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Previous research demonstrated that cognitive conflict could induce an affective priming effect, and the stage (detection/resolution) of conflict processing led to different directions (positive/negative) of the affective priming effect. We suggested that rewards play a critical role in the affective priming effect on conflict resolution. The present study used event-related potentials (ERPs), using the arrow flanker task as primes and choosing specific affective words as targets to investigate the affective priming effect induced by cognitive conflict during the resolution stage. Our question was whether rewards created a modulating effect. Participants were asked to judge the congruency of the prime stimuli and then evaluate the valence of the target words. For behavioral results, the conflict effect was significant, and the reward promoted the behavioral performance of participants. For ERP results, enhanced N2 amplitudes for incongruent primes indicated a significant conflict effect. More importantly, as expected, in the rewarded condition, the enhanced N400 amplitudes for positive targets following incongruent primes were found, indicating a positive priming effect. However, in the unrewarded condition, the reduced N400 amplitudes for positive targets following incongruent primes were found, indicating conflict resolution hindered the processing of positive stimuli. These findings suggested that cognitive conflict-induced the positive priming effect during the resolution stage and that rewards had a moderating effect on the positive priming effect.
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http://dx.doi.org/10.3389/fnhum.2020.00059 | DOI Listing |
Acta Psychol (Amst)
September 2025
Univ. Lille, CNRS, UMR 9193 - SCALab - Sciences Cognitives et Sciences Affectives, F-59000 Lille, France; Univ. Lille, Inria, CNRS, Centrale Lille, UMR 9189 - CRIStAL, F-59000 Lille, France. Electronic address:
Dialogue is an ideal setting for changing linguistic representations thanks to the repeated use of new words and meanings. Two experiments were conducted to examine the extent to which new semantic relationships created during dialogue may change preexisting representations in long-term semantic memory after a dialogue. For this purpose, we developed an interactive agreement referential task to create new semantic relationships in dialogue between two words by associating them to a single picture.
View Article and Find Full Text PDFPharmaceutics
July 2025
Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Center of Mental Health, University Hospital Wuerzburg, 97080 Wuerzburg, Germany.
Sex-specific differences in psychopharmacological treatment have gained increasing attention in adults, with studies showing that women often have higher serum concentrations of psychotropic drugs due to biological differences. However, despite recognition of these differences in adults, reference ranges for therapeutic drug monitoring (TDM) in general, but even more sex-specific therapeutic windows for psychotropic drugs, are lacking in children and adolescents, who may metabolize and respond to medications differently. The study aimed to investigate sex-specific differences in antidepressant (AD) and antipsychotic (AP) -treatment outcomes, and pharmacokinetics in childhood/adolescence.
View Article and Find Full Text PDFVision (Basel)
August 2025
Department of Psychology, University of Bologna, Viale Berti Pichat, 5, 40127 Bologna, Italy.
Previous studies observed that emotional scenes, presented as distractors, capture attention and interfere with an ongoing task. This behavioral interference has been shown to be elicited by the semantic rather than by the perceptual properties of a scene, as it resisted the application of low-pass spatial frequency filters. Some studies observed that the visual system can adapt to perceptual conditions; however, little is known concerning whether attentional capture by emotional stimuli can also be modulated by the sequential repetition of viewing conditions or of emotional content.
View Article and Find Full Text PDFInt J Environ Res Public Health
July 2025
Department of Developmental Psychology and Socialization, University of Padova, 35131 Padova, Italy.
Emotion recognition is an essential social ability that continues to develop across adolescence, a period of critical socio-emotional changes. In the present study, we examine how signals from different sensory modalities, specifically touch and facial expressions, are integrated into a holistic understanding of another's feelings. Adolescents ( = 30) and young adults ( = 30) were presented with dynamic faces displaying either a positive (happy) or a negative (sad) expression.
View Article and Find Full Text PDFJ Exp Psychol Gen
July 2025
Department of Psychological Sciences, Kent State University.
Decades of research and meta-analyses consistently reveal a moderate relation between math performance and math anxiety (MA). The most commonly cited light-touch intervention for MA proposed in the literature is expressive writing. However, there are still many open questions related to expressive writing and, more broadly, MA interventions.
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