Acute tryptophan depletion attenuates conscious appraisal of social emotional signals in healthy female volunteers

Rationale: Acute tryptophan depletion (ATD) decreases levels of central serotonin. ATD thus enables the cognitive effects of serotonin to be studied, with implications for the understanding of psychiatric conditions, including depression. Objective: To determine the role of serotonin in conscious (explicit) and unconscious/incidental processing of emotional information. Materials and methods: A randomized, double-blind, cross-over design was used with 15 healthy female participants. Subjective mood was recorded at baseline and after 4 h, when participants performed an explicit emotional face processing task, and a task eliciting unconscious processing of emotionally aversive and neutral images presented subliminally using backward masking. Results: ATD was associated with a robust reduction in plasma tryptophan at 4 h but had no effect on mood or autonomic physiology. ATD was associated with significantly lower attractiveness ratings for happy faces and attenuation of intensity/arousal ratings of angry faces. ATD also reduced overall reaction times on the unconscious perception task, but there was no interaction with emotional content of masked stimuli. ATD did not affect breakthrough perception (accuracy in identification) of masked images. Conclusions: ATD attenuates the attractiveness of positive faces and the negative intensity of threatening faces, suggesting that serotonin contributes specifically to the appraisal of the social salience of both positive and negative salient social emotional cues. We found no evidence that serotonin affects unconscious processing of negative emotional stimuli. These novel findings implicate serotonin in conscious aspects of active social and behavioural engagement and extend knowledge regarding the effects of ATD on emotional perception

A model for providing emotion awareness and feedback using fuzzy logic in online learning

Monitoring users’ emotive states and using that information for providing feedback and scaffolding is crucial. In the learning context, emotions can be used to increase students’ attention as well as to improve memory and reasoning. In this context, tutors should be prepared to create affective learning situations and encourage collaborative knowledge construction as well as identify those students’ feelings which hinder learning process. In this paper, we propose a novel approach to label affective behavior in educational discourse based on fuzzy logic, which enables a human or virtual tutor to capture students’ emotions, make students aware of their own emotions, assess these emotions and provide appropriate affective feedback. To that end, we propose a fuzzy classifier that provides a priori qualitative assessment and fuzzy qualifiers bound to the amounts such as few, regular and many assigned by an affective dictionary to every word. The advantage of the statistical approach is to reduce the classical pollution problem of training and analyzing the scenario using the same dataset. Our approach has been tested in a real online learning environment and proved to have a very positive influence on students’ learning performance.Peer ReviewedPostprint (author's final draft

The emotional recall task : juxtaposing recall and recognition-based affect scales

Existing affect scales typically involve recognition of emotions from a predetermined emotion checklist. However, a recognition-based checklist may fail to capture sufficient breadth and specificity of an individual’s recalled emotional experiences and may therefore miss emotions that frequently come to mind. More generally, how do recalled emotions differ from recognized emotions? To address these issues, we present and evaluate an affect scale based on recalled emotions. Participants are asked to produce 10 words that best described their emotions over the past month and then to rate each emotion for how often it was experienced. We show that average weighted valence of the words produced in this task, the Emotional Recall Task (ERT), is strongly correlated with scales related to general affect, such as the PANAS, Ryff’s Scales of Psychological Well-being, the Satisfaction with Life Scale, Depression Anxiety and Stress Scales, and a few other related scales. We further show that the Emotional Recall Task captures a breadth and specificity of emotions not available in other scales but that are nonetheless commonly reported as experienced emotions. We test a general version of the ERT (the ERT general) that is language neutral and can be used across cultures. Finally, we show that the ERT is valid in a test-retest paradigm. In sum, the ERT measures affect based on emotion terms relevant to an individual’s idiosyncratic experience. It is consistent with recognition-based scales, but also offers a new direction towards enriching our understanding of individual differences in recalled and recognized emotions

Dance and emotion in posterior parietal cortex: a low-frequency rTMS study

Background: The neural bases of emotion are most often studied using short non-natural stimuli and assessed using correlational methods. Here we use a brain perturbation approach to make causal inferences between brain activity and emotional reaction to a long segment of dance. <p>Objective/Hypothesis: We aimed to apply offline rTMS over the brain regions involved in subjective emotional ratings to explore whether this could change the appreciation of a dance performance.</p> <p>Methods: We first used functional magnetic resonance imaging (fMRI) to identify regions correlated with fluctuating emotional rating during a 4-minutes dance performance, looking at both positive and negative correlation. Identified regions were further characterized using meta-data interrogation. Low frequency repetitive TMS was applied over the most important node in a different group of participants prior to them rating the same dance performance as in the fMRI session.</p> <p>Results: FMRI revealed a negative correlation between subjective emotional judgment and activity in the right posterior parietal cortex. This region is commonly involved in cognitive tasks and not in emotional task. Parietal rTMS had no effect on the general affective response, but it significantly (p<0.05 using exact t-statistics) enhanced the rating of the moment eliciting the highest positive judgments.</p> <p>Conclusion: These results establish a direct link between posterior parietal cortex activity and emotional reaction to dance. They can be interpreted in the framework of competition between resources allocated to emotion and resources allocated to cognitive functions. They highlight potential use of brain stimulation in neuro-æsthetic investigations.</p&gt