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Lingelbach K, Vukelić M, Rieger JW. GAUDIE: Development, validation, and exploration of a naturalistic German AUDItory Emotional database. Behav Res Methods 2024; 56:2049-2063. [PMID: 37221343 PMCID: PMC10991051 DOI: 10.3758/s13428-023-02135-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/21/2023] [Indexed: 05/25/2023]
Abstract
Since thoroughly validated naturalistic affective German speech stimulus databases are rare, we present here a novel validated database of speech sequences assembled with the purpose of emotion induction. The database comprises 37 audio speech sequences with a total duration of 92 minutes for the induction of positive, neutral, and negative emotion: comedian shows intending to elicit humorous and amusing feelings, weather forecasts, and arguments between couples and relatives from movies or television series. Multiple continuous and discrete ratings are used to validate the database to capture the time course and variabilities of valence and arousal. We analyse and quantify how well the audio sequences fulfil quality criteria of differentiation, salience/strength, and generalizability across participants. Hence, we provide a validated speech database of naturalistic scenarios suitable to investigate emotion processing and its time course with German-speaking participants. Information on using the stimulus database for research purposes can be found at the OSF project repository GAUDIE: https://osf.io/xyr6j/ .
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Affiliation(s)
- Katharina Lingelbach
- Fraunhofer Institute for Industrial Engineering IAO, Nobelstraße 12, 70569, Stuttgart, Germany.
- Department of Psychology, University of Oldenburg, Oldenburg, Germany.
| | - Mathias Vukelić
- Fraunhofer Institute for Industrial Engineering IAO, Nobelstraße 12, 70569, Stuttgart, Germany
| | - Jochem W Rieger
- Department of Psychology, University of Oldenburg, Oldenburg, Germany
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Gao F, Wu C, Fu H, Xu K, Yuan Z. Language Nativeness Modulates Physiological Responses to Moral vs. Immoral Concepts in Chinese-English Bilinguals: Evidence from Event-Related Potential and Psychophysiological Measures. Brain Sci 2023; 13:1543. [PMID: 38002503 PMCID: PMC10670020 DOI: 10.3390/brainsci13111543] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2023] [Revised: 10/19/2023] [Accepted: 10/30/2023] [Indexed: 11/26/2023] Open
Abstract
Morality has been an integral part of social cognition and our daily life, and different languages may exert distinct impacts on human moral judgment. However, it remains unclear how moral concept is encoded in the bilingual brain. This study, therefore, aimed to explore the emotional and cognitive involvement of bilingual morality judgement by using combined event-related potential (ERP) and psychophysiological (including skin, heart, and pulse) measures. In the experiment, thirty-one Chinese-English bilingual participants were asked to make moral judgments in Chinese and English, respectively. Our results revealed increased early frontal N400 and decreased LPC in L1 moral concept encoding as compared to L2, suggesting that L1 was more reliant on automatic processes and emotions yet less on elaboration. In contrast, L2 moral and immoral concepts elicited enhanced LPC, decreased N400, and greater automatic psychophysiological electrocardiograph responses, which might reflect more elaborate processing despite blunted emotional responses and increased anxiety. Additionally, both behavioral and P200 data revealed a reliable immorality bias across languages. Our results were discussed in light of the dual-process framework of moral judgments and the (dis)embodiment of bilingual processing, which may advance our understanding of the interplay between language and morality as well as between emotion and cognition.
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Affiliation(s)
- Fei Gao
- Institute of Modern Languages and Linguistics, Fudan University, Shanghai 200433, China;
- Centre for Cognitive and Brain Sciences, University of Macau, Macau SAR 999078, China
| | - Chenggang Wu
- Key Laboratory of Multilingual Education with AI, School of Education, Shanghai International Studies University, Shanghai 200083, China;
- Institute of Linguistics, Shanghai International Studies University, Shanghai 200083, China
| | - Hengyi Fu
- Faculty of Health Sciences, University of Macau, Macau SAR 999078, China;
| | - Kunyu Xu
- Institute of Modern Languages and Linguistics, Fudan University, Shanghai 200433, China;
| | - Zhen Yuan
- Centre for Cognitive and Brain Sciences, University of Macau, Macau SAR 999078, China
- Faculty of Health Sciences, University of Macau, Macau SAR 999078, China;
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Chen YN. The Relationship Between Personality Traits, Emotional Stability and Mental Health in Art Vocational and Technical College Students During Epidemic Prevention and Control. Psychol Res Behav Manag 2023; 16:2857-2867. [PMID: 37525850 PMCID: PMC10387273 DOI: 10.2147/prbm.s417243] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2023] [Accepted: 07/11/2023] [Indexed: 08/02/2023] Open
Abstract
Objective To investigate the relationship between the personality traits, emotional stability and mental health state of students in vocational and technical colleges of art under epidemic prevention and control based on latent trait-state theory. Methods Using the stratified sampling method, we selected 1569 students in vocational and technical colleges of art as research subjects. From 1 April 2022 to 5 April 2022, we conducted an online survey using the Eysenck Personality Questionnaire (Adult Edition) (EPQA), Emotional Stability Self-Test Scale and University Personality Inventory (UPI) to analyse the relationship between the traits, emotional stability and mental health of students in vocational and technical colleges of art. Results For the EPQA personality traits, boys had lower extraversion and introversion scores than girls (47.71 ± 11.23 vs 49.06 ± 10.74, p = 0.021). In terms of mental health, boys had lower scores than girls (12.20 ± 12.73 vs 14.64 ± 11.85, p< 0.001). There were significant grade differences in psychoticism and total mental health scores in terms of EPQA personality traits (P < 0.01). There were significant associations between all dimensions of personality traits, emotional stability and mental health (r = 0.68, 0.62, p < 0.01). Emotional stability plays a partial mediating role in the effects of neuroticism on mental health. Conclusion There is a close relationship between personality traits, emotional stability and mental health. Under the condition of epidemic prevention and control, strengthening the management of the self-emotional stability of students in vocational and technical colleges of art is helpful in improving students' mental health.
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Affiliation(s)
- Yan Ni Chen
- College of Education for the Future, Beijing Normal University, Zhuhai, 519087, People’s Republic of China
- Department of Student Affairs, Hunan Arts and Crafts Vocational College, Yiyang, 413000, People’s Republic of China
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Liu C, Wang L, Pi Z, Yang J. Interaction matters: Co-viewing facilitates learning from live video streaming for elementary students. EDUCATION AND INFORMATION TECHNOLOGIES 2023:1-25. [PMID: 37361744 PMCID: PMC10241601 DOI: 10.1007/s10639-023-11920-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/04/2022] [Accepted: 05/29/2023] [Indexed: 06/28/2023]
Abstract
With the development of information technology, co-viewing of live video streaming (LVS) has become a popular online learning method. However, existing studies have found inconsistent results regarding the effects of co-viewing, which could be due to the impact of learner-learner interactions. The present study tested the effects of co-viewing LVS on learning in elementary students, and whether learner-learner interaction moderated students' attention allocation, learning performance (i.e., retention and transfer), learning efficiency, and metacognition. The study used a one-way between-subjects design, with 86 participants assigned randomly to one of three groups: learning alone group, merely co-viewing group, or co-viewing with interaction group. Kruskal-Wallis H tests showed that students in the co-viewing with interaction group allocated more attention to their co-viewer and less to the LVS. However, ANOVA results indicated that they had the best learning performance and metacognition, and demonstrated the highest learning efficiency. Meanwhile, those co-viewing without interaction did not show significantly positive effects compared to those learning alone. The results of informal interviews were largely consistent with the above findings. The findings of the present study suggest the benefits of co-viewing with interaction, providing practical implications for the social context of learning from LVS for elementary students in particular.
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Affiliation(s)
- Caixia Liu
- Faculty of Artificial Intelligence in Education, Central China Normal University, No. 152 Luoyu Road, Hongshan District, Wuhan, Hubei Province 430079 China
| | - Liyao Wang
- Hangzhou Qiantang Yunfan Primary School, No. 9 Jiangyue Road, Baiyang street, Qiantang District, Hangzhou, Zhejiang Province 311199 China
| | - Zhongling Pi
- Key Laboratory of Modern Teaching Technology (Ministry of Education), Shaanxi Normal University, No. 199 South Chang’an Road, Yanta District, Xi’an, Shaanxi Province 710062 China
| | - Jiumin Yang
- Faculty of Artificial Intelligence in Education, Central China Normal University, No. 152 Luoyu Road, Hongshan District, Wuhan, Hubei Province 430079 China
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Pi Z, Liu C, Meng Q, Yang J. Co-learner presence and praise alters the effects of learner-generated explanation on learning from video lectures. INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATION 2022; 19:58. [PMID: 36531307 PMCID: PMC9734581 DOI: 10.1186/s41239-022-00363-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/11/2022] [Accepted: 09/01/2022] [Indexed: 06/17/2023]
Abstract
Learning from video lectures is becoming a prevalent learning activity in formal and informal settings. However, relatively little research has been carried out on the interactions of learning strategies and social environment in learning from video lectures. The present study addresses this gap by examining whether learner-generated explanations and co-learner presence with or without nonverbal praise independently and interactively affected learning from a self-paced video lecture about infectious diseases. University students were randomized into viewing either the video with instructor-generated explanations or the same video but generating explanations themselves. Outcomes were assessed by the quality of explanations, learning performance, mental effort, attention allocation, and behavioral patterns. Between-group comparisons showed that, in the absence of a peer co-learner, learning performance was similar in both the instructor-generated and learner-generated explanation groups. However, in the presence of a peer, learner-generated explanation facilitated learning performance. Furthermore, learner-generated explanation in the presence of a co-learner also reduced learners' mental effort and primed more behaviors related to self-regulation and monitoring. The results lead to the following strong recommendation for educational practice when using video lectures: if students learn by generating their own explanations in the presence of a co-learner, they will show better learning performance even though the learning is not necessarily more demanding, and will engage in more behaviors related to explanation adjustment and self-regulation.
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Affiliation(s)
- Zhongling Pi
- Key Laboratory of Modern Teaching Technology (Ministry of Education), Shaanxi Normal University, No. 199 South Chang’an Road, Yanta District, Xi’an, 710062 Shaanxi Province China
| | - Caixia Liu
- Faculty of Artificial Intelligence in Education, Central China Normal University, No. 152 Luoyu Road, Hongshan District, Wuhan, 430079 Hubei Province China
| | - Qian Meng
- Jinan Yellow River Bilingual Experimental School, No. 19 Lanxiang Middle Road, Tianqiao District, Jinan, 250031 Shandong Province China
| | - Jiumin Yang
- Faculty of Artificial Intelligence in Education, Central China Normal University, No. 152 Luoyu Road, Hongshan District, Wuhan, 430079 Hubei Province China
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Duville MM, Alonso-Valerdi LM, Ibarra-Zarate DI. Neuronal and behavioral affective perceptions of human and naturalness-reduced emotional prosodies. Front Comput Neurosci 2022; 16:1022787. [DOI: 10.3389/fncom.2022.1022787] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2022] [Accepted: 10/24/2022] [Indexed: 11/19/2022] Open
Abstract
Artificial voices are nowadays embedded into our daily lives with latest neural voices approaching human voice consistency (naturalness). Nevertheless, behavioral, and neuronal correlates of the perception of less naturalistic emotional prosodies are still misunderstood. In this study, we explored the acoustic tendencies that define naturalness from human to synthesized voices. Then, we created naturalness-reduced emotional utterances by acoustic editions of human voices. Finally, we used Event-Related Potentials (ERP) to assess the time dynamics of emotional integration when listening to both human and synthesized voices in a healthy adult sample. Additionally, listeners rated their perceptions for valence, arousal, discrete emotions, naturalness, and intelligibility. Synthesized voices were characterized by less lexical stress (i.e., reduced difference between stressed and unstressed syllables within words) as regards duration and median pitch modulations. Besides, spectral content was attenuated toward lower F2 and F3 frequencies and lower intensities for harmonics 1 and 4. Both psychometric and neuronal correlates were sensitive to naturalness reduction. (1) Naturalness and intelligibility ratings dropped with emotional utterances synthetization, (2) Discrete emotion recognition was impaired as naturalness declined, consistent with P200 and Late Positive Potentials (LPP) being less sensitive to emotional differentiation at lower naturalness, and (3) Relative P200 and LPP amplitudes between prosodies were modulated by synthetization. Nevertheless, (4) Valence and arousal perceptions were preserved at lower naturalness, (5) Valence (arousal) ratings correlated negatively (positively) with Higuchi’s fractal dimension extracted on neuronal data under all naturalness perturbations, (6) Inter-Trial Phase Coherence (ITPC) and standard deviation measurements revealed high inter-individual heterogeneity for emotion perception that is still preserved as naturalness reduces. Notably, partial between-participant synchrony (low ITPC), along with high amplitude dispersion on ERPs at both early and late stages emphasized miscellaneous emotional responses among subjects. In this study, we highlighted for the first time both behavioral and neuronal basis of emotional perception under acoustic naturalness alterations. Partial dependencies between ecological relevance and emotion understanding outlined the modulation but not the annihilation of emotional integration by synthetization.
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Puhacheuskaya V, Hubert Lyall I, Järvikivi J. COVIDisgust: Language processing through the lens of partisanship. PLoS One 2022; 17:e0271206. [PMID: 35862298 PMCID: PMC9302854 DOI: 10.1371/journal.pone.0271206] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2021] [Accepted: 06/25/2022] [Indexed: 11/21/2022] Open
Abstract
Disgust is an aversive reaction protecting an organism from disease. People differ in how prone they are to experiencing it, and this fluctuates depending on how safe the environment is. Previous research has shown that the recognition and processing of disgusting words depends not on the word’s disgust per se but rather on individual sensitivity to disgust. However, the influence of dynamically changing disgust on language comprehension has not yet been researched. In a series of studies, we investigated whether the media’s portrayal of COVID-19 will affect subsequent language processing via changes in disgust. The participants were exposed to news headlines either depicting COVID-19 as a threat or downplaying it, and then rated single words for disgust and valence (Experiment 1; N = 83) or made a lexical decision (Experiment 2; N = 86). The headline type affected only word ratings and not lexical decisions, but political ideology and disgust proneness affected both. More liberal participants assigned higher disgust ratings after the headlines discounted the threat of COVID-19, whereas more conservative participants did so after the headlines emphasized it. We explain the results through the politicization and polarization of the pandemic. Further, political ideology was more predictive of reaction times in Experiment 2 than disgust proneness. High conservatism correlated with longer reaction times for disgusting and negative words, and the opposite was true for low conservatism. The results suggest that disgust proneness and political ideology dynamically interact with perceived environmental safety and have a measurable effect on language processing. Importantly, they also suggest that the media’s stance on the pandemic and the political framing of the issue may affect the public response by increasing or decreasing our disgust.
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Affiliation(s)
| | | | - Juhani Järvikivi
- Department of Linguistics, University of Alberta, Edmonton, Alberta, Canada
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Ku LC, Allen JJB, Lai VT. Attention and regulation during emotional word comprehension in older adults: Evidence from event-related potentials and brain oscillations. BRAIN AND LANGUAGE 2022; 227:105086. [PMID: 35139454 DOI: 10.1016/j.bandl.2022.105086] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/23/2021] [Revised: 01/19/2022] [Accepted: 01/27/2022] [Indexed: 06/14/2023]
Abstract
Older adults often show a positivity bias effect during picture processing, focusing more on positive than negative information. It is unclear whether this positivity bias effect generalizes to language and whether arousal matters. The present study investigated how age affects emotional word comprehension with varied valence (positive, negative) and arousal (high, low). We recorded older and younger participants' brainwaves (EEG) while they read positive/negative and high/low-arousing words and pseudowords, and made word/non-word judgments. Older adults showed increased N400s and left frontal alpha decreases (300-450 ms) for low-arousing positive as compared to low-arousing negative words, suggesting an arousal-dependent positivity bias during lexical retrieval. Both age groups showed similar LPPs to negative words. Older adults further showed a larger mid-frontal theta increase (500-700 ms) than younger adults for low-arousing negative words, possibly indicating down-regulation of negative meanings of low-arousing words. Altogether, our data supported the strength and vulnerability integration model of aging.
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Affiliation(s)
- Li-Chuan Ku
- Department of Psychology, University of Arizona, Tucson, AZ, USA; Cognitive Science Program, University of Arizona, Tucson, AZ, USA.
| | - John J B Allen
- Department of Psychology, University of Arizona, Tucson, AZ, USA
| | - Vicky T Lai
- Department of Psychology, University of Arizona, Tucson, AZ, USA; Cognitive Science Program, University of Arizona, Tucson, AZ, USA
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Vanova M, Aldridge-Waddon L, Jennings B, Elbers L, Puzzo I, Kumari V. Clarifying the roles of schizotypy and psychopathic traits in lexical decision performance. Schizophr Res Cogn 2022; 27:100224. [PMID: 34824994 PMCID: PMC8605281 DOI: 10.1016/j.scog.2021.100224] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2021] [Revised: 11/05/2021] [Accepted: 11/07/2021] [Indexed: 12/30/2022]
Abstract
INTRODUCTION Some studies suggest that lexical recognition is impaired in people with schizophrenia, psychopathy and/or antisocial personality disorders, but not affective disorders. We examined the extent to which various traits dimensionally linked to one or more of these disorders are associated with lexical recognition performance in the general population. METHODS Seventy-eight healthy English-speaking participants completed self-report measures of schizotypy, psychopathy, impulsivity, depression, anxiety and stress. All participants were assessed on a one-choice variant of a lexical decision task (LDT). RESULTS Meanness and Boldness traits of psychopathy (Triarchic Psychopathy Measure), and positive schizotypy (Unusual Experiences, Oxford-Liverpool Inventory of Feelings and Experiences) were associated with poor word-nonword accuracy, and predicted a significant amount of unique variance (Meanness, 12%; Boldness, 4.8%; Positive Schizotypy, 4.4%; total 21%) in performance. Higher motor impulsivity predicted 30% of the variance in low-frequency words recognition accuracy, but only in non-native English speakers. Affective traits were not associated with LDT performance. CONCLUSION Psychopathic traits show stronger negative associations with lexical recognition performance than schizotypal traits, and impulsivity may differently influence lexical decision performance in native and non-native speakers. Further studies are needed to replicate these findings, especially the influence of language familiarity in the impulsivity-performance relationship, and to clarify the influence of corresponding symptom dimensions in lexical recognition abilities, taking language familiarity, migration status, and comorbidity into account, in people with schizophrenia, psychopathy, and/or antisocial personality disorders.
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Affiliation(s)
- Martina Vanova
- Division of Psychology, Department of Life Sciences, & Centre for Cognitive Neuroscience, College of Health, Medicine and Life Sciences, Brunel University London, UK
| | - Luke Aldridge-Waddon
- Division of Psychology, Department of Life Sciences, & Centre for Cognitive Neuroscience, College of Health, Medicine and Life Sciences, Brunel University London, UK
| | - Ben Jennings
- Division of Psychology, Department of Life Sciences, & Centre for Cognitive Neuroscience, College of Health, Medicine and Life Sciences, Brunel University London, UK
| | - Leonie Elbers
- Department of Psychology, University of Wuppertal, Germany
| | - Ignazio Puzzo
- Division of Psychology, Department of Life Sciences, & Centre for Cognitive Neuroscience, College of Health, Medicine and Life Sciences, Brunel University London, UK
| | - Veena Kumari
- Division of Psychology, Department of Life Sciences, & Centre for Cognitive Neuroscience, College of Health, Medicine and Life Sciences, Brunel University London, UK
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Electrophysiological responses to negative evaluative person-knowledge: Effects of individual differences. COGNITIVE AFFECTIVE & BEHAVIORAL NEUROSCIENCE 2021; 21:822-836. [PMID: 33846952 PMCID: PMC8354867 DOI: 10.3758/s13415-021-00894-w] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Accepted: 03/16/2021] [Indexed: 01/16/2023]
Abstract
Faces transmit rich information about a unique personal identity. Recent studies examined how negative evaluative information affects event-related potentials (ERPs), the relevance of individual differences, such as trait anxiety, neuroticism, or agreeableness, for these effects is unclear. In this preregistered study, participants (N = 80) were presented with neutral faces, either associated with highly negative or neutral biographical information. Faces were shown under three different task conditions that varied the attentional focus on face-unrelated features, perceptual face information, or emotional information. Results showed a task-independent increase of the N170 component for faces associated with negative information, while interactions occurred for the Early Posterior Negativity (EPN) and the Late Positive Potential (LPP), showing ERP differences only when paying attention to the evaluative information. Trait anxiety and neuroticism did not influence ERP differences. Low agreeableness increased EPN differences during perceptual distraction. Thus, we observed that low agreeableness leads to early increased processing of potentially hostile faces, although participants were required to attend to a face-unrelated feature.
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