Global–local processing and dispositional bias interact with emotion processing in the psychological refractory period paradigm

Kerusauskaite, Skaiste; Simione, Luca; Raffone, Antonino; Srinivasan, Narayanan

doi:10.1007/s00221-019-05716-7

Cited by 5 publications

(3 citation statements)

References 74 publications

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“…Indeed, it has been shown (LaBarbera et al, 1976;Walden and Field, 1982;Striano et al, 2002;Grossmann et al, 2007) that children identify happy expressions earlier in development and more reliably. Regarding the cognitive mechanisms underlying these results, it has been argued that (1) the procession of angry faces requires less attentional resources compared to angry and other expressions (Becker et al, 2011;Pool et al, 2016) and, furthermore, that (2) happy faces facilitate global processing while angry expressions facilitate local processing (Kerusauskaite et al, 2020). However, the HSE may also reflect a positivity bias due to our expectations of positive over negative signals (Leppänen and Hietanen, 2004), i.e., facilitating the recognition of happy faces.…”

Section: Discussionmentioning

confidence: 88%

“Finding an Emotional Face” Revisited: Differences in Own-Age Bias and the Happiness Superiority Effect in Children and Young Adults

et al. 2021

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People seem to differ in their visual search performance involving emotionally expressive faces when these expressions are seen on faces of others close to their age (peers) compared to faces of non-peers, known as the own-age bias (OAB). This study sought to compare search advantages in angry and happy faces detected on faces of adults and children on a pool of children (N = 77, mean age = 5.57) and adults (N = 68, mean age = 21.48). The goals of this study were to (1) examine the developmental trajectory of expression recognition and (2) examine the development of an OAB. Participants were asked to find a target face displaying an emotional expression among eight neutral faces. Results showed that children and adults found happy faces significantly faster than angry and fearful faces regardless of it being present on the faces of peers or non-peers. Adults responded faster to the faces of peers regardless of the expression. Furthermore, while children detected angry faces significantly faster compared to fearful ones, we found no such difference in adults. In contrast, adults detected all expressions significantly faster when they appeared on the faces of other adults compared to the faces of children. In sum, we found evidence for development in detecting facial expressions and also an age-dependent increase in OAB. We suggest that the happy face could have an advantage in visual processing due to its importance in social situations and its overall higher frequency compared to other emotional expressions. Although we only found some evidence on the OAB, using peer or non-peer faces should be a theoretical consideration of future research because the same emotion displayed on non-peers’ compared to peers’ faces may have different implications and meanings to the perceiver.

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Section: Discussionmentioning

confidence: 88%

“Finding an Emotional Face” Revisited: Differences in Own-Age Bias and the Happiness Superiority Effect in Children and Young Adults

et al. 2021

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“…We aim to open up the study of executive functions further to bring together findings of the examination of different types of situations. We focus on externally structured situations, such as in the research area of task switching (Kiesel et al, 2010;Koch et al, 2018;Vandierendonck et al, 2010), as well as higher order sequence effects (Gao et al, 2009;Mayr & Bell, 2006;Meiran et al, 2000;Senftleben et al, 2021), and strategies (e.g., Brüning & Manzey, 2018;Kerusauskaite et al, 2020) that are only observable in self-structured situations. This poses three demands on the paradigm, which has to (i) involve the processing of more than two tasks in order to capture the multitude of real-world tasks and to enable an examination of sequence effects, (ii) continuously confront participants with various relevant and irrelevant stimuli for the tasks (thereby involving different sub-capabilities of executive functions, and reflecting the complexity of reality), and (iii) allow for self-determined behaviour which will be expressed in various forms of behaviour of different participants, that is, there is no particular prescription for the processing sequence of stimuli and tasks.…”

Section: Our Research Aimsmentioning

confidence: 99%

“…We expected to find effects typically assessed via classical task switching and voluntary task switching paradigms, such as switch costs (Druey & Hübner, 2008;Mittelstädt et al, 2018;Rogers & Monsell, 1995), asymmetric switch costs (Schneider & Anderson, 2010;Spitzer et al, 2019;Wu et al, 2015), and a higher probability of task repetition with shorter preparation time (Arrington, 2008;Arrington & Logan, 2004;Mayr & Bell, 2006). Additionally, we assumed to identify influences of processing sequences (Gao et al, 2009;Mayr & Bell, 2006;Meiran et al, 2000), and the occurrence of different self-selected processing strategies (e.g., Brüning & Manzey, 2018;Kerusauskaite et al, 2020) which can only be observed in a self-structured paradigm.…”

Section: Our Research Aimsmentioning

confidence: 99%

It’s not a bug, it’s a feature: A novel paradigm for studying executive functions

Wehner,

Herbers,

Pannasch

et al. 2024

Preprint

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In everyday life, we handle a multitude of different stimuli and tasks. Mastering this challenge is based on the use of executive functions, for example, to prioritize, select and shield task processing against distractions. However, the situations that require the use of executive functions vary. There are externally structured situations and situations that can be self-structured by the people involved themselves. The latter hence vary in requiring sub-capabilities of executive functions. In the scientific study of executive functions, these different situations hence exhibit different empirical phenomena and pose different challenges to experimental control. Here, we aim to examine effects that are typical for external and self-structured situations. To address the challenges of these type of situations, we developed a paradigm which makes demands on highly self-structure for successful task processing but still provides sufficient experimental control. The paradigm was used in two experiments in which participants inspected images of spring meadows with a variety of leaves, flowers and bugs. Participants had to mark all bugs based on three different characteristics but were free to choose their processing order and strategy. The exploratory Experiment 1 was used to derive hypotheses from the behaviour of the participants; these hypotheses were tested in the preregistered Experiment 2. Our results confirm typical effects from task switching research which usually focus on externally structured situations. Furthermore, we have identified various stable processing strategies and influences of processing sequences which can only be found in self-structured situations. Therefore, our results combine established findings from paradigms with externally structured situations and hence strong experimental control with new findings from self-structured situations and thus open a window into yet experimentally largely untapped aspects of executive functions.

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Police Checks and Arrests Escalating into Conflict: Coping Principles and Strategies Taught in Swiss Police Academies Drawn from Research in Social Psychology

Jaccard,

Cojean

2023

Police Conflict Management, Volume II

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Global–local processing and dispositional bias interact with emotion processing in the psychological refractory period paradigm

Cited by 5 publications

References 74 publications

“Finding an Emotional Face” Revisited: Differences in Own-Age Bias and the Happiness Superiority Effect in Children and Young Adults

“Finding an Emotional Face” Revisited: Differences in Own-Age Bias and the Happiness Superiority Effect in Children and Young Adults

It’s not a bug, it’s a feature: A novel paradigm for studying executive functions

Police Checks and Arrests Escalating into Conflict: Coping Principles and Strategies Taught in Swiss Police Academies Drawn from Research in Social Psychology

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