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Background: Functional magnetic resonance imaging (fMRI) studies examining emotional memory encoding often use event-related designs with stimuli in the form of words or pictures. Prior research has suggested differential hemispheric specialization for these stimulus types, yet no meta-analysis has directly compared the neural systems involved in each.
Methods: A meta-analysis was conducted using peer-reviewed, event-related fMRI studies. The Activation Likelihood Estimation (ALE) method was applied via GingerALE software to compare brain activations associated with the encoding of affective visual stimuli presented as either words or photographs. Three contrasts were assessed: pictures > neutral + control, words > neutral + control, and overlap between both.
Results: Picture stimuli elicited bilateral activation in the medial parahippocampus, while word stimuli produced left-lateralized activation in the lateral parahippocampus. The overlap analysis identified a shared region in the parahippocampal amygdala. All three contrasts revealed significant activations in key medial temporal lobe (MTL) regions involved in emotional memory, including the hippocampus and amygdala.
Conclusions: Both stimulus types engaged medial temporal networks specialized in emotional memory encoding. Word stimuli selectively activated regions lateralized to the left hemisphere, whereas picture stimuli produced bilateral activation with a leftward bias. This study provides the first meta-analytic evidence of a medial-lateral differentiation in the parahippocampal gyrus based on emotional stimulus type.
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http://dx.doi.org/10.31083/RN46063 | DOI Listing |
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC12415888 | PMC |
Cuad Bioet
September 2025
Facultad de Farmacia y Nutrición de la Universidad de Navarra, Irunlarrea, 1, 31008 Pamplona.
In recent years, there has been a significant increase in minors with gender dysphoria (GD) seeking transition treatments, including puberty blockers and cross-sex hormones. The developing child's brain exhibits structural and functional differences in children with GD compared to cisgender children, particularly in areas where sex differences exist. Brain development during childhood and adolescence is strongly influenced by sex hormones.
View Article and Find Full Text PDFJ Autism Dev Disord
September 2025
Institute of Child Protection Studies, Australian Catholic University, 223 Anthill Street, Canberra, 2602, Australia.
This study investigated how autism impacts the relationships between family members and the family unit. It aimed to provide a deeper qualitative understanding by incorporating the perspectives of autistic adolescents and their family members, adding depth to existing quantitative findings. This qualitative study involved audio-recorded semi-structured in-depth interviews with 40 participants, including mothers, fathers, siblings, and autistic adolescents, recruited through autism and disability agencies in Canberra, Australia.
View Article and Find Full Text PDFDev Psychobiol
September 2025
Department of Psychology and Center for Neuroscience and Behavior, Miami University, Oxford, Ohio, USA.
Social buffering may reduce the persistent impacts of acute early life stress (aELS) and, thus, has important implications for anxiety- and trauma-related disorders. First, we assessed whether aELS would induce maladaptive fear incubation in adult mice, a PTSD-like phenotype. Overall, animals showed incubation of fear memory in adulthood, independent of aELS condition.
View Article and Find Full Text PDFJ Adv Nurs
September 2025
Dementia UK, London, UK.
Aim: The aim of this study was to understand the needs of children and young people of a parent with young-onset dementia, to inform the development of a nursing model.
Background: Children and young people of a parent diagnosed with young onset dementia have a range of needs that are subject to change and aligned to their stage of development and growth.
Design: Systematic review.
Dev Psychol
September 2025
Department of Special Education, College of Education, University of Texas at Austin.
This study examined the role of domain-specific working memory and emotion regulation in the relation between mathematics anxiety and mathematics performance among 264 upper elementary students (Grades 3-5). Participants completed measures of mathematics testing and learning anxiety, verbal and numerical working memory, cognitive reappraisal, expressive suppression, general anxiety, mathematics self-efficacy, and calculation. Results showed that verbal working memory, but not numerical working memory, mediated the relation between mathematics testing anxiety and calculation.
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