Emotional cue validity effects: The role of neurocognitive responses to emotion

The beneficial effect of valid compared to invalid cues on attention performance is a basic attentional mechanism, but the impact of emotional content on cue validity is poorly understood. We tested whether the effect of cue validity on attention performance differed when cues were angry, happy, or neutral faces. Moreover, we used scalp-recorded event-related potentials (ERPs) reflecting the capture of early visual attention (P1, N170) to test whether effects were strengthened when neurocognitive responses to angry or happy cues were enhanced (larger P1 and N170 amplitudes). Twenty-five participants completed a modified flanker task using emotional face cues to measure the effects of emotion on conflict interference. Attention performance was enhanced following valid versus invalid cues, but effects did not differ by emotion cue type. However, for participants showing relatively larger N170 amplitudes to angry face cues, attention performance was specifically disrupted on those trials. Conversely, participants with relatively larger N170 amplitudes to happy face cues showed facilitated performance across all valid trials. These findings suggest that individual neurocognitive sensitivities to emotion predict the impact of emotional content on the basic attentional phenomenon of cue validity

Emotional cue validity effects: The role of neurocognitive responses to emotion.

The beneficial effect of valid compared to invalid cues on attention performance is a basic attentional mechanism, but the impact of emotional content on cue validity is poorly understood. We tested whether the effect of cue validity on attention performance differed when cues were angry, happy, or neutral faces. Moreover, we used scalp-recorded event-related potentials (ERPs) reflecting the capture of early visual attention (P1, N170) to test whether effects were strengthened when neurocognitive responses to angry or happy cues were enhanced (larger P1 and N170 amplitudes). Twenty-five participants completed a modified flanker task using emotional face cues to measure the effects of emotion on conflict interference. Attention performance was enhanced following valid versus invalid cues, but effects did not differ by emotion cue type. However, for participants showing relatively larger N170 amplitudes to angry face cues, attention performance was specifically disrupted on those trials. Conversely, participants with relatively larger N170 amplitudes to happy face cues showed facilitated performance across all valid trials. These findings suggest that individual neurocognitive sensitivities to emotion predict the impact of emotional content on the basic attentional phenomenon of cue validity

Barriers to Provision of External Clinical Psychology Student Placements

Objective: With increasing focus on the treatment of mental health problems the need for clinical psychologists is expanding, driving strong demand for postgraduate clinical psychology training programs. Although the number of training places in Australia has increased, the availability of external placements appears to have lagged behind, causing significant challenges to students. Using a survey of clinical psychologists in New South Wales, Australia, this study evaluated the capacity for placements and explored issues that may impact on field placement capacity. Method: A survey was developed in order to identify potential student placement capacity and factors that may prevent potential supervisors from offering placements to students. The survey was distributed electronically through clinical psychology networks targeting those employed in NSW. Results: One hundred and forty endorsed clinical psychologists completed the survey. Of these, 42% stated they felt unable to offer field placements to students within the next 12 months. The most commonly cited barriers to offering a placement included a lack of time (21%); not being a PsyBA supervisor (18%); being employed part-time (18%) and the concern that clinical supervision time did not attract funding under the current public health funding model (16%). Conclusion: The study provides an estimate of clinical field placement capacity in NSW. The results suggest that the capacity in the existing clinical psychology workforce could meet clinical field placement demand. The authors discuss reasons why anecdotally, this does not appear to reflect the reality of field placement coordinators and students. The authors provide possible strategies for addressing the issues raised

Executive attention scores for each cue and face trial type (ms).

<p>Executive attention scores for each cue and face trial type (ms).</p

Means and standard deviations for N170 amplitudes by high and low groups (μV).

<p>Means and standard deviations for N170 amplitudes by high and low groups (μV).</p

N170 amplitudes were larger to emotional (angry and happy) versus neutral faces; however amplitudes were also greater for angry versus happy faces.

<p>The N170 was quantified as the mean amplitude from 140 ms to 200 ms at P5, P7, P6, P8, CP5, and CP6.</p

Experimental procedure of a valid trial and face stimuli.

<p>Experimental procedure of a valid trial and face stimuli.</p

Participants in the low-N170 angry group performed significantly better on valid angry-cued trials compared to invalid trials.

<p>In contrast, participants in the high-N170 angry group executive attention performance was not enhanced on valid compared to invalid angry-cued trials.</p

Enhanced P1 amplitudes to angry and happy versus neutral face cues.

<p>The P1 was quantified as the mean amplitude from 90 ms to 150 ms at P5, P6, P7, P8, PO7, and PO8.</p

The high-N170 happy group showed significantly better executive attention performance (less conflict interference) on all valid compared to invalid cue trials.

<p>The high-N170 happy group showed significantly better executive attention performance (less conflict interference) on all valid compared to invalid cue trials.</p