Note on aversion learning to the shape of food by monkeys

Vervet and grivet monkeys were repeatedly tested eating bar- and circle-shaped cookies. One subject was always injected with lithium immediately after eating cookies with the circle shape and learned to avoid the circular cookies while continuing to eat the bar-shaped cookies. Another subject received similar treatment except that lithium injections were always delayed 30 minutes after access to the circle-shaped cookies. She also acquired a discriminative aversion. Aversion learning was not observed with 60-minute delayed toxicosis or with lithium injections administered unpaired with access to the cookies. The two types of cookies differed only in shape, and conditioning and test sessions were conducted in total darkness to preclude the use of visual cues. Therefore, the avoidance observed in subjects conditioned with immediate and 30-minute delayed toxicosis represents a conditioned aversion to the shape of the cookies as revealed by tactile cues. These findings illustrate that monkeys can learn to select food on the basis of tactile stimuli when such stimuli are conditioned with delayed aversive stimulation.     

Conditioned and unconditioned caloric compensation: Evidence for self-regulation of food intake in young children

The purpose of these two experiments was to determine (a) whether young children can be responsive to caloric density cues in regulating their food intake, (b) whether such cues can be associatively conditioned to organoleptic cues in foods, and (c) to obtain evidence regarding which of the many cues available are involved as conditioned stimuli. In Experiment 1 participants were eighteen 3- to 5-year-old children, who were seen for a series of pairs of conditioning trials, followed by extinction test trials. Each trial consisted of a two-part snack: approximately 100 ml of a pudding preload (chocolate or vanilla; high or low caloric density) followed after a delay by ad-lib consumption of snack foods (cookies and crackers). In extinction trials, flavors previously paired with high- or low-caloric density preloads during conditioning were presented in isocaloric intermediate density preloads. Results indicated that 14 of 18 children showed unconditioned caloric compensation on the first pair of conditioning trials; 16 of 18 children showed compensation following the second pair of trials, and 12 of these 16 subjects continued to show this consumption pattern during extinction. Consumption was significantly greater following the low calorie paired flavor than following the high calorie paired flavor during extinction. Experiment 2 (N = 10) replicated these findings, and uncorrelating preload and snack food flavors indicated that flavor cues in the preloads can serve as conditioned stimuli. Children showed both initial responsiveness to caloric density and evidence for associative conditioning of food cues to the physiological consequences of eating. These results provide initial evidence for a mechanism allowing the child to learn to anticipate the caloric consequences of familiar foods and regulate food intake accordingly.     

Emotional eating moderates the relationship between implicit measures of attitudes and chocolate consumption

Emotional eaters tend to eat more when emotionally aroused and their food‐related actions are associated with lack of control. Two studies tested the hypothesis that implicit measures of attitudes would be more strongly associated with the dietary behaviour of emotional eaters. In both Study 1 (N = 32) and Study 2 (N = 101), participants completed the DEBQ sub‐scale of emotional eating and implicit measures of attitude, explicit attitude and behaviour measures concerning chocolate consumption. In both studies, high emotional eaters were more likely than low emotional eaters to eat in line with their implicit measures of attitudes. The relationship between implicit measures of attitudes and food intake varies as a function of emotional eating style. Copyright © 2010 John Wiley & Sons, Ltd.     

Independent manipulation of emotion in an emotional stroop task using classical conditioning

The effects of emotional connotation on emotional Stroop interference in anxiety were examined. First, a classical conditioning paradigm was used in which neutral words and nonwords were paired with either negative or neutral pictures. These conditioned stimuli were then presented in an emotional Stroop paradigm. Finally, participants rated each word and nonword for emotional connotation. The high-anxious group demonstrated significant interference for the nonwords that had been negatively conditioned, and these effects did not dissipate over time. The affective rating data supported the view that nonwords, but not the words had been successfully conditioned in the high-anxious group. This experiment provides evidence for the importance of emotional connotation rather than confounded semantic factors in the emotional Stroop effect.     

Testing emotional memories: does negative emotional significance influence the benefit received from testing?

A large body of research shows that emotionally significant stimuli are better stored in memory. One question that has received much less attention is how emotional memories are influenced by factors that influence memories after the initial encoding of stimuli. Intriguingly, several recent studies suggest that post-encoding factors do not differ in their effects on emotional and neutral memories. However, to date, only detrimental factors have been addressed. In the present study, we examined whether emotionally negative memories are differentially influenced by a well-known beneficial factor: the testing of memories. We employed a standard cued recall testing-effect paradigm where participants studied cue-target pairs for negative and neutral target pictures. In a subsequent post-encoding phase, one third of the cue-target pairs were tested and one third restudied; the remaining third served as control pairs. After one week, memory for all cue-target pairs was tested. While replicating both the testing effect and the emotional enhancement effect, no differences between negative and neutral memories in the benefits received from testing and restudying were observed. Thus, it seems to be true that post-encoding factors do not influence emotional memories in any other way than neutral memories, even when they are beneficial.     

Food-related stimuli increase desire to eat in hungry and satiated human subjects

In the present study, the effect of food-related cues on the desire to eat chocolate in hungry and satiated subjects was investigated. Subjects (n=46) were randomly assigned to either a hungry or satiated group and then assigned to a group receiving one of the following stimuli: taste (2 M&Ms), sight (a photograph of M&Ms), cognition (a passage describin M&Ms), or control (no stimulus). In each testing session, subjects rated their desire to eat chocolate before and after the 90-s presentation of the particular stimulus. Each subject was then given a half pound of M&Ms so that actual consumption could also be measured. Results indicated that, following the presentation of the sight and taste stimuli, the subjects’ desire to eat chocolate was significantly increased. Furthermore, no differences in chocolate consumption due to state of hunger or type of food-related stimulus presented were found.     

Food-related stimuli increase desire to eat in hungry and satiated human subjects

In the present study, the effect of food-related cues on the desire to eat chocolate in hungry and satiated subjects was investigated. Subjects (n=46) were randomly assigned to either a hungry or satiated group and then assigned to a group receiving one of the following stimuli: taste (2 M&Ms), sight (a photograph of M&Ms), cognition (a passage describin M&Ms), or control (no stimulus). In each testing session, subjects rated their desire to eat chocolate before and after the 90-s presentation of the particular stimulus. Each subject was then given a half pound of M&Ms so that actual consumption could also be measured. Results indicated that, following the presentation of the sight and taste stimuli, the subjects’ desire to eat chocolate was significantly increased. Furthermore, no differences in chocolate consumption due to state of hunger or type of food-related stimulus presented were found.     

How do social fears in adolescence develop? Fear conditioning shapes attention orienting to social threat cues

Social fears emerging in adolescence can have negative effects on emotional well-being. Yet the mechanisms by which these risks occur are unknown. One possibility is that associative learning results in fears to previously neutral social stimuli. Such conditioned responses may alter subsequent processing of social stimuli. We used a novel conditioning task to examine how associative processes influence social fear and attention orienting in adolescents. Neutral photographs were paired with socially rewarding or aversive stimuli during conditioning; a dot-probe task then assessed biases in attention orienting. The social conditioning task modified subjective ratings of the neutral stimuli. Moreover, for the neutral stimulus that was paired with the aversive stimulus, the strength of conditioning showed a relationship with subsequent attentional vigilance. The findings elucidate mechanisms by which negative peer experiences during adolescence may affect emotional processing.     

返回抑制过程中情绪面孔加工优先：ERPs研究

返回抑制(IOR)是指注意过程中个体对已搜索过的位置进行抑制, 从而在随后该位置上出现目标时发生注意重新定向或反应变慢的过程。本研究使用ERPs技术, 采用线索-靶子范式, 考察了情绪目标辨别任务中IOR的发生过程及二者的神经机制。结果发现, 与无效线索相比, 有效线索下的P1波幅更小, N1波幅更大, 正性、负性面孔N170的波幅比中性面孔大。表明当要求被试做情绪辨别任务时, IOR与对情绪信息的反应之间发生了分离, 表现出情绪加工的优先。这说明IOR和情绪偏向是发生在两种不同神经通路上的适应机制, 也为进一步探究注意与情绪的关系问题提供了来自神经电生理学的证据。     

对条件化恐惧反应的抑制效应:指导性与习惯性情绪调节的作用

为了考察实验室指导性与个体习惯性情绪调控策略对恐惧反应的影响,先使用问卷调查了81名大学生的习惯性重评与抑制水平,随后将被试分为两组,指导其在条件化恐惧习得过程中进行主动的情绪调节或自然观看,24h后进行恐惧的表达测试。结果发现,习惯性抑制水平与恐惧习得及表达水平呈显著负相关,且指导性情绪调节与习惯性抑制均显著降低了恐惧习得及表达水平。这提示指导性与习惯性情绪调节策略均能够削弱应激的伤害以保护个体。     

How do social fears in adolescence develop? Fear conditioning shapes attention orienting to social threat cues

Social fears emerging in adolescence can have negative effects on emotional well-being. Yet the mechanisms by which these risks occur are unknown. One possibility is that associative learning results in fears to previously neutral social stimuli. Such conditioned responses may alter subsequent processing of social stimuli. We used a novel conditioning task to examine how associative processes influence social fear and attention orienting in adolescents. Neutral photographs were paired with socially rewarding or aversive stimuli during conditioning; a dot-probe task then assessed biases in attention orienting. The social conditioning task modified subjective ratings of the neutral stimuli. Moreover, for the neutral stimulus that was paired with the aversive stimulus, the strength of conditioning showed a relationship with subsequent attentional vigilance. The findings elucidate mechanisms by which negative peer experiences during adolescence may affect emotional processing.     

Reevaluating Cue Exposure and Response Prevention in a Pilot Study: An Updated Treatment for Binge Eating Disorder

Approximately half of individuals with binge eating disorder (BED) fail to improve when treated with cognitive behavioral therapy; thus, better treatments are needed. Cue exposure and response prevention (CERP) may be one option, but its full potential for reducing binge eating remains unknown because prior applications for binge eating have not utilized the broad range of strategies believed to optimize exposure therapy. The current single-subject AB design investigated the acceptability and effectiveness of a comprehensive CERP treatment among 8 women who met DSM-5 criteria for binge eating disorder. Changes in the number of binges were measured from baseline to the end of treatment, and desire to eat, salivation, and idiographic expectancies of aversive outcomes to food-cue exposure (idiographic CS-US expectancies), including expectancies about ability to tolerate distress when exposed to food cues were measured across the course of treatment. Statistical analysis revealed a significant reduction in the number of binges from baseline to the end of treatment. Across the course of treatment, desire to eat and idiographic CS-US expectancies reduced, and distress tolerance expectancies increased. No participants dropped out and all reported being maximally satisfied with the treatment. Based on these findings, future randomized-control trials with larger samples should examine the efficacy of CERP and mechanisms underlying change with the aim of establishing a more effective treatment for binge eating disorder.     

Mindful attention predicts greater recovery from negative emotions,but not reduced reactivity

This study investigated the role of dispositional mindful attention in immediate reactivity to, and subsequent recovery from, laboratory-induced negative emotion. One hundred and fourteen undergraduates viewed blocks of negative pictures followed by neutral pictures. Participants’ emotional responses to negative pictures and subsequent neutral pictures were assessed via self-reported ratings. Participants’ emotional response to negative pictures was used to index level of emotional reactivity to unpleasant stimuli; emotional response to neutral pictures presented immediately after the negative pictures was used to index level of emotional recovery from pre-induced negative emotion (residual negativity). Results indicated that mindful attention was not associated with the emotional response to negative pictures, but it was associated with reduced negative emotion in response to the neutral pictures presented immediately after the negative pictures, suggesting better recovery as opposed to reduced reactivity. This effect was especially pronounced in later experimental blocks when the accumulation of negative stimuli produced greater negative emotion from which participants had to recover. The current study extends previous findings on the relationship between dispositional mindfulness and reduced negative emotion by demonstrating that mindful attention may facilitate better recovery from negative emotion, possibly through more effective disengagement from previous stimuli.     

Using emotional cues in a discrimination learning task: Effects of trait emotional intelligence and affective state

Individuals may differ in their ability to learn the significance of emotional cues within a specific context. If so, trait emotional intelligence (EI) may be associated with faster cue learning. This study (N = 180) tested whether trait EI predicts faster learning of a critical cue for discriminating “terrorists” from “non-terrorists”, using virtual-reality heads as stimuli. The critical cue was either facial emotion (positive or negative), or a neutral feature (hat size). Cognitive ability and subjective state were also assessed. Participants were faster to learn with an emotive cue. Surprisingly, high trait EI was correlated with poorer performance, especially early in learning. Subjective distress was also associated with impaired learning to emotive cues.     

情绪词对新异刺激喜好度变化的调节机制

通过三个实验探讨了情绪词的情绪信息对新异刺激喜好度变化的调节机制。实验采用评价条件化(Evaluative Conditioning)范式, 将新异刺激(相当于条件刺激, CS)与情绪词(相当于无条件刺激, US)配对呈现, 最后测量被试对新异刺激的喜好程度。三个实验通过设置表面故事, 控制新异刺激与情绪词间的配对关系, 并改变任务的加工深度, 揭示了情绪词调节新异刺激喜好度变化的机制。研究结果表明, 情绪词对新异刺激喜好度的调节不依赖于对刺激间偶联关系的意识以及被试的任务状态, 是一种自下而上的自动化的联想学习过程。     

Acquired affective associations induce emotion effects in word recognition: An ERP study

The present study examined how contextual learning and in particular emotionality conditioning impacts the neural processing of words, as possible key factors for the acquisition of words’ emotional connotation. 21 participants learned on five consecutive days associations between meaningless pseudowords and unpleasant or neutral pictures using an evaluative conditioning paradigm. Subsequently, event-related potentials were recorded while participants implicitly processed the learned emotional relevance in a lexical decision paradigm. Emotional and neutral words were presented together with the conditioned pseudowords and a set of new pseudowords. Conditioned and new pseudowords differed in the late positive complex. Emotionally and neutrally conditioned stimuli differed in an early time window (80–120 ms) and in the P300. These results replicate ERP effects known from emotion word recognition and indicate that contextual learning and in particular evaluative conditioning is suitable to establish emotional associations in words, and to explain early ERP effects in emotion word recognition.     

An emotional processing writing intervention and heart rate variability: the role of emotional approach

Expressing and understanding one's own emotional responses to negative events, particularly those that challenge the attainment of important life goals, is thought to confer physiological benefit. Individual preferences and/or abilities in approaching emotions might condition the efficacy of interventions designed to encourage written emotional processing (EP). This study examines the physiological impact (as indexed by heart rate variability (HRV)) of an emotional processing writing (EPW) task as well as the moderating influence of a dispositional preference for coping through emotional approach (EP and emotional expression (EE)), in response to a laboratory stress task designed to challenge an important life goal. Participants (n?=?98) were randomly assigned to either EPW or fact control writing (FCW) following the stress task. Regression analyses revealed a significant dispositional EP by condition interaction, such that high EP participants in the EPW condition demonstrated higher HRV after writing compared to low EP participants. No significant main effects of condition or EE coping were observed. These findings suggest that EPW interventions may be best suited for those with preference or ability to process emotions related to a stressor or might require adaptation for those who less often cope through emotional approach.     

Emotionally conditioning the target-speech voice enhances recognition of the target speech under “cocktail-party” listening conditions

Under a noisy “cocktail-party” listening condition with multiple people talking, listeners can use various perceptual/cognitive unmasking cues to improve recognition of the target speech against informational speech-on-speech masking. One potential unmasking cue is the emotion expressed in a speech voice, by means of certain acoustical features. However, it was unclear whether emotionally conditioning a target-speech voice that has none of the typical acoustical features of emotions (i.e., an emotionally neutral voice) can be used by listeners for enhancing target-speech recognition under speech-on-speech masking conditions. In this study we examined the recognition of target speech against a two-talker speech masker both before and after the emotionally neutral target voice was paired with a loud female screaming sound that has a marked negative emotional valence. The results showed that recognition of the target speech (especially the first keyword in a target sentence) was significantly improved by emotionally conditioning the target speaker’s voice. Moreover, the emotional unmasking effect was independent of the unmasking effect of the perceived spatial separation between the target speech and the masker. Also, (skin conductance) electrodermal responses became stronger after emotional learning when the target speech and masker were perceptually co-located, suggesting an increase of listening efforts when the target speech was informationally masked. These results indicate that emotionally conditioning the target speaker’s voice does not change the acoustical parameters of the target-speech stimuli, but the emotionally conditioned vocal features can be used as cues for unmasking target speech.     

Post-encoding emotional arousal enhances consolidation of item memory,but not reality-monitoring source memory

The current study examined whether the effect of post-encoding emotional arousal on item memory extends to reality-monitoring source memory and, if so, whether the effect depends on emotionality of learning stimuli and testing format. In Experiment 1, participants encoded neutral words and imagined or viewed their corresponding object pictures. Then they watched a neutral, positive, or negative video. The 24-hour delayed test showed that emotional arousal had little effect on both item memory and reality-monitoring source memory. Experiment 2 was similar except that participants encoded neutral, positive, and negative words and imagined or viewed their corresponding object pictures. The results showed that positive and negative emotional arousal induced after encoding enhanced consolidation of item memory, but not reality-monitoring source memory, regardless of emotionality of learning stimuli. Experiment 3, identical to Experiment 2 except that participants were tested only on source memory for all the encoded items, still showed that post-encoding emotional arousal had little effect on consolidation of reality-monitoring source memory. Taken together, regardless of emotionality of learning stimuli and regardless of testing format of source memory (conjunction test vs. independent test), the facilitatory effect of post-encoding emotional arousal on item memory does not generalize to reality-monitoring source memory.     

Perceived control,depressive symptomatology,and professional burnout: A review of the evidence

This article examines the extent to which self-reported emotional eating is a predictor of unhealthy snack consumption or, alternatively, an expression of beliefs about the relation between emotions and eating derived from concerns about eating behaviour. Three studies were conducted. Study 1 (N = 151) and Study 2 (N = 184) investigated the predictive validity of emotional eating compared to habit strength in snack consumption, employing 7-day snack diaries. Both studies demonstrated that snack consumption was not predicted by emotional eating but depended on the habit of unhealthy snacking and on restraint eating. As emotional eating was not a significant predictor of snack intake, Study 3 addressed the alternative hypothesis of emotional eating being an expression of concerns about eating behaviour. Results from this cross-sectional survey (N = 134) showed that emotional eating was significantly associated with several concerns. Together, these studies show that snack intake is better predicted by habit strength and restraint eating than by emotional eating. Additionally, the results suggest that in normal-weight women the concept of emotional eating may not capture the tendency to eat under emotional conditions, but rather reflects beliefs about the relation between emotions and eating.