Different Neural Correlates of Automatic Emotion Regulation at Implicit and Explicit Perceptual Level: A Functional Magnetic Resonance Imaging Study.

automatic emotion regulation explicit functional magnetic resonance imaging implicit perceptual level

Journal

i-Perception
ISSN: 2041-6695
Titre abrégé: Iperception
Pays: United States
ID NLM: 101574031

Informations de publication

Date de publication:
Historique:
received: 29 07 2018
accepted: 22 01 2019
entrez: 6 3 2019
pubmed: 6 3 2019
medline: 6 3 2019
Statut: epublish

Résumé

Automatic emotion regulation (AER) is an important type of emotion regulation in our daily life. Most of the previous studies concerning AER are done in the conscious level. Little is known about the AER under the subliminal level. The present study was to investigate the AER at the different perceptual levels (i.e., explicitly and implicitly) simultaneously, and the associated neural differences using functional magnetic resonance imaging. Priming paradigm was adopted in which the inhibition or neutral words were used as primes and the negative picutres were used as targets. In the experiment, the duration time of priming words was manipulated at 33 or 50 ms in the implicit level and 3000 ms in the explicit level. The participants were required to make emotional valence rating of the negative pictures while undergoing functional magnetic resonance imaging scanning. The results showed that the participants experienced less negative emotion in inhibition words priming condition contrary to neutral words priming condition. Significant differences were also found in the left ventrolateral prefrontal cortex and left dorsolateral prefrontal cortex at the implicit and explicit AER. The findings of this study demonstrate that inhibition words can automatically and effectively reduce an individual's negative emotion experience, and left ventrolateral prefrontal cortex and left dorsolateral prefrontal cortex have been both implicated in self-control during AER.

Identifiants

pubmed: 30834098
doi: 10.1177/2041669519831028
pii: 10.1177_2041669519831028
pmc: PMC6393835
doi:

Types de publication

Journal Article

Langues

eng

Pagination

2041669519831028

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Auteurs

Yu Xie (Y)

Department of Psychology, Faculty of Education, Hangzhou Normal University, China; Department of Special Education, Faculty of Education, East China Normal University, Shanghai, China.

Zhiguo Hu (Z)

Department of Psychology, Faculty of Education, Hangzhou Normal University, China; Center for Cognition and Brain Disorders, Hangzhou Normal University, China; Institutes of Psychological Sciences, Hangzhou Normal University, China.

Weina Ma (W)

Department of Psychology, Faculty of Education, Hangzhou Normal University, China; Institutes of Psychological Sciences, Hangzhou Normal University, China.

Biao Sang (B)

The School of Psychology and Cognitive Science, East China Normal University, Shanghai, China.

Mian Wang (M)

Gevirtz Graduate School of Education, University of California, Santa Barbara, CA, USA.

Classifications MeSH