Alexithymia as impairment in constructing the internal representation of emotional stimuli

Alexithymia is a personality trait characterized by difficulties in processing emotional stimuli. Here, Experiment1 shows that alexithymia has a significant impact on everyday life, being related to lower emotional intelligence, empathy and wellbeing. Experiment2 shows that alexithymia is related to the need for more emotional intensity to identify fear in facial expressions. Although these experiments contribute to the literature describing the difficulties of alexithymia, the basic mechanisms underlying such difficulties remain poorly understood. For this reason, the remaining of this thesis focuses on investigating whether differences in emotional learning may characterize alexithymia. Indeed, through emotional learning the internal representation of stimuli is shaped, so that neutral stimuli acquire emotional value. Impairment in this process has been reported in clinical conditions marked by difficulties in emotion processing; nevertheless, this has never been investigated in alexithymia. Given this, Experiment3 shows that alexithymia is related to impairment in learning the aversive value of stimuli, evidenced by reduced physiological markers of emotional prediction in Pavlovian threat conditioning. On the contrary, Experiment4 did not find such evidence, when learning appetitive value. Nevertheless, evidence for impairment in learning the appetitive value of stimuli was found in Experiment5, where electrophysiological markers of prediction and prediction error were assessed during Pavlovian reward conditioning. Finally, Experiment 6 examined the ability to learn the emotional value of actions during instrumental learning, and to use this learned value for adaptive behavior in a new context. Here, alexithymia was related to a difficulty in learning from punishment, marked by longer response time when having to avoid stimuli, which had previously acquired aversive value, encountered in a new context. Together, these results indicate impairment in emotional learning in alexithymia, which may be more severe for aversive than appetitive stimuli. The new insight provided by these results for the understanding of alexithymia is discussed

Alexithymia is related to the need for more emotional intensity to identify static fearful facial expressions

Individuals with high levels of alexithymia, a personality trait marked by difficulties in identifying and describing feelings and an externally oriented style of thinking, appear to require more time to accurately recognize intense emotional facial expressions (EFEs). However, in everyday life, EFEs are displayed at different levels of intensity and individuals with high alexithymia may also need more emotional intensity to identify EFEs. Nevertheless, the impact of alexithymia on the identification of EFEs, which vary in emotional intensity, has largely been neglected. To address this, two experiments were conducted in which participants with low (LA) and high (HA) levels of alexithymia were assessed in their ability to identify static (Experiment 1) and dynamic (Experiment 2) morphed faces ranging from neutral to intense EFEs. Results showed that HA needed more emotional intensity than LA to identify static fearful - but not happy or disgusted - faces. On the contrary, no evidence was found that alexithymia affected the identification of dynamic EFEs. These results extend current literature suggesting that alexithymia is related to the need for more perceptual information to identify static fearful EFEs

Alexithymia and the Reduced Ability to Represent the Value of Aversively Motivated Actions

Alexithymia is a subclinical trait defined by difficulties in identifying and describing feelings and a cognitive style avoidant of introspection. Extensive literature shows that alexithymia is characterized by multifaceted impairments in processing emotional stimuli. Nevertheless, the mechanisms that may account for such impairments remain elusive. Here, we hypothesize that alexithymia may be understood as impairment in learning the emotional value of one’s own actions and test this comparing performance of participants with high (HA) and low (LA) levels of alexithymia on a probabilistic selection task. Results show that, compared to LA, HA need more time to learn the value of individual stimuli and associated actions as difference in reinforcement rate between stimuli decreases. In addition, HA appear less able to generalize the value of previously learned actions that lead to a negative outcome, to make adaptive choices in a new context, requiring more time to avoid the most negative stimulus between two negative stimuli. Together, the results indicate that individuals with alexithymia show impaired learning of the value of aversively motivated actions. We argue that this impairment may hinder the construction of internal representations of emotional stimuli and actions and represent a mechanism that may account for the difficulties of alexithymia in processing emotional stimuli

Interaction effect: Are you doing the right thing?

How to correctly interpret interaction effects has been largely discussed in scientific literature. Nevertheless, misinterpretations are still frequently observed, and neuroscience is not exempt from this trend. We reviewed 645 papers published from 2019 to 2020 and found that, in the 93.2% of studies reporting a statistically significant interaction effect (N = 221), post-hoc pairwise comparisons were the designated method adopted to interpret its results. Given the widespread use of this approach, we aim to: (1) highlight its limitations and how it can lead to misinterpretations of the interaction effect; (2) discuss more effective and powerful ways to correctly interpret interaction effects, including both explorative and model selection procedures. The paper provides practical examples and freely accessible online materials to reproduce all analyses

Pavlovian threat learning shapes the kinematics of action

Prompt response to environmental threats is critical to survival. Previous research has revealed mechanisms underlying threat-conditioned physiological responses, but little is known about how threats shape action. Here we tested if threat learning shapes the kinematics of reaching in human adults. In two different experiments conducted on independent samples of participants, after Pavlovian threat learning, in which a stimulus anticipated the delivery of an aversive shock, whereas another did not, the peak velocity and acceleration of reaching increased for the shocked-paired stimulus, relative to the unpaired one. These kinematic changes appeared as a direct consequence of learning, emerging even in absence of an actual threat to body integrity, as no shock occurred during reaching. Additionally, they correlated with the strength of sympathetic response during threat learning, establishing a direct relationship between previous learning and subsequent changes in action. The increase in velocity and acceleration of action following threat learning may be adaptive to facilitate the implementation of defensive responses. Enhanced action invigoration may be maladaptive, however, when defensive responses are inappropriately enacted in safe contexts, as exemplified in a number of anxiety-related disorders

Reduced anticipation of negative emotional events in alexithymia

Alexithymia is characterized by difficulties in different domains of emotion processing, especially in relation to negative emotions. Nevertheless, its causal mechanisms remain elusive. Reduced anticipation of negative emotional events might be one such mechanism because it enables the individual to prepare to respond effectively to coming events. To test this, changes in skin conductance response (SCR) were recorded during classical fear conditioning in sixty participants with high (HA), medium (MA) and low (LA) levels of alexithymia. Two coloured squares were presented, one was reinforced with a mild electrical stimulation (CS+) while the other was never reinforced (CS-). Critically, despite all groups showing higher SCR to CS+ compared to CS-, SCR to CS+ was lower and extinguished earlier in HA compared to MA and LA. These differences appeared to be attributable neither to differences in the intensity of stimulation received, nor to SCR to the stimulation itself. Groups showed comparable SCR to CS-as well. Therefore, HA exhibited decreased anticipation of the occurrence of a negative emotional event. Disruption of this mechanism may then compromise effective emotion recognition, emotional response and response regulation, which characterise HA, and represent a unifying causal mechanism underlying the difficulties in emotion processing of this group

General Pavlovian-to-instrumental transfer in humans: Evidence from Bayesian inference

When repeatedly paired with rewarding outcomes (i.e., Pavlovian conditioning), environmental cues may acquire predictive and motivational significance and later enhance instrumental responding for the same (i.e., outcome-specific transfer) or motivationally similar (i.e., general transfer) outcomes. Although outcome-specific and general Pavlovian-to-Instrumental Transfer (PIT) are characterized by different neural substrates and behavioral mechanisms, general transfer has never been studied in isolation from outcome-specific transfer in humans. The first aim of the present study was to test whether the general transfer effect could emerge in isolation and independently of outcome-specific transfer. Our results showed that general transfer can be elicited without the concurrent presence of outcome-specific transfer, supporting the idea that outcome-specific and general transfer can be studied independently of each other. The second aim of the present study was to clarify whether the affordance-like properties of the outcomes can affect the general transfer. In fact, a critical difference in current studies on general transfer concerns the use of cues associated with outcomes for which an action was previously learned (or not) during the instrumental training. This apparently minor difference affects the affordance-like properties of the outcome and may also be transferred to the cue, in turn impacting general transfer. Results revealed a general transfer of the same magnitude regardless of whether cues were associated with reward earned or not during instrumental conditioning. These findings increase the current knowledge on the incentive motivational mechanism behind general transfer, indicating that it is independent of the motor features of the outcome