Positive and negative emotions modulate attention allocation in color-flanker task processing: Evidence from event related potentials

Li, Wenhui; Jiang, Zhongqing; Liu, Ying; Wu, Qi; Zhi-Juan, Zhou; Jorgensen, Nathan A.; Li, Xue; Li, Chan

doi:10.1007/s11031-013-9387-9

Cited by 30 publications

(25 citation statements)

References 54 publications

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“…This data is coherent with the fact that victims showed lower SCL levels -it is possible that overall, being more familiar with the situation and being able to anticipate the negative emotional reactions, victims tended to avoid focusing their attention to the key scenes early on. Studies on attention location showed that negative emotions predict early attention allocation but with incongruent stimuli (Li et al, 2014), while our videos on bullying and cyberbullying were congruent and predictable.…”

Section: Discussionmentioning

confidence: 52%

Emotional, psychophysiological and behavioral responses elicited by the exposition to cyberbullying situations: Two experimental studies

Caravita

Colombo

Stefanelli

et al. 2016

Psicología Educativa

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Two experimental studies investigated whether the exposure to cyberbullying situations produces in bullied youth, and in young people in general, higher levels of stress, negative emotions, and attention levels, in comparison to other peer interactions, including bullying. In both studies, participants' physiological activation (Study 1 and 2) and behavioral data (Study 2) were recorded while watching four 1-minute videos representing cyberbullying, face-to-face bullying, prosocial, and neutral interactions. Self-report questionnaires assessed participants' emotional responses to the videos, and victimization. Sixty-one adolescents (65.7% girls) participated in Study 1; 35 young adults (60% girls) participated in Study 2. Results indicate that cyberbullying causes higher stress and negative emotions than prosocial and neutral peer interactions, but not than bullying. Cyberbullying also elicited higher levels of stress and negative emotions in victims than non-victims, but only for adolescents.

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Section: Discussionmentioning

confidence: 52%

Emotional, psychophysiological and behavioral responses elicited by the exposition to cyberbullying situations: Two experimental studies

Caravita

Colombo

Stefanelli

et al. 2016

Psicología Educativa

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“…An area activated in case of increased attention is the anterior cingulate cortex (ACC, Carretié et al, 2004 ). Li et al ( 2014 ) could also find early activations in anterior cingulate cortex (ACC) area in an attention allocation task with emotional words. Differing ACC activation is likely associated and would be in line with changes and asymmetry of EEG potentials over the frontal lobe.…”

Section: Discussionmentioning

confidence: 99%

“…EEG and MEG have been used to investigate responses to specific, marketing related stimuli, e.g., logos (Handy et al, 2010 ) or TV commercials (Astolfi et al, 2008 ; Vecchiato et al, 2011a , b ). Thomas et al ( 2013 ), Li et al ( 2014 ), and Yilmaz et al ( 2014 ) investigated the positive or negative evaluation of emotional words, food, cosmetics, and shoes. They could find significant differences in early, i.e., N100, N200, and P300 (Li et al, 2014 ) and later, i.e., 600–750 ms (Thomas et al, 2013 ) time intervals and in the lower frequency bands, i.e., 4–5 Hz (Yilmaz et al, 2014 ).…”

Section: Introductionmentioning

confidence: 99%

“…Thomas et al ( 2013 ), Li et al ( 2014 ), and Yilmaz et al ( 2014 ) investigated the positive or negative evaluation of emotional words, food, cosmetics, and shoes. They could find significant differences in early, i.e., N100, N200, and P300 (Li et al, 2014 ) and later, i.e., 600–750 ms (Thomas et al, 2013 ) time intervals and in the lower frequency bands, i.e., 4–5 Hz (Yilmaz et al, 2014 ). Keuper et al ( 2013 ) performed a combined MEG/EEG study and found early activation differences in the first 80–300 ms between positive and negative words in temporal and frontal language-related structures, as well as in occipital and parietal directed attention related regions.…”

Section: Introductionmentioning

confidence: 99%

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Neuronal Correlates of Product Feature Attractiveness

Schoen

Lochmann

Prell³

et al. 2018

Front. Behav. Neurosci.

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Decision-making is the process of selecting a logical choice from among the available options and happens as a complex process in the human brain. It is based on information processing and cost-analysis; it involves psychological factors, specifically, emotions. In addition to cost factors personal preferences have significant influence on decision making. For marketing purposes, it is interesting to know how these emotions are related to product acquisition decision and how to improve these products according to the user's preferences. For our proof-of-concept study, we use magneto- and electro-encephalography (MEG, EEG) to evaluate the very early reactions in the brain related to the emotions. Recordings from these methods are comprehensive sources of information to investigate neural processes of the human brain with good spatial- and excellent temporal resolution. Those characteristics make these methods suitable to examine the neurologic process that gives origin to human behavior and specifically, decision making. Literature describes some neuronal correlates for individual preferences, like asymmetrical distribution of frequency specific activity in frontal and prefrontal areas, which are associated with emotional processing. Such correlates could be used to objectively evaluate the pleasantness of product appearance and branding (i.e., logo), thus avoiding subjective bias. This study evaluates the effects of different product features on brain activity and whether these methods could potentially be used for marketing and product design. We analyzed the influence of color and fit of sports shirts, as well as a brand logo on the brain activity, specifically in frontal asymmetric activation. Measurements were performed using MEG and EEG with 10 healthy subjects. Images of t-shirts with different characteristics were presented on a screen. We recorded the subjective evaluation by asking for a positive, negative or neutral rating. The results showed significantly different responses between positively and negatively rated shirts. While the influence of the presence of a logo was present in behavioral data, but not in the neurocognitive data, the influence of shirt fit and color could be reconstructed in both data sets. This method may enable evaluation of subjective product preference.

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“…Key findings from cognitive neuroscience studies of human emotions that drive InterPLAY are: (a) the strength of our emotional reactions to an experience determines how well and long we remember that experience (Labar & Cabeza, 2006); (b) the valence of our emotional reactions (+ or -) determines whether we choose to return to or avoid similar experiences (Hare et al, 2005;Nieh, Kim, Namburi & Tye, 2013); (c) the changing of emotions throughout an experience, in terms of both strength and valence, is what keeps us engaged with the experience over time (Li et al, 2014); and (d) physiological measures of basic human emotions (i.e., anger, fear, joy, sadness, disgust) may yield better predictors of human behavior than psychological measures of complex multi-dimensional conceptualizations of human emotions (Eliot & Hirumi, 2015).…”

Section: Question 1: How Were the Principles Of Experiential Learningmentioning

confidence: 99%

Advancing Virtual Patient Simulations and Experiential Learning with InterPLAY: Examining How Theory Informs Design and Design Informs Theory.

Hirumi¹,

Johnsen²,

Kleinsmith³

et al. 2017

JAID

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Abstract:Design-based research examines the role of theory in informing design, and the role of design in advancing theory. During the last year of a five-year NIH grant, a team of physicians, software engineers, and instructional designers at three public universities completed a series of iterative design studies to produce the first public release of NERVE-A virtual patient (VP) simulation created to give medical students standardized experiences in interviewing, examining, and diagnosing patients with cranial nerve disorders. The last year of the project, including the results of two cycles of expert reviews, one-to-one and small group evaluations, and a field test with 119 second-year medical students are reported by Hirumi et al. (2016aHirumi et al. ( , 2016b. This article augments the previous papers by examining the pedagogical foundations of NERVE in greater depth. Specifically, we detail how the InterPLAY instructional theory was applied to design NERVE, and how the development and testing of NERVE lead to advancements in InterPLAY during the last year of research and development.

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Positive and negative emotions modulate attention allocation in color-flanker task processing: Evidence from event related potentials

Cited by 30 publications

References 54 publications

Emotional, psychophysiological and behavioral responses elicited by the exposition to cyberbullying situations: Two experimental studies

Emotional, psychophysiological and behavioral responses elicited by the exposition to cyberbullying situations: Two experimental studies

Neuronal Correlates of Product Feature Attractiveness

Advancing Virtual Patient Simulations and Experiential Learning with InterPLAY: Examining How Theory Informs Design and Design Informs Theory.

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