No abstract

No abstract

No abstract

Reading is an important part of our daily life, and rapid responses to emotional words have received a great deal of research interest. Our study employed rapid serial visual presentation to detect the time course of emotional noun processing using event-related potentials. We performed a dual-task experiment, where subjects were required to judge whether a given number was odd or even, and the category into which each emotional noun fit. In terms of P1, we found that there was no negativity bias for emotional nouns. However, emotional nouns elicited larger amplitudes in the N170 component in the left hemisphere than did neutral nouns. This finding indicated that in later processing stages, emotional words can be discriminated from neutral words. Furthermore, positive, negative, and neutral words were different from each other in the late positive complex, indicating that in the third stage, even different emotions can be discerned. Thus, our results indicate that in a three-stage model the latter two stages are more stable and universal.

The present study recorded event-related potentials using rapid serial visual presentation paradigm to explore the time course of emotionally charged pictures. Participants completed a dual-target task as quickly and accurately as possible, in which they were asked to judge the gender of the person depicted (task 1) and the valence (positive, neutral, or negative) of the given picture (task 2). The results showed that the amplitudes of the P2 component were larger for emotional pictures than they were for neutral pictures, and this finding represents brain processes that distinguish emotional stimuli from non-emotional stimuli. Furthermore, positive, neutral, and negative pictures elicited late positive potentials with different amplitudes, implying that the differences between emotions are recognized. Additionally, the time course for emotional picture processing was consistent with the latter two stages of a three-stage model derived from studies on emotional facial expression processing and emotional adjective processing. The results of the present study indicate that in the three-stage model of emotion processing, the middle and late stages are more universal and stable, and thus occur at similar time points when using different stimuli (faces, words, or scenes).

Previous studies have focused on the characteristics of ordinary facial expressions in patients with depression, and have not investigated the processing characteristics of ecological micro-expressions (MEs, i.e., MEs that presented in different background expressions) in these patients. Based on this, adopting the ecological MEs recognition paradigm, this study aimed to comparatively evaluate facial ME recognition in depressed and healthy individuals. The findings of the study are as follows: (1) background expression: the accuracy (ACC) in the neutral background condition tended to be higher than that in the fear background condition, and the reaction time (RT) in the neutral background condition was significantly longer than that in other backgrounds. The type of ME and its interaction with the type of background expression could affect participants’ ecological MEs recognition ACC and speed. Depression type: there was no significant difference between the ecological MEs recognition ACC of patients with depression and healthy individuals, but the patients’ RT was significantly longer than that of healthy individuals; and (2) patients with depression judged happy MEs that were presented against different backgrounds as neutral and judged neutral MEs that were presented against sad backgrounds as sad. The present study suggested the following: (1) ecological MEs recognition was influenced by background expressions. The ACC of happy MEs was the highest, of neutral ME moderate and of sadness and fear the lowest. The response to the happy MEs was significantly shorter than that of identifying other MEs. It is necessary to conduct research on ecological MEs recognition; (2) the speed of patients with depression in identifying ecological MEs was slower than of healthy individuals; indicating that the patients’ cognitive function was impaired; and (3) the patients with depression showed negative bias in the ecological MEs recognition task, reflecting the lack of happy ME recognition ability and the generalized identification of sad MEs in those patients.

Convergent creativity is a form of creative thinking that uses existing knowledge or traditional methods to analyze available information and generate an appropriate solution. The differences in the performance of participants in convergent creativity caused by bilingual learning is a popular research area in creativity. A final sample of 68 participants was asked to complete the remote associates test (RAT). The results indicate that a moderate positive correlation exists between bilingual learning and convergent creativity. Students who want to study abroad perform better on the RAT than those who do not, and this effect is mediated by second language proficiency. These findings suggest that improving students’ English proficiency and increasing their opportunities to study abroad may be effective ways to promoting convergent creativity.

The present study explored the role of snapshot emotional priming and math anxiety in estimation strategy selection. Participants were asked to complete a two-digit multiplication estimation task (e.g., 34 × 67) under explicit (Experiment 1) and implicit (Experiment 2) snapshot emotional priming conditions by freely choosing to use DU (down-up, e.g., doing 30 × 70 = 2100 for 34 × 67) or UD (up-down, e.g., doing 40 × 60 = 2400 for 34 × 67) strategies to arrive as close as possible to the correct answer. In Experiment 1, individuals’ estimation performance was positively influenced by explicit happy priming (shorter RT (reaction time)), while not affected by explicit fear priming. In Experiment 2, individuals’ estimation ACC (accuracy) when using the UD strategy was negatively affected by both implicit happy and fear priming, but their RT when using DU and UD strategies was positively impacted by implicit happy priming. In both experiments, the correlations between math anxiety and estimation performance (ACC, RT, and strategy selection adaptivity) was not significant. The present study suggests that fear priming was not always detrimental to individuals’ estimation performance, and happy priming did not always universally improve individuals’ estimation performance. Additionally, estimation strategy selection was not influenced by math anxiety.