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.

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</ol>

The authors have nothing to disclose.

I passaggi critici all&#39;interno del protocollo Effettivamente suscitando emozioni negative e istruire i bambini ad utilizzare specifiche strategie di regolazione delle emozioni sono i passaggi critici all&#39;interno del protocollo. Modifiche e risoluzione dei problemi Filmati devono essere selezionati (e pilota testato) per essere adatti alla loro età data la fascia di età in questione per garantire che evocano le emozioni di destinaz...

I bambini sperimentano emozioni negative come la tristezza e la paura ogni giorno. Come si sviluppano e maturano, i bambini imparano strategie di regolamentazione che consentano loro di gestire una vasta gamma di fattori di stress e le sfide di adattarsi al mondo. La loro regolazione delle emozioni repertorio si espande, e cambiamenti nella composizione da strategie comportamentali soprattutto per includere strategie più cognitive 1. Entro la fine del Medio infanzia, i bambini regolano le loro emozioni utilizzando sia cognitivi e comportamentali strategie 2. Comprendere la regolamentazione efficace o la gestione di sentimenti negativi indesiderati è diventato sempre più interessante per gli scienziati di sviluppo negli ultimi anni. Questo interesse è guidato, in parte, da processi di regolazione delle emozioni di ricerca che collega ad una serie di risultati sociali, emotivi e cognitivi con conseguenze notevoli per la vita quotidiana dei bambini (ad esempio, il rendimento scolastico 3, amicizie 5). Il metodo descritto qui si concentra su due strategie di regolazione delle emozioni cognitive che hanno ricevuto la parte del leone di attenzione empirica ad oggi: rivalutazione e la distrazione. Studi condotti con gli adulti hanno dimostrato che rivalutazione e la distrazione sono metodi efficaci per alleviare emozione 6, 7, 8, 9, 10, 11. Rivalutazione, che comporta la modifica o ricontestualizzazione come si interpreta un emozione o problema, ha dimostrato di essere efficace nel ridurre l&#39;intensità delle emozioni negative nei bambini in età scolare 12, 13. Distrazione, al contrario, comporta la modifica ciò che si sta pensando, come quando un bambino che sta per ricevere un VAccine pensa al posto del gelato godranno con i loro genitori in seguito. I bambini possono anche cominciare a utilizzare queste strategie cognitive per regolare le emozioni negative in modo efficace, da giovane come 5 - 6 anni di 14 anni. Le sfide teoriche e pratiche di Studio regolamento Emotion Reattività emozionale e processi normativi si intrecciano, bidirezionale, e iterativo 15, 16. Così, una sfida concettuale chiave per gli scienziati di sviluppo è quello di individuare e utilizzare metodi che distinguono significato tra emozione di rispondere e processi normativi. L&#39;approccio qui descritto è del parere delle emozioni come regolata (in contrasto con le emozioni come regolazione) 15. Regolazione delle emozioni è definita come il processo di cambiamento un&#39;emozione esperto 17 in modi che alterano l&#39;intensità, La durata e / o valenza dell&#39;emozione 18. Nonostante promettendo la prova comportamentale che cognitive strategie di regolazione delle emozioni, come distrazione e rivalutazione di ridurre le emozioni negative 14, ci sono molte limitazioni alla predominante self-report o metodologie di osservazione che limitano le conclusioni che si possono trarre da studi empirici esistenti, soprattutto con bambini piccoli. Ad esempio, self-report di esperienza emozionale è soggetto a inesattezze e caratteristiche della domanda. Anche se l&#39;osservazione del comportamento (ad esempio, delle espressioni facciali) per indicizzare rispondere emotivo è apparentemente più obiettivo di self-report, l&#39;osservazione è ancora soggetto a processi di regolamentazione automatici ed espliciti che mascherare o nascondere la vera esperienza di angoscia o emozioni negative. Per affrontare questi problemi concettuali e metodologici, questo documento descrive un metodo per esaminare gli effetti della regolazione delle emozioni sSTRATEGIE dalla successiva psicofisiologia per bambini che permette ai ricercatori di distinguere più chiaramente tra reattività e la regolazione attiva delle emozioni negative. Questo paradigma sperimentale per suscitare emozioni negative e valutare le conseguenze delle diverse strategie di regolazione delle emozioni istruito offre un approccio che può essere utilizzato con i bambini di una vasta gamma di età, adolescenti o adulti. Psicofisiologia è un indice non invasiva del regolamento Emotion Respiratorio aritmia sinusale (RSA) è un indice comunemente usato di psicofisiologia cardiaca parasimpatico, ed è emerso come un correlato chiave di emozione la capacità di regolamentazione dei bambini 19, 20. RSA è derivato dalla misurazione di variazione della frequenza cardiaca (controllato da fibre efferenti del nervo vago) all&#39;interno del ciclo respiratorio 21, 22<html> . Alta linea di base RSA indica una regolamentazione migliore emotivo e le competenze socio-emotive 21, mentre al basale inferiore RSA è legata a risultati socio-emotivi negativi 23. Baseline RSA riflette capacità di regolamentazione del sistema di rispondere allo stress, mentre i cambiamenti in RSA da livelli basali in condizioni di sfida (RSA reattività) consentire una maggiore influenza simpatico e mobilitazione delle risorse. Questo processo riflette uno spostamento dalle richieste omeostatici alla facilitazione di attenzione sostenuta, comportamentali autoregolamentazione, e la generazione di strategie di coping per controllare l&#39;eccitazione affettiva o comportamentale 20, 26. RSA reattività alle attività di laboratorio impegnativi è associato con abilità normativi più emozione e funzionamento adattivo in generale, tra cui emotività meno negativo e il rischio di problemi di comportamento e una migliore attenzione sostenuta 21,ass = &quot;xref&quot;&gt; 23, 24, 25, 26, 27. RSA reattività di sfida può essere descritto come l&#39;aumento (RSA aumento) o in diminuzione (soppressione RSA) influenza parasimpatico. La flessibilità con la quale influenza parasimpatico sul cuore è regolato in contesti è pensato per essere alla base regolazione delle emozioni adattiva. In effetti, i cambiamenti nelle ampiezze RSA per bambini nel corso di una serie di compiti impegnativi predicono la loro abilità normativo emotivo 28. RSA è reattivo in contesti difficili emotivamente pure. Ad esempio, RSA soppressione (una diminuzione dal livello base al livello di attività) è collegato a sperimentare la paura e tristezza, ma l&#39;aumento (aumento dal basale al compito) è legata alla regolamentazione efficace di emozione quando la tristezza e la paura sono evocate attraverso spezzoni di film 29, </sup&gt; 30. Lavoro precedente che ha sfruttato l&#39;utilità di questo metodo non invasivo per la valutazione nei processi di regolazione delle emozioni in vivo ha dimostrato come l&#39;uso dei bambini di specifiche strategie di regolazione delle emozioni cognitive previsto RSA reattività mentre stavano guardando i video di emozioni che provoca 31. Questo articolo descrive un paradigma sperimentale romanzo che utilizza i modelli fisiologici associati alla regolazione delle emozioni attiva all&#39;indice capacità regolamentare, fornendo un metodo innovativo per analizzare l&#39;esperienza e la regolazione delle emozioni negative.

<table><tbody><tr><td>MindWare BioNex 2SLT Chassis Assembly</td><td>Mindware Technologies</td><td>50-3711-02</td><td>Hardware to acquire cardiac physiology</td></tr><tr><td>Mindware Ambulatory Impedance Cardiograph.</td><td>Mindware Technologies</td><td>50-1000-RB</td><td>Mobile acquisition device</td></tr><tr><td>MindWare Disposable Pediatric Tape Electrodes</td><td>Mindware Technologies</td><td>93-0101-00</td><td>EKG electrodes for children</td></tr><tr><td>MindWare HR/HRV Application w/Key</td><td>Mindware Technologies</td><td>60-1100-00</td><td>Scoring software to process EKG</td></tr></tbody></table>

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.

Come mostrato nelle figure 2 e 3, un tipico risultato è che istruire i bambini utilizzare cognitivi strategie di regolazione delle emozioni porta ad un diverso modello di RSA reattività che semplicemente visione del film emotiva (Controllo). Questo supporta l&#39;idea che le istruzioni per regolare le emozioni negative con distrazione o rivalutazione dare luogo a diversi modelli di fisiologica di rispondere durante un compito emotivamente impegnativo, ...

Watch this Scientific Journal Video about Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood at JoVE.com

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood

Un protocollo dettagliato per un paradigma sperimentale per valutare l&#39;efficacia con cui i bambini regolano l&#39;emozione è descritto. I bambini sono assegnati in modo casuale ad utilizzare specifiche strategie di regolazione delle emozioni, le emozioni negative sono suscitato con filmati, e cambiamenti nella successiva indice psicofisiologia la misura in cui la regolazione delle emozioni è efficace.

La valutazione psicofisiologica della efficacia delle strategie Emotion regolamento 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 ...

psychophysiological-assessment-effectiveness-emotion-regulation

Research

JoVE Journal

Behavior

11.4K Views.  University of California, Riverside (UCR).  Un protocollo dettagliato per un paradigma sperimentale per valutare l'efficacia con cui i bambini regolano l'emozione è descritto. I bambini sono assegnati in modo casuale ad utilizzare specifiche strategie di regolazione delle emozioni, le emozioni negative sono suscitato con filmati, e cambiamenti nella successiva indice psicofisiologia la misura in cui la regolazione delle emozioni è efficace. 

Video: 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.

Misura di fronto-limbico Attività L&#39;utilizzo di un emotivo Oddball attività nei bambini con familiare ad alto rischio per la schizofrenia

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

Ricerca

Comportamento

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.

Indagine del cervello Imaging i correlati neurali delle emozioni regolamento

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

Neuroscienze

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.

L&#39;utilizzo di galvanici Risposte pelle, salivari Biomarkers, e di auto-report per valutare Undergraduate Student prestazioni durante un esame di laboratorio di attività

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.

Paradigma sperimentale per misurare gli effetti di auto-allontanamento nei bambini piccoli

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.

Una progettazione sperimentale interdisciplinare e multimodale per studiare esperienze di esame autentico quasi in tempo reale

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.

Le avventure dell'intervento Fundi basato sull'elaborazione cognitiva ed emotiva nei pazienti con deficit di attenzione iperattività

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.

Protocollo multimodale per la valutazione della metacognizione e dell'autoregolamentazione negli adulti con difficoltà di apprendimento

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.

Misurazione cardiaca Sistema Nervoso Autonomo (ANS) Attività in Toddlers - Riposo e di sviluppo sfide

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

Medicina

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.

Esplorazione dei correlati neurali della rivalutazione cognitiva nel disturbo ossessivo-compulsivo utilizzando la risonanza magnetica funzionale basata su attività

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

Correlazioni fisiologiche del riconoscimento delle emozioni

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

La valutazione psicofisiologica della efficacia delle strategie Emotion regolamento in Childhood

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