Emotional stimuli in rapid serial visual presentation

Silvert, Lætitia; Naveteur, Janick; Honoré, Jacques; Sequeira, Henrique; Boucart, Muriel

doi:10.1080/13506280344000239

Cited by 19 publications

(16 citation statements)

References 53 publications

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“…This could be associated with an increase in emotional intensity of the repeated targets and extending the time required to individuate the first target; thereby, temporarily inhibiting assignment of the identical second target as a separate event. In a previous study, evaluation of emotionally negative components induced larger repetition blindness, which is consistent with the present results (Silvert et al, 2004).…”

Section: Discussionsupporting

confidence: 81%

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Enhanced Repetition Blindness With Angry Emotional Faces

Yamaoka

Umeda

2012

PSYCHOLOGIA -An International Journal of Psychological Sciences

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Repetition blindness is defined as difficulty detecting repeated targets within an array of stimuli. However, it is unclear how emotion affects this phenomenon. In the present study, participants were exposed to happy and angry faces, and nonemotional stimuli shown in rapid serial visual presentation. They were required to identify the repeated targets, and the magnitude of repetition blindness was measured to indicate emotional effects. Analysis showed that, while there was no difference in accuracy between happy and angry faces on non-repeated trials, accuracy was significantly lower for angry faces on repeated trials inducing greater repetition blindness. This effect was stronger when the stimulus exposure rate was 150 msec, suggesting its early processes and strong capturing of attention. These results show that repetition blindness effect was stronger with angry faces, which is likely due to enhanced emotional alertness and increase in intensity of the processes inducing greater repetition blindness.

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Section: Discussionsupporting

confidence: 81%

“…In one study, emotionally negative words (such as death) and non-emotional words (such as ink) were used as stimuli shown in rapid serial visual presentation (Silvert, Naveteur, Honore, Sequeira, & Boucart, 2004). The repetition blindness effect was greater when the reported targets were emotionally negative compared to non-emotional words.…”

mentioning

confidence: 99%

Enhanced Repetition Blindness With Angry Emotional Faces

Yamaoka

Umeda

2012

PSYCHOLOGIA -An International Journal of Psychological Sciences

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“…Six other words were neutral: armoire-wardrobe, cahier-notebook, carton-cardboard, chaise-chair, porte-door, table-table. All were selected from among a pool of French words whose emotional valence was assessed by Messina et al (1989) and Silvert et al (2004). The latter study provided an evaluation in terms of both valence and arousal (see Lang et al, 1990) with the paper-andpencil version of the Self-Assessment Manikin (SAM; Bradley and Lang, 1994) rating system.…”

Section: Auditory Stimulimentioning

confidence: 99%

“…The 9-point scales ranged from unpleasant to pleasant for the valence dimension and from calm to excited for the arousal dimension. Silvert et al (2004) also collected ratings of frequency at which these words were used or encountered on a 9-point visual analogue scale. The mean ratings of the 6 emotional and 6 neutral words used were, respectively, 1.32 (SD=0.09) and 4.98 (SD=0.12) on the valence scale, 7.91 (SD=0.21) and 4.82 (SD=0.15) on the arousal scale, and 5.77 (SD=0.81) and 6.00 (SD=0.39) on the frequency scale.…”

Section: Auditory Stimulimentioning

confidence: 99%

The influence of anxiety on electrodermal responses to distractors

Naveteur

Buisine

Gruzelier

2005

International Journal of Psychophysiology

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“…25 Attentional blink occurs when a series of visual stimuli are presented in rapid succession, a procedure known as Rapid Serial Visual Presentation (RSVP). 26 The subject is asked to detect two targets.…”

Section: Affect Attention and Judgmentsmentioning

confidence: 99%

Cognitive and Affective Processes in Collection Development

Quinn¹

2007

Library Resources &Amp; Technical Services

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The selection process in collection management has been characterized as based primarily on logical, rational thinking processes. Psychologists, however, M any of the most important decisions that are made in libraries involve collection development and management. Decisions about whether to add new titles or to cancel existing ones are often complicated and stressful because they frequently involve the commitment or redistribution of limited funds. Often the outcome of the decision affects not only librarians but also stakeholders outside the library. For academic libraries, these constituents include faculty, students, and sometimes the community. Decisions by public and school librarians are often made with parents, school boards, library trustees, and municipal officials in mind.Given its importance, librarians have attempted to analyze the process of decision making for collection development. This process has been depicted in the library literature as being a thoughtful, reasonable, rational one that is fundamentally logical and deliberative. Psychologists have examined decisionmaking processes in much more depth and detail than librarians. The psychological literature indicates that decision making is not simply a cognitive or thinking process. Rather, it depends to a significant extent on affect or emotion. The purpose of this paper is to examine the psychological research on decision making and explore the implications of revisioning collection development decisions as being not simply matters of the head but also matters of the heart. Standard works on collection development generally depict the selection process as a mental process but not an emotional one. Hamlin states that selection requires the selector to understand the needs of the user and know which resources to consult to locate appropriate material.1 The selector must be able to differentiate suitable sources from unsuitable ones, and evaluate the quality of the materials. The decision-making process also involves being able to reconcile the amount and cost of the material under consideration with the budget that the selector has to work with. A selector also needs to be aware of how much material the library already owns on a topic and whether further material is needed, and also if similar material may be available in a nearby collection. The selection process that Hamlin depicts is thus exclusively cognitive, with no reference to affect or emotion.

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Emotional stimuli in rapid serial visual presentation

Cited by 19 publications

References 53 publications

Enhanced Repetition Blindness With Angry Emotional Faces

Enhanced Repetition Blindness With Angry Emotional Faces

The influence of anxiety on electrodermal responses to distractors

Cognitive and Affective Processes in Collection Development

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