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Tao Y, Zhu Z, Liu Y. The influence of bilingual experience on executive function under emotional interference: Evidence from the N1 component. Front Psychol 2023; 14:1107994. [PMID: 37063577 PMCID: PMC10102428 DOI: 10.3389/fpsyg.2023.1107994] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2022] [Accepted: 02/27/2023] [Indexed: 04/03/2023] Open
Abstract
The influence of bilingual education and experience on an individual’s information-processing ability has recently been a hot issue in international studies. Previous studies have found that bilingual experience affects executive function, but the results remain controversial. Executive function refers to the conscious control of purposeful behavior. It is responsible for processing high-level action controls, including such sub-functions as inhibitory control, cognitive switching, and working memory updating. Emotion, as an essential factor in daily life, also has a complex interaction with executive function. This paper explores whether the bilingual cognitive advantage effect can continue in the more complex conditions of emotional interference. To investigate the specific electrophysiological characteristics of the participants at different stages of cognitive processing, we used a combination of the behavioral and ERP experiments in which the positive, neutral, and negative emotional stimuli were selected as emotional interference conditions and the emotional Simon paradigm, the cognitive switching of emotion paradigm, and the emotional N-back paradigm was adopted. The results show that the main effect of the N1 component amplitude is significant. Specifically, the amplitude of the N1 component in the proficient bilinguals is significantly smaller than that of the non-proficient bilinguals, while the main effects of other component groups are not significant, indicating that under the condition of emotional interference, the influence of bilingual experience on executive function only exists in the early attention stage and that the bilingual experience can improve the individual’s attentional control and speed up attention processing in the early attention stage.
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Affiliation(s)
- Yachen Tao
- Bristol Business School, University of the West of England, Bristol, United Kingdom
| | - Zhi Zhu
- Faculty of Education, Yunnan Normal University, Kunming, China
- *Correspondence: Zhi Zhu,
| | - Yan Liu
- Faculty of Foreign Languages and Cultures, Kunming University of Science and Technology, Kunming, China
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Ogren M, Johnson SP. Nonverbal emotion perception and vocabulary in late infancy. Infant Behav Dev 2022; 68:101743. [PMID: 35763939 PMCID: PMC10251432 DOI: 10.1016/j.infbeh.2022.101743] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2021] [Revised: 05/02/2022] [Accepted: 05/13/2022] [Indexed: 11/05/2022]
Abstract
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.
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Chen MS, Chen WR, Ho HH, Lin SCC. Effect of stimuli type on affective memory of patients with different severities of cognitive impairment. Aging Ment Health 2022:1-7. [PMID: 35694857 DOI: 10.1080/13607863.2022.2087211] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/01/2022]
Abstract
OBJECTIVES To understand the differences in affective memory performance under different degrees of cognitive impairment, this study recruited older people with different degrees of cognitive impairment, to perform emotion recognition memory tasks. METHODS Fifty-four elderly participants aged (65-85 years) were recruited. Of these, 18 had mild cognitive impairment, 18 had a mild form of Alzheimer's disease, and the remaining 18 were healthy. Factors such as the different emotional valences (positive, neutral, or negative) and stimulus types (pictures, words, or sounds) were manipulated to explore their influences on the emotion recognition memory of people with different degrees of cognitive impairment. RESULTS The results showed that people's performance to positive stimuli worsened as their degree of cognitive impairment increased. All participants had difficulty processing memory of affective sound stimuli compared to the other two stimulus types. CONCLUSIONS The results explain the decline in the cognitive ability process, in affective memory performance, of people with different degrees of cognitive impairment. This abnormal decline on affective memory performance could be an early diagnostic indicator of Alzheimer's disease. The results can hopefully be used as a reference for subsequent research on cognition-related diseases and age-related decline, especially regarding affective memory.
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Affiliation(s)
- Min-Sheng Chen
- Department of Industrial Engineering and Management, National Yunlin University of Science and Technology, Yunlin, Taiwan
| | - Wei-Ru Chen
- Department of Creative Product Design, Southern Taiwan University of Science and Technology, Tainan, Taiwan
| | - Hsu-Hua Ho
- Center for Integrated Dementia Care, St.Joseph's Hospital, Yunlin, Taiwan
| | - Su-Chen Cecilia Lin
- Department of Industrial Engineering and Management, National Yunlin University of Science and Technology, Yunlin, Taiwan.,Department of Administration, St. Joseph's Hospital, Yunlin, Taiwan
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Kang C, Ye N, Zhang F, Wu Y, Jin G, Xie J, Du L. The cross-modal affective priming effect: Effects of the valence and arousal of primes. SOCIAL BEHAVIOR AND PERSONALITY 2021. [DOI: 10.2224/sbp.10202] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
Although studies have investigated the influence of the emotionality of primes on the cross-modal affective priming effect, it is unclear whether this effect is due to the contribution of the arousal or the valence of primes. We explored how the valence and arousal of primes influenced
the cross-modal affective priming effect. In Experiment 1 we manipulated the valence of primes (positive and negative) that were matched by arousal. In Experiments 2 and 3 we manipulated the arousal of primes under the conditions of positive and negative valence, respectively. Affective words
were used as auditory primes and affective faces were used as visual targets in a priming task. The results suggest that the valence of primes modulated the cross-modal affective priming effect but that the arousal of primes did not influence the priming effect. Only when the priming stimuli
were positive did the cross-modal affective priming effect occur, but negative primes did not produce a priming effect. In addition, for positive but not negative primes, the arousal of primes facilitated the processing of subsequent targets. Our findings have great significance for understanding
the interaction of different modal affective information.
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Alfano CA, Bower JL, Harvey AG, Beidel DC, Sharp C, Palmer CA. Sleep restriction alters children's positive emotional responses, but effects are moderated by anxiety. J Child Psychol Psychiatry 2020; 61:1150-1159. [PMID: 32621796 DOI: 10.1111/jcpp.13287] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/27/2019] [Revised: 04/22/2020] [Accepted: 05/21/2020] [Indexed: 11/28/2022]
Abstract
BACKGROUND An abundance of cross-sectional research links inadequate sleep with poor emotional health, but experimental studies in children are rare. Further, the impact of sleep loss is not uniform across individuals and pre-existing anxiety might potentiate the effects of poor sleep on children's emotional functioning. METHODS A sample of 53 children (7-11 years, M = 9.0; 56% female) completed multimodal, assessments in the laboratory when rested and after two nights of sleep restriction (7 and 6 hr in bed, respectively). Sleep was monitored with polysomnography and actigraphy. Subjective reports of affect and arousal, psychophysiological reactivity and regulation, and objective emotional expression were examined during two emotional processing tasks, including one where children were asked to suppress their emotional responses. RESULTS After sleep restriction, deleterious alterations were observed in children's affect, emotional arousal, facial expressions, and emotion regulation. These effects were primarily detected in response to positive emotional stimuli. The presence of anxiety symptoms moderated most alterations in emotional processing observed after sleep restriction. CONCLUSIONS Results suggest inadequate sleep preferentially impacts positive compared to negative emotion in prepubertal children and that pre-existing anxiety symptoms amplify these effects. Implications for children's everyday socioemotional lives and long-term affective risk are highlighted.
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Affiliation(s)
- Candice A Alfano
- Department of Psychology, University of Houston, Houston, TX, USA
| | - Joanne L Bower
- Department of Psychology, University of East Anglia, Norwich, UK
| | - Allison G Harvey
- Department of Psychology, University of California, Berkeley, Berkeley, CA, USA
| | - Deborah C Beidel
- Department of Psychology, University of Central Florida, Orlando, FL, USA
| | - Carla Sharp
- Department of Psychology, University of Houston, Houston, TX, USA
| | - Cara A Palmer
- Department of Psychology, Montana State University, Bozeman, MT, USA
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Vesker M, Bahn D, Kauschke C, Neumann M, Sweitzer C, Schwarzer G. Investigating the Effects of Embodiment on Emotional Categorization of Faces and Words in Children and Adults. Front Psychol 2020; 10:2871. [PMID: 32010009 PMCID: PMC6974674 DOI: 10.3389/fpsyg.2019.02871] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2019] [Accepted: 12/04/2019] [Indexed: 11/18/2022] Open
Abstract
The facial feedback hypothesis (FFH) indicates that besides being involved in the production of facial expressions, the musculature of the face also influences one's perception of emotional stimuli. Recently, this effect has been the focus of increased scrutiny as efforts to replicate a key study with adult participants supporting this hypothesis, using the so-called "pen-in-the-mouth" task, have not been successful at several labs. Our series of experiments attempted to investigate whether the assumed embodiment effect can be reproduced in a simplified emotional categorization task for emotional faces and words. We also wanted to test whether the embodiment effect can be detected in children because it is assumed that their bodily processes are especially closely linked with their sensory and cognitive processes. Our experiments involved child and adult participants categorizing faces and words as positive or negative as quickly as possible, while inducing a positive or negative facial or bodily state (holding a straw in the mouth such that a smile or a frown was generated, or creating a positive or negative body posture). The positive or negative facial and bodily states could therefore be either congruent or incongruent with the valence of the target face and word stimuli. Our results did not show any significant differences between the congruent and incongruent conditions in either children or adults. This suggests that embodiment effects either do not significantly impact valence-based categorization or are not strong enough to be detected by our approach considering the sample size in the present study.
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Affiliation(s)
- Michael Vesker
- Department of Developmental Psychology, University of Giessen, Giessen, Germany
| | - Daniela Bahn
- Department of Clinical Linguistics, University of Marburg, Marburg, Germany
| | - Christina Kauschke
- Department of Clinical Linguistics, University of Marburg, Marburg, Germany
| | - Mareike Neumann
- Department of Developmental Psychology, University of Giessen, Giessen, Germany
| | - Cecilia Sweitzer
- Department of Developmental Psychology, University of Giessen, Giessen, Germany
| | - Gudrun Schwarzer
- Department of Developmental Psychology, University of Giessen, Giessen, Germany
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Kauschke C, Bahn D, Vesker M, Schwarzer G. The Role of Emotional Valence for the Processing of Facial and Verbal Stimuli-Positivity or Negativity Bias? Front Psychol 2019; 10:1654. [PMID: 31402884 PMCID: PMC6676801 DOI: 10.3389/fpsyg.2019.01654] [Citation(s) in RCA: 60] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2018] [Accepted: 07/01/2019] [Indexed: 11/13/2022] Open
Abstract
Emotional valence is predominately conveyed in social interactions by words and facial expressions. The existence of broad biases which favor more efficient processing of positive or negative emotions is still a controversial matter. While so far this question has been investigated separately for each modality, in this narrative review of the literature we focus on valence effects in processing both words and facial expressions. In order to identify the factors underlying positivity and negativity effects, and to uncover whether these effects depend on modality and age, we present and analyze three representative overviews of the literature concerning valence effects in word processing, face processing, and combinations of word and face processing. Our analysis of word processing studies points to a positivity bias or a balanced processing of positive and negative words, whereas the analysis of face processing studies showed the existence of separate positivity and negativity biases depending on the experimental paradigm. The mixed results seem to be a product of the different methods and types of stimuli being used. Interestingly, we found that children exhibit a clear positivity advantage for both word and face processing, indicating similar processing biases in both modalities. Over the course of development, the initial positivity advantage gradually disappears, and in some face processing studies even reverses into a negativity bias. We therefore conclude that there is a need for future research that systematically analyses the impact of age and modality on the emergence of these valence effects. Finally, we discuss possible explanations for the presence of the early positivity advantage and its subsequent decrease.
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Affiliation(s)
- Christina Kauschke
- Department of German Linguistics, Philipps-University Marburg, Marburg, Germany
| | - Daniela Bahn
- Department of German Linguistics, Philipps-University Marburg, Marburg, Germany
| | - Michael Vesker
- Department of Developmental Psychology, Justus-Liebig-University Gießen, Gießen, Germany
| | - Gudrun Schwarzer
- Department of Developmental Psychology, Justus-Liebig-University Gießen, Gießen, Germany
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