Skin Conductance Response (SCR) is a phasic change in electric conductivity of the skin, occurring either non-specifically, or in response to a stimulus (event-related, or ER-SCR). It has long been understood that ER-SCR amplitudes are greater when associated with unpleasant or high-arousal stimuli; however, the relationship between emotional valence and arousal to other ER-SCR measures such as ER-SCR latency (interval between stimulus onset and ER-SCR onset) and ER-SCR rise time (interval between ER-SCR onset and peak amplitude) is less well-established. Here, we presented 60 emotive pictures from IAPS and NAPS affective picture systems to a group of 100 young, healthy adults (50 male and 50 female) and recorded their electrodermal activity. We found that higher emotional arousal was associated with greater ER-SCR amplitudes and shorter ER-SCR rise times. Interestingly, while the increase in ER-SCR amplitudes was only observed for a subset of high-arousal stimuli (score 7-9 on a 9 point scale), the effect on ER-SCR rise times was more graded and particularly sensitive to the difference between low (score 1-3) and medium-arousal (score 4-6) categories. Next, we found that while ER-SCR amplitudes were greater in response to unpleasant stimuli (valence score 1-3 on a 9-point scale), none of the ER-SCR measures could distinguish between neutral (score 4-6) and positive stimuli (score 7-9). We suggest that the increase in ER-SCR amplitudes for unpleasant stimuli is primarily driven by the inherent association between unpleasantness and high arousal. In conclusion, we demonstrate that ER-SCR rise time conveys valuable information about emotional arousal and represents a useful complementary measure to ER-SCR amplitude in order to discern between multiple degrees of emotional arousal. Furthermore, this study confirms the cross-cultural validity of the IAPS and NAPS databases in a sample of young adult Czechs.
Open, reproducible, and replicable research practices are a fundamental part of science. Training is often organized on a grassroots level, offered by early career researchers, for early career researchers. Buffet style courses that cover many topics can inspire participants to try new things; however, they can also be overwhelming. Participants who want to implement new practices may not know where to start once they return to their research team. We describe ten simple rules to guide participants of relevant training courses in implementing robust research practices in their own projects, once they return to their research group. This includes (1) prioritizing and planning which practices to implement, which involves obtaining support and convincing others involved in the research project of the added value of implementing new practices; (2) managing problems that arise during implementation; and (3) making reproducible research and open science practices an integral part of a future research career. We also outline strategies that course organizers can use to prepare participants for implementation and support them during this process.
Training in robust research practices is becoming increasingly common. However, many course participants may encounter challenges in implementation of what they learned after returning to their research groups. In this piece, we summarize insights and "lessons learned" from a group of former course participants. We offer practical tips on implementation and cultural change that may be useful for researchers at any career stage. In addition, we provide a list of considerations for course instructors to help them support course attendees after training is over.
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