Influence of Emotion on the Control of Low-Level Force Production

Naugle, Kelly M.; Coombes, Stephen; Cauraugh, James H.; Janelle, Christopher M.

doi:10.1080/02701367.2012.10599867

Cited by 14 publications

(16 citation statements)

References 30 publications

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“…However, based on group differences in FFF2, it is apparent that AWS are more vulnerable to breakdown when speaking under emotionally negative conditions compared to controls. At the same time, some studies using control populations show increases in speed and force production during nonspeech tasks, subsequently leading to an increase in stability [22, 23]. Clearly, more work in this area is needed, particularly in the area of speech-motor control, and with the use of physiological measures for the assessment of autonomic activity related to hedonic valence and arousal.…”

Section: Discussionmentioning

confidence: 99%

“…Sympathetic increases result in a number of physiological changes, including increases in heart rate and respiration rate [6]. Physiological changes such as these have been shown to impact the motor system, as studies have reported increases in movement speed [25], force production [12, 22], and variability [21, 27] when performing emotionally arousing tasks. Given these previous findings [12, 21, 22, 25], changes in word duration between neutral and emotional conditions were expected; however, this was not the case as there were no within- or between-group differences in word duration across conditions.…”

Section: Discussionmentioning

confidence: 99%

“…The influence of emotion on motor control and steadiness can best be explained by considering the role of the sympathetic branch of the autonomic nervous system (i.e., emotional reactivity) [6, 22-24, 26]. Sympathetic increases result in a number of physiological changes, including increases in heart rate and respiration rate [6].…”

Section: Discussionmentioning

confidence: 99%

“…Evidence suggests that changes in autonomic nervous system activity associated with emotion have direct effects on motor circuitries that modulate speed [20] and force of movement [12, 21, 22]. For instance, emotionally arousing (e.g., anxiety-provoking) stimuli have been shown to elicit increases in reaction times [11], increases in force production [23, 24], and increases in speed of movement [25] when performing simple tasks such as wrist and finger extension tasks [23], pinch grip tasks [26], and finger tapping tasks [25].…”

Section: Introductionmentioning

confidence: 99%

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The Effects of Emotion on Second Formant Frequency Fluctuations in Adults Who Stutter

Bauerly¹

2018

Folia Phoniatr Logop

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Objective: Changes in second formant frequency fluctuations (FFF2) were examined in adults who stutter (AWS) and adults who do not stutter (ANS) when producing nonwords under varying emotional conditions. Methods: Ten AWS and 10 ANS viewed images selected from the International Affective Picture System representing dimensions of arousal (e.g., excited versus bored) and hedonic valence (e.g., happy versus sad). Immediately following picture presentation, participants produced a consonant-vowel + final /t/ (CVt) nonword consisting of the initial sounds /p/, /b/, /s/, or /z/, followed by a vowel (/i/, /u/, /ε/) and a final /t/. CVt tokens were assessed for word duration and FFF2. Results: Significantly slower word durations were shown in the AWS compared to the ANS across conditions. Although these differences appeared to increase under arousing conditions, no interaction was found. Results for FFF2 revealed a significant group-condition interaction. Post hoc analysis indicated that this was due to the AWS showing significantly greater FFF2 when speaking under conditions eliciting increases in arousal and unpleasantness. ANS showed little change in FFF2 across conditions. Conclusions: The results suggest that AWS’ articulatory stability is more susceptible to breakdown under negative emotional influences.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Effects of Emotion on Second Formant Frequency Fluctuations in Adults Who Stutter

Bauerly¹

2018

Folia Phoniatr Logop

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“…It represents subtle finger motion that must be developed in beginner-level dancers according to the above educational guideline. Further, even when the fingers seem to be stationary, the force given by the fingers represents internal emotion and therefore devotion to a theme [ 6 , 7 ], which is unobservable from outside.…”

Section: Introductionmentioning

confidence: 99%

Bodily Expression Support for Creative Dance Education by Grasping-Type Musical Interface with Embedded Motion and Grasp Sensors

Yamaguchi

Kadone

2017

Sensors

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Dance has been made mandatory as one of the physical education courses in Japan because it can cultivate capacities for expression and communication. Among several types of dance education, creative dance especially contributes to the cultivation of these capacities. However, creative dance requires some level of particular skills, as well as creativity, and it is difficult to presuppose these pre-requisites in beginner-level dancers without experience. We propose a novel supporting device for dance beginners to encourage creative dance performance by continuously generating musical sounds in real-time in accordance with their bodily movements. It has embedded sensors developed for this purpose. Experiments to evaluate the effectiveness of the device were conducted with ten beginner-level dancers. Using the proposed device, the subjects demonstrated enhanced creative dance movements with greater variety, evaluated in terms of Laban dance movement description. Also, using the device, they performed with better accuracy and repeatability in a task where they produced an imagined circular trajectory by hand. The proposed interface is effective in terms of creative dance activity and accuracy of motion generation for beginner-level dancers.

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Emotion and reward are dissociable from error during motor learning

et al. 2016

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Although emotion is known to reciprocally interact with cognitive and motor performance, contemporary theories of motor learning do not specifically consider how dynamic variations in a learner's affective state may influence motor performance during motor learning. Using a prism adaptation paradigm, we assessed emotion during motor learning on a trial-by-trial basis. We designed two dart-throwing experiments to dissociate motor performance and reward outcomes by giving participants maximum points for accurate throws and reduced points for throws that hit zones away from the target (i.e., "accidental points"). Experiment 1 dissociated motor performance from emotional responses and found that affective ratings tracked points earned more closely than error magnitude. Further, both reward and error uniquely contributed to motor learning, as indexed by the change in error from one trial to the next. Experiment 2 manipulated accidental point locations vertically, whereas prism displacement remained horizontal. Results demonstrated that reward could bias motor performance even when concurrent sensorimotor adaptation was taking place in a perpendicular direction. Thus, these experiments demonstrate that affective states were dissociable from error magnitude during motor learning and that affect more closely tracked points earned. Our findings further implicate reward as another factor, other than error, that contributes to motor learning, suggesting the importance of incorporating affective states into models of motor learning.

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Influence of Emotion on the Control of Low-Level Force Production

Cited by 14 publications

References 30 publications

The Effects of Emotion on Second Formant Frequency Fluctuations in Adults Who Stutter

The Effects of Emotion on Second Formant Frequency Fluctuations in Adults Who Stutter

Bodily Expression Support for Creative Dance Education by Grasping-Type Musical Interface with Embedded Motion and Grasp Sensors

Emotion and reward are dissociable from error during motor learning

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