Interaction between emotional state and learning underlies mood instability.
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ABSTRACT:
SUBMITTER: Eldar E
PROVIDER: S-EPMC5338993 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:Face-to-face communication has several sources of contextual information that enables language comprehension. This information is used, for instance, to perceive mood of interlocutors, clarifying ambiguous messages. However, these contextual cues are absent in text-based communication. Emoticons have been proposed as cues used to stress the emotional intentions on this channel of communication. Most studies have suggested that their role is to contribute to a more accurate perception of emotions. Nevertheless, it is not clear if their influence on disambiguation is independent of their emotional valence and its interaction with text message valence. In the present study, we designed an emotional congruence paradigm, where participants read a set of messages composed by a positive or negative emotional situation sentence followed by a positive or negative emoticon. Participants were instructed to indicate if the sender was in a good or bad mood. With the aim of analyzing the disambiguation process and observing if the role of the emoticons in disambiguation is different according their valence, we measure the rate of responses of perceived mood and the reaction times (RTs) for each condition. Our results showed that the perceived mood in ambiguous messages tends to be more negative regardless of emotion valence. Nonetheless, we observed that this tendency was not the same for positive and negative emoticons. Specifically, negative mood perception was higher for incongruent positive emoticons. On the other hand, RTs for positive emoticons were faster than for the negative ones. Responses for incongruent messages were slower than for the congruent ones. However, the incongruent condition showed different RTs depending on the emoticons' valence. In the incongruent condition, responses for negative emoticons was the slowest. Results are discussed taking into account previous observations about the potential role of emoticons in mood perception and cognitive processing. We concluded that the role of emoticons in disambiguation and mood perception is due to the interaction of emoticon valence with the entire message.
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Project description:The emotional state of the learner is an important factor that must be taken into consideration during evaluating learning process and managing learning flows in computer based learning environments. This factor has a significant impact on the process of interaction between the learner and the learning environment. Enriching this type of interaction make the learning flow more dynamic based on emotional and mental responses of the learners. This approach can manage various learning flows based on learner's capabilities which lead to enhance the learning process outcome. This article provides data on learners' emotional states during their interaction with learning environment and other data that describe their learning activities and learning flows. The learning activities data is a combination of data that represents summary of learners' emotional states and data that represents the mental responses per learning session. All of emotional states data and mental responses data are used to provide the next learning level for each learner using fuzzy rules. The datasets are hosted in the Mendeley Dataset Repository (Megahed, 2019).
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Project description:The ability to conceptualize and understand one's own affective states and responses - or "Emotional awareness" (EA) - is reduced in multiple psychiatric populations; it is also positively correlated with a range of adaptive cognitive and emotional traits. While a growing body of work has investigated the neurocognitive basis of EA, the neurocomputational processes underlying this ability have received limited attention. Here, we present a formal Active Inference (AI) model of emotion conceptualization that can simulate the neurocomputational (Bayesian) processes associated with learning about emotion concepts and inferring the emotions one is feeling in a given moment. We validate the model and inherent constructs by showing (i) it can successfully acquire a repertoire of emotion concepts in its "childhood", as well as (ii) acquire new emotion concepts in synthetic "adulthood," and (iii) that these learning processes depend on early experiences, environmental stability, and habitual patterns of selective attention. These results offer a proof of principle that cognitive-emotional processes can be modeled formally, and highlight the potential for both theoretical and empirical extensions of this line of research on emotion and emotional disorders.
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Project description:BackgroundBipolar disorder (BD) is associated with excess and premature cardiovascular mortality. Elevated blood pressure (BP) is a leading contributor to cardiovascular risk. However, few studies have examined BP in BD in comparison to other psychiatric disorders. Furthermore, the association between BP and mood instability is not presently clear despite increasing interest in repurposing existing antihypertensive medications as possible novel BD treatments. Thus we examined BP differences between BD and borderline personality disorder (BPD), a disorder with a similar symptom profile through chronic mood instability.MethodsA total of 106 adults (38 BD, 25 BPD, and 43 healthy controls), evaluated in the Automated Monitoring of Symptom Severity (AMoSS) study, completed a week-long home blood pressure monitoring assessment and ecological momentary assessment of mood. We examined group-wise differences in mean BP and BP variability and their association with mood instability.ResultsBD individuals had a significantly wider resting pulse pressure (40.8 ± 7.4, mmHg) compared to BPD (35.7 ± 5.3, mmHg, P = 0.03) and control participants (37.3 ± 6.3, mmHg, P = 0.036). Systolic BP was negatively associated with sad mood instability, and all measures of mean BP (systolic, diastolic, and mean arterial pressure) were negatively associated with positive mood instability.ConclusionsThis study demonstrates BP differences between BD and healthy and clinical controls that are within a normotensive range. Early pulse pressure widening may be a modifiable pathophysiological feature of BD that confers later cardiovascular risk. BP may be an important transdiagnostic predictor of mood instability and a potential explicit treatment target.
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Project description:Many women suffer from premenstrual syndrome (PMS), which can be considered a modern illness in this busy society; mental symptoms, such as irritability, often affect the surroundings and result in loss of self-confidence. The symptoms of PMS are diverse, and it is often difficult to treat psychiatric and social symptoms with low-dose estrogen progestin combination drug (LEP) alone. Selective serotonin reuptake inhibitors (SSRIs) are also effective; however, many are unable to take them owing to their side effects. "Kambakutaisoto" is a Kampo medicine consisting of "jujube," "licorice," and "wheat," which is often described as "food"; however, it is highly effective in treating emotional instability attributed to PMS in sensitive young women. There are many reports on the effects of kambakutaisoto; the molecular nutritional findings of kambakutaisoto, which has dramatic effects despite its mild composition of crude drugs, have also been reported, suggesting an association with premenstrual exacerbation of functional hypoglycemia. A narrative review of its clinical effects on PMS and the results of molecular nutrition studies was performed.
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Project description:Here we tested a hypothesis that epileptogenesis influences expression pattern of genes in the basolateral amygdala that are critical for fear conditioning. Whole genome molecular profiling of basolateral rat amygdala was performed to compare the transcriptome changes underlying fear learning in epileptogenic and control animals. Our analysis revealed that after acquisition of fear conditioning 26 genes were regulated differently in the basolateral amygdala of both groups. Thus, our study provides the first evidence that not only the damage to the neuronal pathways but also altered composition or activity level of molecular machinery responsible for formation of emotional memories within surviving pathways can contribute to impairment in emotional learning in epileptogenic animals. Understanding the function of those genes in emotional learning provides an attractive avenue for identification of novel drug targets for treatment of emotional disorders after epileptogenesis-inducing insult.
2009-02-13 | GSE13624 | GEO