Clinical neurophysiology : official journal of the International Federation of Clinical Neurophysiology · 2007
The influence of hostility on electroencephalographic activity and memory functioning during an affective memory task.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Everhart D Erik, Demaree Heath A, Harrison David W
Аннотация
OBJECTIVE: The purpose of this study was to examine the neural correlates of emotional learning and hostility via the use of EEG and the Auditory Affective Verbal Learning Test (AAVL).
METHODS: The Cook-Medley Hostility Scale (CMHO) was used to identify right-handed men (N=16) and women (N=44) as low or high hostile. Participants were administered the positive and negative word lists of the AAVL lists, and were asked to recall the words during a 5-trial paradigm. EEG data were recorded from 19 scalp sites before and following learning trials; separate bandwidths of the EEG spectrum were analyzed.
RESULTS: As predicted, completion of the negative AAVL resulted in self-reported negative mood induction. Moreover, primacy and recency effects were demonstrated with the negative and positive versions of the AAVL, respectively. Unexpectedly, high hostiles demonstrated greater right versus left hemisphere high alpha power than low hostile counterparts. Low hostiles evidenced greater alpha power and low beta power than did high hostiles.
CONCLUSIONS: These results suggest differing patterns of hemispheric asymmetry and overall brain activity for low and high hostiles during emotional learning.
SIGNIFICANCE: The findings are important with regard to understanding the relationship between hostility, emotional learning, and associated neural systems.
METHODS: The Cook-Medley Hostility Scale (CMHO) was used to identify right-handed men (N=16) and women (N=44) as low or high hostile. Participants were administered the positive and negative word lists of the AAVL lists, and were asked to recall the words during a 5-trial paradigm. EEG data were recorded from 19 scalp sites before and following learning trials; separate bandwidths of the EEG spectrum were analyzed.
RESULTS: As predicted, completion of the negative AAVL resulted in self-reported negative mood induction. Moreover, primacy and recency effects were demonstrated with the negative and positive versions of the AAVL, respectively. Unexpectedly, high hostiles demonstrated greater right versus left hemisphere high alpha power than low hostile counterparts. Low hostiles evidenced greater alpha power and low beta power than did high hostiles.
CONCLUSIONS: These results suggest differing patterns of hemispheric asymmetry and overall brain activity for low and high hostiles during emotional learning.
SIGNIFICANCE: The findings are important with regard to understanding the relationship between hostility, emotional learning, and associated neural systems.