tasks consisted of guiding the tip of the needle to a target point (simulated nerve on the jelly phantom and sciatic nerve on the cadavers) using two different methods of needle handling-AL or AC. All operators performed each task three times for each method. The time to drive the needle to the target for the two methods was analysed with a paired Student t test, and the number of times the needle was not visualized on the screen between the groups was compared using an unpaired Student t test. Data are presented as mean ± standard deviation. Value of p < 0.05 was considered significant.

RESULTS

The AL method, compared with the AC method, resulted in shorter performance time in both skilled (9 ± 5 versus 20 ± 8 seconds for the second task) and non-skilled groups (9 ± 8 versus 17 ± 15 seconds for the first task and 18 ± 11 versus 32 ± 26 seconds for the second task).

CONCLUSION AND CLINICAL RELEVANCE

In both groups, the AL method significantly reduced the time to complete the task. Results from this study indicate that the AL method should be the preferred method for learning/teaching ultrasound-guided regional anaesthesia.

Emotional distraction in working memory: Bayesian-based evidence of the equivalent effect of positive and neutral interference

Evidence has shown that negative distracting stimuli are most difficult to control when we are focused in a relevant task, while positive and neutral distractors might be equally overcome. Still, recent meta-analytic evidence has pointed out that differences in the ability to cope with positive or neutral distractors may be difficult to detect in healthy people and in laboratory sets. Here we re-analyse memory performance in four already published working memory experiments in which affective and non-affective distractors were used. We focused on the positive versus neutral contrast, which did not reveal differences in the original analysis, with the aim of quantifying evidence for the null hypothesis using a Bayesian approach. Bayes factor (BF) estimates show substantial evidence in favour to the absence of differences in three out of four datasets. Further, BF aggregated from the four studies shows stronger evidence for the null hypothesis. Results from this analysis show that WM performance after positive and neutral interference can be considered equivalent, suggesting that positive distractors can be overcome to the same extent as neutral ones.

Pride and productivity – introducing and testing the Healing Offices® design concept

Purpose

The purpose of this study is to learn to what extent the physical workspace can contribute to employee health and happiness. In this context, it introduces an evidence-based design concept and evaluation method for workplaces to transform the traditional subjective design process into a more objective, systematic approach. Identifying issues regarding physical design and work culture is assumed to lead to a better person-environment fit.

Design/methodology/approach

The study describes a comparison between a pre-measurement at an IT company’s old workplace and a post-measurement in the new location with a new office design. The independent variable is the objective quality of the physical work environment, which was determined by an interior quality index. The dependent variables were the perceived health, engagement, comfort and productivity, assessed by an online questionnaire and interviews.

Findings

The objective quality of the work environment improved remarkably, especially regarding sustainability, diversity, nature and the possibilities to move and relax. The subjective experience of employees also improved, specifically regarding feelings of comfort and energy, possibly because of a more inspirational and diverse environment, which also better captured the company identity. A more connected workspace moreover seemed to relate to more physical activity and personal contact, as well as to teamwork and productivity.

Originality/value

The study promotes an evidence-based design approach for design and real-state, encouraging all stakeholders to design responsibly: to work more closely together, take well-informed design decisions and evaluate and learn from what was “left behind.” It also stresses the power of tailor-made designs, as any design eventually is shaped by its broader cultural context.

Gender Differences in Short-term Memory Related to Music Genres

The purpose of the present research was to examine whether different music settings could influence one's cognitive function - particularly memory. The examined sample consisted of 168 college students with a male:female ratio of 1:2.2. The participants were asked to complete a short-term memory test regarding word recollection while exposed to auditory stimuli. They were divided into three groups, each experiencing very different auditory stimuli (classical music; heavy metal music; no music). The results indicated that gender (as a single parameter) played a significant role in the recall process, with female subjects achieving significantly higher scores than males (p-value = 0.006). Music as an external stimulus was also found to affect the recall process significantly (0.02 < p < 0.04). Gender did not present any statistically significant association with specific music genres although, based on the limitations of this study, findings are in need of further exploration. The results of the present study may direct forthcoming research to address this issue further by examining additional variables as well.

The role of the subgenual anterior cingulate cortex in dorsomedial prefrontal-amygdala neural circuitry during positive-social emotion regulation

Positive-social emotions mediate one's cognitive performance, mood, well-being, and social bonds, and represent a critical variable within therapeutic settings. It has been shown that the upregulation of positive emotions in social situations is associated with increased top-down signals that stem from the prefrontal cortices (PFC) which modulate bottom-up emotional responses in the amygdala. However, it remains unclear if positive-social emotion upregulation of the amygdala occurs directly through the dorsomedial PFC (dmPFC) or indirectly linking the bilateral amygdala with the dmPFC via the subgenual anterior cingulate cortex (sgACC), an area which typically serves as a gatekeeper between cognitive and emotion networks. We performed functional MRI (fMRI) experiments with and without effortful positive-social emotion upregulation to demonstrate the functional architecture of a network involving the amygdala, the dmPFC, and the sgACC. We found that effortful positive-social emotion upregulation was associated with an increase in top-down connectivity from the dmPFC on the amygdala via both direct and indirect connections with the sgACC. Conversely, we found that emotion processes without effortful regulation increased network modulation by the sgACC and amygdala. We also found that more anxious individuals with a greater tendency to suppress emotions and intrusive thoughts, were likely to display decreased amygdala, dmPFC, and sgACC activity and stronger connectivity strength from the sgACC onto the left amygdala during effortful emotion upregulation. Analyzed brain network suggests a more general role of the sgACC in cognitive control and sheds light on neurobiological informed treatment interventions.

Sensor Measures of Affective Leaning

The aim of this study was to predict self-report data for self-regulated learning with sensor data. In a longitudinal study multichannel data were collected: self-report data with questionnaires and embedded experience samples as well as sensor data like electrodermal activity (EDA) and electroencephalography (EEG). 100 students from a private university in Germany performed a learning experiment followed by final measures of intrinsic motivation, self-efficacy and gained knowledge. During the learning experiment psychophysiological data like EEG were combined with embedded experience sampling measuring motivational states like affect and interest every 270 s. Results of machine learning models show that consumer grade wearables for EEG and EDA failed to predict embedded experience sampling. EDA failed to predict outcome measures as well. This gap can be explained by some major technical difficulties, especially by lower quality of the electrodes. Nevertheless, an average activation of all EEG bands at T7 (left-hemispheric, lateral) can predict lower intrinsic motivation as outcome measure. This is in line with the personality system interactions (PSI) theory of Julius Kuhl. With more advanced sensor measures it might be possible to track affective learning in an unobtrusive way and support micro-adaptation in a digital learning environment.

Differences in Brain Activity After Learning With the Use of a Digital Pen vs. an Ink Pen-An Electroencephalography Study

The purpose of this study is to clarify whether there is a learning effect on brain activity after writing with an ink pen vs. a digital pen. Previous studies have reported the superiority of handwriting to typing in terms of learning performance, but differences between the use of an ink pen vs. a digital pen remain unclear. In the present study, the participants learned to read difficult words by writing with an ink pen vs. a digital pen. After the learning period, electroencephalography (EEG) signals were measured, while the participants underwent a repetition priming paradigm with the use of the learned words. The repetition priming effect of the N400 event-related potential (ERP) was quantified as an index of the learning effect and the effects between pen types were compared. The groups were also subdivided according to whether a digital pen is frequently used (familiar vs. unfamiliar group). The number of writing repetitions for each word within 10 min during the learning activity and the post-learning test scores were not affected by the pen-type or familiarity with a digital pen. However, the repetition priming effect of the N400 was greater for words written with a digital pen in the learning session, as compared with an ink pen, in the familiar group, but not the unfamiliar group. These results suggest that for those familiar with its use, writing with a digital pen may improve learning relative to the use of an ink pen.

Choice perseveration in value-based decision making: The impact of inter-trial interval and mood

In a series of decisions, people tend to show choice perseveration, that is, they repeat their choices. This choice perseveration is assumed to emerge due to residual activity from the previous decision. Here, we use a computational model with attractor dynamics to describe this process and to predict how choice perseveration can be modulated. We derive two qualitative predictions: Choice perseveration should decrease under longer (vs. shorter) inter-trial intervals and positive (vs. negative) mood. We test these predictions in a dynamic decision task where we modulate decisions across trials via sequentially manipulated reward options. Our findings replicate our previous study in showing choice perseveration in value-based decision making. Furthermore, choice perseveration decreased with increasing inter-trial interval as predicted by the model. However, we did not find clear evidence supporting mood effects on choice perseveration. We discuss how integrating decision process dynamics by the means of applying the neural attractor model can increase our understanding of the evolution of decision outcomes and therefore complement the psychophysical perspective on decision making.

Brain networks for engaging oneself in positive-social emotion regulation

Positive emotions facilitate cognitive performance, and their absence is associated with burdening psychiatric disorders. However, the brain networks regulating positive emotions are not well understood, especially with regard to engaging oneself in positive-social situations. Here we report convergent evidence from a multimodal approach that includes functional magnetic resonance imaging (fMRI) brain activations, meta-analytic functional characterization, Bayesian model-driven analysis of effective brain connectivity, and personality questionnaires to identify the brain networks mediating the cognitive up-regulation of positive-social emotions. Our comprehensive approach revealed that engaging in positive-social emotion regulation with a self-referential first-person perspective is characterized by dynamic interactions between functionally specialized prefrontal cortex (PFC) areas, the temporoparietal junction (TPJ) and the amygdala. Increased top-down connectivity from the superior frontal gyrus (SFG) controls affective valuation in the ventromedial and dorsomedial PFC, self-referential processes in the TPJ, and modulate emotional responses in the amygdala via the ventromedial PFC. Understanding the brain networks engaged in the regulation of positive-social emotions that involve a first-person perspective is important as they are known to constitute an effective strategy in therapeutic settings.

Cross-Cultural Validation of Mood Profile Clusters in a Sport and Exercise Context

Mood profiling has a long history in the field of sport and exercise. Several novel mood profile clusters were identified and described in the literature recently (Parsons-Smith et al., 2017). In the present study, we investigated whether the same clusters were evident in an Italian-language, sport and exercise context. The Italian Mood Scale (ITAMS; Quartiroli et al., 2017) was administered to 950 Italian-speaking sport participants (659 females, 284 males, 7 unspecified; age range = 16-63 year, M = 25.03, SD = 7.62) and seeded k-means clustering methodology applied to the responses. Six distinct mood profiles were identified, termed the iceberg, inverse iceberg, inverse Everest, shark fin, surface, and submerged profiles, which closely resembled those reported among English-speaking participants (Parsons-Smith et al., 2017). Significant differences were found in the distribution of specific mood profiles across gender and age groups. Findings supported the cross-cultural generalizability of the six mood profiles and offer new research avenues into their antecedents, correlates and behavioral consequences in Italian-language contexts.

Resilience after a neurological pathology: What impact on the cognitive abilities of patients with brain damage?

The aim of this study is to examine resilience in patients with traumatic brain injury and patients who suffered from stroke. As traumatic brain injury and stroke both have a recovery potential, we investigate cognitive recovery in this context. Given the involvement of resilience in physiological recovery and positive emotions in enhancing cognitive capacities, we hypothesised that resilience could be related to cognitive abilities and recovery following traumatic brain injury and stroke. Our results show the same degree of resilience and cognitive capacities in our participants in two separate assessments. An improvement in cognitive abilities was observed, as was a correlation between these abilities and resilience. In other words, the greater the resilience, the higher the patient's cognitive performances. Resilience appears to influence cognitive abilities in participants with brain damage and also be involved in recovery.

How Simple Funny Video Games and Short Comedy Movies Impact Creative Idea Generation

Video games and movie industry are and have always been billion-dollar businesses. In the last decades, they have had a major impact on how people spend their leisure time, and it is widely recognized that they are changing people’s behaviors and activities. On the other hand, one of the key characteristics of today’s societies is creative idea generation. This study intends to investigate the relation between simple funny video games and short comedy movies and creative idea generation. The contribution of this paper is to suggest that certain short, simple funny/comedy digital audiovisual technologies are important to drive creativity. In particular, it is shown that both simple funny video games and short comedy movies have a positive and meaningful correlation with computer users’ creative idea generation. The results of this research may have positive impact on organizational resources management, especially, human resources management and it can justify the creation of new start-ups in the multimedia industry targeting the production of special video games and movies addressing organizational objectives.

"Keep That in Mind!" The Role of Positive Affect in Working Memory for Maintaining Goal-Relevant Information

Some studies have demonstrated a beneficial role of Positive Affect on working memory (WM) by either applying protocols of mood induction or assessing naturally occurring state Positive Affect. However, there are no studies directly linking Positive Affect as a stable personality-like trait with WM. We aimed to address this potential relationship using the Positive and Negative Affect Schedule scale and contra-lateral delay activity (CDA) as measures of trait Positive Affect and WM Capacity, respectively. We also sought to investigate the impact of a neutral or unpleasant emotional state on this relationship. Participants performed a change detection task, while a neutral or an unpleasant emotional state was induced. Our results showed a positive robust correlation between trait Positive Affect and WM Capacity for both neutral and unpleasant emotional states, as revealed by the neuroelectrophysiological gold-standard measure of WM, namely, CDA. These data suggest a tangible role of trait Positive Affect in the cognitive ability of maintaining goal-relevant information in WM, such that even a highly disruptive state is not sufficient to corrupt this relationship.

Cognitive changes in conjunctive rule-based category learning: An ERP approach

When learning rule-based categories, sufficient cognitive resources are needed to test hypotheses, maintain the currently active rule in working memory, update rules after feedback, and to select a new rule if necessary. Prior research has demonstrated that conjunctive rules are more complex than unidimensional rules and place greater demands on executive functions like working memory. In our study, event-related potentials (ERPs) were recorded while participants performed a conjunctive rule-based category learning task with trial-by-trial feedback. In line with prior research, correct categorization responses resulted in a larger stimulus-locked late positive complex compared to incorrect responses, possibly indexing the updating of rule information in memory. Incorrect trials elicited a pronounced feedback-locked P300 elicited which suggested a disconnect between perception, and the rule-based strategy. We also examined the differential processing of stimuli that were able to be correctly classified by the suboptimal single-dimensional rule ("easy" stimuli) versus those that could only be correctly classified by the optimal, conjunctive rule ("difficult" stimuli). Among strong learners, a larger, late positive slow wave emerged for difficult compared with easy stimuli, suggesting differential processing of category items even though strong learners performed well on the conjunctive category set. Overall, the findings suggest that ERP combined with computational modelling can be used to better understand the cognitive processes involved in rule-based category learning.

Weather impacts expressed sentiment

We conduct the largest ever investigation into the relationship between meteorological conditions and the sentiment of human expressions. To do this, we employ over three and a half billion social media posts from tens of millions of individuals from both Facebook and Twitter between 2009 and 2016. We find that cold temperatures, hot temperatures, precipitation, narrower daily temperature ranges, humidity, and cloud cover are all associated with worsened expressions of sentiment, even when excluding weather-related posts. We compare the magnitude of our estimates with the effect sizes associated with notable historical events occurring within our data.

Brain Activity and Network Interactions Linked to Valence-Related Differences in the Impact of Emotional Distraction

Previous investigations showed that the impact of negative distraction on cognitive processing is linked to increased activation in a ventral affective system (VAS) and simultaneous deactivation in a dorsal executive system (DES). However, less is known about the influences of positive valence and different arousal levels on these effects. FMRI data were recorded while participants performed a working memory (WM) task, with positive and negative pictures presented as distracters during the delay between the memoranda and probes. First, positive distraction had reduced impact on WM performance, compared with negative distraction. Second, fMRI results identified valence-specific effects in DES regions and overlapping arousal and valence effects in VAS regions, suggesting increased impact of negative distraction and enhanced engagement of coping mechanisms for positive distraction. Third, a valence-related rostro-caudal dissociation was identified in medial frontal regions associated with the default-mode network (DMN). Finally, these DMN regions showed increased functional connectivity with DES regions for negative compared with positive distraction. Overall, these findings suggest that, while both positive and negative distraction engage partly similar arousal-dependent mechanisms, their differential impact on WM performance is linked to dissociations in the engagement of, and coupling between, regions associated with emotion processing and higher lever cognitive control.

Induced Positive Mood and Cognitive Flexibility: Evidence from Task Switching and Reversal Learning

Positive mood often facilitates cognitive functions. Facilitation is hypothesized to be due to an increase in dopamine occurring in positive mood states. However, facilitation has not been consistently found in studies of cognitive flexibility. This inconsistent relationship may reflect the numerous ways cognitive flexibility is measured. Moreover, there is evidence that the role of dopamine in cognitive flexibility performance depends on the type of measure used. In the current study, we employed a probabilistic two-card reversal learning task (n = 129) and a Stroop-like task switching procedure (n = 188) in a college student population. We used a standardized set of mood videos to induce a positive, negative, or neutral mood state. Negative mood states were included to account for possible effects of arousal on performance, which is seen in both positive and negative mood inductions. Based on current theories of positive mood and cognition, we hypothesized that there would be differences in the effects of a positive mood induction on cognitive flexibility as assessed by task switching and reversal learning tasks. The mood induction successfully induced high levels of amusement and increased valence in the positive mood group and high levels of repulsion and decreased valence in the negative mood group. However, there were no differences in cognitive flexibility across any of the mood groups, as assessed by switch costs in task switching and correct choices after the reversal in reversal learning. Overall, these findings do not support the hypothesis that positive mood improves cognitive flexibility.

Promoting employees’ learning from errors by inclusive leadership

Purpose

In today’s complex and challenging work environment, employees’ learning from errors has become critical to organizations’ survival and success. While the literature has highlighted the importance of inclusive leadership for learning behavior in organizations, research on how inclusive leadership promotes employees’ learning from errors has been limited. Therefore, the purpose of this paper is to fill this gap by developing and testing a moderated mediation model that emphasizes the key roles of positive mood and gender in the relationship between inclusive leadership and employees’ learning from errors.

Design/methodology/approach

A multi-time survey method was used in this study to collect data from 202 full-time employees working in China.

Findings

The hypothesized moderated mediation model in this study was supported. Inclusive leadership facilitated employees’ learning from errors through employees’ positive mood, and employees’ gender moderated both the direct relationship between inclusive leadership and employees’ positive mood and the indirect relationship between inclusive leadership and employees’ learning from errors through employees’ positive mood: the relationships were stronger for female employees than for male employees.

Originality/value

By incorporating the social role theory into the affective events theory framework, this study may help to open the “black box” of the relationship between inclusive leadership and employees’ learning from errors by explicating the importance of positive mood and gender, thereby shedding light on the timely issues of inclusive leadership, mood, and learning from errors in the workplace.

Positive Emotion Facilitates Cognitive Flexibility: An fMRI Study

Cognitive flexibility is the ability to switch rapidly between multiple goals. By using a task-switching paradigm, the present study investigated how positive emotion affected cognitive flexibility and the underlying neural mechanisms. After viewing pictures of different emotional valence (positive, negative, or neutral), participants discriminated whether a target digit in a specific color was odd or even. After a series of trials, the color of target stimuli was changed, i.e., the switch condition. Switch costs were measured by the increase of reaction times (RTs) in the switch trials compared to those in the repeat trials. Behavior results indicated that switch costs significantly decreased in the positive emotional condition, and increased in the negative emotional condition, compared with those in the neutral condition. Imaging data revealed enhanced activation in the dorsal anterior cingulate cortex (dACC) in switch trials than those in repeat trials. Moreover, the interaction between emotion (positive, negative, neutral) and trial type (repeat vs. switch) was significant. For switch trials, the activation of dACC decreased significantly in the positive condition, while increased significantly in the negative condition compared to neutral condition. By contrast, for repeat trials, no significant difference was observed for the activation of dACC among three emotional conditions. Our results showed that positive emotions could increase the cognitive flexibility and reduce the conflict by decreasing the activation of dACC.

Use of Short Animal-Themed Videos to Enhance Veterinary Students' Mood, Attention, and Understanding of Pharmacology Lectures

Professional DVM training is inherently stressful and challenging for students. This study evaluated a simple intervention-short breaks during a veterinary pharmacology lecture course in the form of funny/cute animal videos (Mood Induction Procedures, or MIP)-to assess for potential impact on students' mood, interest in material, and perceived understanding of material. Ten YouTube video clips showing cats or dogs were selected to influence students' affective states. The videos were shown in a required pharmacology class offered during the fall semester of the second year of the DVM program at a large, land-grant institution in the western US. The student cohort consisted of 133 students (20 males, 113 females). Twenty days of the course were randomly chosen for the study and ranged from weeks 2 to 13 of the semester. Sessions in which the videos were played were alternated with sessions in which no video was played, for a total of 10 video days and 10 control days. There were significant differences in all three post-class assessment measures between the experimental (video) days and the control days. Results suggest that showing short cute animal videos in the middle of class positively affected students' mood, interest in material, and self-reported understanding of material. While the results of this study are limited to one student cohort at one institution, the ease of implementation of the technique and relatively low stakes support incorporation of the MIP technique across a variety of basic and clinical science courses.

Disfluency effects on lexical selection

Recent research has suggested that introducing a disfluency in the context of written composition (i.e., typing with one hand) can increase lexical sophistication. In the current study, we provide a strong test between two accounts of this phenomenon, one that attributes it to the delay caused by the disfluency and one that attributes it to the disruption of typical finger-to-letter mappings caused by the disfluency. To test between these accounts, we slowed down participants' typewriting by introducing a small delay between keystrokes while individuals wrote essays. Critically, this manipulation did not disrupt typical finger-to-letter mappings. Consistent with the delay-based account, our results demonstrate that the essays written in this less fluent condition were more lexically diverse and used less frequent words. Implications for the temporal dynamics of lexical selection in complex cognitive tasks are discussed.

Electroencephalographic findings in patients with major depressive disorder during cognitive or emotional tasks: a systematic review

Objective:

Major depressive disorder (MDD) is a prevalent psychiatric condition characterized by multiple symptoms that cause great distress. Uncovering the brain areas involved in MDD is essential for improving therapeutic strategies and predicting response to interventions. This systematic review discusses recent findings regarding cortical alterations in depressed patients during emotional or cognitive tasks, as measured by electroencephalography (EEG).

Methods:

A search of the MEDLINE/PubMed and Cochrane databases was carried out using the keywords EEG and depression, confined to article title.

Results:

The studies identified reveal the frontal cortex as an important brain structure involved in the complex neural processes associated with MDD. Findings point to disorganization of right-hemisphere activity and deficient cognitive processing in MDD. Depressed individuals tend to ruminate on negative information and respond with a pattern of relatively higher right frontal activity to emotional stimuli associated with withdrawal and isolation.

Conclusion:

Patients with MDD may have altered dynamic patterns of activity in several neuroanatomical structures, especially in prefrontal and limbic areas involved in affective regulation. Identification of these alterations might help predict the response of patients to different interventions more effectively and thus maximize the effects both of pharmacotherapeutic and of psychotherapeutic strategies.

The Laughter Prescription: A Tool for Lifestyle Medicine

Laughter is a normal and natural physiologic response to certain stimuli with widely acknowledged psychological benefits. However, current research is beginning to show that laughter may also have serious positive physiological effects for those who engage in it on a regular basis. Providers who prescribe laughter to their patients in a structured way may be able to use these natural, free, and easily distributable positive benefits. This article reviews the current medical understanding of laughter's physiologic effects and makes a recommendation for how physicians might best harness this natural modality for their patients.

Prefrontal Electrical Stimulation in Non-depressed Reduces Levels of Reported Negative Affects from Daily Stressors

Negative emotional responses to the daily life stresses have cumulative effects which, in turn, impose wide-ranging negative constraints on emotional well being and neurocognitive performance (Kalueff and Nutt, 2007; Nadler et al., 2010; Charles et al., 2013). Crucial cognitive functions such as memory and problem solving, as well more short term emotional responses (e.g., anticipation of- and response to- monetary rewards or losses) are influenced by mood. The negative impact of these behavioral responses is felt at the individual level, but it also imposes major economic burden on modern healthcare systems. Although much research has been undertaken to understand the underlying mechanisms of depressed mood and design efficient treatment pathways, comparatively little was done to characterize mood modulations that remain within the boundaries of a healthy mental functioning. In one placebo-controlled experiment, we applied daily prefrontal transcranial Direct Current Stimulation (tDCS) at five points in time, and found reliable improvements on self-reported mood evaluation. Using a new team of experimenters, we replicated this finding in an independent double-blinded placebo-controlled experiment and showed that stimulation over a shorter period of time (3 days) is sufficient to create detectable mood improvements. Taken together, our data show that repeated bilateral prefrontal tDCS can reduce psychological distress in non-depressed individuals.

Imagining a brighter future: the effect of positive imagery training on mood, prospective mental imagery and emotional bias in older adults

Positive affect and optimism play an important role in healthy ageing and are associated with improved physical and cognitive health outcomes. This study investigated whether it is possible to boost positive affect and associated positive biases in this age group using cognitive training. The effect of computerised imagery-based cognitive bias modification on positive affect, vividness of positive prospective imagery and interpretation biases in older adults was measured. 77 older adults received 4 weeks (12 sessions) of imagery cognitive bias modification or a control condition. They were assessed at baseline, post-training and at a one-month follow-up. Both groups reported decreased negative affect and trait anxiety, and increased optimism across the three assessments. Imagery cognitive bias modification significantly increased the vividness of positive prospective imagery post-training, compared with the control training. Contrary to our hypothesis, there was no difference between the training groups in negative interpretation bias. This is a useful demonstration that it is possible to successfully engage older adults in computer-based cognitive training and to enhance the vividness of positive imagery about the future in this group. Future studies are needed to assess the longer-term consequences of such training and the impact on affect and wellbeing in more vulnerable groups.

What is in the feedback? Effect of induced happiness vs. sadness on probabilistic learning with vs. without exploration

According to dominant neuropsychological theories of affect, emotions signal salience of events and in turn facilitate a wide spectrum of response options or action tendencies. Valence of an emotional experience is pivotal here, as it alters reward and punishment processing, as well as the balance between safety and risk taking, which can be translated into changes in the exploration-exploitation trade-off during reinforcement learning (RL). To test this idea, we compared the behavioral performance of three groups of participants that all completed a variant of a standard probabilistic learning task, but who differed regarding which mood state was actually induced and maintained (happy, sad or neutral). To foster a change from an exploration to an exploitation-based mode, we removed feedback information once learning was reliably established. Although changes in mood were successful, learning performance was balanced between the three groups. Critically, when focusing on exploitation-driven learning only, they did not differ either. Moreover, mood valence did not alter the learning rate or exploration per se, when titrated using complementing computational modeling. By comparing systematically these results to our previous study (Bakic et al., 2014), we found that arousal levels did differ between studies, which might account for limited modulatory effects of (positive) mood on RL in the present case. These results challenge the assumption that mood valence alone is enough to create strong shifts in the way exploitation or exploration is eventually carried out during (probabilistic) learning. In this context, we discuss the possibility that both valence and arousal are actually necessary components of the emotional mood state to yield changes in the use and exploration of incentives cues during RL.

Differential effects of dopamine-directed treatments on cognition

Dopamine, a prominent neuromodulator, is implicated in many neuropsychiatric disorders. It has wide-ranging effects on both cortical and subcortical brain regions and on many types of cognitive tasks that rely on a variety of different learning and memory systems. As neuroscience and behavioral evidence for the existence of multiple memory systems and their corresponding neural networks accumulated, so did the notion that dopamine's role is markedly different depending on which memory system is engaged. As a result, dopamine-directed treatments will have different effects on different types of cognitive behaviors. To predict what these effects will be, it is critical to understand: which memory system is mediating the behavior; the neural basis of the mediating memory system; the nature of the dopamine projections into that system; and the time course of dopamine after its release into the relevant brain regions. Consideration of these questions leads to different predictions for how changes in brain dopamine levels will affect automatic behaviors and behaviors mediated by declarative, procedural, and perceptual representation memory systems.

Does mood influence text processing and comprehension? Evidence from an eye-movement study

BACKGROUND

Previous research has indicated that mood influences cognitive processes. However, there is scarce data regarding the link between everyday emotional states and readers' text processing and comprehension.

AIM

We aim to extend current research on the effects of mood induction on science text processing and comprehension, using eye-tracking methodology. We investigated whether a positive-, negative-, and neutral-induced mood influences online processing, as revealed by indices of visual behaviour during reading, and offline text comprehension, as revealed by post-test questions. We were also interested in the link between text processing and comprehension.

SAMPLE

Seventy-eight undergraduate students randomly assigned to three mood-induction conditions.

METHODS

Students were mood-induced by watching a video clip. They were then asked to read a scientific text while eye movements were registered. Pre- and post-reading knowledge was assessed through open-ended questions.

RESULTS

Experimentally induced moods lead readers to process an expository text differently. Overall, students in a positive mood spent significantly longer on the text processing than students in the negative and neutral moods. Eye-movement patterns indicated more effective processing related to longer proportion of look-back fixation times in positive-induced compared with negative-induced readers. Students in a positive mood also comprehended the text better, learning more factual knowledge, compared with students in the negative group. Only for the positive-induced readers did the more purposeful second-pass reading positively predict text comprehension.

CONCLUSIONS

New insights are given on the effects of normal mood variations and students' text processing and comprehension by the use of eye-tracking methodology. Important implications for the role of emotional states in educational settings are highlighted.

Ego depletion interferes with rule-defined category learning but not non-rule-defined category learning

Considerable research on category learning has suggested that many cognitive and environmental factors can have a differential effect on the learning of rule-defined (RD) categories as opposed to the learning of non-rule-defined (NRD) categories. Prior research has also suggested that ego depletion can temporarily reduce the capacity for executive functioning and cognitive flexibility. The present study examined whether temporarily reducing participants’ executive functioning via a resource depletion manipulation would differentially impact RD and NRD category learning. Participants were either asked to write a story with no restrictions (the control condition), or without using two common letters (the ego depletion condition). Participants were then asked to learn either a set of RD categories or a set of NRD categories. Resource depleted participants performed more poorly than controls on the RD task, but did not differ from controls on the NRD task, suggesting that self regulatory resources are required for successful RD category learning. These results lend support to multiple systems theories and clarify the role of self-regulatory resources within this theory.

Prediction of Happy-Sad mood from daily behaviors and previous sleep history

We collected and analyzed subjective and objective data using surveys and wearable sensors worn day and night from 68 participants for ~30 days each, to address questions related to the relationships among sleep duration, sleep irregularity, self-reported Happy-Sad mood and other daily behavioral factors in college students. We analyzed this behavioral and physiological data to (i) identify factors that classified the participants into Happy-Sad mood using support vector machines (SVMs); and (ii) analyze how accurately sleep duration and sleep regularity for the past 1-5 days classified morning Happy-Sad mood. We found statistically significant associations amongst Sad mood and poor health-related factors. Behavioral factors including the frequency of negative social interactions, and negative emails, and total academic activity hours showed the best performance in separating the Happy-Sad mood groups. Sleep regularity and sleep duration predicted daily Happy-Sad mood with 65-80% accuracy. The number of nights giving the best prediction of Happy-Sad mood varied for different individuals.

Effects of positive mood on probabilistic learning: behavioral and electrophysiological correlates

Whether positive mood can change reinforcement learning or not remains an open question. In this study, we used a probabilistic learning task and explored whether positive mood could alter the way positive versus negative feedback was used to guide learning. This process was characterized both at the behavioral and electro-encephalographic levels. Thirty two participants were randomly allocated either to a positive or a neutral (control) mood condition. Behavioral results showed that while learning performance was balanced between the two groups, participants in the positive mood group had a higher learning rate than participants in the neutral mood group. At the electrophysiological level, we found that positive mood increased the error-related negativity when the stimulus-response associations were deterministic, selectively (as opposed to random or probabilistic). However, it did not influence the feedback-related negativity. These new findings are discussed in terms of an enhanced internal reward prediction error signal after the induction of positive mood when the probability of getting a reward is high.