Verbal insults go against a universal moral imperative not to inflict harm on others, and they also pose a threat to one’s face or reputation. As such, these “verbal slaps in the face” provide a... Show moreVerbal insults go against a universal moral imperative not to inflict harm on others, and they also pose a threat to one’s face or reputation. As such, these “verbal slaps in the face” provide a unique opportunity to explore the interface between language and emotion. We used electroencephalography (EEG) and skin conductance (SC) recordings to compare the short-term impact of verbal insults such as “Linda is an idiot” or “Paula is horrible” to that of more positive evaluations (e.g., “Linda is an angel”, “Paula is impressive”) and neutral factual descriptions (e.g., “Linda is a student”), examining how responses to these various speech acts adapt as a function of massive repetition. By using either the participant’s or somebody else’s name, we also explored how statement impact depended on who was being evaluated. Multilevel ERP analysis with three predesignated latency ranges revealed an early insult effect in P2 amplitude that was highly robust over repetition and also did not depend on who the insult was about. This P2 effect points to a very rapid and stable capture of emotional attention, plausibly triggered by the retrieval of evaluative word meaning from long-term memory. Insults also elicited a larger late positive potential (LPP), again regardless of who the insult was about, but this later effect did not withstand repetition. Skin conductance responses showed that insults did not lead to more arousal than compliments did. In all, our findings suggest that in a standard psycholinguistic comprehension experiment without real interaction between speakers, insults deliver lexical “mini-slaps in the face,” such that the strongly negative evaluative words involved (e.g., “idiot”) automatically grab attention during lexical retrieval, regardless of how often that retrieval occurs. Show less
Parent-to-child transmission of information processing biases to threat is a potential causal mechanism in the family aggregation of anxiety symptoms and traits. This study is the first to... Show moreParent-to-child transmission of information processing biases to threat is a potential causal mechanism in the family aggregation of anxiety symptoms and traits. This study is the first to investigate the link between infants' and parents' attention bias to dynamic threat-relevant (versus happy) emotional expressions. Moreover, the associations between infant attention and anxiety dispositions in infants and parents were explored. Using a cross-sectional design, we tested 211 infants in three age groups: 5-to-7-month-olds (n = 71), 11-to-13-month-olds (n = 73), and 17-to-19-month-olds (n = 67), and 216 parents (153 mothers). Infant and parental dwell times to angry and fearful versus happy facial expressions were measured via eye-tracking. The parents also reported on their anxiety and stress. Ratings of infant temperamental fear and distress were averaged across both parents. Parents and infants tended to show an attention bias for fearful faces with marginally longer dwell times to fearful versus happy faces. Parents dwelled longer on angry versus happy faces, whereas infants showed an avoidant pattern with longer dwell times to happy versus angry expressions. There was a significant positive association between infant and parent attention to emotional expressions. Parental anxiety dispositions were not related to their own or their infant's attention bias. No significant link emerged between infants' temperament and attention bias. We conclude that an association between parental and infant attention may already be evident in the early years of life, whereas a link between anxiety dispositions and attention biases may not hold in community samples. Show less
Film has been used for education ever since educators recognized its powerful potential for learning. But its educational application has been criticized throughout the decades for underuse of the... Show moreFilm has been used for education ever since educators recognized its powerful potential for learning. But its educational application has been criticized throughout the decades for underuse of the distinctive potential of film: to raise interest. To understand more fully film's potential for learning, we propose a dynamic model of viewer interest and its underlying cognitive and emotional mechanisms (film's interest raising mechanisms or FIRM model). In addition, we present an analysis method for assessing the interestingness of films in learning contexts. Our model marries interest theories from cognitive film theory and educational psychology and captures the dynamics of interestingness across a film as depending on a balance between challenge posed and coping potential provided. Show less
Hoek, D.; Doorn, J. van; Wingerden, S.G.C. van 2021
Previous research has shown that gruesome evidence influences guilt decisions. Several scholars have put forward that the emotional response to gruesome evidence drives this effect. The current... Show morePrevious research has shown that gruesome evidence influences guilt decisions. Several scholars have put forward that the emotional response to gruesome evidence drives this effect. The current systematic review aims to critically scrutinize the current literature on this underlying emotion mechanism, by reviewing studies on the potential mediating role of emotion. A synthesis of the literature suggests that specific emotions have different effects: disgust shows a mediating effect, fear and sadness do not, whereas the effect of anger is inconsistent. The question remains whether an emotional effect is desirable in the courtroom. Recommendations for future research and the legal practice are made. Show less
This dissertation shows that the subjective experience of surprise and curiosity depends on where people are in their process of making sense. Part 1 focusses on surprise. It shows that to study... Show moreThis dissertation shows that the subjective experience of surprise and curiosity depends on where people are in their process of making sense. Part 1 focusses on surprise. It shows that to study surprise it is key to take the temporal dynamics of sense-making into account and to distinguish surprise (i.e., the response to the unexpectedness of an event) from the state that follows it after sense-making (i.e., the response to the valence of the event). Part 2 focusses on curiosity. It shows that anticipation is a key factor for how it feels to be curious. The closer people are to the resolution, the more they anticipate discovering new information, the more negative feelings of deprivation are reduced. Moreover, the more people anticipate that they can deal with complex novel things, the more curious they will become. Taken together, the findings in this dissertation show that people first need to master a situation of "not knowing" before they can appreciate it. Show less
Aktar, E.; Mandell, D.J.; De Vente, W.; Majdandžić, M.; Raijmakers, M.E.J.; Bögels, S.M. 2016
Between 10 and 14 months, infants gain the ability to learn about unfamiliar stimuli by observing others’ emotional reactions to those stimuli, so called social referencing (SR). Joint processing... Show moreBetween 10 and 14 months, infants gain the ability to learn about unfamiliar stimuli by observing others’ emotional reactions to those stimuli, so called social referencing (SR). Joint processing of emotion and head/gaze direction is essential for SR. This study tested emotion and head/gaze direction effects on infants’ attention via pupillometry in the period following the emergence of SR. Pupil responses of 14-to-17-month-old infants (N = 57) were measured during computerized presentations of unfamiliar objects alone, before-and-after being paired with emotional (happy, sad, fearful vs. neutral) faces gazing towards (vs. away) from objects. Additionally, the associations of infants’ temperament, and parents’ negative affect/depression/anxiety with infants’ pupil responses were explored. Both mothers and fathers of participating infants completed questionnaires about their negative affect, depression and anxiety symptoms and their infants’ negative temperament. Infants allocated more attention (larger pupils) to negative vs. neutral faces when the faces were presented alone, while they allocated less attention to objects paired with emotional vs. neutral faces independent of head/gaze direction. Sad (but not fearful) temperament predicted more attention to emotional faces. Infants’ sad temperament moderated the associations of mothers’ depression (but not anxiety) with infants’ attention to objects. Maternal depression predicted more attention to objects paired with emotional expressions in infants low in sad temperament, while it predicted less attention in infants high in sad temperament. Fathers’ depression (but not anxiety) predicted more attention to objects paired with emotional expressions independent of infants’ temperament. We conclude that infants’ own temperamental dispositions for sadness, and their exposure to mothers’ and fathers’ depressed moods may influence infants’ attention to emotion-object associations in social learning contexts. Show less
The aim of this thesis was to identify the neural mechanisms that enable a person to adaptively respond to, and recover from stress, which was studied in healthy controls, in people with increased... Show moreThe aim of this thesis was to identify the neural mechanisms that enable a person to adaptively respond to, and recover from stress, which was studied in healthy controls, in people with increased vulnerability or resilience to stress-related disorders, and in people with depression or PTSD, using magnetic resonance imaging (MRI). In most of the studies, a specific MRI method was employed, with which it is possible to assess how different brain regions communicate with each other (i.e., functional connectivity) when the brain is initiating or regulating stress responses. Structure, activity, and connectivity of the amygdala, a small brain region important for stress reactivity, was of main interest. The results show how stress influences information processing, and causes changes in the communication between brain areas, even long after the stressful event ended. Furthermore, personality dimensions associated with increased vulnerability or resilience to affective disorders were associated with changes in brain networks involved in emotion processing and regulation. Finally, smaller amygdala volumes were found in women with PTSD, while reduced integrity of affective brain networks was demonstrated in depression. Together, these results open important new avenues for future research into the short and long term effects of stress on the brain. Show less
Pauwels, E.K.J.; Volterrani, D.; Mariani, G.; Kostkiewics, M. 2014
This dissertation examines what network in the human brain is involved in the perception of prosody and whether activity within this network is modulated by the personality trait alexithymia. The... Show moreThis dissertation examines what network in the human brain is involved in the perception of prosody and whether activity within this network is modulated by the personality trait alexithymia. The first four chapters of this dissertation reveal that a bihemispheric network consisting of Heschl__s gyrus, the middle superior temporal gyrus, the posterior superior temporal gyrus and the pars opercularis of the inferior frontal gyrus is involved in the perception of emotional prosody. Furthermore, relative right hemispheric specialization for emotional prosody perception can be demonstrated but no hemispheric specialization can be found for linguistic prosody perception. Moreover, hemispheric specialization for emotional prosody perception seems to be driven by hemispheric specialization for non-prosody-specific acoustic dimensions of the speech signal, and not for abstract emotional processing. Additionally, automaticity of processing can be demonstrated for emotional prosody, particularly for anger, but not for emotional music. Last, alexithymia can indeed be demonstrated to modulate activity within the emotional prosody perception network, particularly at relatively early components of the emotional prosody perception pathway. This dissertation is of interest to neurolinguists, (neuro-)phoneticians, psychologists, cognitive neuroscientists, comparative biologists and neurologists specialized in aphasia Show less
This study investigates the perception and production of emotional prosody by native and non-native listeners and speakers, i.e. Chinese and Dutch listeners and speakers, including Dutch L2... Show moreThis study investigates the perception and production of emotional prosody by native and non-native listeners and speakers, i.e. Chinese and Dutch listeners and speakers, including Dutch L2 learners of Chinese. There is an acoustic analysis in this dissertation which shows the differences between three types of production of emotional prosody, i.e., Chinese L1, Dutch L2 and Dutch L1. This study also studies the in-group advantage and the cross-cultural perceptual ability of recognizing emotional prosody in an unknown language. Furthermore, the functional view is tested in this study, predicting that listeners of a tonal language will be less intent on paralinguistic use of prosody than listeners of a non-tonal language. This study describes three judgment studies in total. The first two judgment studies were carried out with native and non-native speakers and listeners of Chinese, and using Chinese native speakers and listeners to provide a baseline. The third study was conducted to test how well novice Chinese and Dutch listeners recognize emotional prosody expressed in their native language and in the other language. The results show that Dutch L2 speakers of Chinese are not able to produce emotional prosody as well as Chinese native speakers do; neither are they able to vocally express emotion as recognizable as they do in their L1. It seems that Dutch L2 speakers of Chinese develop a hybrid system for expressing emotional prosody in the L2. Moreover, the functional view is supported, indicating that Dutch listeners are generally better than Chinese listeners in recognizing emotional prosody, regardless the language in which the emotion is expressed. This dissertation is of interest to linguists, psychologists, phoneticians, language instructors or coaches, and those who work in the perception and/or production of emotion cross-culturally. Show less
Tollenaar, M.S.; Chatzimanoli, M.; Wee, N.J.A. van der; Putman, P. 2013
There are clear sex differences in incidence and onset of stress-related and other psychiatric disorders in humans. Yet, rodent models for psychiatric disorders are predominantly based on male... Show moreThere are clear sex differences in incidence and onset of stress-related and other psychiatric disorders in humans. Yet, rodent models for psychiatric disorders are predominantly based on male animals. The strongest argument for not using female rodents is their estrous cycle and the fluctuating sex hormones per phase which multiplies the number of animals to be tested. Here, we will discuss studies focused on sex differences in emotionality and cognitive abilities in experimental conditions with and without stress. First, female sex hormones such as estrogens and progesterone affect emotions and cognition, contributing to sex differences in behavior. Second, females respond differently to stress than males which might be related to the phase of the estrous cycle. For example, female rats and mice express less anxiety than males in a novel environment. Proestrus females are less anxious than females in the other estrous phases. Third, males perform in spatial tasks superior to females. However, while stress impairs spatial memory in males, females improve their spatial abilities, depending on the task and kind of stressor. We conclude that the differences in emotion, cognition and responses to stress between males and females over the different phases of the estrous cycle should be used in animal models for stress-related psychiatric disorders. Show less
The studies described in this thesis aimed to investigate how affect and motivation impact cognitive control, in terms of both behavior and brain activation. Six out of the eight empirical studies... Show moreThe studies described in this thesis aimed to investigate how affect and motivation impact cognitive control, in terms of both behavior and brain activation. Six out of the eight empirical studies found support for indirect effects on cognitive control, as measured with sequential trial-to-trial adaptations in cognitive control tasks. Only two studies resulted in evidence for a direct modulation of cognitive control (Chapter 4 and 9). Indirect effects occurred on trial-to-trial adaptation in cognitive control tasks involving a random presentation of compatible and incompatible trials. We found that conflict adaptation, the transient improvement of behavioral control after incompatible in comparison to compatible trials, was subject to affective regulation. In particular, we found that after incompatible trials, positive emotional states reduced and negative emotional states increased adaptation. These effects occurred for both short-term (Chapters 2 and 3) and long-term affect manipulations (Chapters 5, 6, and 7). Motivation and task difficulty also interacted with conflict adaptation (Chapter 8). The neuroimaging studies described in Chapter 3 and 6 demonstrate the role of fronto-striatal interactions in this affective regulation of cognitive control. Taken together, this thesis demonstrates the role that positive and negative emotions play in the adaptation of behavior and mental effort. Show less
Cross-cultural research shows that cultural frameworks provide guidance on what to feel and when, and how to express emotions from a young age. These cultural variations can cause misinterpretation... Show moreCross-cultural research shows that cultural frameworks provide guidance on what to feel and when, and how to express emotions from a young age. These cultural variations can cause misinterpretation and misunderstanding and are especially relevant for ethnic minority groups, who may be described as living ‘in between’ cultures. This thesis examines the extent to which Moroccan-Dutch adolescents’ emotional functioning can be considered in between cultures. Their emotion awareness, acknowledgment of social emotions, anger regulation, and anger communication was compared with those of their Dutch peers and with those of their peers living in Morocco. The thesis also addresses the adaptiveness of these aspects of emotional functioning in terms of psychological functioning. The results reveal that, overall, Moroccan-Dutch adolescents’ emotional functioning shows more similarities with that of their Dutch than their Moroccan peers. Although these ‘Dutch’ emotion patterns do not always seem adaptive for Moroccan-Dutch adolescents’ psychological wellbeing, the findings suggest that their emotional functioning in peer situations is a product of the Dutch culture. Show less
The main goal of the present thesis was to study the effects of stress and stress hormones on the retrieval of emotional memories in healthy humans. In addition, we were interested in the effects... Show moreThe main goal of the present thesis was to study the effects of stress and stress hormones on the retrieval of emotional memories in healthy humans. In addition, we were interested in the effects of stress hormones on post-retrieval processes like reconsolidation. That is, are there only acute and temporary effects of stress hormones on memory retrieval, or are there also long-term effects? Studying effects of stress hormones can be done in two ways; either by (experimentally) inducing stress in humans, or by exogenously administering doses of stress hormones. In the present thesis both ways were used. Furthermore, when investigating emotional memories, we can make use of memories that are created in a laboratory setting or those that derive from real life experiences, i.e. autobiographical memories. Again, both methods were investigated. We found acute stress and a single cortisol administration to have direct and long-term impairing effects on memory for neutral and emotional information that was learned and reactivated in a controlled laboratory situation. Future studies should shed more light on the generalizability of these findings to real life settings and clinical practice. Show less
