The ICD‐11 has a new diagnostic system for personality disorder, which includes five optional trait specifiers to characterize the diagnosed pathology. The current study evaluated the internal structure and construct validity of the Personality Assessment Questionnaire for ICD‐11 (PAQ‐11) personality trait domains in a US population‐representative community sample. An exploratory factor analysis revealed the support for a four‐factor model underlying the 17 PAQ‐11 items, reflecting four of the five ICD‐11 trait domains (Negative Affectivity, Detachment, Disinhibition and Anankastia). Moreover, correlation analyses revealed that the PAQ‐11 domain scale scores were associated, as expected, with their counterparts from two other ICD‐11 trait domain measures, as well as with traditional personality disorder scores. More broadly, the results raised questions about the structural integrity of the Dissociality domain scale, and the discriminant validity of the Disinhibition and Anankastia scales. The overall conclusion was nevertheless promising with respect to the PAQ‐11 serving as a brief screening measure for the ICD‐11 trait domains.

Misophonia is characterized by excessive aversive reactions to specific “trigger” sounds. Although this disorder is increasingly recognized in the literature, its etiological mechanisms and maintaining factors are currently unclear. Several etiological models propose a role of Pavlovian conditioning, an associative learning process heavily researched in similar fear and anxiety-related disorders. In addition, generalization of learned associations has been noted as a potential causal or contributory factor. Building upon this framework, we hypothesized that Misophonia symptoms arise as a consequence of overgeneralized associative learning, in which aversive responses to a noxious event also occur in response to similar events. Alternatively, heightened discrimination between conditioned threat and safety cues may be present in participants high in Misophonia symptoms, as predicted by associative learning models of Misophonia. This preliminary report (n = 34) examines auditory generalization learning using self-reported behavioral (i.e., valence and arousal ratings) and EEG alpha power reduction. Participants listened to three sine tones differing in pitch, with one pitch (i.e., CS+) paired with an aversive loud white noise blast, prompting aversive Pavlovian generalization learning. We assessed the extent to which overgeneralization versus heightened discrimination learning is associated with self-reported Misophonia symptoms, by comparing aversive responses to the CS+ and other tones similar in pitch. Behaviorally, all participants learned the contingencies between CS+ and noxious noise, with individuals endorsing elevated Misophonia showing heightened aversive sensitivity to all stimuli, regardless of conditioning and independent of hyperacusis status. Across participants, parieto-occipital EEG alpha-band power reduction was most pronounced in response to the CS+ tone, and this difference was greater in those with self-reported Misophonia symptoms. The current preliminary findings do not support the notion that overgeneralization is a feature of self-reported emotional experience in Misophonia, but that heightened sensitivity and discrimination learning may be present at the neural level.

Neurofeedback procedures are attracting increasing attention in the neuroscience community. Based on the principle that participants, through suitable feedback, may learn to affect specific aspects of their brain activity, neurofeedback has been applied to basic research, translational, and clinical science alike. A large segment of the extant empirical research as well as review articles have focused on the extent to which neurofeedback interventions affect mental health outcomes, cognitive capacity, aging, and other complex behaviors. Another segment has aimed to characterize the extent to which neurofeedback affects the targeted neural processes. At this time, there is no current systematic review of the effects of neurofeedback on healthy participants performance in experimental tasks. Such a review is relevant in this rapidly evolving field because changes in experimental task performance are traditionally considered a hallmark of changing neurocognitive processes, often established in neurotypical individuals. This systematic review addresses this gap in the literature using the PRISMA method, building on earlier reviews on the same topic. Empirical studies using EEG or fMRI to alter brain processes linked to established, well-defined cognitive and affective laboratory tasks were reviewed. Substantial variability was found regarding the nature of the control for placebo effects, the implementation of the feedback, and the neural targets of feedback. Importantly, only a minority of the studies reported statistically meaningful effects of neurofeedback on performance in cognitive and affective tasks. Examining effect sizes and p-values in a subset of studies found no evidence for reporting bias, while also not finding systematic relations between study characteristics such as sample size or experimental control on the one hand and efficacy on the other. Implications for future work are discussed.

No abstract