Lifetime Abuse and Mental Health Among Older Persons: A European Study

This study aimed to investigate the association of lifetime abuse and mental health among older persons, considering associated factors (e.g., demographics) through a cross-sectional design. We recruited 4,467 women and men ages 60–84 years from 7 European cities. Mental health was measured with the Hospital Anxiety and Depression Scale, and abuse (psychological, physical, sexual, financial, and physical injuries) based on the Revised Conflict Tactics Scale and the UK survey of abuse/neglect of older people. Multiple logistic regression analyses showed that country of residence, low educational level, and experienced financial strain increased the odds of probable cases of anxiety and depression. Female sex, white-collar profession, and financial support by social/other benefits/or partner income were associated with higher odds of anxiety, while older age and experience of lifetime injury were associated with increased odds of depressive symptoms. The findings of this study indicate that socioeconomic factors, as well as experienced lifetime severe physical abuse leading to injuries, are significant in perceived mental health of adults in later life.     

Testing problem-solving capacities: differences between individual testing and social group setting

Testing animals individually in problem-solving tasks limits distractions of the subjects during the test, so that they can fully concentrate on the problem. However, such individual performance may not indicate the problem-solving capacity that is commonly employed in the wild when individuals are faced with a novel problem in their social groups, where the presence of a conspecific influences an individual’s behaviour. To assess the validity of data gathered from parrots when tested individually, we compared the performance on patterned-string tasks among parrots tested singly and parrots tested in social context. We tested two captive groups of orange-winged amazons (Amazona amazonica) with several patterned-string tasks. Despite the differences in the testing environment (singly vs. social context), parrots from both groups performed similarly. However, we found that the willingness to participate in the tasks was significantly higher for the individuals tested in social context. The study provides further evidence for the crucial influence of social context on individual’s response to a challenging situation such as a problem-solving test.     

The more you ignore me the closer I get: An ERP study of evaluative priming

We used event-related brain potentials (ERPs) to investigate the various mental processes contributing to evaluative priming—that is, more positive judgments for targets preceded by affectively positive, as opposed to negative, prime stimuli. To ensure ecological validity, we employed a priori meaningful landscape pictures as targets and emotional adjectives as visual primes and presented both primes and targets for relatively long durations (>1 s). Prime-related lateralized readiness potentials (LRPs) revealed response priming as one source of the significant evaluative priming effect. On the other hand, greater right-frontal positive slow wave in the ERP for pictures following negative, as compared with positive, primes indicated altered impression formation, thus supporting automatic spreading activation and/or affect misattribution accounts. Moreover, target LRPs suggested conscious counter-control to reduce the evaluative priming net effect. Finally, when comparing prime ERPs for two groups of participants showing strong versus weak evaluative priming, we found strong evidence for the role of depth of prime processing: In the weak-effect group, prime words evoked an increased visual P1/N1 complex, a larger posterior P2 component, and a greater left-parietal processing negativity presumably reflecting semantic processing. By contrast, a larger medial-frontal P2/N2 complex in the strong-effect group suggested top-down inhibition of the prime’s emotional content. Thus, trying to ignore the primes can actually increase, rather than decrease, the evaluative priming effect.     

Attentional control in depression: A translational affective neuroscience approach

Translational research refers to the application of basic science to address clinical problems and acquire knowledge that can be used to guide and refine clinical practice. This special issue of Cognitive, Affective, & Behavioral Neuroscience seeks to explore and integrate some of the most promising findings offered by recent cognitive and affective neuroscience studies in hopes of filling the gap between basic and applied research, thereby heightening our understanding of vulnerability for depression. The studies presented in this special issue focus specifically on attentional processes. We solicited contributions from leading researchers involved in basic cognitive and neuroscience research investigating processes underlying depression-related disturbances in emotion processing. In this introductory article, we present an integrative overview to demonstrate how these specific contributions might be valuable for translational research.     

Developmental Changes In Switching Between Mental Task Sets: The Influence Of Verbal Labeling In Childhood

Age-related changes in the use of verbal processes for the efficient switching between tasks were investigated in 5-year-old children (N = 32, M age = 5.9 years) and 9-year-old children (N = 32, M age = 9.4 years). Task switching was assessed by means of a cued switching paradigm to examine two switching components: (a) to maintain and select and (b) to switch between task sets. The aim of this study is to determine (a) developmental changes in both switching components during childhood, (b) whether age-related changes in these components are influenced by verbalizations in terms of “thinking aloud” (Ericsson & Simon, 1993) during task performance, and (c) age changes in the content of the self-verbalizations. Results show an age-related impairment of the 5-year-old group on the level of task-set maintenance and selection. Children mainly verbalized the response labels. However, whereas 5-year-olds more often labeled their perceptions (Zelazo, 1999), 9-year-olds used language to maintain the currently relevant task set. Both age groups relied on the same verbal strategy facilitating task switching, supporting the view that language can be used to plan and guide actions (Luria, 1969).     

Levels of visuo-spatial selection: An ERP study of negative priming

Usually, a probe target appearing in a recently ignored distractor location is less efficiently processed. This robust phenomenon is called (visuo-) spatial negative priming (SNP). Among other explanations, concepts of persisting or retrieved spatial inhibition play a major role. Two relevant issues were investigated using event-related brain potentials (ERPs). The first pertains to context sensitivity of inhibition: Is a probe distractor necessary for SNP? The second concerns levels of processing at which spatial inhibition operates: Does SNP affect perception, selection, and/or stimulus classification? A localization task with and without probe distractors was employed while 64-channel EEG was recorded. Obviously, SNP does not require a probe distractor; the distractor-absent SNP effect was larger than the distractor-present SNP effect. Distractor-present SNP had two lateralized ERP effects, N1pc amplitude reduction and N2pc amplitude increase. Smaller N1pc may indeed reflect perceptual decrement, but was inversely related to size of behavioral SNP. By contrast, only strong-SNP participants showed N2pc increase, which points to selection disadvantage due to persisting inhibition of higher-level spatial representations. Distractor-absent SNP had no N1pc/N2pc correlates; instead, reduced amplitude of a broadly distributed P300 component suggests impaired stimulus classification due to episodic retrieval of inappropriate prime information. Overall, SNP seems to emerge from relatively late stages of processing, thus challenging the idea of context-free persisting inhibition of low-level spatial representations. Furthermore, distractor-present and distractor-absent SNP are qualitatively different from each other.     

Beyond emotional benefits: Physical activity and sedentary behaviour affect psychosocial resources through emotions

Physical activity is known to improve emotional experiences, and positive emotions have been shown to lead to important life outcomes, including the development of psychosocial resources. In contrast, time spent sedentary may negatively impact emotional experiences and, consequently, erode psychosocial resources. Two studies tested whether activity independently influenced emotions and psychosocial resources, and whether activity indirectly influenced psychosocial resources through emotional experiences. Using cross-sectional (Study 1a) and longitudinal (Study 1b) methods, we found that time spent physically active independently predicted emotions and psychosocial resources. Mediation analyses suggested that emotions may account for the relation between activity and psychosocial resources. The improved emotional experiences associated with physical activity may help individuals build psychosocial resources known to improve mental health. Study 1a provided first indicators to suggest that, in contrast, sedentary behaviour may reduce positive emotions, which could in turn lead to decrements in psychosocial resources.     

Learnability of embedded syntactic structures depends on prosodic cues

The ability to process center-embedded structures has been claimed to represent a core function of the language faculty. Recently, several studies have investigated the learning of center-embedded dependencies in artificial grammar settings. Yet some of the results seem to question the learnability of these structures in artificial grammar tasks. Here, we tested under which exposure conditions learning of center-embedded structures in an artificial grammar is possible. We used naturally spoken syllable sequences and varied the presence of prosodic cues. The results suggest that mere distributional information does not suffice for successful learning. Prosodic cues marking the boundaries of the major relevant units, however, can lead to learning success. Thus, our data are consistent with the hypothesis that center-embedded syntactic structures can be learned in artificial grammar tasks if language-like acoustic cues are provided.     

How useful is executive control training? Age differences in near and far transfer of task‐switching training

Although executive functions can be improved by training, little is known about the extent to which these training‐related benefits can be transferred to other tasks, or whether this transfer can be modulated by the type of training. This study investigated lifespan changes in near transfer of task‐switching training to structurally similar tasks and its modulation by verbal self‐instructions and variable training, as well as far transfer to structurally dissimilar ‘executive’ tasks and fluid intelligence. Three age groups (8–10; 18–26; 62–76 years of age) were examined in a pretest‐training‐posttest design. We found near transfer of task‐switching training in all age groups, especially in children and older adults. Near transfer was enhanced in adults and impaired in children when training tasks were variable. We also found substantial far transfer to other executive tasks and fluid intelligence in all age groups, pointing to the transfer of relatively general executive control abilities after training.     

Emotion regulation and biological stress responding: associations with worry,rumination, and reappraisal

ABSTRACT

Individual differences in the habitual use of emotion regulation strategies may play a critical role in understanding psychological and biological stress reactivity and recovery in depression and anxiety. This study investigated the relation between the habitual use of different emotion regulation strategies and cortisol reactivity and recovery in healthy control individuals (CTL; n?=?33) and in individuals diagnosed with social anxiety disorder (SAD; n?=?41). The tendency to worry was associated with increased cortisol reactivity to a stressor across the full sample. Rumination was not associated with cortisol reactivity, despite its oft-reported similarities to worry. Worry and rumination, however, were associated with increased cortisol during recovery from the stressor. The only difference between CTL and SAD participants was observed for reappraisal. In the CTL but not in the SAD group, reappraisal predicted recovery, such that an increased tendency to reappraise was associated with greater cortisol recovery. These results suggest an important role of the habitual use of emotion regulation strategies in understanding biological stress reactivity and recovery.