Corrigendum: Attachment style, emotional feedback, and neural processing: investigating the influence of attachment on the P200 and P400 components of event-related potentials

[This corrects the article DOI: 10.3389/fnhum.2023.1249978.].

Attachment style, emotional feedback, and neural processing: investigating the influence of attachment on the P200 and P400 components of event-related potentials

Understanding the interplay between attachment style, emotional processing, and neural responses is crucial for comprehending the diverse ways individuals function socially and emotionally. While previous research has contributed to our knowledge of how attachment style influences emotional processing, there is still a gap in the literature when it comes to investigating emotional feedback using event-related potentials (ERPs) within a cognitive framework. This study aims to address this gap by examining the effects of attachment style and feedback valence on ERP components, specifically focusing on the P200 and P400. The findings reveal significant effects of attachment style and feedback valence on both components. In insecure attachment styles, noticeable shifts in relative energy are observed during the transition from negative to positive feedback for both the P200 and P400. Conversely, individuals with secure attachment styles exhibit minimal to moderate variations in relative energy, consistently maintaining a lower P200 energy level. Additionally, both secure and insecure individuals demonstrate heightened intensity in the P400 component in response to positive feedback. These findings underscore the influential role of attachment style in shaping emotional reactivity and regulation, emphasizing the significance of attachment theory in understanding individual differences in social and emotional functioning. This study provides novel insights into the neural mechanisms underlying the influence of attachment style on emotional processing within the context of cognitive task performance. Future research should consider diverse participant samples, employ objective measures of attachment, and utilize longitudinal designs to further explore the neural processes associated with attachment.

Mother-child inter-brain synchrony during a mutual visual search task: A study of feedback valence and role

Parent and child have been shown to synchronize their behaviors and physiology during social interactions. This synchrony is an important marker of their relationship quality and subsequently the child's social and emotional development. Therefore, understanding the factors that influence parent-child synchrony is an important undertaking. Using EEG hyperscanning, this study investigated brain-to-brain synchrony in mother-child dyads when they took turns performing a visual search task and received positive or negative feedback. In addition to the effect of feedback valence, we studied how their assigned role, i.e., observing or performing the task, influenced synchrony. Results revealed that mother-child synchrony was higher during positive feedback relative to negative feedback in delta and gamma frequency bands. Furthermore, a main effect was found for role in the alpha band with higher synchrony when a child observed their mother performing the task compared to when the mother observed their child. These findings reveal that a positive social context could lead a mother and child to synchronize more on a neural level, which could subsequently improve the quality of their relationship. This study provides insight into mechanisms that underlie mother-child brain-to-brain synchrony, and establishes a framework by which the impact of emotion and task demand on a dyad's synchrony can be investigated.

Functional heterogeneity of perceived control in feedback processing

Perceived control is a fundamental psychological function that can either boost positive affect or buffer negative affect. The current study addressed the electrophysiological correlates underlying perceived control, as exercised by choice, in the processing of feedback valence. Thirty-six participants performed an EEG choice task during which they received positive or negative feedback following choices made either by themselves or by a computer. Perceived control resulted in an enhanced reward positivity for positive feedback but increased theta power for negative feedback. Further, perceived control led to greater feedback P3 amplitude and delta power, regardless of feedback valence. These results suggest functional heterogeneity of perceived control in feedback processing as diverse as magnifying the reward signal, enhancing the need for control and increasing the motivational salience of outcome irrespective of valence.

Want More? Learn Less: Motivation Affects Adolescents Learning from Negative Feedback

The primary goal of the present study was to investigate how positive and negative feedback may differently facilitate learning throughout development. In addition, the role of motivation as a modulating factor was examined. Participants (children, adolescents, and adults) completed two forms of the guess and application task (GAT). Feedback from the Cool-GAT task has low motivational salience because there are no consequences, while feedback from the Hot-GAT task has high motivational salience as it pertains to receiving a reward. The results indicated that negative feedback leads to a reduction in learning compared to positive feedback. The effect of negative feedback was greater in adolescent participants compared to children and adults in the Hot-GAT task, suggesting an interaction between age and motivation level on learning. Further analysis indicated that greater risk was associated with a greater reduction in learning from negative feedback and again, the reduction was greatest in adolescents. In summary, the current study supports the idea that learning from positive feedback and negative feedback differs throughout development. In a rule-based learning task, when associative learning is primarily in practice, participants learned less from negative feedback. This reduction is amplified during adolescence when task-elicited motivation is high.