Jiang Zhongqing, Waters Allison C, Liu Ying, Li Wenhui, Yang Lizhu
School of Psychology, Liaoning Normal University, Dalian 116021, China.
Department of Psychiatry and Behavioral Sciences, Emory University School of Medicine, Atlanta, GA 30322, USA.
Int J Psychophysiol. 2017 Jun;116:26-31. doi: 10.1016/j.ijpsycho.2017.02.012. Epub 2017 Feb 22.
We investigated the brain oscillatory contribution to emotion-cognition interaction in young children. Five-year-old participants (n=27) underwent EEG recording while engaged in a color identification task. Each trial began with an emotional prime. Response times indicated whether emotional primes facilitated or interfered with performance. Related effects were detected in theta-band power over parietal-occipital cortex, early in the response epoch (<500ms). Children in the emotion facilitation group showed greater theta synchronization for negative stimuli. The opposite trend was observed in the interference group. Results suggest a role for theta oscillations in children's adaptive response to emotional content in cognitive performance.
我们研究了幼儿大脑振荡对情绪-认知交互作用的影响。27名五岁参与者在进行颜色识别任务时接受了脑电图记录。每次试验都以一个情绪启动刺激开始。反应时间表明情绪启动刺激是促进还是干扰了表现。在反应早期（<500毫秒），在顶枕叶皮层的θ波段功率中检测到了相关效应。情绪促进组的儿童对负面刺激表现出更大的θ同步性。在干扰组中观察到了相反的趋势。结果表明，θ振荡在儿童对认知表现中情绪内容的适应性反应中发挥作用。
