We thank the children and families who have participated in our studies and the research assistants of the Emotion Regulation Lab for their assistance with data collection and coding.

注:该大学的机构审查委员会批准的所有程序之前招募或数据收集与人类受试者的开始。家长对孩子的参与提供了知情同意书，儿童提供语言（或口头和如7岁以上书面）同意参加这些活动。 1.随机分配参加实验条件<ol><li>测试的两种不同的情绪和对接收没有情绪调节指令的对照组两个不同的情绪调节策略指导的影响，采用了2（离散情感状态:悲伤或吓人）×3（情绪调节条件:控制，分散注意力，或者重新评估）被试间实验设计。 注:其他的实验设计，也可以使用，只要适当的控制组被包括针对其感兴趣的效果进行比较。例如，中性膜状态，其中没有情感被诱发，可以包括，或可以使用一个试内设计。无论如何，孩子的大致相等数目应当被分配给每个实验条件。 </li><li>随机指定孩子的六个条件之一，他们到达实验室（与男孩和女孩的大致相等的数量分配给每个条件约束）之前。 </li></ol> 2.与孩子参与者建立良好关系<ol><li>为引实验者下面是步骤，E1跟随。在访问的开始，建立融洽的孩子，确保他们与研究程序合规性。 </li><li>坐在一张小桌子与孩子，并引入艺术用品如果需要的话（ 例如 ，蜡笔，纸）的孩子可以使用。问2 - 关于孩子的爱好和兴趣3个问题搞的孩子友好的交谈。 </li><li>一旦孩子似乎已适应实验室环境和放松在他或她的相互作用（通常约5 - 10分钟），开始其他程序。 </li></ol> 3.培养孩子自我报告自己的情绪<ol><li>培养孩子自我报告的简单，四点卡通脸的情绪反应（ 如，悲伤，恐惧，快乐）的强度扩展到单独的利率每个离散情绪（ 见图1）。每个刻度描绘了一个中性面（ 例如，"完全没有"悲伤/吓得/愤怒/快乐"），其次是三个面描绘日益夸张的每一个情感（ 一点点 ， 非常 ， 非常 ）目标的面部表情。 </li><li>目前一台秤孩子，并宣读了规模锚大声一边指着每个相应的脸。 注意:你说:"今天我们打了很多不同的游戏，有时我们会问你要告诉我们你的想法和感受这种规模的展示了一些悲伤的面孔，您可以使用日。就是告诉我们多么悲伤你是在不同的时间今天感觉。" </li><li>演示如何使用规模。 注意:你说:"那么，这张脸就是如果你觉得你会点"一点也不"伤心[ 指向第一面 ];这个人是在这里，如果你觉得"有点"伤心[ 指向第二张脸 ，你会点];这个人是在这里，如果你觉得"非常"伤心[ 百分点至第三面]你会点;而这一次，你点，如果你觉得"非常"伤心[ 百分点至第四面 ]"。 </li><li>重复这个训练过程中为每个感兴趣的情绪（ 如悲伤，恐惧，愤怒，快乐）。 </li><li>对于每一个情感的规模，给孩子两练的问题，以确保理解。如果儿童指向一个不正确的脸，或表达对做什么混乱，重复指令（和实践试验），直到孩子正确回答两个练习题。 注:说（ 例如 ，"哪个脸就会哟的U Point，如果你感到非常难过吗？"，"你会在哪里点，如果你觉得一点也不难过？"）。 </li><li>在训练试验后，解释，他们将被要求报告使用同一尺度研究过程中几次感情的孩子。 </li></ol><img alt="图1" src="/files/ftp_upload/55200/55200fig1.jpg" /> 图1.情绪量表。这种规模的显示图片缩放，研究人员显示整个实验的孩子们收集最一瞬间有多伤心，害怕评级，快乐它们。 <a href="http://ecsource.jove.com/files/ftp_upload/55200/55200fig1large.jpg" target="_blank">请点击此处查看该图的放大版本。</a> 4.收购的儿童情绪基线报告<ol><li>问问孩子的自我报告他们是如何"真的感觉，现在，"使用相同的4点面对情感孩子之前接受尺度情绪调节指令或观看任何影片剪辑。 </li><li>这种自我报告构成了基本的情感评估认为有必要确保儿童不觉得会影响他们对实验操作反应预先存在的，消极的情绪。再次使用观看悲伤或恐怖电影剪辑后，这个相同的格式孩子还报告他们的悲伤，害怕，幸福的感觉。 </li></ol> 5.采集心脏心理生理学数据<ol><li>有第二成年实验者（E2）进入，以协助电极放置。 注意:E2解释说，孩子戴在他们的躯干粘传感器，使实验者可以在研究过程中监测他们的心。 </li><li>帧放置电极作为一个游戏，以提高孩子们的的程序合规。此外，为响应"贴纸游戏，"孩子从板材选择多个贴，可以让他们，把他们放在experimenters，把他们放在自己的父母，或穿着他们自己的身体。 </li><li>安全贴纸（由孩子选择）三个一次性的，预胶化电极，并将这些在孩子的右侧远端锁骨，下左肋，和右下肋骨采集心电图信号。 <ol><li>问问父母，如果他们习惯使用E2将电极放置在自己的孩子。如果没有，请父母帮忙放置电极对子女的躯干，与E2指导。 </li></ol></li><li>连接电极后，给孩子5分钟来适应环境戴着传感器，然后获得一个休息的副交感神经基线。记录基线心电图（ECG）五分钟。在此基础阶段，孩子们静静地端坐在E1表，着色或看书。 </li><li>继续卧床，无线心电记录与固定在一个孩子大小的背包动态监控访问的其余部分挂在椅子上，以尽量减少M的背面ovement文物。对于动态采集ECG信号一般是在500毫秒和带通在40和250赫兹过滤的速率采样。 </li><li>在研究结束时，轻轻取出并丢弃电极 注意:这是类似于在潜在的不适到参与者而言去除胶粘绷带。 </li></ol> 6.情绪调节指令提供儿童<ol><li>根据实验条件下作业，向他们展示，旨在唤起消极情绪一个电影剪辑之前提供特定的脚本情绪调节指令的每个孩子。 <ol><li>对于分配到控制病情的孩子<ol><li>显示一个短片给孩子们并指示他们要注意所有的电影中发生的事情。注:教师说:"我现在要告诉你一个短片密切关注的电影，因为我们将在后面问你一些关于它的问题，当你看这部电影，我想。你只是试图要注意所有的电影中发生的事，好吗？你可以尝试这样做呢？好了，你有什么打算尝试做，而你看这部电影吗？" </li></ol></li><li>对于分配给撑开孩子的条件<ol><li>显示一个短片给孩子们并指示他们要注意电影。指导孩子们，如果他们感觉不好或心烦意乱，然后去思考，而不是什么高兴。注:教师说:"我现在要告诉你一个短片密切关注的电影，因为我们将在后面问你一些关于它的问题，当你看这部电影，如果你开始感觉不好或烦躁，。我希望你能想想什么幸福，而不是你能想到的一个时间，你很开心玩耍，或吃冰淇淋，想想还是电视节目，你喜欢看，凡是你能想到的，是幸福的是确定的思考约相反，好吗？你能尝试做呢？好了，你有什么打算尝试做，而你看日e动画？" </li></ol></li><li>对于分配给重新评价条件的孩子<ol><li>显示一个短片给孩子们并指示他们要注意电影。指导孩子们，如果他们感觉不好或心烦意乱，那么认为它不是真的发生了。 注:教师说:"我现在要告诉你一个短片密切关注的电影，因为我们将在后面问你一些关于它的问题，当你看这部电影，如果你开始感觉不好或烦躁，。我希望你能考虑一下这是如何在电影中发生的一切是不是真的发生，所以它不是一个大问题。想想它是如何的只是一部电影，而不是真正的好不好？你可以尝试这样做呢？好吧，所以你有什么打算尝试做，而你看这部电影吗？" </li></ol></li></ol></li><li>提供后续的具体说明到底的问题，以确保儿童了解他们应该做什么。任何重复的说明孩子谁表示做什么混乱。 注:跟进的问题，如"你有什么打算尝试做？" </li></ol> 7.引导学生负性情绪<ol><li>标准化的电影短片展的孩子引起的负面情绪（ 如悲伤或恐惧）。虽然各种电影剪辑可以选择，剪辑应该是短暂的（大约3 - 5分钟长），年龄相适应的和可接受的父母（ 如用G或PG级的电影，应选择）。 注:运行实验前，中试与目标年龄范围的电影剪辑，以确保预期离散情绪或消极的情感状态与引起足够的强度和specificity.Though悲伤和恐惧在这个协议中，其他的消极和积极的进行检查如使用其他电影剪辑所需的情绪可以诱发。 <ol><li>通过展示儿童从土地简短（约5分钟）的场景时 32 &lt; 之前引起悲伤/ SUP&gt;。 注:在剪辑，在风暴期间对他的母亲年轻的恐龙搜索。她一直受伤，他发现她后不久，他们有一个谈话，她死。小恐龙被单独留在家中，失去了，虽然他试图找到他的方式回到主牛群哭。 </li><li>通过展示儿童NIMH 33 的秘密简短（约5分钟），现场引起恐惧。 注:在剪辑，鼠标导航她的方式，通过一个黑暗而阴森的洞穴（猫头鹰的巢穴）寻求帮助，为她的儿子，谁生病了。洞内，她出游的骨头了桩，并用巨型蜘蛛来面对面的脸洞穴，一个巨大的可怕的猫头鹰谁吞噬在她面前飞蛾的所有者之前几乎吃掉，击碎蜘蛛。她与她询问有关如何帮助她的儿子的意见猫头鹰简短的交谈。 </li></ol></li><li>看着情绪引发电影后，让孩子们自我报告他们的感情再次采用t他面临着鳞片。后来，这第二个自我报告的比较基准情感的评价，以保证操控的情感是有效的。 </li></ol> 8.缓解激烈的缠绵或负面情绪<ol><li>任务和去除电极完成后，提供了一个积极的影响情绪的诱导，确保儿童不会离开实验室的感觉心烦意乱。 注:与以前的电影剪辑，选择一个电影是短暂的（大约3 - 5分钟长），年龄相适应的和可接受的父母（ 如用G或PG等级）。 </li><li>通过展示呼吁鸟类 34短片（〜4分钟）诱发儿童积极情绪。 注:在剪辑上电话线鸟土地，由其他几个鸟连接起来，然后通过一个大的，尴尬的看着鸟。一系列有趣的互动发生，并剪辑所有的鸟儿一起笑结束。 注:如果一个孩子成为在研究过程中的任何一点过分懊恼，遵循道德准则与儿童工作。如果一个孩子由协议的任何方面（ 例如 ，看着悲伤或恐怖电影），似乎过于心疼，暂时休息。让孩子平静下来〜30秒后，请检查，如果孩子愿意继续或者他们需要一个较长的休息。 注意:如果孩子仍然是过分心疼，调用父的房间帮助安慰他们的孩子。如果遇险持续时间超过两分钟的时间越长，孩子不能平静下来，或者参加希望停止参与（在任务或干脆学习）的协议，应立即停止，并积极影响感应开始结束访问。 </li></ol> 9.流程和代码生理学数据<ol><li>连续记录心电图（ECG）在整个实验室的任务和处理这些数据离线（9.2中描述的 - 9.6）。 注:呼吸性窦性心律不齐（RSA），感兴趣的指数孩子的上网情绪调节副交感神经生理的措施，从使用软件程序（ 例如 ，Mindware心率变异）心电图信号导出。该Mindware软件程序允许行为或程序的事件标记被插入到所述生理数据流在线或离线。 </li><li>使用心脏速率编辑软件的验证算法35来检测interbeat区间（IBIS）和生理上不大可能根据收集到的数据的总体分布的间隔。 <ol><li>打开软件后，选择数据文件路径的正确参与者的文件。在事件和模式选项卡中输入情节的正确的开始和结束时间，并进入30秒的时间段。 </li></ol></li><li>在校准设置选项卡中，选择孩子在学习年龄的高频率范围。为了孩子betwEEN 3和12岁，呼吸性窦性心律不齐（RSA）被定义为0.15的自然对数积分- 8赫兹功率带36，37 <ol><li>然后，点击分析（ENTER）按钮在右下角。观察数据的问题在屏幕上出现一段"倒置心电图？"。目视检查的数据，如果它看起来正常，或者如果它看起来是倒没有回应。 </li></ol></li><li>目测文物的数据，并根据需要进行更正。蓝色点表示没有必要修改的数据，黄点指示数据应该仔细检查和编辑。 <ol><li>点击绿色的"编辑RS"按钮，在顶部检查和编辑数据段。检查对屏幕的右下角的RSA部分每段RSA的值。值应为0之间 - 10。 </li></ol></li><li>写干净，编辑数据到电子表格文件使用页面顶部的白色的"写入"按钮。完成后写出段，点击屏幕顶部的红色"完成"按钮。 <ol><li>使用电子表格文件，计算间信度上〜25％的病例。要构成可靠的匹配，对于来自两个得分手任何30秒时期最后的RSA值应该落在另一个31，38，39的0.1。评估者应同意对时代的至少85％。 </li></ol></li><li>在电子表格文件，单击"HRV统计"选项卡上的检索RSA值为每个编码段。通过平均插曲中的所有部分计算RSA分数的一个插曲。 </li></ol> 10.计算RSA反应比分<ol><li>计算使用下面描述的方法之一的RSA的反应性。 <ol><li>首先，计算RSA反应性基线之间的差异简单（静静坐着）与挑战（看一部情感电影引发的）任务。减去平均任务值的基准值，每个参与者（ 例如 ，RSA悲情电影= 7.20时，RSA基线时= 7.00;任务减去基线:7.20 - 7.00 = 0.20）。 注意:在此方法中，阳性反应性值表示的RSA已（RSA增强）相对于基线增加了。包括基线的RSA值作为其他协变量分析实验范围内表征变化的图案时，以占初始水平的个体差异。 </li></ol></li><li>计算RSA反应作为residualized变化得分通过线性回归从基线的RSA预测任务的RSA。从该分析作为新的变量保存标准化残差。在这种方法中，阳性反应性值表示的RSA比样品平均增加更多。 </li></ol> 11.数据分析<ol><li>通过开展儿童操纵检查自我报告的情绪。 注:初步分析（ 例如 ，单向ANOVA）应该比较儿童在基线每一个情感的评级，以确保有情感收视观看电影之前，没有差异通过实验条件。 <ol><li>确定情感的电影无论是孩子的基线自我报告评级的比较（电影前）用配对t检验或ANOVA电影后立即提供评级引发的预期消极情绪。 注:在目标情感的显着增长表明，电影唤起目标情感。如果多个负面情绪通过自我报告（ 如 ，悲伤和恐惧）进行评估，以确保情感启发的有效性的另一种方法是比较电影后立即提供不同的情感评级的力度。目标负性情绪（ 如悲伤）应显著更强烈行吟诗人被诱发- [R负面情绪（ 如愤怒，恐惧）。 </li></ol></li><li>检查的情绪调节指令对孩子的生理反应的影响。用方差分析在不同的情绪调节指令条件儿童的基线水平RSA比较，并确保有在RSA观看电影（再次担任随机分配的假设进行检查）之前，没有差别。 注:RSA反应性（从基线到任务的变化），表示从基线水平（增强）增加时，情绪都使用胶片剪辑29，30，31诱发是典型的。平均基线RSA考试和平均的任务（观片）RSA应显示为RSA所有与会者显著上升，无论实验条件。 <ol><li>检查在使用ANOVA实验条件之间的RSA反应模式的差异，在协根据需要cluded。 注:RSA反应是感兴趣的因变量在这里，但类似的程序可用于检查情绪过程的其他指数（面部表情的连续的编码，例如）。 </li></ol></li><li>探测方差分析的结果，进行成对比较，以确定在不同的实验条件之间的RSA反应分数显著差异。 注意:回想一下，对照组参与者没有指示使用特定的情绪调节策略来管理悲伤或恐惧。因此，在RSA反应对比的关键是两个实验策略条件（牵引和重新评价）和控制条件之间。 </li></ol>

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The authors have nothing to disclose.

该议定书中的关键步骤有效地引发负性情绪和指导孩子使用特定的情绪调节策略是协议中的关键步骤。 修改和故障排除影片剪辑必须选择（和试点测试）是年龄适当考虑到年龄问题，以确保他们唤起指定的年龄范围的利益目标的情感。研究人员还应该注意，以确保孩子了解情绪调节指令。提供监管指令后，研究人员应该问孩子如果他们开...

儿童体验到悲伤的负面情绪，每天惧怕。随着他们的发展和成熟，孩子学习的监管策略，允许他们管理范围广泛的压力和挑战，以适应这个世界。他们的情绪调节剧目扩大，从主要行为策略成分的变化，包括更多的认知策略1。由中间童年的结束，孩子们使用认知和行为策略2调节自己的情绪。了解不必要的负面情绪有效的管制和管理，近年来已经越来越有趣发育的科学家。这种兴趣驱动，部分由科研连接情绪调节过程，以儿童的日常生活（ 如学习成绩3，友谊主机具有造成严重后果的社会，情感和认知成果<sup系列="外部参照"&gt; 4，和精神病理学5）。 这里介绍的方法主要针对已经收到的实证关注的大部分份额至今两种认知情绪调节策略:重新评价和分心。已经与成人所做的研究表明，再评价和分心是用于减轻情感6，7，8，9，10，11的有效方法。颜师古，其中涉及更改或重新规划怎么一解释情绪或问题，已被证明是有效地减少负面情绪的学龄儿童12强，13。分心，相反，包括改变什么人正在考虑，比如当一个关于儿童接收VAccine认为代替冰淇淋，他们将与他们的父母日后欣赏。儿童也可以开始使用这些认知策略有效地调节负面情绪，从年仅5 - 6年14岁。 研究情绪调节的理论与实践的挑战情绪反应和监管过程交织在一起，双向和迭代15，16。因此，科学家们发展的一个关键概念的挑战是确定并聘请了情感响应和监管流程之间有意义的区分方法。这里所描述的方法利用情绪作为调节 （相对于情绪作为调节 ）的视图15。情绪调节被定义为在该改变的强度的方式改变一个有经验的情感17的过程，持续时间和/或情感18的化合价。 尽管有前途的行为证据，像分心，重新评估认知情绪调节策略，减少负面情绪14，有其突出的自我报告或限制可从现有的实证研究得出，尤其是青少年儿童的结论观测方法的许多局限性。例如，情感体验自我报告受到不精确和需求特征。尽管行为观察（ 如面部表情）指数的情感反应表面上是比自我报告更客观，观察仍然受到掩盖或隐藏困扰或消极情绪的真实体验自动和明确的监管过程。为了解决这些概念和方法问题，本文介绍了考察情绪调节S的影响的方法对儿童的心理生理学后续的trategies使得研究人员能够更清楚地反应性和消极情绪的主动调控区分。用于引发负面情绪和评估不同的指示情绪调节策略的后果，这个实验范式提供了可与各种年龄段，青少年，成人或的儿童使用的方法。 心理生理学是情绪调节的一种非侵入性指标呼吸性窦性心律不齐（RSA）是副交感神经心脏生理心理学的一个常用指标，并已成为儿童情绪能力监管19,20的关键相关。 RSA是从心脏速率变化的测量结果导出的呼吸周期21，22内（由迷走神经传出纤维控制）<html> 。高基线RSA表示较好的调节情绪和社会情绪能力21，而较低的基准RSA被链接到消极社会情绪的结果23。基线RSA反映系统的监管能力，从基线水平的挑战（RSA反应性）实现更高的交感神经的影响力和资源调动的条件下应对压力，而改变RSA。这个过程反映了从稳态诉求的持续关注，行为自律便利客场转变，应对策略来控制情感或行为觉醒20,26的产生。 RSA反应具有挑战性的任务，实验室用更好的情绪调节能力和一般的适应能力有关，包括少负情绪和风险行为问题和更好的持续关注21，屁股="外部参照"&gt; 23，24，25，26，27。 RSA反应性的挑战可谓增加（增强RSA）或降低（RSA抑制）副交感神经的影响。与在心脏副交感神经的影响整个环境监管的灵活性，被认为是背后适应性情绪调节。 事实上，一系列富有挑战性的任务期间的变化在儿童的RSA幅度预测自己的情绪调节技能28。 RSA响应在感情上具有挑战性的环境中也是如此。例如，RSA抑制（从基线水平下降到任务级）是与经历的恐惧和悲伤，但增强（增加从基线到任务）是与情绪的有效监管时，悲伤和恐惧是通过电影剪辑29诱发， </SUP&gt; 30。已经对这种非侵入性的方法， 在体内的情绪调节过程评估工具大写以前的工作已经证明儿童使用的具体认知情绪调节策略如何预测RSA反应性，同时他们在看情绪，引发视频31。本文描述了使用带有积极情绪调节指数的监管能力有关的生理模式，提供了一个创新的方法来解析负面情绪的经验和规范了一种新的实验范式。

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psychophysiological assessment of the effectiveness of emotion regulation strategies in childhood

Effective regulation of emotion is one of the most important skills that develops in childhood. Research interest in this area is expanding, but empirical work has been limited by predominantly correlational investigations of children's skills. Relatedly, a key conceptual challenge for emotion scientists is to distinguish between emotion responding and emotion regulatory processes. This paper presents a novel method to address these conceptual and methodological issues in child samples. An experimental paradigm that assesses the effectiveness with which children regulate emotion is described. Children are randomly assigned to use specific emotion regulation strategies, negative emotions are elicited with film clips, and changes in subsequent psychophysiology index the extent to which emotion regulation is effective. Children are instructed to simply watch the emotion-eliciting film (control), distract themselves from negative emotions (cognitive distraction), or reframe the situation in a way that downplays the importance of the emotional event (cognitive reappraisal). Cardiac physiology, continuously acquired before and during the emotional task, serves as an objective measure of children's unfolding emotional responding while viewing evocative films. Key comparisons in patterns of obtained physiological reactivity are between the control and emotion regulation strategy conditions. Representative results from this approach are described, and discussion focuses on the contribution of this methodological approach to developmental science.

如在图2和3所示，典型的结果是，指示孩子使用认知情绪调节策略导致RSA反应性不同的图案不是简单地观看情感薄膜（对照）。这支持的想法，说明使用分心调节负面情绪或重新评价给出一个感情上具有挑战性的任务时引起的生理反应不同的模式，因为在控制条件下的孩子和策略条件中响应的差异。 ?...

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Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood

对于实验范式的详细协议，以评估与儿童情绪调节描述的有效性。儿童随机分配到使用特定的情绪调节策略，负面的情绪被激发与电影剪辑，并改变在后续心理生理学索引到情绪调节是有效的程度。

情绪调节策略的童年有效性的心理生理评估

Effective regulation of emotion is one of the most important skills that develops in childhood. Research interest in this area is expanding, but empirical ...

psychophysiological-assessment-effectiveness-emotion-regulation

Research

JoVE Journal

Behavior

11.4K 次观看.  University of California, Riverside (UCR). 对于实验范式的详细协议，以评估与儿童情绪调节描述的有效性。儿童随机分配到使用特定的情绪调节策略，负面的情绪被激发与电影剪辑，并改变在后续心理生理学索引到情绪调节是有效的程度。 

视频: Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood

Measurement of Fronto-limbic Activity Using an Emotional Oddball Task in Children with Familial High Risk for Schizophrenia

Adolescence is a critical developmental period where the early symptoms of schizophrenia frequently emerge. First-degree relatives of people with schizophrenia who are at familial high risk (FHR) may show similar cognitive and emotional changes. However, the neurological changes underlying the emergence of these symptoms remain unclear. This study sought to identify differences in frontal, striatal, and limbic regions in children and adolescents with FHR using functional magnetic resonance imaging. Groups of 21 children and adolescents at FHR and 21 healthy controls completed an emotional oddball task that relied on selective attention and the suppression of task-irrelevant emotional information. The standard oddball task was modified to include aversive and neutral distractors in order to examine potential group differences in both emotional and executive processing. This task was designed specifically to allow for children and adolescents to complete by keeping the difficulty and emotional image content age-appropriate. Furthermore, we demonstrate a technique for suitable fMRI registration for children and adolescent participants. This paradigm may also be applied in future studies to measure changes in neural activity in other populations with hypothesized developmental changes in executive and emotional processing.

This paper describes how to use the emotional oddball task and fMRI to measure brain activation in children and adolescents at familial high risk for schizophrenia (FHR).&#160;FMRI was used to measure differences in fronto-striato-limbic regions during an emotional oddball task. Children with FHR exhibited abnormal functional activation during adolescence.

的额边缘活度测量在儿童使用情绪穿着或行为古怪的任务与家族性高风险的精神分裂症

Adolescence is a critical developmental period where the early symptoms of schizophrenia frequently emerge. First-degree relatives of people with ...

科研

行为学

Brain Imaging Investigation of the Neural Correlates of Emotion Regulation

The ability to control/regulate emotions is an important coping mechanism in the face of emotionally stressful situations. Although significant progress has been made in understanding conscious/deliberate emotion regulation (ER), less is known about non-conscious/automatic ER and the associated neural correlates. This is in part due to the problems inherent in the unitary concepts of automatic and conscious processing1. Here, we present a protocol that allows investigation of the neural correlates of both deliberate and automatic ER using functional magnetic resonance imaging (fMRI). This protocol allows new avenues of inquiry into various aspects of ER. For instance, the experimental design allows manipulation of the goal to regulate emotion (conscious vs. non-conscious), as well as the intensity of the emotional challenge (high vs. low). Moreover, it allows investigation of both immediate (emotion perception) and long-term effects (emotional memory) of ER strategies on emotion processing. Therefore, this protocol may contribute to better understanding of the neural mechanisms of emotion regulation in healthy behaviour, and to gaining insight into possible causes of deficits in depression and anxiety disorders in which emotion dysregulation is often among the core debilitating features.

We present a protocol that allows investigation of the neural correlates of deliberate and automatic emotion regulation, using functional magnetic resonance imaging. This protocol can be used in healthy participants, both young and older, as well as in clinical patients.

情绪调节的神经关联的脑成像研究

The ability to control/regulate emotions is an important coping mechanism in the face of emotionally stressful situations. Although significant progress ...

神经科学

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Typically, self-reports are used in educational research to assess student response and performance to a classroom activity. Yet, addition of biological and physiological measures such as salivary biomarkers and galvanic skin responses are rarely included, limiting the wealth of information that can be obtained to better understand student performance. A laboratory protocol to study undergraduate students&#39; responses to classroom events (e.g., exams) is presented. Participants were asked to complete a representative exam for their degree. Before and after the laboratory exam session, students completed an academic achievement emotions self-report and an interview that paralleled these questions when participants wore a galvanic skin sensor and salivary biomarkers were collected. Data collected from the three methods resulted in greater depth of information about students&#39; performance when compared to the self-report. The work can expand educational research capabilities through more comprehensive methods for obtaining nearer to real-time student responses to an examination activity.

Research on undergraduate students' academic achievement emotions have primarily relied on self-reports in laboratory settings. Studies rarely include bio-physiological measures to these self-reports. This protocol will describe a methodology that integrates self-reports with and bio-physiological measures to assess student response and performance during a laboratory examination activity.

皮肤电反应，唾液生物标志物和自我报告的用来评估本科生性能在一个实验室考试活动

Typically, self-reports are used in educational research to assess student response and performance to a classroom activity. Yet, addition of biological ...

Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children

Self-distancing (i.e., creating mental distance between the self and a stimulus by adopting a less egocentric perspective) has been studied as a way to improve adolescents' and adults' emotion regulation. These studies instruct adolescents and adults to use visual imagery or language to create distance from the self before engaging in self-regulation tasks and when thinking about past and future events. For example, adults are asked to recall past, negative emotional experiences from either a first-person perspective (no distance) or a third-person perspective (self-distanced). These studies show that a self-distanced perspective allows adults to cope more adaptively when recalling negative feelings. However, the self-distancing paradigm used with adults was not developmentally appropriate for young children. This modified self-distancing paradigm involves instructing children to think about their thoughts, feelings, and actions from different perspectives that vary in their distance from the self while completing a self-regulation task. The paradigm involves randomly assigning children to use one of three perspectives: self-immersed, third-person, or exemplar. In the self-immersed condition, children are asked to think about themselves using the first-person perspective (e.g., "How am I feeling?") and no distance is created from the self. In the third-person condition, children are asked to create distance from the self by using the third-person perspective (e.g., "How is [child's name] feeling?"). In the exemplar condition, the greatest distance from the self is created by asking children to pretend to be a media character and to think about that character's thoughts and feelings (e.g., "How is Batman feeling?"). Studies using the self-distancing paradigm with 4-6-year-olds have found that as the amount of distance from the self increases (self-immersed &lt; third-person &lt; exemplar), children perform better on self-regulation tasks. These findings suggest that the strategies implemented in the self-distancing protocol may be useful to include in self-regulation interventions for young children.

An experimental paradigm was created to measure the effects of self-distancing in young children (4-6-year-olds). Self-distancing is a process through which individuals adopt a less egocentric perspective. This paradigm has been used to examine the effects of self-distancing on young children&#39;s self-regulation.

衡量幼儿自距离效应的实验范式

Self-distancing (i.e., creating mental distance between the self and a stimulus by adopting a less egocentric perspective) has been studied as a way to ...

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

Over the past ten years, research into students&#39; emotions in educational environments has increased. Although researchers have called for more studies that rely on objective measures of emotional experience, limitations on utilizing multi-modal data sources exist. Studies of emotion and emotional regulation in classrooms traditionally rely on survey instruments, experience-sampling, artifacts, interviews, or observational procedures. These methods, while valuable, are mainly&#160;dependent on participant or observer subjectivity and is limited in its authentic measurement of students&#39; real-time performance to a classroom activity or task. The latter, in particular, poses a stumbling block to many scholars seeking to objectively measure emotions and other related measures in the classroom, in real-time.
The purpose of this work is to present a protocol to experimentally study students&#39; real-time responses to exam experiences during an authentic assessment situation. For this, a team of educational psychologists, engineers, and engineering education researchers designed an experimental protocol that retained the limits required for accurate physiological sensor measurement, best-practices of salivary collection, and an authentic testing environment. In particular, existing studies that rely on physiological sensors are conducted in experimental environments that are disconnected from educational settings (e.g., Trier Stress Test), detached in time (e.g., before or after a task), or introduce analysis error (e.g., use of sensors in environments where students are likely to move). This limits our understanding of students&#39; real-time responses to classroom activities and tasks. Furthermore, recent research has called for more considerations to be covered around issues of recruitment, replicability, validity, setups, data cleaning, preliminary analysis, and particular&#160;circumstances (e.g., adding a variable in the experimental design) in academic emotions research that relies on multi-modal approaches.

An experimental design was developed to investigate the real-time influences of an examination experience to assess the emotional realities students experience in higher education settings and tasks. This design is the result of a cross-disciplinary (e.g., educational psychology, biology, physiology, engineering) and multi-modal (e.g., salivary markers, surveys, electrodermal sensor) approach.

用于研究近实时真实考试体验的跨学科、多模式实验设计

Over the past ten years, research into students&#39; emotions in educational environments has increased. Although researchers have called for more studies ...

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients

Many children with attention deficit hyperactive disorder (ADHD) are known to have executive dysfunction, which weakens their abilities to learn and behave in daily living. This protocol describes the methodology that is required for the intervention (psychotherapy) based on planning, attention, successive, and simultaneous (PASS theory) cognitive processing and fear emotional processing. It provides guiding principles and practical recommendations. A disproportionately high level of fear (dysregulation) increases the vulnerability for dysfunction in learning and behavior. We explain the interplay between emotion and cognition at the neurological level.
A go/no go task (The Adventures of Fundi), which involves decision making, is administered in a PC- mode to a sample of 66 ADHD subjects. The Adventures of Fundi, a computer program, was constructed to induce successive or simultaneous processing when involving the training of planning and selective attention. It aims to improve the executive function with planning and selective attention. If executive function improves, learning improves, and behavior ameliorates. After intervention over 6 months, remission was achieved in 70% of subjects.
The instructor encourages the use of appropriate strategies and points out the ways in which the strategies can be useful in finding the solution to the problem (go/no go). The emphasis is not on rehearsing and adult instructed verbal sequence. The verbalization may reveal the conscious verbalized strategy to solve a task that is not really the strategy being unconsciously used in that case. A self-verbal report is unreliable. This is an inductive learning rather than deductive rule-learning approach central to cognitive PASS training. This inductive training has proved to produce not only near transfer but also far transfer.
Noncognitive factors (emotional factors) must be considered to maximize the benefit of cognitive training. Indirect and metaphorical communication considers the emotional factor.

This protocol illustrates a remedial therapy based on inductive learning and indirect communication (Ericksonian metaphorical hypnosis) that can be applied to children with Attention Deficit Hyperactive Disorder (ADHD). Particularly, this protocol is intended to test the effectiveness of a go/no-go decision task. Neuroscientific rationale is presented throughout the text.

基于注意力缺陷过度活跃障碍患者的认知和情感处理的 Fundi 干预的冒险

Many children with attention deficit hyperactive disorder (ADHD) are known to have executive dysfunction, which weakens their abilities to learn and ...

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Learning disabilities (LDs) encompass disorders of those who have difficulty learning and using academic skills, exhibiting performance below expectations for their chronological age in the areas of reading, writing, and/or mathematics. Each of the disorders making up the LDs involve different deficits; however, some commonalities can be found within that heterogeneity, such in terms of learning self-regulation and metacognition. Unlike in early ages and later educational levels, there are hardly any evidence-based evaluation protocols for adults with LDs. LDs influence academic performance but also have serious consequences in professional, social, and family contexts. In response to this, the current work proposes a multimodal evaluation protocol focused on metacognitive, self-regulation of learning, and emotional processes, which make up the basis of the difficulties in adults with LDs. The assessment is carried out through analysis of the on-line learning process using a variety methods, techniques, and sensors (e.g., eye tracking, facial expressions of emotion, physiological responses, concurrent verbalizations, log files, screen recordings of human-machine interactions) and off-line methods (e.g., questionnaires, interviews, and self-report measures). This theoretically-driven and empirically-based guideline aims to provide an accurate assessment of LDs in adulthood in order to design effective prevention and intervention proposals.

The current work proposes a multimodal evaluation protocol focused on metacognitive, self-regulation of learning, and emotional processes, which make up the basis of the difficulties in adults with LDs.

评估学习困难成人元认知和自我调节的多式联运协议

Learning disabilities (LDs) encompass disorders of those who have difficulty learning and using academic skills, exhibiting performance below expectations ...

Measuring Cardiac Autonomic Nervous System (ANS) Activity in Toddlers - Resting and Developmental Challenges

The autonomic nervous system (ANS) consists of two branches, the parasympathetic and sympathetic nervous systems, and controls the function of internal organs (e.g., heart rate, respiration, digestion) and responds to everyday and adverse experiences 1. ANS measures in children have been found to be related to behavior problems, emotion regulation, and health 2-7. Therefore, understanding the factors that affect ANS development during early childhood is important. Both branches of the ANS affect young children&#8217;s cardiovascular responses to stimuli and have been measured noninvasively, via external monitoring equipment, using valid and reliable measures of physiological change 8-11. However, there are few studies of very young children with simultaneous measures of the parasympathetic and sympathetic nervous systems, which limits understanding of the integrated functioning of the two systems. In addition, the majority of existing studies of young children report on infants&#8217; resting ANS measures or their reactivity to commonly used mother-child interaction paradigms, and less is known about ANS reactivity to other challenging conditions. We present a study design and standardized protocol for a non-invasive and rapid assessment of cardiac autonomic control in 18 month old children. We describe methods for continuous monitoring of the parasympathetic and sympathetic branches of the ANS under resting and challenge conditions during a home or laboratory visit and provide descriptive findings from our sample of 140 ethnically diverse toddlers using validated equipment and scoring software. Results revealed that this protocol can produce a range of&#160;physiological responses to both resting and developmentally challenging conditions, as indicated by changes in heart rate and indices of parasympathetic and sympathetic activity. Individuals demonstrated&#160;variability in resting levels, responses to challenges, and challenge reactivity, which provides additional evidence that this protocol is useful for the examination of ANS individual differences for toddlers.

Measuring Cardiac Autonomic Nervous System ANS Activity in Toddlers - Resting and Developmental Challenges

We describe the methods for continuous monitoring of the autonomic nervous system under resting and challenge conditions with 18 month old children. Results revealed that this protocol can produce meaningful physiological responses in both branches of the autonomic nervous system and elicit significant individual variability in patterns of responses.

测量心脏自主神经系统（ANS）活性的幼儿 - 安静和发展挑战

The autonomic nervous system (ANS) consists of two branches, the parasympathetic and sympathetic nervous systems, and controls the function of internal ...

医学

Exploring the Neural Correlates of Cognitive Reappraisal in Obsessive-Compulsive Disorder Using Task-based Functional Magnetic Resonance Imaging

Patients with obsessive-compulsive disorder (OCD) show heightened brain activity in limbic and orbitofrontal regions when confronted with negative emotions, which could be associated with impairments in emotion regulation skills. The ability to regulate emotions is a necessary coping mechanism when facing emotionally distressing situations, and deliberate emotion regulation strategies such as cognitive reappraisal have been extensively studied in the general population. Despite this, little is known about potential deliberate emotion regulation deficits in OCD patients and the associated neural correlates. Here, we describe a protocol to investigate the neural correlates of deliberate emotion regulation (cognitive reappraisal) using functional magnetic resonance imaging (fMRI) in OCD patients in comparison to a matched control sample. This protocol follows current gold standards for neuroimaging studies and includes both task activation and connectivity analysis (as well as behavioral data) to allow a more complete investigation. Therefore, we expect it will contribute to expanding the knowledge of the neural correlates of emotion (dys)regulation in OCD, and it could also be applied to explore emotion regulation deficits in other psychiatric disorders.

We introduce a protocol for exploring the neural correlates of a cognitive emotion regulation task, namely cognitive reappraisal, using functional magnetic resonance imaging. This protocol was used in patients with obsessive-compulsive disorder and healthy controls but can also be used in other clinical samples.

使用基于任务的功能磁共振成像探索强迫症认知再评估的神经相关性

Patients with obsessive-compulsive disorder (OCD) show heightened brain activity in limbic and orbitofrontal regions when confronted with negative ...

Physiological Correlates of Emotion Recognition

Source: Laboratories of Jonas T. Kaplan and Sarah I. Gimbel&#8212;University of Southern California
The autonomic nervous system (ANS) controls the activity of the body's internal organs and regulates changes in their activity depending on the current environment. The vagus nerve, which innervates many of the internal organs, is an important part of the system. When our brain senses danger, vagal tone is inhibited, leading to a set of changes in the body designed to make us more prepared to fight or flee; for example, our heart rate increases, our pupils dilate, and we breath more quickly. Conversely, when the vagal system is activated, these physiological responses are inhibited, leading to a calmer state. The vagus nerve, then, acts as a kind of "brake" on our arousal. One interesting consequence of this calmer state is that it tends to promote social interaction-when we are not tensed and afraid of our immediate environment we are instead receptive to interacting with others. Poor functioning of this regulatory mechanism, therefore, may be associated with difficulties in social behavior.
One index of autonomic regulation is heart rate variability (HRV). HRV is a measure of how much the gap between one beat and the next varies over time. High HRV means there are continual fluctuations in the heart rate over time, a reflection of successful autonomic regulation. Low HRV means there is consistency of the heart rate over time, a condition associated with poor autonomic regulation. 
In this study we will test the hypothesis that increased HRV is associated with more accurate categorization of emotional stimuli.1,2 Following a study by Park et al., we will measure HRV and test its association on a task that measures skill at perceiving facial emotions.3

Correlating Heart Rate Variability with Emotion Recognition

生理相关的情感识别

Source: Laboratories of Jonas T. Kaplan and Sarah I. Gimbel&#8212;University of Southern California
The autonomic nervous system (ANS) controls the ...

情绪调节策略的童年有效性的心理生理评估

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