Feedback negativity is a negative event-related potential elicited by feedback indicating incorrect performance or monetary loss. It is unclear whether this negativity is elicited by neutral feedback (e.g. a draw in gambling) or is affected by the subjective rating of punishment. To investigate these issues, we performed a modified and computerized game of 'rock-paper-scissors' as a gambling task and measured feedback negativity in response to feedback indicating the outcome, which was accompanied by a monetary reward. The data demonstrated that feedback negativity was elicited not only by a monetary loss but also by an even outcome and was independent of the magnitude of monetary loss. Our results suggest feedback negativity is not always specific to both monetary loss and subjective rating of punishment.
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http://dx.doi.org/10.1097/01.wnr.0000185962.96217.36 | DOI Listing |
Glob Chang Biol
January 2025
Department of Civil, Environmental, and Geo-Engineering, University of Minnesota, Minneapolis, Minnesota, USA.
Stomata control plant water loss and photosynthetic carbon gain. Developing more generalized and accurate stomatal models is essential for earth system models and predicting responses under novel environmental conditions associated with global change. Plant optimality theories offer one promising approach, but most such theories assume that stomatal conductance maximizes photosynthetic net carbon assimilation subject to some cost or constraint of water.
View Article and Find Full Text PDFFront Psychol
January 2025
School of Chinese as a Second Language, Faculty of Humanities, Peking University, Beijing, China.
Although writing feedback is widely believed to elicit a range of emotions, studies on the emotional experiences of L2 students with this teaching and learning tool, as well as their regulation strategies, remain largely underexplored. Drawing on the analytical framework of academic emotions from the perspective of positive psychology, this study examines two Chinese as foreign language (CFL) students' emotional reactions to their teacher's oral and written feedback and their emotion regulation strategies. The main data includes interviews, retrospective oral reports, students' reflection journals, academic writings, and teacher feedback.
View Article and Find Full Text PDFBMC Psychol
January 2025
Department of Psychology, MSB Medical School Berlin, Rüdesheimer Str. 50, Berlin, 14197, Germany.
Background: A growing body of research suggests that the provision of social support can have benefits not only for the recipients but also for the provider. Although initial evidence for affective, self-evaluative and physiological outcomes has been established, the beneficial effects of support provision do not occur consistently across all support interactions, and some interactions may even have detrimental effects on providers. The aim of our experimental paradigm is to enable researchers to test the conditions under which the provision of social support to dyadic partners affects affective, self-evaluative, physiological, and relationship outcomes for the provider.
View Article and Find Full Text PDFBMC Public Health
January 2025
Department of Psychiatry, Renmin Hospital of Wuhan University, No. 6 of Gaoxin Road, East Lake High-tech Development Zone, Wuhan, Wuhan City, 430060, Hubei Province, China.
Background: Although Internet has become the main way of access to health and medical information for most young people today, it might not be the case with older people. The elderly that have difficulty using the Internet rely largely on their family members to obtain and evaluate online health and medical information.
Objective: The purpose of this study is to investigate medical students' proxy health information seeking behavior for their family members, and to look into how they search, evaluate, and even apply health information from the Internet.
Transl Behav Med
January 2025
Department of Psychiatry and Behavioral Sciences, Memorial Sloan Kettering Cancer Center, New York, NY, USA.
Background: Stigma is a pervasive and distressing problem experienced frequently by lung cancer patients, and there is a lack of psychosocial interventions that target the reduction of lung cancer stigma. Mindful self-compassion (MSC) is an empirically supported intervention demonstrated to increase self-compassion and reduce feelings of shame and distress in non-cancer populations. However, there are several anticipated challenges for delivering MSC to lung cancer patients, and modifications may be needed to improve acceptability, appropriateness, and feasibility.
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