Cognition and emotion interact to determine ongoing behaviors. In this study, we investigated the interaction between cognition and emotion during response inhibition using the stop-signal task. In Experiment 1, low-threat stop-signals comprising fearful and happy face pictures were employed. We found that both fearful and happy faces improved response inhibition relative to neutral ones. In Experiment 2, we employed high-threat emotional stimuli as stop signals, namely stimuli previously paired with mild shock. In this case, inhibitory performance was impaired relative to a neutral condition. We interpret these findings in terms of the impact of emotional stimuli on early sensory/attentional processing, which resulted in improved performance (Experiment 1), and in terms of their impact at more central stages, which impaired performance (Experiment 2). Taken together, our findings demonstrate that emotion can either enhance or impair cognitive performance depending on the emotional potency of the stimuli involved.
Cognition and emotion interact in important ways to shape ongoing behaviors. In this study, we investigated the interaction between conflict-driven executive control adjustments and emotion during a face-word Stroop-like paradigm. Neutral and negative images were employed to manipulate emotion. We were particularly interested in contrasting two hypotheses of the impact of emotion on conflict adaptation effects. On the one hand, resource accounts of cognitive–emotional interactions predict that behavioral adjustments following incongruent trials would be decreased when participants also have to process a negative stimulus. On the other hand, affect regulation models predict that negative emotion should increase behavioral adjustments. We found that task-irrelevant negative stimuli significantly reduced conflict-driven control effects (i.e., conflict adaptation) compared to neutral images. We interpret the findings in terms of shared resources between proactive control mechanisms and emotional processing. Our findings demonstrate that emotion interacts with executive mechanisms responsible for dynamic behavioral adjustments that are tied to environmental demands, a central facet of flexible, goal-directed behavior.
Several theoretical frameworks have suggested that anxiety/stress impairs cognitive performance. A competing prediction is made by attentional narrowing models that predict that stress decreases the processing of task-irrelevant items, thus benefiting performance when task-irrelevant information interferes with behavior. Critically, previous studies have not evaluated these competing frameworks when potent emotional manipulations are involved. Here, we used threat of bodily harm preceding a color-word Stroop task to test these claims. We found a basic effect of threat consisting of a slowing down of performance during neutral Stroop trials. Furthermore, both facilitation and interference scores were affected by threat of shock in a way that was consistent with a reduced-distractor effect. Taken together, we interpret our findings in terms of two opposing effects of stress on cognitive performance. Although partly consistent with the attentional narrowing hypothesis, both resource models and cognitive breadth models require revision in order to account for the results.
Although enormous progress has recently been made in identifying the neural representations of individual object concepts, relatively little is known about the growth of a neural knowledge representation as a novel object concept is being learned. In this fMRI study, the growth of the neural representations of eight individual extinct animal concepts was monitored as participants learned two features of each animal, namely its habitat (i.e., a natural dwelling or scene) and its diet or eating habits. Dwelling/ scene information and diet/eating-related information have each been shown to activate their own characteristic brain regions. Several converging methods were used here to capture the emergence of the neural representation of a new animal feature within these characteristic, a priori-specified brain regions. These methods include statistically reliable identification (classification) of the eight newly acquired multivoxel patterns, analysis of the neural representational similarity among the newly learned animal concepts, and conventional GLM assessments of the activation in the critical regions. Moreover, the representation of a recently learned feature showed some durability, remaining intact after another feature had been learned. This study provides a foundation for brain research to trace how a new concept makes its way from the words and graphics used to teach it, to a neural representation of that concept in a learner's brain. Hum Brain Mapp 36:3213-3226, 2015.V C 2015 Wiley Periodicals, Inc.
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