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.

프로토콜 내에서 중요한 단계 효과적으로 부정적인 감정을 유도하고 특정 감정 조절 전략이 프로토콜 내에서 중요한 단계이다 사용하는 아이들을 지시. 수정 및 문제 해결 영화 클립을 선택해야합니다 (파일럿 테스트)는 그들이 특정 연령대에 대한 관심의 대상 감정을 불러 일으킬 수 있도록 문제의 연령 범위 주어진 연령에 적합한 것...

아이들은 슬픔과 같은 부정적인 감정을 경험하고 매일 우려하고있다. 그들이 개발하고 성숙으로, 아이들은 그 세계에 적응 스트레스와 도전의 넓은 범위를 관리 할 수 ​​있도록 규제 전략을 배운다. 그들의 감정 조절 레퍼토리가 확장, 주로 행동 전략에서 조성 변화는 더인지 적 전략 (1)를 포함 할 수 있습니다. 중간 어린 시절의 말에 아이들은인지와 행동 모두 전략 2를 사용하여 자신의 감정을 조절한다. 원치 않는 부정적인 감정의 효과적인 규제 또는 관리를 이해하는 것은 최근 몇 년 동안 개발 과학자들에게 점점 관심이되고있다. 이 관심은 아이들의 일상 생활 (예를 들어, 학업 성취도 3, 우정에 대한 실질적인 결과와, 사회적, 정서적,인지 적 결과의 호스트로 연구 연결하는 감정 조절 과정에 의해 부분적으로 구동된다 5). 재평가 및주의 산만 : 여기에 설명 된 방법은 지금까지 경험적인 관심의 사자의 점유율을받은이인지 적 정서 조절 전략에 초점을 맞추고있다. 성인으로 수행 연구 재평가 산만 감정 6, 7, 8, 9, 10, 11을 경감을위한 효과적인 방법임을 보여 주었다. 변경하거나 하나의 감정이나 문제를 해석하는 방법을 포함 프레이밍 재평가는, 학령기 아동 12 부정적인 감정의 강도 13 줄이는데 효과적인 것으로 밝혀졌다. 산만는 대조적으로, 하나는 약 아이가 버지니아를받을 때와 같이 대해 생각하고 무엇을 변경 포함ccine 대신에 그들은 이후에 부모와 함께 즐길 수 아이스크림 생각한다. 14 세 6 세 - 어린이는 어린 5 등으로부터 효과적으로 부정적인 감정을 조절하기 위해 이러한인지 적 전략을 사용하기 시작할 수 있습니다. 공부 감정 규제의 이론과 실천 과제 감정적 반응 및 규제 프로세스, 16, 양방향 고리, 반복적 15있다. 따라서, 개발 과학자의 핵심 개념 도전은 파악하고 의미있는 응답 감정과 규제 프로세스를 구별 방법을 사용하는 것이다. 여기에 설명 된 방법은 (규제로 감정 대조적으로) 규제로 감정의보기 (15)이 걸립니다. 감정 조절은 강도를 변경 방법에서 숙련 된 감정 (17)을 변경하는 과정으로 정의상기 감정 (18)의 길이 및 / 또는 가수. 주의 산만 및 재평가 등의인지 적 정서 조절 전략은 부정적인 감정 (14)을 줄일 것을 행동 증거를 약속에도 불구하고, 지배적 인 자기보고 또는 특히 어린 아이들과 함께, 기존의 실증 연구에서 도출 할 수있는 결론을 제한 관측 방법에 많은 한계가있다. 예를 들어, 감정적 경험의 자기보고는 부정확 한 수요와 특성에 따라 달라질 수 있습니다. 인덱스 감정적 인 응답에 (얼굴 표정의 예) 행동 관찰은 자기보고보다 표면 상 객관적이지만, 관찰은 여전히 마스크 또는 고통 또는 부정적 감정의 진정한 경험을 숨길 자동 및 명시 적 규제 프로세스에 따라 달라질 수 있습니다. 이러한 개념 및 방법 론적 문제를 해결하기 위해 본 논문에서는 감정 조절의 효과를 조사하는 방법을 설명합니다연구자들은 더 명확하게에 반응과 부정적인 감정의 활성 조절을 구별 할 수 있습니다 어린이의 후속 정신 생리학에 trategies. 부정적인 감정을 유도하고 다른 지시 감정 조절 전략의 결과를 평가하기위한이 실험 패러다임은 연령, 청소년, 또는 성인의 넓은 범위의 아이들과 함께 사용할 수있는 방법을 제공합니다. 정신 생리학은 감정 규정의 비 침습성 인덱스 호흡 부비동 부정맥 (RSA)는 부교감 심장 정신 생리학의 일반적으로 사용되는 지표이며, 아이들의 감정 조절 능력 (19), (20)의 키 상관 관계로 떠오르고있다. RSA가 심박수 변동의 측정으로부터 유도되는 22 호흡주기 (21) 내 (미주 신경의 원심성 섬유에 의해 제어 됨)<html> . 높은 기준 RSA는 RSA 부정적인 사회 정서적 결과 (23)에 연결되어 낮은베이스 라인 반면 더 나은 감정 조절 및 사회 정서적 능력 (21)을 나타냅니다. 기준 RSA 도전 (RSA 반응성) 큰 공감 영향력과 자원 동원을 가능의 조건에서 기준 레벨에서 RSA의 변화 반면, 스트레스에 대응하는 시스템의 규제 능력을 반영한다. 이 과정은 지속적인 관심, 행동 자율 규제의 촉진에 항상성 요구에서 멀리 이동하고, 정서적 또는 행동 각성 (20), (26)를 제어하는 대처 전략의 생성을 반영한다. 도전적인 실험실 작업에 RSA 반응성이 적은 음의 감성과 위험 행동 문제에 대한 더 나은 지속적인 관심 (21)를 포함하여, 더 나은 감정 조절 능력과 일반적인 적응 기능과 연관된엉덩이 = &quot;외부 참조&quot;&gt; 23, 24, 25, 26, 27. 도전 RSA의 반응성 (RSA 억제) 부교감 영향을 (RSA 확대 술)을 증가 또는 감소로 설명 될 수있다. 심장 이상 부교감 영향이 상황에서 규제되고있는 유연성은 적응 감정 조절의 기초가 생각된다. 실제로, 도전적인 일련의 작업 동안 아이들의 RSA 진폭의 변화는 자신의 감정 조절 기술 (28)를 예측한다. RSA도 감정적 어려운 상황에 응답한다. 예를 들어, RSA 억제 (작업 레벨 기준 레벨에서의 감소가) 슬픔과 두려움이 영화 클립 (29)를 통해 유발되는 경우 감정의 효과적인 규제에 연결되어 있습니다 (작업에 기준선에서 증가) 두려움과 슬픔,하지만 증가를 경험에 연결되어, </SUP&gt; 30. 생체 내 감정 조절 과정에 대한 평가를 위해이 비 침습적 방법의 유용성에 대문자로 한 이전의 연구들은 감정 도출 동영상 (31)를 시청하는 동안 특정인지 적 정서 조절 전략의 어린이의 사용은 RSA의 반응성을 예측하는 방법을 설명했다. 이 논문은 부정적인 감정의 경험과 규정을 구문 분석 할 수있는 혁신적인 방법을 제공, 인덱스 규제 기능 활성 감정 조절과 관련된 생리 학적 패턴을 사용하는 새로운 실험 패러다임을 설명합니다.

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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.

도 2 및도 3에 도시 된 바와 같이, 전형적인 결과는 아이들에게 지시하는 것은 단순히 감정적 막 (컨트롤)을 볼 RSA보다 반응성이 다른 패턴에 이르게인지 감정 조절 전략을 사용하기 때문이다. 이 지침은 제어 상태에서 아이들과 전략 조건 중 응답의 차이 주어진, 감정적으로 어려운 작업 중에 응답 생리의 다른 패턴을 야기 할주의 산만을 사용하?...

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

실험 패러다임에 대한 자세한 프로토콜은 아이들이 감정이 설명되어 조절되는 효과를 평가합니다. 어린이는 무작위로 다음 정신 생리학 지수에 감정 조절이 적용되는 범위를 특정 감정 조절, 부정적인 감정은 영화 클립을 유도하는 전략, 변경을 사용하여 지정됩니다.

어린 시절의 감정 규제 전략의 효과의 정신 생리 학적 평가

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 조회수.  University of California, Riverside (UCR).  실험 패러다임에 대한 자세한 프로토콜은 아이들이 감정이 설명되어 조절되는 효과를 평가합니다. 어린이는 무작위로 다음 정신 생리학 지수에 감정 조절이 적용되는 범위를 특정 감정 조절, 부정적인 감정은 영화 클립을 유도하는 전략, 변경을 사용하여 지정됩니다. 

비디오: 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.

정신 분열증에 대한 가족 성 위험이 높은 아동의 정서적 괴짜 작업을 사용하여 이마 관자 - 변연계의 활동의 측정

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

연구

행동분석학

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.

감정 규정의 신경 상호의 두뇌 이미징 조사

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

신경과학

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.

갈바닉 피부 응답, 타액 바이오 마커 및 자기 보고서의 사용은 실험실 시험 활동 동안 학부 학생의 성능을 평가하기 위해

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.

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.

거의 실시간으로 정통 시험 경험을 공부하기위한 학제 간 및 다중 모달 실험 설계

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.

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.

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.

유아에서 심장 자율 신경계 (ANS) 활동을 측정 - 휴식 및 발달 과제

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

의학

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.

작업 기반 기능적 자기 공명 영상(Task-based Functional Magnetic Resonance Imaging)을 사용하여 강박 장애에서 인지적 재평가의 신경 상관관계 탐색

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

감정 인식의 생리학적 상관 관계

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