The role of language in emotion: predictions from psychological constructionism

Beyond words: Semantic satiation and the mental accessibility of the concept of suicide

Disrupting the accessibility of the mental representation of suicide may be a possible pathway to a strategy for suicide prevention. Our study aims to theoretically evaluate this perspective by examining the impact of temporarily disrupting the concept of suicide on perceptions of suicide. Using a within-subject design, we tested the effects of semantic satiation targeting the word "suicide" on the perceptual judgment of suicide-relevant pictures in 104 young adults. On each trial, participants repeated aloud one of the three words (i.e., "accident," "murder," or "suicide") either three times (priming) or 30 times (satiation) and indicated whether a subsequent picture matched with the word. Results indicated that satiation of the word "suicide" slowed the accurate categorization of pictures related to all three words, and satiation of "murder" and "accident" delayed participants' judgment of suicide-relevant pictures. Our findings support that semantic satiation can render the suicide concept temporarily less accessible, thereby providing preliminary support for the strategy of concept disruption in suicide prevention.

Objective Linguistic Markers Associated with Callous-Unemotional Traits in Early Childhood

BACKGROUND

Callous-unemotional (CU) traits are associated with interpersonal difficulties and risk for severe conduct problems (CP). The ability to communicate thoughts and feelings is critical to social success, with language a promising treatment target. However, no prior studies have examined objective linguistic correlates of childhood CU traits in early childhood, which could give insight into underlying risk mechanisms and novel target treatments.

METHODS

We computed lexical (positive emotion, sad, and anger words) and conversational (interruptions and speech rate) markers produced by 131 children aged 5-6 years (M = 5.98; SD = 0.54, 58.8% female) and their parents while narrating wordless storybooks during two online visits separated by 6-8 weeks (M = 6.56, SD = 1.11; two books, order counterbalanced). Audio recordings were diarized, time-aligned, and orthographically transcribed using WebTrans. Conversational markers were calculated using R and word frequencies were calculated using Linguistic Inquiry and Word Count (LIWC) software. We examined links between child CU traits and linguistic markers, and explored whether relationships were moderated by child sex.

RESULTS

Higher CU traits were associated with fewer positive emotion words produced by parents and children. Higher CU traits were also associated with greater concordance in the degree of interruptions and expression of anger emotion words by parents and children.

CONCLUSIONS

Results suggest that objective linguistic correlates of CU traits are detectable during early childhood, which could inform adjunctive treatment modules that improve outcomes by precisely tracking and targeting subtle communication patterns.

Self-administered mindfulness interventions reduce stress in a large, randomized controlled multi-site study

Mindfulness witnessed a substantial popularity surge in the past decade, especially as digitally self-administered interventions became available at relatively low costs. Yet, it is uncertain whether they effectively help reduce stress. In a preregistered (OSF https://doi.org/10.17605/OSF.IO/UF4JZ ; retrospective registration at ClinicalTrials.gov NCT06308744 ) multi-site study (nsites = 37, nparticipants = 2,239, 70.4% women, Mage = 22.4, s.d.age = 10.1, all fluent English speakers), we experimentally tested whether four single, standalone mindfulness exercises effectively reduced stress, using Bayesian mixed-effects models. All exercises proved to be more efficacious than the active control. We observed a mean difference of 0.27 (d = -0.56; 95% confidence interval, -0.43 to -0.69) between the control condition (M = 1.95, s.d. = 0.50) and the condition with the largest stress reduction (body scan: M = 1.68, s.d. = 0.46). Our findings suggest that mindfulness may be beneficial for reducing self-reported short-term stress for English speakers from higher-income countries.

Examining situational differences in momentary emotion differentiation and emotional clarity in everyday life

People experience momentary fluctuations in how much they differentiate between emotions and how clear they are about what they are feeling. To better understand situational predictors of shifts in emotion differentiation and emotional clarity, we investigated whether individuals are more differentiated and clearer about their emotions in social situations (vs. alone) given that emotions fulfill important social functions. We tested if these within-person associations varied depending on socially relevant individual differences, including age, extraversion, and social connectedness. We also examined whether people are more differentiated and clearer in situations that have previously been processed (i.e., familiar situations) and if this effect was stronger for older (vs. younger) adults. Community adults (N = 290, aged 25-85 years) completed measures of extraversion and social connectedness and then were randomly prompted 6 times a day for 10 days to report on their current emotional experience and situation. Using multilevel structural equation modeling, social context was associated with less positive emotion differentiation and not associated with emotional clarity; these within-person associations did not differ by age, extraversion, or social connectedness. Individuals experienced more differentiated positive emotions and higher emotional clarity than usual when they were in more (vs. less) familiar situations. Familiarity was especially predictive of higher positive emotion differentiation among relatively older (vs. younger) adults. These findings suggest positive emotion differentiation, particularly in familiar situations could be a way in which the quality of one's emotional experience changes with age. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Mediating role of physician's empathy between physician's communication and patient's satisfaction

Introduction

Physician communication is vital for an effective physician-patient relationship. Physician empathy is crucial to patient communication. The relationship between physician empathy, physician communication, and patient satisfaction is not very clear. This study aims to study the mediating role of physician's empathy between physician's communication, physician's empathy, and patient's satisfaction.

Methods

A cross-sectional study was conducted at the National Institute of Psychology, Quaid-i-Azam University, during the time period of December 2018 to February 2019. Employing the technique of purposive convenience sampling, data were collected (N = 238) from psychiatric, cardiology, and dermatology wards of public and private sector hospitals of Islamabad and Rawalpindi. The Communication Assessment Tool, specifically the Patient's Perception of Physician's Empathy and Patient Satisfaction Scale, was used to assess study variables. The measures used in the research assess the patient's perception of the physician's communication, empathy, and patient's satisfaction. Formal permission for the research was taken from the hospital administration with approval from the institutional review boards. Participants were briefed about the purpose of the research. Both verbal and written informed consent was taken from them.

Results

The result shows that a physician's empathy plays a mediating role between the physician's communication skills and patient satisfaction. Moreover, Pearson product-moment correlation indicated a significant positive relationship between doctors' communication skills, doctors' empathy, and patients' satisfaction.

Conclusion

Building a positive doctor-patient relationship would not only lead to improved patient satisfaction but also reduce the likelihood of medical malpractice. Therefore, steps should be taken to enforce trust, interaction, and empathy in doctor-patient relationships, with patient-centered services. Physician's empathy plays a mediating role between physician's communication skills and patient's satisfaction.

Language access differentially alters functional connectivity during emotion perception across cultures

Introduction

It is often assumed that the ability to recognize the emotions of others is reflexive and automatic, driven only by observable facial muscle configurations. However, research suggests that accumulated emotion concept knowledge shapes the way people perceive the emotional meaning of others' facial muscle movements. Cultural upbringing can shape an individual's concept knowledge, such as expectations about which facial muscle configurations convey anger, disgust, or sadness. Additionally, growing evidence suggests that access to emotion category words, such as "anger," facilitates access to such emotion concept knowledge and in turn facilitates emotion perception.

Methods

To investigate the impact of cultural influence and emotion concept accessibility on emotion perception, participants from two cultural groups (Chinese and White Americans) completed a functional magnetic resonance imaging scanning session to assess functional connectivity between brain regions during emotion perception. Across four blocks, participants were primed with either English emotion category words ("anger," "disgust") or control text (XXXXXX) before viewing images of White American actors posing facial muscle configurations that are stereotypical of anger and disgust in the United States.

Results

We found that when primed with "disgust" versus control text prior to seeing disgusted facial expressions, Chinese participants showed a significant decrease in functional connectivity between a region associated with semantic retrieval (the inferior frontal gyrus) and regions associated with semantic processing, visual perception, and social cognition. Priming the word "anger" did not impact functional connectivity for Chinese participants relative to control text, and priming neither "disgust" nor "anger" impacted functional connectivity for White American participants.

Discussion

These findings provide preliminary evidence that emotion concept accessibility differentially impacts perception based on participants' cultural background.

Interoceptive beliefs moderate the link between physiological and emotional arousal during an acute stressor

Growing work suggests that interoception, that is, representations of one's internal bodily changes, plays a role in shaping emotional experiences. Past studies primarily examine how behavioral accuracy in detecting interoceptive signals (interoceptive ability) relates to emotional states, with less work examining self-reported interoceptive facets such as the characterizations of one's interoceptive abilities (interoceptive sensibility) or evaluative beliefs about the value versus danger of interoceptive signals (interoceptive beliefs). However, existing studies rarely examine physiological reactivity, behavioral, and self-reported dimensions of interoception together in the same sample. As such, it remains unclear whether and how much individual differences in interoceptive facets uniquely and in interaction with physiological reactivity may matter for emotional experience. Herein, 250 healthy young adults completed a heartbeat detection task assessing interoceptive ability and questionnaire measures of interoceptive sensibility and beliefs during an initial laboratory visit. At a follow-up session, 227 participants returned to undergo an acute psychosocial stressor. Measures of physiological arousal such as preejection period (PEP) and heart rate variability were acquired throughout the stressor with self-reported emotions acquired immediately after. Linear regressions revealed that greater sympathetic nervous system reactivity (i.e., PEP), poorer interoceptive ability (i.e., accuracy), and less positive interoceptive beliefs were related to more intense high arousal emotions during the stressor. Importantly, across models, interoceptive beliefs was the only interoceptive facet to moderate the concordance between physiological and emotional arousal. Implications for psychological theories of emotion, stress, and interoception are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Childhood conduct problems and parent-child talk during social and nonsocial play contexts: a naturalistic home-based experiment

Parent-child interactions are a critical pathway to emotion socialization, with disruption to these processes associated with risk for childhood behavior problems. Using computational linguistics methods, we tested whether (1) play context influenced parent-child socioemotional language, and (2) child conduct problems or callous-unemotional traits were associated with patterns of socioemotional or nonsocial language across contexts. Seventy-nine parent-child dyads (children, 5-6 years old) played a socioemotional skills ("social context") or math ("nonsocial context") game at home. We transcribed and analyzed game play, which had been audio recorded by participants. The social context elicited more socioemotional and cognitive words, while the nonsocial context elicited more mathematical words. The use of socioemotional language by parents and children was more strongly correlated in the social context, but context did not moderate the degree of correlation in cognitive or mathematical word use between parents and children. Children with more conduct problems used fewer socioemotional words in the social context, while children with higher callous-unemotional traits used fewer cognitive words in both contexts. We highlight the role of context in supporting socioemotionally rich parent-child language interactions and provide preliminary evidence for the existence of linguistic markers of child behavior problems. Our results also inform naturalistic assessments of parent-child interactions and home-based interventions for parents and children facing socioemotional or behavioral challenges.

Language adaptations of mental health interventions: User interaction comparisons with an AI-enabled conversational agent (Wysa) in English and Spanish

Background

In recent times, digital mental health interventions (DMHIs) have been proven to be efficacious; however, most are available only for English speakers, leaving limited options for non-English languages like Spanish. Research shows that mental health services in one's dominant language show better outcomes. Conversational agents (CAs) offer promise in supporting mental health in non-English populations. This study compared a culturally adapted version of an artificial intelligence (AI)-led mental health app, called Wysa, in Spanish and English.

Objectives

To compare user engagement patterns on Wysa-Spanish and Wysa-English and to understand expressions of distress and preferred language in both versions of Wysa.

Methods

We adopted a cross-sectional retrospective exploratory design with mixed methods, analyzing users from 10 Spanish-speaking countries between 1 February and 1 August 2022. A quantitative sample A (n = 2767) was used for descriptive statistics, including user engagement metrics with a Wilcoxon test. A subset qualitative sample B (n = 338) was examined for word count differences based on valence, and a content analysis was conducted to examine idioms of distress.

Results

Compared to Wysa-English, Wysa-Spanish had more sessions (P < .001, d = 0.18) and a greater volume of disclosure of distress. In Wysa-Spanish, the average length of a conversation was significantly longer than in Wysa-English (P < .001, d = 0.44). Users preferred interventions with free text responses ("Thought recording") in Spanish (P < .01, d = 0.41), and Spanish messages were significantly longer (P < .01, d = 0.24). Wysa-Spanish saw more frequent expressions of negative emotions and feelings of self-harm and suicide.

Conclusion

Given the high engagement within the Spanish version of Wysa, the findings demonstrate the need for culturally adapted DMHIs among non-English populations, emphasizing the importance of considering linguistic and cultural differences in the development of DMHIs to improve accessibility for diverse populations.

Capturing mood dynamics through adolescent smartphone social communication

Most adolescents with depression remain undiagnosed and untreated-missed opportunities that are costly from both personal and public health perspectives. A promising approach to detecting adolescent depression in real-time and at a large scale is through their social communication on the smartphone (e.g., text messages, social media posts). Past research has shown that language from online social communication reliably indicates interindividual differences in depression. To move toward detecting the emergence of depression symptoms intraindividually, the present study tested whether sentiment (i.e., words connoting positive and negative affect) from smartphone social communication prospectively predicted daily mood fluctuations in 83 adolescents (Mage = 16.49, 73.5% female) with a wide range of depression severity. Participants completed daily mood ratings across a 90-day period, during which 354,278 messages were passively collected from social communication apps. Greater positive sentiment (i.e., more positive weighted composite valence score and a greater proportion of words expressing positive sentiment) predicted more positive next-day mood, controlling for previous-day mood. Moreover, greater proportions of positive and negative sentiment were, respectively, associated with lower anhedonia and greater dysphoria symptoms measured at baseline. Exploratory analyses of nonaffective linguistic features showed that greater use of social engagement words (e.g., friends and affiliation) and emojis (primarily consisting of hearts) predicted more positive changes in mood. Collectively, findings suggest that language from smartphone social communication can detect mood fluctuations in adolescents, laying the foundation for language-based tools to identify periods of heightened depression risk. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Promoting Adolescents' Social Responsibility through Parent-Adolescent Conversations about the COVID-19 Pandemic

PURPOSE

This longitudinal mixed-method study examined the content and qualities of parent-adolescent conversations about the COVID-19 pandemic, and whether discourse about social responsibility (i.e., care for others and health protective behaviors [HPBs]) within conversations predicted changes in adolescents' socially responsible behavior across the first year of the pandemic.

METHODS

Participants were 122 ethnically/racially diverse parent-adolescent dyads from Southern California. In spring 2020 (Time 1), adolescents completed an online survey measuring their engagement in HPBs (e.g., social distancing) and prosociality (both pandemic-specific and global). A few months following survey completion (Time 2), parent-adolescent dyads engaged in an audio-recorded conversation about the pandemic. In winter 2020 (Time 3), adolescents' engagement in HPBs and prosociality were reassessed via an online survey.

RESULTS

Dyads spent 25% of conversational turns, on average, discussing social responsibility (4% and 21% of turns discussing care for others and HPBs, respectively). Internal state language reflecting emotion terms was positively correlated with the proportion of conversational turns spent discussing care for others and negatively associated with conversational turns spent discussing HPBs. Regression analyses revealed that both care for others and HPB conversation themes uniquely predicted increases in adolescents' engagement in HPBs over time; however, care for others was a stronger predictor (β = 0.24 vs. β = 0.16). Discussions about care for others (but not HPBs) predicted increases in pandemic-specific prosociality, but not global prosocial behavior.

DISCUSSION

Parent-adolescent conversations may be rich ground for the socialization of adolescents' social responsibility during crises and can inform best practices for engaging adolescents in current and future community health initiatives.

Telehealth Talk on Reddit: Understanding How Language Use About Telemedicine Evolved Throughout the COVID-19 Pandemic

The COVID-19 health pandemic acted as a punctuated event that spurred rapid change in healthcare delivery, pushing us to adopt new socio-cultural norms and ways of communicating. The pandemic also altered several long-standing structures within healthcare organizations. To better understand peoples' perceptions of how the pandemic shifted technological structures within healthcare, this study examines a telemedicine (TM) Reddit forum. Analyzing language use on Reddit offered a bottom-up means of examining the public's feelings, understandings, and conceptualizations of TM. Studying language use provides rich insight into how people experience and make sense of the world around them. We specifically examined three time periods: (1) prior to the COVID-19 outbreak, (2) the two years at the center of the outbreak, wherein TM coverage increased-high-risk COVID, and (3) the point at which COVID-19 community risk levels largely diminished -low-risk COVID. Using LIWC, we studied around 1500 conversations posted in the TM forum from 2015 to 2022. Results reveal how people's language use and emotions surrounding TM meaningfully shifted over-time, along with the pandemic stages. Specifically, negative emotion language significantly increased and positive emotion language significantly decreased during Time 3-low-risk COVID. Use of body and health words increased throughout the time periods, and there were no significant differences in cognitive processing words use-which were used very frequently across all time periods. Theoretical and practical implications are offered.

Contributions of socioeconomic status and cognition to emotion processes and internalizing psychopathology in childhood and adolescence: A systematic review

This systematic review evaluated evidence from 25 manuscripts regarding three possible relationships of socioeconomic disadvantage (SESD) and cognition to emotion knowledge (EK), emotion regulation (ER), and internalizing psychopathology (IP) across development; a) independent contributions of disadvantage and cognition; b) cognition mediates relations of disadvantage; or c) cognition moderates' relations of disadvantage. Results support associations between SESD and cognition to emotion that differ by cognitive domain and developmental epoch. For EK, in early and middle childhood language and executive functions contribute to EK independent of SESD, and early childhood executive functions may interact with socioeconomic status (SES) to predict prospective EK. Regarding ER, language contributes to ER independent of SES across development and may mediate associations between SES and ER in adolescence. Regarding IP, SES, language, executive function, and general ability have independent contributions to IP across development; in adolescence executive function may mediate or moderate associations between SES and IP. Findings highlight the need for nuanced and developmentally sensitive research on the contributions of SESD and domains of cognition to emotion.

Music in the Middle: A Culture-Cognition-Mediator Model of Musical Functionality

Music is both universal, appearing in every known human culture, and culture-specific, often defying intelligibility across cultural boundaries. This duality has been the source of debate within the broad community of music researchers, and there have been significant disagreements both on the ontology of music as an object of study and the appropriate epistemology for that study. To help resolve this tension, I present a culture-cognition-mediator model that situates music as a mediator in the mutually constitutive cycle of cultures and selves representing the ways individuals both shape and are shaped by their cultural environments. This model draws on concepts of musical grammars and schema, contemporary theories in developmental and cultural psychology that blur the distinction between nature and nurture, and recent advances in cognitive neuroscience. Existing evidence of both directions of causality is presented, providing empirical support for the conceptual model. The epistemological consequences of this model are discussed, specifically with respect to transdisciplinarity, hybrid research methods, and several potential empirical applications and testable predictions as well as its import for broader ontological conversations around the evolutionary origins of music itself.

The nature and neurobiology of fear and anxiety: State of the science and opportunities for accelerating discovery

Fear and anxiety play a central role in mammalian life, and there is considerable interest in clarifying their nature, identifying their biological underpinnings, and determining their consequences for health and disease. Here we provide a roundtable discussion on the nature and biological bases of fear- and anxiety-related states, traits, and disorders. The discussants include scientists familiar with a wide variety of populations and a broad spectrum of techniques. The goal of the roundtable was to take stock of the state of the science and provide a roadmap to the next generation of fear and anxiety research. Much of the discussion centered on the key challenges facing the field, the most fruitful avenues for future research, and emerging opportunities for accelerating discovery, with implications for scientists, funders, and other stakeholders. Understanding fear and anxiety is a matter of practical importance. Anxiety disorders are a leading burden on public health and existing treatments are far from curative, underscoring the urgency of developing a deeper understanding of the factors governing threat-related emotions.

Embodied language of emotions: Predicting human intuitions with linguistic distributions in blind and sighted individuals

Recent constructionist theories have suggested that language and sensory experience play a crucial role not only in how individuals categorise emotions but also in how they experience and shape them, helping to acquire abstract concepts that are used to make sense of bodily perceptions associated with specific emotions. Here, we aimed to investigate the role of sensory experience in conceptualising bodily felt emotions by asking 126 Italian blind participants to freely recall in which part of the body they commonly feel specific emotions (N = 15). Participants varied concerning visual experience in terms of blindness onset (i.e., congenital vs late) and degree of visual experience (i.e., total vs partial sensory loss). Using an Italian semantic model to estimate to what extent discrete emotions are associated with body parts in language experience, we found that all participants' reports correlated with the model predictions. Interestingly, blind - and especially congenitally blind - participants' responses were more strongly correlated with the model, suggesting that language might be one of the possible compensative mechanisms for the lack of visual feedback in constructing bodily felt emotions. Our findings present theoretical implications for the study of emotions, as well as potential real-world applications for blind individuals, by revealing, on the one hand, that vision plays an essential role in the construction of felt emotions and the way we talk about our related bodily (emotional) experiences. On the other hand, evidence that blind individuals rely more strongly on linguistic cues suggests that vision is a strong cue to acquire emotional information from the surrounding world, influencing how we experience emotions. While our findings do not suggest that blind individuals experience emotions in an atypical and dysfunctional way, they nonetheless support the view that promoting the use of non-visual emotional signs and body language since early on might help the blind child to develop a good emotional awareness as well as good emotion regulation abilities.

A Mixed-Methods Pilot Study of a Well-Being Intervention for Healthcare Chaplains

This mixed-methods pilot study explored the psychological and emotional experiences of chaplains and the feasibility, acceptability, and impact of workshops designed to support chaplain well-being. After the workshops, scores on a measure of self-compassion increased, while secondary traumatic stress and burnout scores decreased. Qualitative data reflected the range of experiences of chaplaincy as well as the benefits of the workshops. This pilot study supports further exploration of organizational interventions to promote chaplain well-being.

Constructing Explicit Prejudice: Evidence From Large Sample Datasets

How does implicit bias contribute to explicit prejudice? Prior experiments show that concept knowledge about fear versus sympathy determines whether negative affect (captured as implicit bias) predicts antisocial outcomes (Lee et al.). Concept knowledge (i.e., beliefs) about groups may similarly moderate the link between implicitly measured negative affect (implicit negative affect) and explicit prejudice. We tested this hypothesis using data from the American National Election Studies (ANES) 2008 Time Series Study (Study 1) and Project Implicit (Study 2). In both studies, participants high in implicit negative affect reported more explicit prejudice if they possessed negative beliefs about Black Americans. Yet, participants high in implicit negative affect reported less explicit prejudice if they possessed fewer negative beliefs about Black Americans. The results are consistent with psychological constructionist and dynamic models of evaluation and offer a more ecologically valid extension of our past laboratory work.

Exploring the perception of stress in childhood and early adolescence

Stressful life experiences may jeopardize the healthy development of children. To improve interventions, more knowledge is needed on the perception of stress by children. In adults, stress is regarded as a state of low valence and high arousal. It is unclear whether children perceive stress similarly. In the current study, 35 children of the general population completed three tasks aiming to provide insight into their knowledge of the concept stress. In the first task, participants were asked about their verbal knowledge of the concept stress. In the second task, they rated the valence and arousal of eight emotion-evoking vignettes. In the final task, participants completed an experience sampling survey for at least 1 day, consisting of a stress thermometer and pictorial scales of valence and arousal. Participants' perception of stress was found to be mainly valence focused. Age and sex were found to play a role in the degree of arousal focus. Older participants differentiated more in arousal levels than younger participants, as did girls in comparison with boys. Because the perception of stress depends on developmental and other individual factors, using stress as a single measurement dimension in a survey is not recommended.

Theory of Mind and Parental Mental-State Talk in Children with CIs

Previous studies have suggested that parents may support the development of theory of mind (ToM) in their child by talking about mental states (mental state talk; MST). However, MST has not been sufficiently explored in deaf children with cochlear implants (CIs). This study investigated ToM and availability of parental MST in deaf children with CIs (n = 39, Mage = 62.92, SD = 15.23) in comparison with their peers with typical hearing (TH; n = 52, Mage = 52.48, SD = 1.07). MST was measured during shared storybook reading. Parents' narratives were coded for cognitive, emotional, literal, and non-mental references. ToM was measured with a parental questionnaire. Children with CIs had lower ToM scores than their peers with TH, and their parents used more literal references during shared storybook reading. There were no significant differences in the frequencies of cognitive and emotional references between groups. Parental emotional references contributed positively to children's ToM scores when controlling for the child's age and receptive grammar only in the CI group. These results indicated some distinctive features in parents of deaf children with CIs' MST and highlighted the role of MST in the development of ToM abilities in this group.

Preliminary data on the development of emotion vocabulary in typically developing children (5-13 years) using an experimental psycholinguistic measure

Introduction

Vocabulary of emotion is integral to emotional development and emotional intelligence is associated with improved mental health outcomes. Many language disordered groups experience emotional difficulties; Developmental Language Disorders, Attention Deficit Hyperactivity Disorder and autism. However, (as in the case of autism) research tends to focus on assessing recognition of emotional states, rather than exploring labeling skills. Where labeling is assessed, measures have focused on early-acquired vocabulary (happy, sad, angry) or self/parent reporting. To date, no objective assessment has been made of vocabulary of emotion across childhood.

Methods

This study uses an experimental psycholinguistic measure, The Emotion Vocabulary: Expressive and Receptive ability measure (EVER) which includes two tasks (receptive vocabulary and word generation/expressive vocabulary). This measure has capacity to demonstrate vocabulary growth across age groups. 171 participants (5.0-13.11 years) completed The EVER Measure, alongside two closely matched standardized measures of basic language: BPVS (receptive vocabulary task) and CELF (word-association task). Assessments were completed online and en vivo (COVID testing restrictions dependent).

Results

As predicted, children's accuracy increased on both receptive and expressive emotion vocabulary tasks, in line with age at time of testing. EVER scores were significantly predicted by age and correlated with matched basic language scores. Secondary analysis provided preliminary findings on age of acquisition for specific emotion vocabulary items.

Discussion

The findings consequently demonstrate proof of concept for the use of The EVER Measure in assessing emotional vocabulary across childhood. This study provides important preliminary data on generating and recognizing emotion labels across typical child development. Critically, it extends current knowledge on emotion vocabulary acquisition into middle childhood, where linguistic ability is relatively mature. As such, findings have implications for research with potential clinical application in the assessment of older children, with either language or emotional differences or both. Findings demonstrate the need for a standardized tool, and its potential application in research and clinical practice is explored. A large-scale study offering proof of concept and reliability of The EVER Measure is indicated.

Neural correlates of understanding emotional words in late childhood

Prior studies involving adults have shown that words can elicit emotional processing, with emotion-label (e.g., happiness) and emotion-laden words (e.g., gift) having distinct processes. However, limited studies have explored the developmental changes in these processes in relation to emotional valence. To address this question, this exploratory study measured event-related potentials (ERPs) in 11-14-year-old children/adolescents (N = 25) and adults (N = 23) while performing an emotional categorization task. The stimuli used were two-character Chinese words, with factors for word type (emotion-label versus emotion-laden) and valence (positive versus negative). To confirm word emotionality, neutral words were also included and compared with all emotional words. The results showed that adults exhibited reduced N400 amplitudes to emotion-label words compared to emotion-laden ones in both positive and negative valence contexts. The differentiation was only sustained for negative valence in the late positive component (LPC). Similar scalp distributions of the effects of word type were found in children/adolescents; however, they exhibited a more prolonged processing of all emotional words than adults. These results suggest that the processing of emotion-label and emotion-laden words are distinct in late childhood, and this discrepancy varies with emotional valence and increasing age.

A low-dimensional cognitive-network space in Alzheimer's disease and frontotemporal dementia

BACKGROUND

Alzheimer's disease (AD) and frontotemporal dementia (FTD) show network dysfunctions linked with cognitive deficits. Within this framework, network abnormalities between AD and FTD show both convergent and divergent patterns. However, these functional patterns are far from being established and their relevance to cognitive processes remains to be elucidated.

METHODS

We investigated the relationship between cognition and functional connectivity of major cognitive networks in these diseases. Twenty-three bvFTD (age: 71±10), 22 AD (age: 72±6), and 20 controls (age: 72±6) underwent cognitive evaluation and resting-state functional MRI. Principal component analysis was used to describe cognitive variance across participants. Brain network connectivity was estimated with connectome analysis. Connectivity matrices were created assessing correlations between parcels within each functional network. The following cognitive networks were considered: default mode (DMN), dorsal attention (DAN), ventral attention (VAN), and frontoparietal (FPN) networks. The relationship between cognition and connectivity was assessed using a bootstrapping correlation and interaction analyses.

RESULTS

Three principal cognitive components explained more than 80% of the cognitive variance: the first component (cogPC1) loaded on memory, the second component (cogPC2) loaded on emotion and language, and the third component (cogPC3) loaded on the visuo-spatial and attentional domains. Compared to HC, AD and bvFTD showed impairment in all cogPCs (p<0.002), and bvFTD scored worse than AD in cogPC2 (p=0.031). At the network level, the DMN showed a significant association in the whole group with cogPC1 and cogPC2 and the VAN with cogPC2. By contrast, DAN and FPN showed a divergent pattern between diagnosis and connectivity for cogPC2. We confirmed these results by means of a multivariate analysis (canonical correlation).

CONCLUSIONS

A low-dimensional representation can account for a large variance in cognitive scores in the continuum from normal to pathological aging. Moreover, cognitive components showed both convergent and divergent patterns with connectivity across AD and bvFTD. The convergent pattern was observed across the networks primarily involved in these diseases (i.e., the DMN and VAN), while a divergent FC-cognitive pattern was mainly observed between attention/executive networks and the language/emotion cognitive component, suggesting the co-existence of compensatory and detrimental mechanisms underlying these components.

The acquisition of emotion-laden words from childhood to adolescence

Studies investigating how children acquire emotional vocabularies have mainly focused on words that describe feelings or affective states (emotion-label words, e.g., joy) trough subjective assessments of the children’s lexicon reported by their parents or teachers. In the current cross-sectional study, we objectively examined the age of acquisition of words that relate to emotions without explicitly referring to affective states (emotion-laden words, e.g., cake, tomb, rainbow) using a picture naming task. Three hundred and sixty participants belonging to 18 age groups from preschool to adolescence overtly named line drawings corresponding to positive, negative, and neutral concrete nouns. The results of regression and mixed model analyses indicated that positive emotion-laden words are learnt earlier in life. This effect was independent of the contribution of other lexical and semantic factors (familiarity, word frequency, concreteness, word length). It is proposed that the prioritized acquisition of positive emotion-laden words might be the consequence of the communicative style and contextual factors associated with the interaction between children and caregivers. We also discuss the implications of our findings for proposals that highlight the role of language in emotion perception and understanding.

Discovering the structure and organization of a free Cantonese emotion-label word association graph to understand mental lexicons of emotions

Emotions are not necessarily universal across different languages and cultures. Mental lexicons of emotions depend strongly on contextual factors, such as language and culture. The Chinese language has unique linguistic properties that are different from other languages. As a main variant of Chinese, Cantonese has some emotional expressions that are only used by Cantonese speakers. Previous work on Chinese emotional vocabularies focused primarily on Mandarin. However, little is known about Cantonese emotion vocabularies. This is important since both language variants might have distinct emotional expressions, despite sharing the same writing system. To explore the structure and organization of Cantonese-label emotion words, we selected 79 highly representative emotion cue words from an ongoing large-scale Cantonese word association study (SWOW-HK). We aimed to identify the categories of these emotion words and non-emotion words that related to emotion concepts. Hierarchical cluster analysis was used to generate word clusters and investigate the underlying emotion dimensions. As the cluster quality was low in hierarchical clustering, we further constructed an emotion graph using a network approach to explore how emotions are organized in the Cantonese mental lexicon. With the support of emotion knowledge, the emotion graph defined more distinct emotion categories. The identified network communities covered basic emotions such as love, happiness, and sadness. Our results demonstrate that mental lexicon graphs constructed from free associations of Cantonese emotion-label words can reveal fine categories of emotions and their relevant concepts.

Audio-Visual Interactions During Emotion Processing in Bicultural Bilinguals

Despite the growing number of bicultural bilinguals in the world, the way in which multisensory emotions are evaluated by bilinguals who identify with two or more cultures remains unknown. In the present study, Chinese-English bicultural bilinguals from Singapore viewed Asian or Caucasian faces and heard Mandarin or English speech, and evaluated the emotion from one of the two simultaneously-presented modalities. Reliance on the visual modality was greater when bicultural bilinguals processed Western audio-visual emotion information. Although no differences between modalities emerged when processing East-Asian audio-visual emotion information, correlations revealed that bicultural bilinguals increased their reliance on the auditory modality with more daily exposure to East-Asian cultures. Greater interference from the irrelevant modality was observed for Asian faces paired with English speech than for Caucasian faces paired with Mandarin speech. We conclude that processing of emotion in bicultural bilinguals is guided by culture-specific norms, and that familiarity influences how the emotions of those who speak a foreign language are perceived and evaluated.

Furthering the language hypothesis of alexithymia: An integrated review and meta-analysis

Alexithymia, including the inability to identify and express one's own feelings, is a subclinical condition responsible for some of the socioemotional symptoms seen across a range of psychiatric conditions. The language hypothesis of alexithymia posits a language-mediated disruption in the development of discrete emotion concepts from ambiguous affective states, exacerbating the risk of developing alexithymia in language-impaired individuals. To provide a critical evaluation, a systematic review and meta-analysis of 29 empirical studies of language functioning in alexithymia was performed. A modest association was found between alexithymia and multi-domain language deficits (r = -0.14), including structural language, pragmatics, and propensity to use emotional language. A more theoretically-relevant subsample analysis comparing alexithymia levels in language-impaired and typical individuals revealed larger effects, but a limited number of studies adopted this approach. A synthesis of 11 emotional granularity studies also found an association between alexithymia and reduced emotional granularity (r = -0.10). Language impairments seem to increase the risk of alexithymia. Heterogeneous samples and methods suggest the need for studies with improved alexithymia assessments.

An affect-based approach to detect collective sentiments of film audience: Analyzing emotions and attentions

Affective computing plays an important role in simulating human affects through multimedia stimuli. To provide appropriate responses and quantify emotions, it is essential to identify and interpret emotions accurately. Often the audience is influenced by media content and it has an impact on the audience's emotions. The authors aim to develop a machine vision based smart affective system that investigates the correlation between the basic facial expressions and corresponding ratings given by the audience. For the same, a notion of emotion vector is introduced to measure the elicited emotion. The idea of measuring attention is also suggested to find if the con- tent could keep the audience engaged. Our results reveal that such systems are useful in capturing and analyzing individual and collective sentiment.

Sorting out emotions: How labels influence emotion categorization

The ability to categorize emotions has long-term implications for children's social and emotional development. Therefore, identifying factors that influence early emotion categorization is of great importance. Yet, whether and how language impacts emotion category development is still widely debated. The present study aimed to assess how labels influence young children's ability to group faces into emotion categories for both earliest-learned and later-learned emotion categories. Across two studies, 128 two- and 3-year-olds (77 female; Mean age = 3.04 years; 35.9% White, 12.5% Multiple ethnicities or races, 6.3% Asian, 3.1% Black, and 42.2% not reported) were presented with three emotion categories (Study 1 = happy, sad, angry; Study 2 = surprised, disgusted, afraid). Children sorted 30 images of adults posing stereotypical facial expressions into one of the three categories. Children were randomly assigned to either hear the emotion labels before sorting (e.g., "happy faces go here") or were not given labels (e.g., "faces like this go here"). Study 1 results indicated no significant effects of labels for earlier-learned emotion categories, F(1, 60) = .94, p = .337, ηp² = .013. However, the Study 2 results revealed that labels improved emotion categorization for later-learned categories, F(1, 60) = 8.15, p = .006, ηp² = .024. Taken together, these results suggest that labels are important for emotion categorization, but the impact of labels may depend on children's familiarity with the emotion category. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Harvesting Context and Mining Emotions Related to Olfactory Cultural Heritage

This paper presents an Artificial Intelligence approach to mining context and emotions related to olfactory cultural heritage narratives, particularly to fairy tales. We provide an overview of the role of smell and emotions in literature, as well as highlight the importance of olfactory experience and emotions from psychology and linguistic perspectives. We introduce a methodology for extracting smells and emotions from text, as well as demonstrate the context-based visualizations related to smells and emotions implemented in a novel smell tracker tool. The evaluation is performed using a collection of fairy tales from Grimm and Andersen. We find out that fairy tales often connect smell with the emotional charge of situations. The experimental results show that we can detect smells and emotions in fairy tales with an F1 score of 91.62 and 79.2, respectively.

Withdrawn Behavior in Preschool: Implications for Emotion Knowledge and Broader Emotional Competence

The present study investigated the respective roles of withdrawal, language, and context-inappropriate (CI) anger in the development of emotion knowledge (EK) among a subsample of 4 and 5 year-old preschoolers (n = 74). Measures included parent-reported withdrawn behavior, externalizing behavior, and CI anger, as well as child assessments of receptive language and EK. Ultimately, findings demonstrated that receptive language mediated the relationship between withdrawn behavior and situational EK. However, CI anger significantly interacted with receptive language, and, when incorporated into a second-stage moderated mediation analysis, moderate levels of CI anger rendered the indirect effect of withdrawn behavior on situational EK via receptive language insignificant. Cumulatively, these findings demonstrate a mechanism by which withdrawal may impact EK. They also indicate that such an effect may be attenuated in children with moderate levels of CI anger. Implications of these findings are discussed.

Nonverbal emotion perception and vocabulary in late infancy

Language has been proposed as a potential mechanism for young children's developing understanding of emotion. However, much remains unknown about this relation at an individual difference level. The present study investigated 15- to 18-month-old infants' perception of emotions across multiple pairs of faces. Parents reported their child's productive vocabulary, and infants participated in a non-linguistic emotion perception task via an eye tracker. Infant vocabulary did not predict nonverbal emotion perception when accounting for infant age, gender, and general object perception ability (β = -0.15, p = .300). However, we observed a gender difference: Only girls' vocabulary scores related to nonverbal emotion perception when controlling for age and general object perception ability (β = 0.42, p = .024). Further, boys showed a stronger preference for the novel emotion face vs. girls (t(48) = 2.35, p = .023, d= 0.67). These data suggest that pathways of processing emotional information (e.g., using language vs visual information) may differ for girls and boys in late infancy.

A Unifying Perspective on Perception and Cognition Through Linguistic Representations of Emotion

This article will provide a unifying perspective on perception and cognition via the route of linguistic representations of emotion. Linguistic representations of emotions provide a fertile ground for explorations into the nature and form of integration of perception and cognition because emotion has facets of both perceptual and cognitive processes. In particular, this article shows that certain types of linguistic representations of emotion allow for the integration of perception and cognition through a series of steps and operations in cognitive systems, whereas certain other linguistic representations of emotion are not so representationally structured as to permit the unity of perception and cognition. It turns out that the types of linguistic representations of emotion that readily permit the desired unity of perception and cognition are exactly those that are linguistically encoded emotive representations of everyday objects, events, and things around us. It is these ordinary objects, events and things that provide the scaffolding for task-dependent or goal-oriented activities of cognitive systems including autonomous systems. In this way, cognitive systems can be saliently tuned to the outer world by being motivated and also subtly governed by emotion-driven representations. This helps not only tie together perceptual and cognitive processes via the interface between language and emotive representations, but also reveal the limits of emotive representations in amalgamating perceptual and cognitive processes in cognitive systems.

Knee Injury and Osteoarthritis Outcome Score Patellofemoral Questionnaire: Psychometric Properties among Females of Kingdom of Saudi Arabia

Patellofemoral joint osteoarthritis (PFJ-OA), being a subset of knee osteoarthritis (KOA), is evident in adults, and its prevalence is greater in women in Saudi Arabia too. To assess its disease dimensions, the 'Knee Injury and Osteoarthritis Outcome Score Patellofemoral' questionnaire (KOOS-PF) is frequently used to measure symptoms and function among the people with PFJ-OA. Cross-cultural validation is ongoing in several languages, and it needed to be validated among females in Arabic. Therefore, aiming to translate, cross-culturally adapt and validate its psychometric properties, a cross-sectional study was designed where the Ar-KOOS-PF-F was administered among 105 females. The demographic characteristics of recruited females were 51.62 (8.49) years and 30.12 (3.70) kg/m2. Cronbach's alpha was used for internal consistency (IC) and the questionnaire was re-administered after 48 h to estimate the test-retest reliability (92 females, 87.61% compliance rate). Concurrent validity was also established with a visual analog scale (VAS). Factorial validity was established by principal component analysis (PCA). The psychometric properties were: excellent internal consistency of Cronbach's alpha (α) = 0.930, intraclass correlation coefficient (ICC) for intra-ratter reliability = 0.960 (0.915-0.999), test-retest reliability, ICC = 0.893 (0.889-0.970), standard error of measurement (SEM) = 2.46, relative standard deviation/coefficient of variance (RSD/CV) = 29.9%, minimal detectable change (MDC%) = 22.96% and good concurrent validity with VAS (r = -0.783; p = 0.023). The best-fit four-factor model for confirming overall item communalities ranged from 0.529 to 0.867, which indicates moderate to high communalities, and confirms the homogeneity of Ar-KOOS-PF-F using PCA. The floor (0.9%) and ceiling effects (13.6%) were also within the limits. This scale can be used among females, as it has acceptable psychometric properties of scale validation.

Patient expectations of cosmetic appearance after complex facial surgery in a low-income country

Managing aesthetic expectations for patients post facial operations can be challenging in the high-income countries, yet alone in low-income countries. This cohort study involved patients undergoing facial operations during the October 2018 Facing Africa charitable surgical trip at the Nordic Medical Centre in Addis Ababa, Ethiopia. Twenty-one patients were shown pre and postoperative photographs of patients who had operations for similar facial pathologies on a prior surgical mission. They were then interviewed after their own operations also in regards to their own appearance. Admiration (n = 8, 38.1%), followed by trust (n = 6, 28.6%) were the most common emotions expressed by patients after seeing the pre and postoperative clinical photographs. Joy (n = 9, 42.9%) and admiration (n = 9, 42.9%) were most commonly felt by the patients after seeing their own appearance postoperatively. Utilisation of pre and postoperative photographs of patients who underwent similar procedures should help prospective patients prepare for often what is quite a dramatic change to their appearance.

Sinful pleasures and pious woes? Using fMRI to examine evaluative and hedonic emotion knowledge

Traditionally, lust and pride have been considered pleasurable, yet sinful in the West. Conversely, guilt is often considered aversive, yet valuable. These emotions illustrate how evaluations about specific emotions and beliefs about their hedonic properties may often diverge. Evaluations about specific emotions may shape important aspects of emotional life (e.g. in emotion regulation, emotion experience and acquisition of emotion concepts). Yet these evaluations are often understudied in affective neuroscience. Prior work in emotion regulation, affective experience, evaluation/attitudes and decision-making point to anterior prefrontal areas as candidates for supporting evaluative emotion knowledge. Thus, we examined the brain areas associated with evaluative and hedonic emotion knowledge, with a focus on the anterior prefrontal cortex. Participants (N = 25) made evaluative and hedonic ratings about emotion knowledge during functional magnetic resonance imaging (fMRI). We found that greater activity in the medial prefrontal cortex (mPFC), ventromedial PFC (vmPFC) and precuneus was associated with an evaluative (vs hedonic) focus on emotion knowledge. Our results suggest that the mPFC and vmPFC, in particular, may play a role in evaluating discrete emotions.

How the Emotional Environment Shapes the Emotional Life of the Child

Emotion understanding facilitates the development of healthy social interactions. To develop emotion knowledge, infants and young children must learn to make inferences about people's dynamically changing facial and vocal expressions in the context of their everyday lives. Given that emotional information varies so widely, the emotional input that children receive might particularly shape their emotion understanding over time. This review explores how variation in children's received emotional input shapes their emotion understanding and their emotional behavior over the course of development. Variation in emotional input from caregivers shapes individual differences in infants' emotion perception and understanding, as well as older children's emotional behavior. Finally, this work can inform policy and focus interventions designed to help infants and young children with social-emotional development.

At the Intersection of Anger, Chronic Pain, and the Brain: A Mini-Review

Chronic pain remains one of the most persistent healthcare challenges in the world. To advance pain treatment, experts have recently introduced research-driven subtypes of chronic pain based on proposed underlying mechanisms. Nociplastic pain (e.g., nonspecific chronic low back or fibromyalgia) is one such subtype which may involve a greater etiologic role for brain plasticity, painful emotions induced by life stress and trauma, and unhealthy emotion regulation. In particular, correlational and behavioral data link anger and the ways anger is regulated with the presence and severity of nociplastic pain. Functional neuroimaging studies also suggest nociplastic pain and healthy anger regulation demonstrate inverse patterns of activity in the medial prefrontal cortex and amygdala; thus, improving anger regulation could normalize activity in these regions. In this Mini-Review, we summarize these findings and propose a unified, biobehavioral model called the Anger, Brain, and Nociplastic Pain (AB-NP) Model, which can be tested in future research and may advance pain care by informing new treatments that address anger, anger regulation, and brain plasticity for nociplastic pain.

Emotion words link faces to emotional scenarios in early childhood

Recent theories have suggested that emotion words may facilitate the development of emotion concepts. The present study investigates whether emotion words affect children's performance on an emotion category learning task. Across two experiments, 72 three-year-old children (49 female) were asked to identify which emotional face best matched particular emotional scenarios during nine pretest and nine posttest trials. The scenarios in the present studies aligned with emotions typically learned among older age groups (annoyed, disgusted, and nervous). Between pretest and posttest, children participated in training in which a facial configuration (annoyed, disgusted, or nervous) was paired with an associated scenario while they heard the emotion labeled explicitly or heard irrelevant information (Experiment 1) or heard a broad emotion label versus irrelevant information (Experiment 2). Aside from the labels presented, all other information was kept the same across conditions, including the specific faces and scenarios heard during learning trials. In Experiment 1, children's emotion understanding increased more from pretest to posttest in the explicit label versus irrelevant condition, t(34) = 2.26, p = .030, d = .75, but in Experiment 2 the broad emotion labels did not provide an advantage over irrelevant information, t(34) = .72, p = .474, d = .24. These results suggest that emotion labels may be particularly helpful for young children learning about unfamiliar emotions, because specific labels may help children to aggregate disparate emotional information into meaningful categories. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Meta-Analysis of the Associations Among Constructs of Intrapersonal Emotion Knowledge

To better define the boundaries of conceptually overlapping constructs of intrapersonal emotion knowledge (EK), we examined meta-analytic correlations among five intrapersonal EK-related constructs (affect labelling, alexithymia, emotional awareness, emotional clarity, emotion differentiation) and attention to emotion. Affect labelling, alexithymia, and emotional clarity were strongly associated, and they were moderately associated with attention to emotion. Alexithymia and emotional awareness were weakly associated, and emotion differentiation was unrelated with emotional clarity. Sample characteristics and measures moderated some of the associations. Publication bias was not found, except for the alexithymia-emotional awareness association. This study helped to clarify the extent to which similarly defined constructs overlap or are distinct, which can inform our decision to adequately label important constructs and employ corresponding measures.

Assessing the Power of Words to Facilitate Emotion Category Learning

Previous research suggests that labels shape the categorization of emotional stimuli such as facial configurations, yet the strongest evidence of labels' influence on category learning comes from work on object categories. In particular, Lupyan et al. (Psychol Sci 18(12):1077-1083, 2007) found that novel categories of aliens were learned faster by participants provided with nonsense labels during feedback. We summarize a series of five studies in which we examined whether this word-enhancement effect on learning would extend to novel categories of emotion. These studies were conceptual replications of the paradigm used by Lupyan et al. (Psychol Sci 18(12):1077-1083, 2007) designed so that participants would associate novel expressive behaviors with situated experiences. We hypothesized that participants would learn to categorize exemplars of novel emotion categories over the duration of the task, and that categorization would be facilitated for participants who were presented with category labels during learning. We simultaneously analyzed data from all five studies in an integrative data analysis, allowing us to test the effects of learning over time and label condition with increased statistical power. Across all five studies, we found that, while participant performance did improve over time, in no case was it facilitated by including emotion labels at feedback. These results join others in suggesting that the effect of labels on emotion categorization may be more context-dependent than previously supposed-varying by the type of category learning task as well as the specific categories being learned and their relationship to previously acquired knowledge-such that there may be multiple pathways for emotion category learning.

Supplementary Information

The online version contains supplementary material available at 10.1007/s42761-021-00084-4.

Everyday Executive Function and Self-Awareness in Agenesis of the Corpus Callosum

OBJECTIVE

Agenesis of the corpus callosum (AgCC) is associated with a range of cognitive deficits, including mild to moderate problems in higher order executive functions evident in neuropsychological assessments. Previous research has also suggested a lack of self-awareness in persons with AgCC.

METHOD

We investigated daily executive functioning and self-awareness in 36 individuals with AgCC by analyzing self-ratings on the Behavior Rating Inventory of Executive Function-Adult Version (BRIEF-A), as well as ratings on the same instrument from close relatives. Discrepancies between self- and informant-ratings were compared to the normative sample and exploratory analyses examined possible moderating effects of participant and informant characteristics.

RESULTS

Significant deficiencies were found in the Behavioral Regulation and Metacognitive indices for both the self and informant results, with elevated frequency of metacognition scores in the borderline to clinical range. Informants also endorsed elevated frequency of borderline to clinically significant behavioral regulation scores. The proportion of AgCC participants whose self-ratings indicated less metacognitive impairment than informant-ratings was greater than in the normative sample. Self-ratings of behavioral regulation impairment decreased with age and informant-ratings of metacognition were higher in males than females.

CONCLUSIONS

These findings provide evidence that individuals with AgCC experience mild to moderate executive functioning problems in everyday behavior which are observed by others. Results also suggest a lack of self-understanding or insight into the severity of these problems in the individuals with AgCC, particularly with respect to their metacognitive functioning.

Exploring self-generated thoughts in a resting state with natural language processing

The present study seeks to examine individuals' stream of thought in real time. Specifically, we asked participants to speak their thoughts freely out loud during a typical resting-state condition. We first examined the feasibility and reliability of the method and found that the oral reporting method did not significantly change the frequency or content characteristics of self-generated thoughts; moreover, its test-retest reliability was high. Based on methodological feasibility, we combined natural language processing (NLP) with the Bidirectional Encoder Representation from Transformers (BERT) model to directly quantify thought content. We analyzed the divergence of self-generated thought content and expressions of sadness and empirically verified the validity and behavioral significance of the metrics calculated by BERT. Furthermore, we found that reflection and brooding could be differentiated by detecting the divergence of self-generated thought content and expressions of sadness, thus deepening our understanding of rumination and depression and providing a way to distinguish adaptive from maladaptive rumination. Finally, this study provides a new framework to examine self-generated thoughts in a resting state with NLP, extending research on the continuous content of instant self-generated thoughts with applicability to resting-state functional brain imaging.

Adversity and Emotional Functioning

Exposure to early adversity has been linked to variations in emotional functioning. To date, however, the precise nature of these variations has been difficult to pinpoint given widespread differences in the ways in which aspects of emotional functioning are defined and measured. Here, more consistent with models of emotional functioning in typically developing populations (e.g., Halberstadt et al., 2001), we propose defining emotional functioning as consisting of distinct domains of emotion expression, perception, knowledge, reactivity, and regulation. We argue that this framework is useful for guiding hypothesis generation about the specific impact of early adversity on children's emotional functioning. We operationalize the construct of emotional functioning, highlight what is currently known about the association between adversity exposure and each domain of emotional functioning, propose potential mechanisms for these associations, and set the stage for future research examining the development of emotional functioning in the context of early adversity.

Emotion Differentiation and Youth Mental Health: Current Understanding and Open Questions

A growing body of research identifies emotion differentiation-the ability to specifically identify one's emotions-as a key skill for well-being. High emotion differentiation is associated with healthier and more effective regulation of one's emotions, and low emotion differentiation has been documented in several forms of psychopathology. However, the lion's share of this research has focused on adult samples, even though approximately 50% of mental disorders onset before age 18. This review curates what we know about the development of emotion differentiation and its implications for youth mental health. I first review published studies investigating how emotion differentiation develops across childhood and adolescence, as well as studies testing relations between emotion differentiation and mental health in youth samples. Emerging evidence suggests that emotion differentiation actually falls across childhood and adolescence, a counterintuitive pattern that merits further investigation. Additionally, several studies find relations between emotion differentiation and youth mental health, but some instability in results emerged. I then identify open questions that limit our current understanding of emotion differentiation, including (i) lack of clarity as to the valid measurement of emotion differentiation, (ii) potential third variables that could explain relations between emotion differentiation and mental-health (e.g., mean negative affect, IQ, personality, and circularity with outcomes), and (iii) lack of clear mechanistic models regarding the development of emotion differentiation and how it facilitates well-being. I conclude with a discussion of future directions that can address open questions and work toward interventions that treat (or even prevent) psychopathology.