Posts tagged psychology
Articles and news from the latest research reports.
New Study Suggests a Better Way to Deal with Bad Memories
What’s one of your worst memories? How did it make you feel? According to psychologists, remembering the emotions felt during a negative personal experience, such as how sad you were or how embarrassed you felt, can lead to emotional distress, especially when you can’t stop thinking about it.
(Image: iStockphoto)
When these negative memories creep up, thinking about the context of the memories, rather than how you felt, is a relatively easy and effective way to alleviate the negative effects of these memories, a new study suggests.
Researchers at the Beckman Institute at the University of Illinois, led by psychology professor Florin Dolcos of the Cognitive Neuroscience Group, studied the behavioral and neural mechanisms of focusing away from emotion during recollection of personal emotional memories, and found that thinking about the contextual elements of the memories significantly reduced their emotional impact.
“Sometimes we dwell on how sad, embarrassed, or hurt we felt during an event, and that makes us feel worse and worse. This is what happens in clinical depression—ruminating on the negative aspects of a memory,” Dolcos said. “But we found that instead of thinking about your emotions during a negative memory, looking away from the worst emotions and thinking about the context, like a friend who was there, what the weather was like, or anything else non-emotional that was part of the memory, will rather effortlessly take your mind away from the unwanted emotions associated with that memory. Once you immerse yourself in other details, your mind will wander to something else entirely, and you won’t be focused on the negative emotions as much.”
This simple strategy, the study suggests, is a promising alternative to other emotion-regulation strategies, like suppression or reappraisal.
“Suppression is bottling up your emotions, trying to put them away in a box. This is a strategy that can be effective in the short term, but in the long run, it increases anxiety and depression,” explains Sanda Dolcos, co-author on the study and postdoctoral research associate at the Beckman Institute and in the Department of Psychology.
“Another otherwise effective emotion regulation strategy, reappraisal, or looking at the situation differently to see the glass half full, can be cognitively demanding. The strategy of focusing on non-emotional contextual details of a memory, on the other hand, is as simple as shifting the focus in the mental movie of your memories and then letting your mind wander.”
Not only does this strategy allow for effective short-term emotion regulation, but it has the possibility of lessening the severity of a negative memory with prolonged use.
In the study, participants were asked to share their most emotional negative and positive memories, such as the birth of a child, winning an award, or failing an exam, explained Sanda Dolcos. Several weeks later participants were given cues that would trigger their memories while their brains were being scanned using magnetic resonance imaging (MRI). Before each memory cue, the participants were asked to remember each event by focusing on either the emotion surrounding the event or the context. For example, if the cue triggered a memory of a close friend’s funeral, thinking about the emotional context could consist of remembering your grief during the event. If you were asked to remember contextual elements, you might instead remember what outfit you wore or what you ate that day.
“Neurologically, we wanted to know what happened in the brain when people were using this simple emotion-regulation strategy to deal with negative memories or enhance the impact of positive memories,” explained Ekaterina Denkova, first author of the report. “One thing we found is that when participants were focused on the context of the event, brain regions involved in basic emotion processing were working together with emotion control regions in order to, in the end, reduce the emotional impact of these memories.”
Using this strategy promotes healthy functioning not only by reducing the negative impact of remembering unwanted memories, but also by increasing the positive impact of cherished memories, Florin Dolcos said.
In the future, the researchers hope to determine if this strategy is effective in lessening the severity of negative memories over the long term. They also hope to work with clinically depressed or anxious participants to see if this strategy is effective in alleviating these psychiatric conditions.
These results were published in Social Cognitive and Affective Neuroscience.
(Source: beckman.illinois.edu)
Cognitive scientists use ‘I spy’ to show spoken language helps direct children’s eyes
In a new study, Indiana University cognitive scientists Catarina Vales and Linda Smith demonstrate that children spot objects more quickly when prompted by words than if they are only prompted by images.
Language, the study suggests, is transformative: More so than images, spoken language taps into children’s cognitive system, enhancing their ability to learn and to navigate cluttered environments. As such the study, published last week in the journal Developmental Science, opens up new avenues for research into the way language might shape the course of developmental disabilities such as ADHD, difficulties with school, and other attention-related problems.
In the experiment, children played a series of “I spy” games, widely used to study attention and memory in adults. Asked to look for one image in a crowded scene on a computer screen, the children were shown a picture of the object they needed to find — a bed, for example, hidden in a group of couches.
"If the name of the target object was also said, the children were much faster at finding it and less distracted by the other objects in the scene," said Vales, a graduate student in the Department of Psychological and Brain Sciences.
"What we’ve shown is that in 3-year-old children, words activate memories that then rapidly deploy attention and lead children to find the relevant object in a cluttered array," said Smith, Chancellor’s Professor in the Department of Psychological and Brain Sciences. "Words call up an idea that is more robust than an image and to which we more rapidly respond. Words have a way of calling up what you know that filters the environment for you.”
The study, she said , “is the first clear demonstration of the impact of words on the way children navigate the visual world and is a first step toward understanding the way language influences visual attention, raising new testable hypotheses about the process.”
Vales said the use of language can change how people inspect the world around them.
"We also know that language will change the way people perform in a lot of different laboratory tasks," she said. "And if you have a child with ADHD who has a hard time focusing, one of the things parents are told to do is to use words to walk the child through what she needs to do. So there is this notion that words change cognition. The question is ‘how?’"
Vales said their research results “begin to tell us precisely how words help, the kinds of cognitive processes words tap into to change how children behave. For instance, the difference between search times, with and without naming the target object, indicate a key role for a kind of brief visual memory known as working memory, that helps us remember what we just saw as we look to something new. Words put ideas in working memory faster than images.”
For this reason, language may play an important role in a number of developmental disabilities.
"Limitations in working memory have been implicated in almost every developmental disability, especially those concerned with language, reading and negative outcomes in school," Smith said. "These results also suggest the culprit for these difficulties may be language in addition to working memory.
"This study changes the causal arrow a little bit. People have thought that children have difficulty with language because they don’t have enough working memory to learn language. This turns it around because it suggests that language may also make working memory more effective."
How does this matter to child development?
"Children learn in the real world, and the real world is a cluttered place," Smith said. "If you don’t know where to look, chances are you don’t learn anything. The words you know are a driving force behind attention. People have not thought about it as important or pervasive, but once children acquire language, it changes everything about their cognitive system."
"Our results suggest that language has huge effects, not just on talking, but on attention — which can determine how children learn, how much they learn and how well they learn," Vales said.
Our Brains are Hardwired for Language
People blog, they don’t lbog, and they schmooze, not mshooze. But why is this? Why are human languages so constrained? Can such restrictions unveil the basis of the uniquely human capacity for language?
A groundbreaking study published in PLOS ONE by Prof. Iris Berent of Northeastern University and researchers at Harvard Medical School shows the brains of individual speakers are sensitive to language universals. Syllables that are frequent across languages are recognized more readily than infrequent syllables. Simply put, this study shows that language universals are hardwired in the human brain.
LANGUAGE UNIVERSALS
Language universals have been the subject of intense research, but their basis remains elusive. Indeed, the similarities between human languages could result from a host of reasons that are tangential to the language system itself. Syllables like lbog, for instance, might be rare due to sheer historical forces, or because they are just harder to hear and articulate. A more interesting possibility, however, is that these facts could stem from the biology of the language system. Could the unpopularity of lbogs result from universal linguistic principles that are active in every human brain?
THE EXPERIMENT
To address this question, Dr. Berent and her colleagues examined the response of human brains to distinct syllable types—either ones that are frequent across languages (e.g., blif, bnif), or infrequent (e.g., bdif, lbif). In the experiment, participants heard one auditory stimulus at a time (e.g., lbif), and were then asked to determine whether the stimulus includes one syllable or two while their brain was simultaneously imaged.
Results showed the syllables that were infrequent and ill-formed, as determined by their linguistic structure, were harder for people to process. Remarkably, a similar pattern emerged in participants’ brain responses: worse-formed syllables (e.g., lbif) exerted different demands on the brain than syllables that are well-formed (e.g., blif).
UNIVERSALLY HARDWIRED BRAINS
The localization of these patterns in the brain further sheds light on their origin. If the difficulty in processing syllables like lbif were solely due to unfamiliarity, failure in their acoustic processing, and articulation, then such syllables are expected to only exact cost on regions of the brain associated with memory for familiar words, audition, and motor control. In contrast, if the dislike of lbif reflects its linguistic structure, then the syllable hierarchy is expected to engage traditional language areas in the brain.
While syllables like lbif did, in fact, tax auditory brain areas, they exerted no measurable costs with respect to either articulation or lexical processing. Instead, it was Broca’s area—a primary language center of the brain—that was sensitive to the syllable hierarchy.
These results show for the first time that the brains of individual speakers are sensitive to language universals: the brain responds differently to syllables that are frequent across languages (e.g., bnif) relative to syllables that are infrequent (e.g., lbif). This is a remarkable finding given that participants (English speakers) have never encountered most of those syllables before, and it shows that language universals are encoded in human brains.
The fact that the brain activity engaged Broca’s area—a traditional language area—suggests that this brain response might be due to a linguistic principle. This result opens up the possibility that human brains share common linguistic restrictions on the sound pattern of language.
FURTHER EVIDENCE
This proposal is further supported by a second study that recently appeared in the Proceedings of the National Academy of Science, also co-authored by Dr. Berent. This study shows that, like their adult counterparts, newborns are sensitive to the universal syllable hierarchy.
The findings from newborns are particularly striking because they have little to no experience with any such syllable. Together, these results demonstrate that the sound patterns of human language reflect shared linguistic constraints that are hardwired in the human brain already at birth.
Key Brain ‘Networks’ May Differ in Autism
Differences in brain connectivity may help explain the social impairments common in those who have autism spectrum disorders, new research suggests.
The small study compared the brains of 25 teens with an autism spectrum disorder to those of 25 typically developing teens, all aged 11 to 18. The researchers found key differences between the two groups in brain “networks” that help people to figure out what others are thinking, and to understand others’ actions and emotions.
"It is generally agreed that the way the networks are organized is not typical [in those with autism]," explained study lead researcher Inna Fishman, assistant research professor of psychology at San Diego State University.
The prevailing idea until now, she said, has been that these neurological networks are under-connected in people with autism. However, “we found they were over-connected — they talk to each other way more than expected at that age.”
The study is published in the April 16 online edition of JAMA Psychiatry.
Study provides new insight into how toddlers learn verbs
Parents can help toddlers’ language skills by showing them a variety of examples of different actions, according to new research from the University of Liverpool.
Previous research has shown that verbs pose particular difficulties to toddlers as they refer to actions rather than objects, and actions are often different each time a child sees them.
To find out more about this area of child language, University psychologists asked a group of toddlers to watch one of two short videos.
They then examined whether watching a cartoon star repeat the same action, compared to a character performing three different actions, affected the children’s understanding of verbs.
Developmental psychologist, Dr Katherine Twomey, said: “Knowledge of how children start to learn language is important to our understanding of how they progress throughout preschool and school years.
“This is the first study to indicate that showing toddlers similar but, importantly, not identical actions actually helped them understand what a verb refers to, instead of confusing them as you might expect.”
Dr Jessica Horst from the University of Sussex who collaborated on the research added: “It is a crucial first step in understanding how what children see affects how they learn verbs and action categories, and provides the groundwork for future studies to examine in more detail exactly what kinds of variability affect how children learn words.”
How brain structures grow as memory develops
Our ability to store memories improves during childhood, associated with structural changes in the hippocampus and its connections with prefrontal and parietal cortices. New research from UC Davis is exploring how these brain regions develop at this crucial time. Eventually, that could give insights into disorders that typically emerge in the transition into and during adolescence and affect memory, such as schizophrenia and depression.
Located deep in the middle of the brain, the hippocampus plays a key role in forming memories. It looks something like two curving fingers branching forward from a common root. Each branch is a folded-over structure, with distinct areas in the upper and lower fold.
“For a long time it was assumed that the hippocampus didn’t develop at all after the first couple of years of life,” said Joshua Lee, a graduate student at the UC Davis Department of Psychology and Center for Mind and Brain. Improvements in memory were thought to be due entirely to changes in the brain’s outer layers, or cortex, that manage attention and strategies. But that picture has begun to change in the past five years.
Recently, Lee, Professor Simona Ghetti at the Center for Mind and Brain and Arne Ekstrom, assistant professor in the UC Davis Center for Neuroscience, used magnetic resonance imaging to map the hippocampus in 39 children aged eight to 14 years.
While subfields of the hippocampus have been mapped in adult humans and animal studies, it’s the first time that they have been measured in children, Ghetti said.
“This is really important to us, because it allows us to understand the heterogeneity along the hippocampus, which has been examined in human adults and other species” Ghetti said.
Looking at three subregions — the cornu ammonis (CA) 1, CA3/dentate gyrus and subiculum — they found that the first two expanded with age, with the most pronounced growth in the right hippocampus. Only in the oldest 25 percent of the children, within a few months either side of 14, did the sizes of all three regions decrease.
When they tested the children for memory performance, children with a larger CA3/dentate gyrus tended to perform better, they found. The work was published online March 15 by the journal Neuroimage.
In a related study in collaboration with the laboratory of Professor Silvia Bunge at UC Berkeley, published March 27 in Cerebral Cortex, the researchers also demonstrated how white matter connections projecting from the hippocampus to the brain cortex are related to memory function in children.
“White matter” tracts connect the prefrontal and parietal regions of the brain cortex, which control how we pay attention to things and engage in memory strategies, with the media-temporal lobe, the area that includes the hippocampus.
In the study, children performed a memory test that prompted them either to actively memorize an item — and therefore engage the prefrontal and parietal cortices — or to view an image passively. The ability to successfully modulate attention was linked to development of white matter tracts linking the prefrontal and parietal cortex tothe mediatemporal lobe, Ghetti said, but not to fronto-parietal connections.
New therapy helps to improve stereoscopic vision in stroke patients
Humans view the world through two eyes, but it is our brain that combines the images from each eye to form a single composite picture. If this function becomes damaged, impaired sight can be the result. Such loss of visual function can be observed in patients who have suffered a stroke or traumatic brain injury or when the oxygen supply to the brain has been reduced (cerebral hypoxia). Those affected by this condition experience blurred vision or can start to see double after only a short period of visual effort. Other symptoms can include increased fatigue or headaches. It is been suggested that these symptoms arise because the brain is unable to maintain its ability to fuse the separate images from each eye into a single composite image over a longer period. Experts refer to this phenomenon as binocular fusion dysfunction.
‘As a result, these patients have significantly reduced visual endurance,’ explains Katharina Schaadt, a graduate psychology student at Saarland University. ‘This often severely limits a patient’s ability to work or go about their daily life.’ Working at a computer screen or reading the newspaper can be very challenging. As binocular fusion is a fundamental requirement for achieving a three-dimensional impression of depth, those affected also frequently suffer from partial or complete stereo blindness. ‘Patients suffering from stereo blindness are no longer able to perceive spatial depth correctly,’ says Schaadt. ‘In extreme cases, the world appears as flat as a two-dimensional picture. Such patients may well have difficulties in reaching for an object, climbing stairs or walking on uneven ground.’
Although about 20% of stroke patients and up to 50% of patients with brain trauma injuries suffer from these types of functional impairments, there is still no effective therapy. Researchers at Saarland University working with Anna Katharina Schaadt and departmental head Professor Georg Kerkhoff have now developed a novel therapeutic approach and have examined its efficacy in two studies. ‘Test subjects underwent a six week training program in which both eyes were exercised equally,’ explains Schaadt. The aim was to train binocular fusion and thus improve three-dimensional vision. Participants in the study were presented with two images with a slight lateral offset between them. By using what are known as convergent eye movements, patients try to fuse the two images to a single image. This involves directing the eyes inward towards the nose while always keeping the images in the field of view. With time, the two images fuse to form a single image that exhibits stereoscopic depth, i.e. the patient has re-established binocular single vision.
The team of clinical neuropsychologists at Saarland University have used this training programme on eleven stroke patients, nine patients with brain trauma injury and four hypoxia patients. After completing the training programme, a significant improvement in binocular fusion and stereoscopic vision was observed in all participants. In many cases, a normal level of stereovision was attained. ‘The results remained stable in the two post-study examinations that we performed after three and six months respectively,’ says Schaadt. ‘Visual endurance also improved significantly.’ Patients who were able to work at a computer for only 15 to 20 minutes before they began treatment found that they could work at a computer screen for up to three hours after completing the therapeutic training programme.
The results are also of theoretical value to the Saarbrücken scientists, as they provide insight into brain function and indicate that certain regions of the brain that have been become damaged can be reactivated if the appropriate therapy is used.
Scientists discover brain’s anti-distraction system
Two Simon Fraser University psychologists have made a brain-related discovery that could revolutionize doctors’ perception and treatment of attention-deficit disorders.
This discovery opens up the possibility that environmental and/or genetic factors may hinder or suppress a specific brain activity that the researchers have identified as helping us prevent distraction.
The Journal of Neuroscience has just published a paper about the discovery by John McDonald, an associate professor of psychology and his doctoral student John Gaspar, who made the discovery during his master’s thesis research.
This is the first study to reveal our brains rely on an active suppression mechanism to avoid being distracted by salient irrelevant information when we want to focus on a particular item or task.
McDonald, a Canada Research Chair in Cognitive Neuroscience, and other scientists first discovered the existence of the specific neural index of suppression in his lab in 2009. But, until now, little was known about how it helps us ignore visual distractions.
“This is an important discovery for neuroscientists and psychologists because most contemporary ideas of attention highlight brain processes that are involved in picking out relevant objects from the visual field. It’s like finding Waldo in a Where’s Waldo illustration,” says Gaspar, the study’s lead author.
“Our results show clearly that this is only one part of the equation and that active suppression of the irrelevant objects is another important part.”
Given the proliferation of distracting consumer devices in our technology-driven, fast-paced society, the psychologists say their discovery could help scientists and health care professionals better treat individuals with distraction-related attentional deficits.
“Distraction is a leading cause of injury and death in driving and other high-stakes environments,” notes McDonald, the study’s senior author. “There are individual differences in the ability to deal with distraction. New electronic products are designed to grab attention. Suppressing such signals takes effort, and sometimes people can’t seem to do it.
“Moreover, disorders associated with attention deficits, such as ADHD and schizophrenia, may turn out to be due to difficulties in suppressing irrelevant objects rather than difficulty selecting relevant ones.”
The researchers are now turning their attention to understanding how we deal with distraction. They’re looking at when and why we can’t suppress potentially distracting objects, whether some of us are better at doing so and why that is the case.
“There’s evidence that attentional abilities decline with age and that women are better than men at certain visual attentional tasks,” says Gaspar, the study’s first author.
The study was based on three experiments in which 47 students performed an attention-demanding visual search task. Their mean age was 21. The researchers studied their neural processes related to attention, distraction and suppression by recording electrical brain signals from sensors embedded in a cap they wore.
Better memory at ideal temperature
People’s working memory functions better if they are working in an ambient temperature where they feel most comfortable. That is what Leiden psychologists Lorenza Colzato and Roberta Sellaro conclude after having conducted research. They are publishing their findings in Psychological Research.
Studied for the first time
Everyone knows from experience that climate and temperature influence how you feel. But what about our ability to think? Does ambient temperature affect that too? The little research that has been done on this question shows that cooler environments promote cognitive performance when performing complex thinking tasks. Colzato and Sellaro are the first to investigate whether a person’s working memory works better when the ambient temperature perfectly matches his or her preference.
N-back test
To study the influence ambient temperature has on cognitive skills, Colzato and Sellaro performed tests on two groups of participants. One group had a preference for a cool environment, the other group preferred a warm one. The test subjects had to carry out thinking tasks in three different spaces. In the first the temperature was 25 degrees Celsius (77 Fahrenheit), in the second it was 15 degrees (59 Fahrenheit), and in the third the thermostat was set to 20 (68 Fahrenheit). The thinking task that the subjects had to perform was the so-called N-back task. Different letters would appear one after the other on the computer screen. Subjects had to indicate whether the letter that they saw was the same as the one they had seen two steps earlier.
Idea confirmed
Test subjects proved to perform better in a room with their preferred temperature. The conjecture is that working in one’s preferred temperature counteracts ‘ego depletion’: sources of energy necessary to be able to carry out mental tasks get used up less quickly. ‘The results confirm the idea that temperature influences cognitive ability. Working in one’s ideal temperature can promote efficiency and productivity,’ according to Colzato and Sellaro.
Long-term study supports detrimental effects of television viewing on sleep in young children
A study following more than 1,800 children from ages 6 months to nearly 8 years found a small but consistent association between increased television viewing and shorter sleep duration. The presence of a television in the room where a child sleeps also was associated with less sleep, particularly in minority children. Investigators from MassGeneral Hospital for Children (MGHfC) and Harvard School of Public Health (HSPH) report their results – the first to examine the connection between television and sleep duration over several years – in the May issue of Pediatrics.
The study participants, children and their mothers, were enrolled in Project Viva, a long-term investigation of the health effects of several factors during pregnancy and after birth. This study analyzed information – reported by mothers when the children were around 6 months old and then annually for the next seven years – regarding how much time each day infants were in a room where a television was on, how much time older children watched television daily, whether children ages 4 to 7 slept in a room where a TV was present and their child’s average daily amount of sleep.
The study revealed that, over the course of the study, each additional hour of television viewing was associated with 7 fewer minutes of sleep daily, with the effects appearing to be stronger in boys than in girls. Racial and ethnic minority children were much more likely to sleep in a room where a television was present, and among those children, the presence of a bedroom television reduced average sleep around a half-hour per day.
The study authors note their results support previous short-term studies finding that both television viewing and sleeping in a room with a television decrease total sleep time, which can have negative effects on both mental and physical health.