Sentences with phrase «with emotional stimuli»

EEG Correlations during a Working Memory Task with Emotional Stimuli in Girls with Post-Traumatic Stress Disorder Secondary to Sexual Abuse

Not exact matches

Social media and messaging fool the limbic system — the part of the brain responsible for survival and response to emotional stimuli — into rewarding us every time we connect with others online.

J.K. Rowling is a talented storyteller, but she has also used the style and technique of modern television and cinema media, which seizes the imagination by pummelling it, bombarding it with powerful stimuli, in a rapid pace, with plenty of emotional rewards.

The fear conditioning experiments, done with live rats, showed that individual neurons in the amygdala, the emotional hub of the brain, that were initially capable of telling apart safe from dangerous stimuli can start firing indiscriminately — causing the rat to become fearful of non-threatening stimuli.

The study is the first to examine how pupillary response to emotional stimuli may interact with life stress to predict prospective depression.

Getting stuck on threatening stimuli is often associated with difficulties in regulating negative emotional experiences.

For example, thoughts return to the break - up, you experience feelings of loss and have emotional responses to stimuli associated with the relationship, which can include flashbacks.»

The teens who receive our counseling services gain insight into how their life experiences drive their thoughts, feelings, and behaviors; learn to regulate their responses to emotional stimuli; become more empowered to speak up and advocate for themselves appropriately; develop increased trust and the ability to choose healthier relationships; improve their school engagement; find compassion for themselves and each other; and experience renewed hope and a glimpse of a future with new possibilities.

For many young people who exhibit emotional disabilities — such as those on the autism spectrum — these expectations are not merely difficult to master; oftentimes, such a behavioral paragon falls outside the non-normative behavior practices that are important components of the way a child with special needs communicates with and responds to surrounding people and stimuli (Picciuto 2016).

However, the most efficient method to create a strong positive emotional response to stimuli is to not only condition the response with the first experience, but also to have the novel stimulus (e.g., nail trimmers) precede the pleasant one (treat), as in the following steps:

A good approach in tackling dog fear is to invest in classical counterconditioning — a behavior modification technique meant to change the dog's emotional response towards a feared stimulus by encouraging an emotion that is incompatible with fear.

By pairing the umbrella with a positive stimulus, such as a piece of sausage, the emotional response gradually begins to change.

I will now look at you, where's my treat, where's my treat?!!» This therefore, accomplishes three things: it works to change the dog's emotional response towards stimuli yielding a more confident dog, it builds a better bond with owner and it helps achieve better control, a win - win situation for all!

in the past about using counter-conditioning and desensitization to help dogs change their association with fear - causing stimuli in order to change their emotional response.

Emotional vulnerability was defined as high distress reactions to fear stimuli coinciding with limited efforts by the infants to look at or seek assistance or comfort from their mothers.

Here, the emotional responses of 23 BD participants were compared with that of 24 healthy controls after various stimuli; the study found greater HRV in the BD group after the stimuli through an increase in measures related to parasympathetic activity.16 More recently, in 2015, Voggt et al investigated HRV features in 90 euthymic bipolar patients compared with 62 healthy controls.

The amygdala is associated with arousal and reactions to threatening stimuli, as well as emotional learning and memory.

Results indicated MBCT - C was associated with increases in activation of the bilateral insula, lentiform nucleus, and thalamus, as well as the left anterior cingulate while viewing emotional stimuli during the continuous processing task with emotional and neutral distractors (CPT - END), and decreases in anxiety were correlated with change in activation in the bilateral insula and anterior cingulate during the viewing of emotional stimuli.

Several investigations found that conduct problems coupled with low levels of CU traits are associated with increased amygdala reactivity to fearful and angry facial expressions (Viding et al., 2012; Hyde et al., 2013; Blair et al., 2014; Sebastian et al., 2014), while those coupled with high levels of CU traits are correlated with decreased amygdala reactivity to emotional stimuli, particularly fearful facial expressions (Odgers et al., 2008; Jones et al., 2009).

Neuroimaging studies with healthy volunteers indicate that the FPC is associated with allocating and maintaining attention on emotional stimuli (Koechlin et al., 1999; Burgess et al., 2007; Tsujimoto et al., 2011).

As for ODD, studies have shown, as early as preschool age, that, compared to children with low levels of CU traits and ODD, those with higher levels of CU traits have more severe ODD problems, showing deficits in processing emotional stimuli, such as fearful faces, having lower levels of fearfulness and anxiety, manifesting insensitivity to punishment and displaying physiological hypoarousal, such as low stress reaction — lower heart rate at rest and during reactivity to emotional stimuli (Fanti, 2016).

This, along with the higher activation seen before the presentation of emotional facial stimuli, implies that cues related to a secure figure can capture the attention resources, thereby affecting the performance in subsequent cognitive tasks.

Moreover, a study by Kimonis et al. (2006) used the Dot - probe paradigm (an attentional task that indexes attentional orientation patterns for emotional stimuli) with serious male adolescent offenders, revealing that those who had high levels of both CU traits and anxiety symptoms oriented significantly more their attention toward emotionally distressing pictures, as compared to those with high levels of CU traits but low anxiety, who were not engaged by these stimuli (Kimonis et al., 2012).

Therefore, the purpose of our study was to examine the priming effects of secure base schema on the processing of emotional stimuli while exploring the interaction of this priming with attachment orientations, and the underlying neural mechanisms.

Based on previous findings on attention to emotional stimuli in children with disruptive behaviors (e.g., Kimonis et al., 2012; Hodsoll et al., 2014), we hypothesized that higher levels of CU traits would be associated with reduced attention toward fearful and angry faces, while higher levels of ODD - related problems would be associated with greater attention toward both negative and positive (happy) emotional faces.

Furthermore, to our knowledge, the present study is the first addressing the question on how children with various levels of CU traits, anxiety and ODD - related problems process both negative and positive emotional faces, by indexing attentional orientation patterns toward these stimuli through a dynamic computation procedure.

The results showed that attachment secure priming interacted with attachment anxiety to affect the processing of emotional stimuli with both positive and negative valence.

Several behavioral research groups have provided evidence that attachment anxiety is associated with a tendency for hypervigilance toward emotional stimuli such as emotional facial expressions (Niedenthal et al., 2002; Chris Fraley et al., 2006), and words associated with threat (Mikulincer et al., 2004).

Other research has revealed that COAs have increased communication apprehension, more difficulty coping with stressful events, and magnetic resonance imaging has shown that they respond differently to emotional stimuli.

For instance, there is evidence of individual differences in expressing avoidance or hypervigilance with respect to attachment threats: fearful avoidant individuals are in fact characterized by cognitive avoidance of all highly emotional stimuli (Dewitte et al., 2007).

In terms of studies regarding behavioral problems, one extensive meta - analysis of the relationship between sleep deprivation and cognition in school - aged children found a significant increase in behavioral problems in children with shorter sleep duration.25) Additionally, sleep deprivation resulted in a significant increment in alertness and emotional reactivity in children, which led to delinquency, long - term emotional and behavioral difficulties.26 — 28) Consistent with such findings, sleep deprived subjects were more alert to negative stimuli, 29) and more susceptible to exaggerated aggressive impulses.30) Emotional lability and impulsivity were all strongly correlated with sleep deprivation, 31) with the severity of emotional dysregulation worsening as a function of the degree of sleep restriemotional reactivity in children, which led to delinquency, long - term emotional and behavioral difficulties.26 — 28) Consistent with such findings, sleep deprived subjects were more alert to negative stimuli, 29) and more susceptible to exaggerated aggressive impulses.30) Emotional lability and impulsivity were all strongly correlated with sleep deprivation, 31) with the severity of emotional dysregulation worsening as a function of the degree of sleep restriemotional and behavioral difficulties.26 — 28) Consistent with such findings, sleep deprived subjects were more alert to negative stimuli, 29) and more susceptible to exaggerated aggressive impulses.30) Emotional lability and impulsivity were all strongly correlated with sleep deprivation, 31) with the severity of emotional dysregulation worsening as a function of the degree of sleep restriEmotional lability and impulsivity were all strongly correlated with sleep deprivation, 31) with the severity of emotional dysregulation worsening as a function of the degree of sleep restriemotional dysregulation worsening as a function of the degree of sleep restriction.32)

Furthermore, people with high levels of CU traits (psychopathic personality) have been shown to have three specific cognitive and emotional deficits; a poor conditioned fear response, reduced ability to recognise fear, and deficits in stimulus - reinforcement tasks (see Moul et al. [12] for a review).

Functional magnetic resonance imaging (fMRI) studies have provided evidence that individuals with conduct problems and high levels of CU traits (CD / CU +) process emotional stimuli differently from those with conduct problems and low levels of CU traits (CD / CU --RRB-.

Our results are in line with other neuroimaging studies that have found reduced activations to different kinds of affective stimuli within the brain emotional systems in violent adult subjects and in adolescents with conduct disorder.

The latter traits, typically highly correlated, have been shown to correlate negatively with trait mindfulness (Giluk, 2009) and are marked by negative emotional reactivity to unpleasant life events (Goldberg, 1993) and neural reactivity to negative stimuli (Canli et al., 2001).