Dataset Information

Different Aspects of the Neural Response to Socio-Emotional Events Are Related to Instability and Inertia of Emotional Experience in Daily Life: An fMRI-ESM Study.

ABSTRACT: Emotions are fundamentally temporal processes that dynamically change over time. This temporal nature is inherently involved in making emotions adaptive by guiding interactions with our environment. Both the size of emotional changes across time (i.e., emotional instability) and the tendency of emotions to persist across time (i.e., autocorrelation of emotional experience, emotional inertia) are key features of a person's emotion dynamics, and have been found central to maladaptive functioning and psychopathology as well as linked to social functioning. However, whether different (neural) mechanisms are underlying these dynamics as well as how they are related to the processing of (socio-) emotional information is to date widely unknown. Using a combination of Experience Sampling methods (ESMs) and fMRI (involving a social feedback paradigm), we examine how emotional instability and inertia in everyday life are associated with different aspects of the neural response to socio-emotional events. The findings indicate that while emotional instability is connected to the response of the core salience network (SN), emotional inertia is associated to responses in the parahippocampal gyrus (PHG) and lateral orbitofrontal cortex (lOFC). This is the first study showing that different aspects of the neural response to socio-emotional events are associated with different aspects of the temporal dynamics of emotion in real life.

SUBMITTER: Provenzano J

PROVIDER: S-EPMC6297363 | biostudies-literature | 2018

REPOSITORIES: biostudies-literature

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Different Aspects of the Neural Response to Socio-Emotional Events Are Related to Instability and Inertia of Emotional Experience in Daily Life: An fMRI-ESM Study.

Provenzano Julian J Bastiaansen Jojanneke A JA Verduyn Philippe P Oldehinkel Albertine J AJ Fossati Philippe P Kuppens Peter P

Frontiers in human neuroscience 20181211

Emotions are fundamentally temporal processes that dynamically change over time. This temporal nature is inherently involved in making emotions adaptive by guiding interactions with our environment. Both the size of emotional changes across time (i.e., emotional instability) and the tendency of emotions to persist across time (i.e., autocorrelation of emotional experience, emotional inertia) are key features of a person's emotion dynamics, and have been found central to maladaptive functioning a ...[more]

PMID: 30618682

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Project description:In a society where mobility, globalization and contact with people from other cultures have become its distinctive traits, the enhancement of plurilingualism and intercultural understanding should be of the utmost concern. From a positive psychology perspective, agency is the human capacity to affect other people positively or negatively through one's actions. This agentic vision can be related to mediation, a concept rooted in socio-cultural learning theory, where social interaction is considered a fundamental cornerstone in the development of cognition. These social interactions in the language learning setting may be facilitated through musical activities due to their social bonding effect. This paper tries to offer insights into how a music-mediated experience in language learning may develop students' interpersonal and collaborative competences to become active members of a more inclusive society. Mediation, considered to be a paradigm shift in the foreign language classroom and for different out-of-class language learning possibilities, could also provide an environment where learners maximize their emotional intelligence. Our paper focuses on this paradigm shift spearheaded by the Common European Framework for Languages Companion Volume (CEFR/CV) and the considerable repercussions it is bound to have for foreign language didactics, as cooperative tasks become central to foreign language learning. We hypothesize that mediated language learning experiences (MeLLEs) imply a socio-emotional change in learners, focusing on the others, on their needs and interests, by trying to help them understand texts, concepts or facilitating communication with their peers. An intervention with a music-MeLLE was designed and implemented in an L2 classroom of adult learners with divergent backgrounds. A self-assessment scale with mediation descriptors and the socio-emotional expertise scale (SEE) were administered. Results show that students become more mindful of their strengths, and of their capacity for collaboration and teamwork. This leads to more awareness of their mediation skills. Students' mediation skills correlate significantly with their socio-emotional skills - specifically with their expressivity. The implementation of a music-mediated experience also promoted tolerance and enhanced learners' intrinsic motivations for language learning at the same time as acknowledging their diversity.

Project description:OBJECTIVES:Implicit regulation of emotions involves medial-prefrontal cortex (mPFC) regions exerting regulatory control over limbic structures. Diminished regulation relates to aberrant mPFC functionality and psychopathology. Establishing means of modulating mPFC functionality could benefit research on emotion and its dysregulation. Here, we tested the capacity of transcranial direct current stimulation (tDCS) targeting mPFC to modulate subjective emotional states by facilitating implicit emotion regulation. MATERIALS AND METHODS:Stimulation was applied concurrently with functional magnetic resonance imaging to validate its neurobehavioral effect. Sixteen participants were each scanned twice, counterbalancing active and sham tDCS application, while undergoing negative mood induction (clips featuring negative vs. neutral contents). Effects of stimulation on emotional experience were assessed using subjective and neural measures. RESULTS:Subjectively, active stimulation led to significant reduction in reported intensity of experienced emotions to negatively valenced (p?=?0.005) clips but not to neutral clips (p?>?0.99). Active stimulation further mitigated a rise in stress levels from pre- to post-induction (sham: p?=?0.004; active: p?=?0.15). Neurally, stimulation increased activation in mPFC regions associated with implicit emotion regulation (ventromedial-prefrontal cortex; subgenual anterior-cingulate cortex, sgACC), and in ventral striatum, a core limbic structure (all ps?<?0.05). Stimulation also altered functional connectivity (assessed using whole-brain psycho-physiological interaction) between these regions, and with additional limbic regions. Stimulation-induced sgACC activation correlated with reported emotion intensity and depressive symptoms (rs?>?0.64, ps?<?0.018), suggesting individual differences in stimulation responsivity. CONCLUSIONS:Results of this study indicate the potential capacity of tDCS to facilitate brain activation in mPFC regions underlying implicit regulation of emotion and accordingly modulate subjective emotional experiences.

Dataset Information

Different Aspects of the Neural Response to Socio-Emotional Events Are Related to Instability and Inertia of Emotional Experience in Daily Life: An fMRI-ESM Study.

Publications

Different Aspects of the Neural Response to Socio-Emotional Events Are Related to Instability and Inertia of Emotional Experience in Daily Life: An fMRI-ESM Study.

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