Psychophysiological correlates of emotion and memory

Hlavním cílem této práce bylo poskytnout souhrnný přehled psychofyziologických korelátů emocí a paměti pomocí neinvazivních psychofyziologických metod jako první krok k dlouhodobému cíli aplikace těchto metod v diagnostice afektivních a kognitivních poruch. Dílčím cílem bylo zavést jednoduše aplikovatelnou sadu testů použitelnou pro testování emočních a paměťových procesů. Byla získána EEG, GSR a eye-trackingová data 100 účastníků bez neurologických a psychiatrických poruch během sledování emočních obrázků a vykonávání paměťových testů. Výkony spekter byly počítány pro každých 500 ms stimulu pro theta, alfa, beta1, beta2 a beta3 pásmo ve 12 oblastech mozku. Nižší alfa a vyšší beta3 výkon byly pozorovány v souvislosti s vyšší intenzitou emoce. Negativní emoce byly rozlišeny časoprostorovými změnami beta1 výkonu, zatímco pozitivní emoce ukázaly vyšší beta3 výkon v pravé temporální oblasti. Korelátem kódování informace byl vyšší výkon alfa aktivity. Při úspěšném vybavení informací byl pozorován nižší theta a vyšší alfa výkon v centrálních oblastech a celkový nárůst výkonu beta frekvencí. Výsledkem této práce je přehledný souhrn časoprostorových spektrálních korelátů emočních a paměťových procesů. Klíčová slova: Elektroencefalografie, elektrodermální aktivita, psychofyziologie, paměť, emoce, pozornostThe first aim was to determine the baseline psychophysiological correlates in healthy subjects as a first necessary step towards the long-term goal of application the psychophysiological techniques in diagnostics mood and cognitive disorders. The second aim was to establish an easily applicable set of tests for evaluating emotional and memory processes by non-invasive psychophysiological methods. EEG, GSR, and eye-tracking data from 100 participants without any neurological or psychiatric disorders were obtained during watching affective pictures and performing memory tests. The spectral powers were computed for each 500 ms of the stimuli in theta, alpha, beta1, beta2 and beta3 bands in 12 areas of the brain. Lower alpha and higher beta3 power was related to higher emotional intensity. Negative emotions were distinguished in spatio-temporal changes of beta1 power and positive emotions showed higher beta3 power in right temporal region. Memory encoding showed higher alpha power. Lower theta and higher alpha power in central regions and overall increase of beta bands were observed during successful memory retrieval. A summary of spatio-temporal spectral correlates to emotional and memory processes was provided by this work. Key words: Electroencephalography, electrodermal activity, psychophysiology,...Katedra fyziologieDepartment of PhysiologyFaculty of SciencePřírodovědecká fakult

Application of psychophysiological methods in the study of bipolar disorder

Psychofyziologický výzkum bipolární poruchy odhaluje fyziologické koreláty jednotlivých epizod poruchy. Neurozobrazovací metody přináší poznatky o abnormální aktivitě kortikolimbických sítí a ukazují na kognitivní nedostatky u bipolárních pacientů. Další metody dokazují narušení kognitivních funkcí včetně senzomotorického zpracovávání a také dysregulaci rovnováhy v aktivitě sympatických a parasympatických nervů. Rozdíly v některých fyziologických dějích jsou pozorovány mezi I. a II. typem bipolární poruchy a také v genderovém rozdělení pacientů. Poznatky o fyziologických procesech v rámci bipolární poruchy by se daly využít v léčbě či terapii bipolární poruchy, včetně biofeedbacku. Powered by TCPDF (www.tcpdf.org)Psychophysiological research of bipolar disorder reveals physiological correlates of each episode of the disorder. Neuroimaging methods come with findings of abnormal brain corticolimbic activity, deficit in cognitive functioning, including senzorimotor processes, and dysregulation in balance of sympathetic and parasympathetic activity. Differences are observed in bipolar disorder type I and type II and also in gender of patients. Knowledge about physiological processes may be enforced in treatment and therapy of bipolar disorder, including biofeedback. Powered by TCPDF (www.tcpdf.org)Department of PhysiologyKatedra fyziologiePřírodovědecká fakultaFaculty of Scienc

Amygdala-related electrical fingerprint is modulated with neurofeedback training and correlates with deep-brain activation: proof-of-concept in borderline personality disorder

Background: The modulation of brain circuits of emotion is a promising pathway to treat borderline personality disorder (BPD). Precise and scalable approaches have yet to be established. Two studies investigating the amygdala-related electrical fingerprint (Amyg-EFP) in BPD are presented: one study addressing the deep-brain correlates of Amyg-EFP, and a second study investigating neurofeedback (NF) as a means to improve brain self-regulation. Methods: Study 1 combined electroencephalography (EEG) and simultaneous functional magnetic resonance imaging to investigate the replicability of Amyg-EFP-related brain activation found in the reference dataset (N = 24 healthy subjects, 8 female; re-analysis of published data) in the replication dataset (N = 16 female individuals with BPD). In the replication dataset, we additionally explored how the Amyg-EFP would map to neural circuits defined by the research domain criteria. Study 2 investigated a 10-session Amyg-EFP NF training in parallel to a 12-weeks residential dialectical behavior therapy (DBT) program. Fifteen patients with BPD completed the training, N = 15 matched patients served as DBT-only controls. Results: Study 1 replicated previous findings and showed significant amygdala blood oxygenation level dependent activation in a whole-brain regression analysis with the Amyg-EFP. Neurocircuitry activation (negative affect, salience, and cognitive control) was correlated with the Amyg-EFP signal. Study 2 showed Amyg-EFP modulation with NF training, but patients received reversed feedback for technical reasons, which limited interpretation of results. Conclusions: Recorded via scalp EEG, the Amyg-EFP picks up brain activation of high relevance for emotion. Administering Amyg-EFP NF in addition to standardized BPD treatment was shown to be feasible. Clinical utility remains to be investigated

Ten simple rules for implementing open and reproducible research practices after attending a training course

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

Psychophysiological correlates of emotion and memory

The first aim was to determine the baseline psychophysiological correlates in healthy subjects as a first necessary step towards the long-term goal of application the psychophysiological techniques in diagnostics mood and cognitive disorders. The second aim was to establish an easily applicable set of tests for evaluating emotional and memory processes by non-invasive psychophysiological methods. EEG, GSR, and eye-tracking data from 100 participants without any neurological or psychiatric disorders were obtained during watching affective pictures and performing memory tests. The spectral powers were computed for each 500 ms of the stimuli in theta, alpha, beta1, beta2 and beta3 bands in 12 areas of the brain. Lower alpha and higher beta3 power was related to higher emotional intensity. Negative emotions were distinguished in spatio-temporal changes of beta1 power and positive emotions showed higher beta3 power in right temporal region. Memory encoding showed higher alpha power. Lower theta and higher alpha power in central regions and overall increase of beta bands were observed during successful memory retrieval. A summary of spatio-temporal spectral correlates to emotional and memory processes was provided by this work. Key words: Electroencephalography, electrodermal activity, psychophysiology,..

Application of psychophysiological methods in the study of bipolar disorder

Psychophysiological research of bipolar disorder reveals physiological correlates of each episode of the disorder. Neuroimaging methods come with findings of abnormal brain corticolimbic activity, deficit in cognitive functioning, including senzorimotor processes, and dysregulation in balance of sympathetic and parasympathetic activity. Differences are observed in bipolar disorder type I and type II and also in gender of patients. Knowledge about physiological processes may be enforced in treatment and therapy of bipolar disorder, including biofeedback. Powered by TCPDF (www.tcpdf.org

Amygdala-related electrical fingerprint is modulated with neurofeedback training and correlates with deep-brain activation: proof-of-concept in borderline personality disorder

Background: The modulation of brain circuits of emotion is a promising pathway to treat borderline personality disorder (BPD). Precise and scalable approaches have yet to be established. Two studies investigating the amygdala-related electrical fingerprint (Amyg-EFP) in BPD are presented: one study addressing the deep-brain correlates of Amyg-EFP, and a second study investigating neurofeedback (NF) as a means to improve brain self-regulation. Methods: Study 1 combined electroencephalography (EEG) and simultaneous functional magnetic resonance imaging to investigate the replicability of Amyg-EFP-related brain activation found in the reference dataset (N = 24 healthy subjects, 8 female; re-analysis of published data) in the replication dataset (N = 16 female individuals with BPD). In the replication dataset, we additionally explored how the Amyg-EFP would map to neural circuits defined by the research domain criteria. Study 2 investigated a 10-session Amyg-EFP NF training in parallel to a 12-weeks residential dialectical behavior therapy (DBT) program. Fifteen patients with BPD completed the training, N = 15 matched patients served as DBT-only controls. Results: Study 1 replicated previous findings and showed significant amygdala blood oxygenation level dependent activation in a whole-brain regression analysis with the Amyg-EFP. Neurocircuitry activation (negative affect, salience, and cognitive control) was correlated with the Amyg-EFP signal. Study 2 showed Amyg-EFP modulation with NF training, but patients received reversed feedback for technical reasons, which limited interpretation of results. Conclusions: Recorded via scalp EEG, the Amyg-EFP picks up brain activation of high relevance for emotion. Administering Amyg-EFP NF in addition to standardized BPD treatment was shown to be feasible. Clinical utility remains to be investigated.ISSN:0033-2917ISSN:1469-897

Ten simple rules for implementing open and reproducible research practices after attending a training course

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