Department of Special Education, University of Haifa, 199 Abba Khoushy Ave, 3498838, Haifa, Israel.
Department of Special Education, The Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, 199 Abba Khoushy Ave, 3498838, Haifa, Israel.
Sci Rep. 2022 Aug 18;12(1):14058. doi: 10.1038/s41598-022-18441-z.
Previous research indicates that training individuals to recruit cognitive control before exposure to negative pictures can facilitate the propensity to use reappraisal and reappraisal success. Individuals with attention deficit hyperactivity disorder (ADHD) experience difficulties in cognitive control and emotion regulation, so they may especially benefit from such training. Individuals reporting high ADHD symptoms and controls were randomly assigned to one of two training conditions. In the high emotion control (H-EC) training condition, negative pictures were typically preceded by a stimulus that recruits cognitive control. In contrast, in the low emotion control (L-EC) training condition, negative pictures were typically preceded by a stimulus that does not recruit cognitive control. Participants were then asked to recall an adverse personal event and to reappraise the event. As predicted, instructed reappraisal was more effective in reducing negative mood in the H-EC training compared to the L-EC training. Furthermore, compared to controls, individuals with reported ADHD symptoms showed a greater propensity to use reappraisal after writing the event and a more considerable reduction in event significance and negativity following the instructed reappraisal assignment. We argue that employing cognitive control over emotional information has a causal role in reappraisal use and success among individuals with ADHD symptoms.
先前的研究表明，在接触负面图片之前对个体进行认知控制训练，可以促进其使用再评价的倾向和再评价的成功。患有注意缺陷多动障碍（ADHD）的个体在认知控制和情绪调节方面存在困难，因此他们可能特别受益于这种训练。报告 ADHD 症状较高的个体和对照组被随机分配到两种训练条件之一。在高情绪控制（H-EC）训练条件下，负面图片通常会先出现一个能募集认知控制的刺激。相比之下，在低情绪控制（L-EC）训练条件下，负面图片通常会先出现一个不募集认知控制的刺激。然后，要求参与者回忆一个不良的个人事件，并对该事件进行重新评价。正如预测的那样，与 L-EC 训练相比，在 H-EC 训练中，指令性再评价在降低负面情绪方面更有效。此外，与对照组相比，报告 ADHD 症状的个体在写事件后更倾向于使用再评价，并且在接受指令性再评价任务后，事件的重要性和负面性的减少更为显著。我们认为，对情绪信息进行认知控制在 ADHD 症状个体的再评价使用和成功中起着因果作用。
