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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The authors have nothing to disclose.

プロトコル内の重要なステップ実質的に負の感情を誘発し、特定の感情規制戦略を使用するように子供たちに指示するプロトコル内の重要なステップです。 修正およびトラブルシューティングフィルムクリップを選択する必要があります（とパイロットテストした）は、それらが指定された年齢の範囲のための目的の標的感情を呼び...

子供たちは毎日悲しみや恐怖などのネガティブな感情を経験します。彼らが開発し、成熟したように、子どもたちは、彼らが世界に適応するためのストレス要因と課題の広い範囲を管理することが可能にする調節戦略を学びます。彼らの感情規制レパートリーが広がり、主に行動戦略とは組成の変化は、より認知戦略1を含むように。真ん中の幼年期の終わりまでに、子どもたちは、認知と行動の両方の戦略2を使用して自分の感情を調節します。不要な負の感情の効果的な規制や管理を理解することは、近年、発達科学者にますます面白くなってきました。この関心は、子どもたちの日常生活（ 例えば 、学力3、友情のための実質的な影響を持つ、社会的、感情的、および認知的成果のホストに研究連携感情規制プロセスによって、部分的には、駆動され、 <suPクラス= &quot;外部参照&quot;&gt; 4、および精神病理5）。 再評価と気晴らし：ここで説明する方法は、これまでに経験的な関心のライオンのシェアを受け取った2つの認知感情規制戦略に焦点を当てています。成人で行われた研究は、再評価および気晴らし感情6、7、8、9、10、11を軽減するための有効な方法であることを示しています。 1は、感情や問題をどのように解釈するかを変更したり、リフレーミング伴う見直し、学齢期の子ども12で否定的な感情の強度を低下させるのに有効であることが示されている、13。気晴らしは、対照的に、1は、例えば約子供がVAを受信するときのように、考えているものを変更することを含みますccineではなく、彼らはその後、親とお楽しみいただけますアイスクリームを考えます。 14歳の6年-子供はまた、若い5などから、実質的に負の感情を調節するために、これらの認知ストラテジーの使用を開始することができます。 勉強感情規制の理論と実践的な課題感情的な反応性と規制プロセスは、絡み合っ双方向、および反復15、16です。このように、発達科学者のための重要な概念の課題は、意味のある応答感情や規制プロセスを区別する方法を特定して使用することです。ここで説明するアプローチは、（ 規制としての感情とは対照的に） 規制されるような感情のビュー15を取ります。感情調節は強度を変化させる方法で経験感情17を変化させるプロセスとして定義されます感情18の、持続時間、および/または原子価。 気晴らしと再評価などの認知感情規制戦略は否定的な感情14を減少させることを行動の証拠を約束にもかかわらず、主要な自己報告または特に若い子供たちと一緒に、既存の実証研究から引き出すことができる結論を制約する観測方法論には多くの制限があります。例えば、感情的な経験の自己報告が不正確と要求特性に従うものとします。応答感情的なインデックスに（顔の表情の例えば ）行動観察は、自己報告よりも表向きはより客観的ではあるが、観察はまだ苦痛または負の感情の真の経験をマスクまたは非表示、自動と明示的な規制プロセスの対象となります。これらの概念と方法論の問題に対処するため、本稿では感情規制sの効果を調べる方法について説明します研究者はより明確に反応し、否定的な感情の積極的な規制を区別することができます子供のその後の精神生理学上trategies。否定的な感情を誘発し、異なる指示感情規制戦略の影響を評価するためのこの実験的なパラダイムは、年齢、青年、または成人の広い範囲の子どもたちと一緒に使用することが可能なアプローチを提供します。 精神生理学は、感情の規制の非侵襲的指標であり、 呼吸性洞不整脈（RSA）は副交感神経心臓精神生理学の一般的に使用される指標であり、子どもの感情規制能力19、20の主要な相関として浮上しています。 RSAは、心拍変動の測定から導出され、22呼吸サイクル21内（迷走神経の遠心性繊維によって制御されます）<html> 。下のベースラインRSAが負の社会情緒的アウトカム23にリンクされているのに対し、高ベースラインRSAは、より良い感情的な規制や社会情緒的能力21を示しています。ベースラインRSAは、チャレンジ（RSA反応性）の条件下でのベースラインレベルからRSAの変化が大きい交感神経影響や資源動員を有効にする一方で、ストレスに応答するシステムの制御能力を反映しています。このプロセスは、持続的注意、行動の自己規制、および感情や行動覚醒20、26を制御するための対処戦略の生成を容易に離れて恒常的な需要からのシフトを反映しています。挑戦的なラボのタスクへのRSA反応性は、あまりネガティブ情動とリスク行動上の問題のため、より良い持続的注意21を含め、より良い感情規制の能力や一般的な適応機能と関連しています尻= &quot;外部参照&quot;&gt; 23、24、25、26、27。チャレンジへのRSAの反応性は（RSA抑制）副交感神経の影響を（RSA増強）を増加または減少として記述することができます。心の上に副交感神経の影響がコンテキスト間で調節されると柔軟性、適応感情規制の根底にあると考えられています。 確かに、挑戦的な一連のタスク中に子供のRSA振幅の変化は、その感情的な規制のスキル28を予測します 。 RSAは、同様に感情的に困難な状況で応答します。 、例えば、RSA抑制（タスクレベルのベースラインレベルからの減少）が恐怖と悲しみを経験にリンクされているが、悲しみと恐怖がフィルムクリップ29を介して誘発されたときに増強（タスクへのベースラインからの増加は）感情の効果的な規制にリンクされています</SUP&gt; 30。 生体内感情調節プロセスで評価するためのこの非侵襲的方法の有用性に資産計上した前の仕事は、彼らが感情惹起動画31を見ていた一方で、特定の認知感情規制戦略の子供の使用はRSAの反応性を予測方法について説明しました。本論文では、否定的な感情の経験と規制を解析するための革新的な方法を提供し、インデックス規制能力へのアクティブな感情の調節に関連する生理的なパターンを使用した新規の実験パラダイムを説明します。

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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.

図2及び図 3に示すように、典型的な結果は、認知、感情調整戦略を使用する子供に指示するだけで、感情的なフィルム（対照）を見よりRSA反応性の異なるパターンをもたらすことです。これは気晴らしや見直しを使用して負の感情を制御するための命令は、コントロール条件の子供たちと戦略の条件のうち、応答の違いを与え、...

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

子供たちは感情を調節すると有効性を評価するための実験パラダイムのための詳細なプロトコルが記述されています。子供がランダムに特定の感情規制戦略を使用するように割り当てられている、否定的な感情は、フィルムクリップ、感情規制が効果的であるその範囲に後続の精神生理学指数の変動で誘発されています。

小児における感情規制戦略の有効性の精神生理学的評価

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 ビュー.  University of California, Riverside (UCR). 子供たちは感情を調節すると有効性を評価するための実験パラダイムのための詳細なプロトコルが記述されています。子供がランダムに特定の感情規制戦略を使用するように割り当てられている、否定的な感情は、フィルムクリップ、感情規制が効果的であるその範囲に後続の精神生理学指数の変動で誘発されています。 

ビデオ: 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.

統合失調症のための家族ハイリスク児の感情オドボール課題を用いて前頭辺縁系の活性の測定

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

行動学

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.

情動表出の制御の神経相関の脳イメージング研究

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

神経科学

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.

実験室試験の活動の間、学部学生のパフォーマンスを評価するために、電気皮膚応答、唾液バイオマーカー、および自己レポートの使用

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.

幼児における自己隔離の効果を測定するための実験的パラダイム

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.

ほぼリアルタイムの本格的な試験体験を研究するための学際的かつ多モーダル実験設計

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.

注意欠陥多動性障害患者における認知・情緒処理に基づくファンディ介入の冒険

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.

学習困難を有する成人におけるメタ認知と自己調節を評価するためのマルチモーダルプロトコル

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.

幼児に心臓自律神経系（ANS）活性の測定 - 休憩と発達課題

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.

タスクベースの機能的磁気共鳴画像法を用いた強迫性障害における認知再評価の神経相関の探索

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

感情認識の生理学的相関

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

小児における感情規制戦略の有効性の精神生理学的評価

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