Fearful faces influence attentional control processes in anxious youth and adults.

Ladouceur, Cecile D.; Silk, Jennifer S.; Dahl, Ronald E.; Ostapenko, Laura; Kronhaus, Dina M.; Phillips, Mary L.

doi:10.1037/a0017747

Cited by 91 publications

(97 citation statements)

References 61 publications

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“…Ladouceur et al (2009 ; Table 1) used an emotional n-back task in which participants viewed a continuous stream of items and determined whether each item matched the stimulus presented n stimuli before, in the presence of flanking emotional or neutral faces. In this behavioural study, performance of participants (aged 8-27 years) was examined on trials with neutral and fearful faces as emotional distracters and varying in working memory load (i.e., 2-back versus 0-back condition).…”

Section: Page 19 Of 49mentioning

confidence: 99%

Neurocognitive bases of emotion regulation development in adolescence

Ahmed

Bittencourt-Hewitt

Sebastian

2015

Developmental Cognitive Neuroscience

447

301

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Emotion regulation is the ability to recruit processes to influence emotion generation. In recent years there has been mounting interest in how emotions are regulated at behavioural and neural levels, as well as in the relevance of emotional dysregulation to psychopathology. During adolescence, brain regions involved in affect generation and regulation, including the limbic system and prefrontal cortex, undergo protracted structural and functional development. Adolescence is also a time of increasing vulnerability to internalising and externalising psychopathologies associated with poor emotion regulation, including depression, anxiety and antisocial behaviour. It is therefore of particular interest to understand how emotion regulation develops over this time, and how this relates to ongoing brain development. However, to date relatively little research has addressed these questions directly. This review will discuss existing research in these areas in both typical adolescence and in adolescent psychopathology, and will highlight opportunities for future research. In particular, it is important to consider the social context in which adolescent emotion regulation develops. It is possible that while adolescence may be a time of vulnerability to emotional dysregulation, scaffolding the development of emotion regulation during this time may be a fruitful preventative target for psychopathology.

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Section: Page 19 Of 49mentioning

confidence: 99%

Neurocognitive bases of emotion regulation development in adolescence

Ahmed

Bittencourt-Hewitt

Sebastian

2015

Developmental Cognitive Neuroscience

447

301

View full text Add to dashboard Cite

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“…The EFNBACK task (Ladouceur et al 2009) was designed to examine the interfering effects of emotional distracters on the ability to perform a working memory task, the visual n-back task (Cohen et al 1994). The aim of the task is to engage neural regions supporting processes at the interface of cognitive control and emotion, specifically lateral (dorsal and ventral) prefrontal cortical areas.…”

Section: Participantsmentioning

confidence: 99%

Abnormal prefrontal activity subserving attentional control of emotion in remitted depressed patients during a working memory task with emotional distracters

et al. 2011

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“…Recent studies have shown that normal subjects high in measures of anxiety may show impairments in behavioral performance, both on emotional tasks (Dresler, Mériau, Heekeren, & van der Meer, 2009;Fox, 1993;Ladouceur et al, 2009;Lee, Lim, Lee, Kim, & Choi, 2009;MacLeod & Rutherford, 1992;Maxwell, Shackman, & Davidson, 2005;Verkuil, Brosschot, Putman, & Thayer, 2009) and on nonemotional tasks (Bishop, 2009;Fox, 1993).…”

Section: Trait Anxiety: Effects On Emotion Processing and Controlmentioning

confidence: 99%

Adding fear to conflict: A general purpose cognitive control network is modulated by trait anxiety

Krug

Carter

2010

Cognitive, Affective, & Behavioral Neuroscience

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Cognitive control forms a foundation for higher cognitive functions such as attention, memory retrieval, and language production and comprehension. Cognitive control allows us to coordinate or direct lower level or more automatic processes to ensure that our resulting actions will be in line with our goals and to successfully perform difficult tasks, even in the face of distraction. While the behavioral and neural mechanisms of cognitive control are well characterized, a growing body of literature regarding the influence of emotional states and emotional stimuli on performance of goal-related behaviors and neural activity has yielded discrepant results. Conflict and Control in Nonemotional TasksOne particular function of cognitive control is the selection of a correct response from competing responses. In the color-word Stroop task, subjects are required to name the color in which a color word is displayed (Stroop, 1935). On congruent trials, the color and meaning of the word are the same (e.g., the word blue written in blue). Responses on these trials are generally quick and accurate. On incongruent trials, the color and the meaning of the word are not the same (e.g., the word blue written in red). Performance is slower and less accurate on incongruent trials because of the presence of conflict. During these types of trials, cognitive control is needed for the subject to respond with the correct color-naming response ("red") as opposed to the incorrect and conflicting automatic word-reading response ("blue").Behavioral studies have shown that responses to incongruent trials preceded by another incongruent trial (iI trials) are considerably faster and more accurate than responses to incongruent trials preceded by a congruent trial (cI trials; Gratton, Coles, & Donchin, 1992). Performance on iI trials is improved because of a strengthening of selection for action or control. On cI trials, performance is poor, because control is not yet implemented and levels of conflict are high.In an event-related fMRI study of the color-word Stroop task, Kerns et al. (2004) found that a fast iI trial was associated with high dorsolateral prefrontal cortex (DLPFC) activity and high dorsol anterior cingulate cortex (dACC) activity on the preceding incongruent (cI) trial. This study helped establish the role of the dACC as the conflict monitor and the role of a separate and distinct area, the DLPFC, in subsequent cognitive control. These results have since been replicated in several neuroimaging studies (Egner, Etkin, Gale, & Hirsch, 2008;Egner & Hirsch, 2005;Kerns, 2006), and Egner and Hirsch (2005) later showed that DLPFC improves task performance by enhancing processing of the task-relevant stimulus dimension. Conflict and Control in Emotional TasksThe results described above account for the cognitive and neural underpinnings of conflict detection and subsequent control-related adjustments during cognitive tasks. However, in real-world situations, we must con- 357© 2010 The Psychonomic Society, Inc.Adding fear to conflict: A ge...

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Fearful faces influence attentional control processes in anxious youth and adults.

Cited by 91 publications

References 61 publications

Neurocognitive bases of emotion regulation development in adolescence

Neurocognitive bases of emotion regulation development in adolescence

Abnormal prefrontal activity subserving attentional control of emotion in remitted depressed patients during a working memory task with emotional distracters

Adding fear to conflict: A general purpose cognitive control network is modulated by trait anxiety

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