Social Affect Regulation in University Students During the COVID-19 Pandemic

Given how much time humans spend in social contexts, interest has been growing in socially mediated forms of affect regulation. Historically, though, research on affect regulation has focused on individual forms of regulation, such as cognitive reappraisal. To address this gap, we investigated social affect regulation in university students through an online survey, with a particular focus on social reappraisal. Specifically, we tested whether the frequency with which students communicate with their social contacts is related to how much social reappraisal support they receive from those contacts, and whether social reappraisal support is associated with mental health. Our final sample consisted of 152 undergraduates from across North America who reported on a total of 1,124 social contacts. We consistently found that communication frequency was positively associated with perceived social reappraisal support across several modalities of communication (e.g., text-based, video-based, in-person). However, we observed no associations between levels of social reappraisal support and measures of mental health. This research was part of a preregistered project on social affect regulation in university students in the context of the COVID-19 pandemic (https://osf.io/q7bvw/). Thus, we present findings in relation to this context. These findings underscore that social forms of affect regulation play a significant role in university students’ lives, emphasizing the value of further research into their mechanisms and effects

“A” for Effort: Rewarding Effortful Retrieval Attempts Improves Learning From General Knowledge Errors in Women

Previous research has shown that the prospect of attaining a reward can promote task engagement, up-regulate attention toward reward-relevant information, and facilitate enhanced encoding of new information into declarative memory. However, past research on reward-based enhancement of declarative memory has focused primarily on paradigms in which rewards are contingent upon accurate responses. Yet, findings from test-enhanced learning show that making errors can also be useful for learning if those errors represent effortful retrieval attempts and are followed by corrective feedback. Here, we used a challenging general knowledge task to examine the effects of explicitly rewarding retrieval effort, defined as a semantically plausible answer to a question (referenced to a semantic knowledge database www.mangelslab.org/bknorms), regardless of response accuracy. In particular, we asked whether intermittent rewards following effortful incorrect responses facilitated learning from corrective feedback as measured by incidental learning outcomes on a 24–48 h delayed retest. Given that effort-contingent extrinsic rewards represent the intersection between an internal locus of control and competency, we compared participants in this “Effort” group to three other groups in a between-subjects design: a Luck group that framed rewards as related to participant-chosen lottery numbers (reward with internal control, not competence-based), a random Award group that framed rewards as computer generated (no control, not competence-based), and a Control group with no reward, but matched on all other task features. Both men and women in the Effort group showed increased self-reports of concentration and positive feelings following the receipt of rewards, as well as subjective effort on the retest, compared to the Control group. However, only women additionally exhibited performance benefits of effort framing on error correction. These benefits were found for both rewarded and non-rewarded trials, but only for correction of low confidence errors, suggesting that effort-contingent rewards produced task-level changes in motivation to learn less familiar information in women, rather than trial-level influences in encoding or consolidation. The Luck and Award groups did not demonstrate significant motivational or behavioral benefits for either gender. These results suggest that both reward context and gender are important factors contributing to the effectiveness of rewards as tools to enhance learning from errors

Attention and Emotion Influence the Relationship Between Extraversion and Neural Response

Extraversion has been shown to positively correlate with activation within the ventral striatum, amygdala and other dopaminergically innervated, reward-sensitive regions. These regions are implicated in emotional responding, in a manner sensitive to attentional focus. However, no study has investigated the interaction among extraversion, emotion and attention. We used fMRI and dynamic, evocative film clips to elicit amusement and sadness in a sample of 28 women. Participants were instructed either to respond naturally (n = 14) or to attend to and continuously rate their emotions (n = 14) while watching the films. Contrary to expectations, striatal response was negatively associated with extraversion during amusement, regardless of attention. A negative association was also observed during sad films, but only when attending to emotion. These findings suggest that attentional focus does not influence the relationship between extraversion and neural response to positive (amusing) stimuli but does impact the response to negative (sad) stimuli

Gender Differences in Emotion Regulation: An fMRI Study of Cognitive Reappraisal

Despite strong popular conceptions of gender differences in emotionality and striking gender differences in the prevalence of disorders thought to involve emotion dysregulation, the literature on the neural bases of emotion regulation is nearly silent regarding gender differences (Gross, 2007; Ochsner & Gross, in press). The purpose of the present study was to address this gap in the literature. Using functional magnetic resonance imaging, we asked male and female participants to use a cognitive emotion regulation strategy (reappraisal) to down-regulate their emotional responses to negatively valenced pictures. Behaviorally, men and women evidenced comparable decreases in negative emotion experience. Neurally, however, gender differences emerged. Compared with women, men showed (a) lesser increases in prefrontal regions that are associated with reappraisal, (b) greater decreases in the amygdala, which is associated with emotional responding, and (c) lesser engagement of ventral striatal regions, which are associated with reward processing. We consider two non-competing explanations for these differences. First, men may expend less effort when using cognitive regulation, perhaps due to greater use of automatic emotion regulation. Second, women may use positive emotions in the service of reappraising negative emotions to a greater degree. We then consider the implications of gender differences in emotion regulation for understanding gender differences in emotional processing in general, and gender differences in affective disorders

Age-related differences in emotional reactivity, regulation, and rejection sensitivity in adolescence

Although adolescents’ emotional lives are thought to be more turbulent than those of adults, it is unknown whether this difference is attributable to developmental changes in emotional reactivity or emotion regulation. Study 1 addressed this question by presenting healthy individuals aged 10–23 with negative and neutral pictures and asking them to respond naturally or use cognitive reappraisal to down-regulate their responses on a trial-by-trial basis. Results indicated that age exerted both linear and quadratic effects on regulation success but was unrelated to emotional reactivity. Study 2 replicated and extended these findings using a different reappraisal task and further showed that situational (i.e., social vs. nonsocial stimuli) and dispositional (i.e., level of rejection sensitivity) social factors interacted with age to predict regulation success: young adolescents were less successful at regulating responses to social than to nonsocial stimuli, particularly if the adolescents were high in rejection sensitivity. Taken together, these results have important implications for the inclusion of emotion regulation in models of emotional and cognitive development.National Science Foundation (U.S.) (Award BCS-0224342)National Institutes of Health (U.S.) (Award MH076137)National Institutes of Health (U.S.) (Award HD069178)National Institutes of Health (U.S.) (Award MH094056

The development of emotion regulation: an fMRI study of cognitive reappraisal in children, adolescents and young adults

The ability to use cognitive reappraisal to regulate emotions is an adaptive skill in adulthood, but little is known about its development. Because reappraisal is thought to be supported by linearly developing prefrontal regions, one prediction is that reappraisal ability develops linearly. However, recent investigations into socio-emotional development suggest that there are non-linear patterns that uniquely affect adolescents. We compared older children (10–13), adolescents (14–17) and young adults (18–22) on a task that distinguishes negative emotional reactivity from reappraisal ability. Behaviorally, we observed no age differences in self-reported emotional reactivity, but linear and quadratic relationships between reappraisal ability and age. Neurally, we observed linear age-related increases in activation in the left ventrolateral prefrontal cortex, previously identified in adult reappraisal. We observed a quadratic pattern of activation with age in regions associated with social cognitive processes like mental state attribution (medial prefrontal cortex, posterior cingulate cortex, anterior temporal cortex). In these regions, we observed relatively lower reactivity-related activation in adolescents, but higher reappraisal-related activation. This suggests that (i) engagement of the cognitive control components of reappraisal increases linearly with age and (ii) adolescents may not normally recruit regions associated with mental state attribution, but (iii) this can be reversed with reappraisal instructions.National Science Foundation (U.S.) (Grant BCS-0224342

Bottom-Up and Top-Down Processes in Emotion Generation: Common and Distinct Neural Mechanisms

Emotions are generally thought to arise through the interaction of bottom-up and top-down processes. However, prior work has not delineated their relative contributions. In a sample of 20 females, we used functional magnetic resonance imaging to compare the neural correlates of negative emotions generated by the bottom-up perception of aversive images and by the top-down interpretation of neutral images as aversive. We found that (a) both types of responses activated the amygdala, although bottom-up responses did so more strongly; (b) bottom-up responses activated systems for attending to and encoding perceptual and affective stimulus properties, whereas top-down responses activated prefrontal regions that represent high-level cognitive interpretations; and (c) self-reported affect correlated with activity in the amygdala during bottom-up responding and with activity in the medial prefrontal cortex during top-down responding. These findings provide a neural foundation for emotion theories that posit multiple kinds of appraisal processes and help to clarify mechanisms underlying clinically relevant forms of emotion dysregulation.National Institutes of Health (U.S.) (Grant MH58147)National Institutes of Health (U.S.) (Grant MH076137

Functional and Effective Connectivity of Effortful Emotion Regulation

Emotion regulation plays an important role in emotional well-being, as well as in the protection against and recovery from mood and anxiety disorders. Previous studies of the functional neuroanatomy of emotion regulation have reported greater activity in prefrontal control-related regions during active regulation. These activations are accompanied by decreases in activity in emotion-responsive regions such as the amygdala and insula. These findings are widely interpreted as consistent with models of cognitive control that implicate top-down, negative influences from prefrontal cortex upon emotion-related processing in other regions. However, no studies to date have used measures of effective connectivity to investigate the likely influence of prefrontal control regions upon emotion-responsive regions in the context of effortful emotion regulation. In the present study, participants alternated between responding naturally to negative emotional stimuli and reinterpreting the negative stimuli with the goal of reducing their experienced negative affect. Functional magnetic resonance imaging (fMRI) was used to measure whole-brain blood-oxygen level dependent signal throughout the task. fMRI data were analyzed using partial least squares (PLS) and structural equations modeling (SEM) to test for differences in effective connectivity between natural and regulated emotional responding. Results indicate that three paths significantly distinguish between regulation and non-regulation negative conditions. The path from inferior frontal gyrus (IFG) to anterior cingulate cortex (ACC) was significantly less positive during regulation than natural responding. In addition, the reciprocal paths between ACC and insula were more negative during regulation than natural responding. Taken as a whole, these changes in effective connectivity are consistent with assumptions of top-down modulation during effortful emotion regulation. In addition, these changes suggest a pivotal role for the influence of IFG upon ACC and the ACC-insula loop in emotion regulation. The processes represented by these changes and implications for future research are discussed

Replication of WA Cunningham, JJ Van Bavel, IR Johnsen (2008, PS 19(2))

This is an independent replication as part of the Reproducibility Project: Psychology