How emotional contexts modulate item memory in individuals with high and low negative affect and worry.

Emotional stimuli are usually remembered with high confidence. Yet, it remains unknown whether-in addition to memory for the emotional stimulus itself-memory for a neutral stimulus encountered just after an emotional one can be enhanced. Further, little is known about the interplay between emotion elicited by a stimulus and emotion relating to affective dispositions. To address these questions, we examined (1) how emotional valence and arousal of a context image preceding a neutral item image affect memory of the item, and (2) how such memory modulation is affected by two hallmark features of emotional disorders: trait negative affect and tendency to worry. In two experiments, participants encoded a series of trials in which an emotional (negative, neutral, or positive) context image was followed by a neutral item image. In experiment 1 (n = 42), items presented seconds after negative context images were remembered better and with greater confidence compared to those presented after neutral and positive ones. Arousal ratings of negative context images were higher compared to neutral and positive ones and the likelihood of correctly recognizing an item image was related to higher arousal of the context image. In experiment 2 (n = 59), better item memory was related to lower trait negative affect. Participants with lower trait negative affect or tendency to worry displayed higher confidence compared to those with high negative affect or tendency to worry. Our findings describe an emotional "carry-over" effect elicited by a context image that enhances subsequent item memory on a trial-by-trial basis, however, not in individuals with high trait negative affect who seem to have a general memory disadvantage.

Neuroimaging and behavioral evidence that violent video games exert no negative effect on human empathy for pain and emotional reactivity to violence.

Influential accounts claim that violent video games (VVGs) decrease players' emotional empathy by desensitizing them to both virtual and real-life violence. However, scientific evidence for this claim is inconclusive and controversially debated. To assess the causal effect of VVGs on the behavioral and neural correlates of empathy and emotional reactivity to violence, we conducted a prospective experimental study using functional magnetic resonance imaging (fMRI). We recruited 89 male participants without prior VVG experience. Over the course of two weeks, participants played either a highly violent video game or a non-violent version of the same game. Before and after this period, participants completed an fMRI experiment with paradigms measuring their empathy for pain and emotional reactivity to violent images. Applying a Bayesian analysis approach throughout enabled us to find substantial evidence for the absence of an effect of VVGs on the behavioral and neural correlates of empathy. Moreover, participants in the VVG group were not desensitized to images of real-world violence. These results imply that short and controlled exposure to VVGs does not numb empathy nor the responses to real-world violence. We discuss the implications of our findings regarding the potential and limitations of experimental research on the causal effects of VVGs. While VVGs might not have a discernible effect on the investigated subpopulation within our carefully controlled experimental setting, our results cannot preclude that effects could be found in settings with higher ecological validity, in vulnerable subpopulations, or after more extensive VVG play.

Violent video games have often been accused of facilitating aggressive behaviour, in particular due to concerns that they could numb players toward real violence and therefore result in decreased empathy towards the pain of others. However, studies investigating these claims have often produced conflicting results, potentially due to methodological issues. For instance, work showing that violent games lead to emotional desensitization has often relied on testing participants immediately after a gaming session, which limits interpretations about prolonged impact. Many studies also compare gamers to people with no gaming experience, making it difficult to assess whether violent games decrease empathy, or whether less empathetic individuals are more likely to be drawn to this content. Lengersdorff et al. aimed to examine the long-term effects of violent video games using an experimental design that would bypass some of these limitations. A group of 89 young men with little gaming experience were recruited to play either a highly or non-violent version of the same game for seven hour-long sessions over two weeks. The way their brain reacted to violent images and processed other people's pain was assessed before and after this 'gaming training' using fMRI. The analyses showed no changes in these measures in volunteers who played the violent version of the game, suggesting that it had not numbed them to violence or affected their empathy. While experimental studies cannot fully capture the experiences of real-world gamers, the findings by Lengersdorff et al. represent a step towards resolving the scientific controversy surrounding the effects of violent games. Ultimately, a deeper understanding of how this type of media influences our emotions could help inform policymaking decisions about access to violent content.

Anxiety associated with perceived uncontrollable stress enhances expectations of environmental volatility and impairs reward learning.

Unavoidable stress can lead to perceived lack of control and learned helplessness, a risk factor for depression. Avoiding punishment and gaining rewards involve updating the values of actions based on experience. Such updating is however useful only if action values are sufficiently stable, something that a lack of control may impair. We examined whether self-reported stress uncontrollability during the first wave of the COVID-19 pandemic predicted impaired reward-learning. In a preregistered study during the first-wave of the COVID-19 pandemic, we used self-reported measures of depression, anxiety, uncontrollable stress, and COVID-19 risk from 427 online participants to predict performance in a three-armed-bandit probabilistic reward learning task. As hypothesised, uncontrollable stress predicted impaired learning, and a greater proportion of probabilistic errors following negative feedback for correct choices, an effect mediated by state anxiety. A parameter from the best-fitting hidden Markov model that estimates expected beliefs that the identity of the optimal choice will shift across images, mediated effects of state anxiety on probabilistic errors and learning deficits. Our findings show that following uncontrollable stress, anxiety promotes an overly volatile representation of the reward-structure of uncertain environments, impairing reward attainment, which is a potential path to anhedonia in depression.

Reading others' social appraisals after viewing an aversive film online impacts mood but not intrusive memories.

Exposure to aversive footage online can affect our well-being, but to what extent does reading others' appraisals of this content modulate our affective responses? In a pre-registered online study (N = 170), we used a digital trauma film paradigm as an analogue for the naturalistic exposure to aversive visual content online. We investigated whether online social reappraisal about the film influenced acute affective responses and subsequent intrusive memories. First, we examined whether the digital trauma film paradigm induced similar affective responses as in-lab experiments (within-subjects; change in negative mood and intrusive memories of the film during seven days). Participants reported a negative mood change and experienced intrusive memories of the film, extending findings from in-lab experiments. Next, we tested a social reappraisal manipulation that provides written comments from (fictitious) previous participants (between-subjects; reading positive, negative, or no comments) modulated participants' affective responses. As predicted, relative to controls and negative comments, reading positive comments decreased negative mood. However, reading negative comments did not increase negative mood. Contrary to predictions, the social reappraisal manipulation did not modulate the number of intrusive memories. Findings suggest the benefit of positive social reappraisal for mitigating negative mood, but not intrusive memories following aversive film content online.

A Brain-To-Brain Mechanism for Social Transmission of Threat Learning.

Survival and adaptation in environments require swift and efficacious learning about what is dangerous. Across species, much of such threat learning is acquired socially, e.g., through the observation of others' ("demonstrators'") defensive behaviors. However, the specific neural mechanisms responsible for the integration of information shared between demonstrators and observers remain largely unknown. This dearth of knowledge is addressed by performing magnetoencephalography (MEG) neuroimaging in demonstrator-observer dyads. A set of stimuli are first shown to a demonstrator whose defensive responses are filmed and later presented to an observer, while neuronal activity is recorded sequentially from both individuals who never interacted directly. These results show that brain-to-brain coupling (BtBC) in the fronto-limbic circuit (including insula, ventromedial, and dorsolateral prefrontal cortex) within demonstrator-observer dyads predict subsequent expressions of learning in the observer. Importantly, the predictive power of BtBC magnifies when a threat is imminent to the demonstrator. Furthermore, BtBC depends on how observers perceive their social status relative to the demonstrator, likely driven by shared attention and emotion, as bolstered by dyadic pupillary coupling. Taken together, this study describes a brain-to-brain mechanism for social threat learning, involving BtBC, which reflects social relationships and predicts adaptive, learned behaviors.

Consensus design of a calibration experiment for human fear conditioning.

Fear conditioning is a widely used laboratory model to investigate learning, memory, and psychopathology across species. The quantification of learning in this paradigm is heterogeneous in humans and psychometric properties of different quantification methods can be difficult to establish. To overcome this obstacle, calibration is a standard metrological procedure in which well-defined values of a latent variable are generated in an established experimental paradigm. These intended values then serve as validity criterion to rank methods. Here, we develop a calibration protocol for human fear conditioning. Based on a literature review, series of workshops, and survey of N = 96 experts, we propose a calibration experiment and settings for 25 design variables to calibrate the measurement of fear conditioning. Design variables were chosen to be as theory-free as possible and allow wide applicability in different experimental contexts. Besides establishing a specific calibration procedure, the general calibration process we outline may serve as a blueprint for calibration efforts in other subfields of behavioral neuroscience that need measurement refinement.

Psychological well-being is associated with prosociality during the COVID-19 pandemic: A comparison of Swedish and Chinese samples.

This study revisited the link between psychological well-being and prosociality during a global crisis from a cross-cultural perspective. We surveyed two large samples of Chinese (N1 = 1,030; 89 regions; May 1-6, 2020) and Swedish (N2 = 1,160; 22 regions; May 14-24, 2020) individuals during the coronavirus (COVID-19) pandemic. Across both countries, we observed that psychological well-being was strongly associated with one's self-reported tendency to perform prosocial behaviors, including actions aimed at relieving the burden of the pandemic (e.g., money donation to charity organizations during COVID-19). Moreover, leveraging inter- and within-subject similarity approaches, our findings suggested that well-being was related to the coherence of prosocial behaviors across domains (including trust, cooperation, and altruism). Collectively, our replication effort shows that psychological well-being holds relevance for prosocial behaviors during a global crisis, with primarily invariance between individualistic and collectivistic cultures. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

The causal role of affect sharing in driving vicarious fear learning.

Vicarious learning, i.e. learning through observing others rather than through one's own experiences, is an integral skill of social species. The aim of this study was to assess the causal role of affect sharing, an important aspect of empathy, in vicarious fear learning. N = 39 participants completed a vicarious Pavlovian fear conditioning paradigm. In the learning stage, they watched another person-the demonstrator-responding with distress when receiving electric shocks to a color cue (conditioned stimulus; CS+; a different color served as CS-). In the subsequent test stage, an increased skin conductance response (SCR) to the CS+ presented in the absence of the demonstrator indexed vicarious fear learning. Each participant completed this paradigm under two different hypnotic suggestions, which were administered to induce high or low affect sharing with the demonstrator in the learning stage, following a counterbalanced within-subject design. In the learning stage, high affect sharing resulted in stronger unconditioned SCR, increased eye gaze toward the demonstrator's face, and higher self-reported unpleasantness while witnessing the demonstrator's distress. In the test stage, participants showed a stronger conditioned fear response (SCR) when they had learned under high, compared to low, affect sharing. In contrast, participants' declarative memory of how many shocks the demonstrator had received with each cue was not influenced by the affect sharing manipulation. These findings demonstrate that affect sharing is involved in enhancing vicarious fear learning, and thus advance our understanding of the role of empathy, and more generally emotion, in social observational learning.

Acute anxiety during the COVID-19 pandemic was associated with higher levels of everyday altruism.

Prior laboratory research has suggested that humans may become more prosocial in stressful or threatening situations, but it is unknown whether the link between prosociality and defense generalizes to real-life. Here, we examined the association between defensive responses to a real-world threat (the COVID-19 pandemic) and everyday altruism. Four independent samples of 150 (N = 600) US residents were recruited online at 4 different timepoints, and self-report measures of perceived COVID-19 threat, defensive emotions (e.g., stress and anxiety), and everyday altruism were collected. Our operationalization of defensive emotions was inspired by the threat imminence framework, an ecological model of how humans and animals respond to varying levels of threat. We found that perceived COVID-19 threat was associated with higher levels of everyday altruism (assessed by the Self-report Altruism scale). Importantly, there was a robust association between experiencing acute anxiety and high physiological arousal during the pandemic (responses typically characteristic of higher perceived threat imminence), and propensity to engage in everyday altruism. Non-significant or negative associations were found with less acute defensive responses like stress. These findings support a real-life relation between defensive and altruistic motivation in humans, which may be modulated by perceived threat imminence.

Neural defensive circuits underlie helping under threat in humans.

Empathy for others' distress has long been considered the driving force of helping. However, when deciding to help others in danger, one must consider not only their distress, but also the risk to oneself. Whereas the role of self-defense in helping has been overlooked in human research, studies in other animals indicate defensive responses are necessary for the protection of conspecifics. In this pre-registered study (N=49), we demonstrate that human defensive neural circuits are implicated in helping others under threat. Participants underwent fMRI scanning while deciding whether to help another participant avoid aversive electrical shocks, at the risk of also being shocked. We found that higher engagement of neural circuits that coordinate fast escape from self-directed danger (including the insula, PAG, and ACC) facilitated decisions to help others. Importantly, using representational similarity analysis, we found that the strength with which the amygdala and insula uniquely represented the threat to oneself (and not the other's distress) predicted helping. Our findings indicate that in humans, as other mammals, defensive mechanisms play a greater role in helping behavior than previously understood.

Learning about threat from friends and strangers is equally effective: An fMRI study on observational fear conditioning.

Humans often benefit from social cues when learning about the world. For instance, learning about threats from others can save the individual from dangerous first-hand experiences. Familiarity is believed to increase the effectiveness of social learning, but it is not clear whether it plays a role in learning about threats. Using functional magnetic resonance imaging, we undertook a naturalistic approach and investigated whether there was a difference between observational fear learning from friends and strangers. Participants (observers) witnessed either their friends or strangers (demonstrators) receiving aversive (shock) stimuli paired with colored squares (observational learning stage). Subsequently, participants watched the same squares, but without receiving any shocks (direct-expression stage). We observed a similar pattern of brain activity in both groups of observers. Regions related to threat responses (amygdala, anterior insula, anterior cingulate cortex) and social perception (fusiform gyrus, posterior superior temporal sulcus) were activated during the observational phase, possibly reflecting the emotional contagion process. The anterior insula and anterior cingulate cortex were also activated during the subsequent stage, indicating the expression of learned threat. Because there were no differences between participants observing friends and strangers, we argue that social threat learning is independent of the level of familiarity with the demonstrator.

Pavlovian threat conditioning can generate intrusive memories that persist over time.

Although Pavlovian threat conditioning has proven to be a useful translational model for the development of anxiety disorders, it remains unknown if this procedure can generate intrusive memories - a symptom of many anxiety-related disorders, and whether intrusions persist over time. Social support has been related to better adjustment after trauma however, experimental evidence regarding its effect on the development of anxiety-related symptoms is sparse. We had two aims: to test whether threat conditioning generates intrusive memories, and whether different social support interactions impacted expression of emotional memories. Non-clinical participants (n = 81) underwent threat conditioning to neutral stimuli. Participants were then assigned to a supportive, unsupportive, or no social interaction group, and asked to report intrusive memories for seven days. As predicted, threat conditioning can generate intrusions, with greater number of intrusions of CS+ (M = 2.35, SD = 3.09) than CS- (M = 1.39, SD = 2.17). Contrary to predictions, compared to no social interaction, supportive social interaction did not reduce, and unsupportive interaction did not increase skin conductance of learned threat or number of intrusions. Unsupportive interaction resulted in a relative difference in number of intrusions to CS + vs CS-, suggesting that unsupportive interaction might have increased image-based threat memories. Intrusions were still measurable one year after conditioning (one-year follow-up; n = 54), when individuals with higher trait anxiety and greater number of previous trauma experiences reported more intrusions. Our findings show that threat conditioning can create long-lasting intrusions, offering a novel experimental psychopathology model of intrusive memories with implications for both research on learning and clinical applications.

Enhanced Instructed Fear Learning in Delusion-Proneness.

Psychosis is associated with distorted perceptions and deficient bottom-up learning such as classical fear conditioning. This has been interpreted as reflecting imprecise priors in low-level predictive coding systems. Paradoxically, overly strong beliefs, such as overvalued beliefs and delusions, are also present in psychosis-associated states. In line with this, research has suggested that patients with psychosis and associated phenotypes rely more on high-order priors to interpret perceptual input. In this behavioural and fMRI study we studied two types of fear learning, i.e., instructed fear learning mediated by verbal suggestions about fear contingencies and classical fear conditioning mediated by low level associative learning, in delusion proneness-a trait in healthy individuals linked to psychotic disorders. Subjects were shown four faces out of which two were coupled with an aversive stimulation (CS+) while two were not (CS-) in a fear conditioning procedure. Before the conditioning, subjects were informed about the contingencies for two of the faces of each type, while no information was given for the two other faces. We could thereby study the effect of both classical fear conditioning and instructed fear learning. Our main outcome variable was evaluative rating of the faces. Simultaneously, fMRI-measurements were performed to study underlying mechanisms. We postulated that instructed fear learning, measured with evaluative ratings, is stronger in psychosis-related phenotypes, in contrast to classical fear conditioning that has repeatedly been shown to be weaker in these groups. In line with our hypothesis, we observed significantly larger instructed fear learning on a behavioural level in delusion-prone individuals (n = 20) compared to non-delusion-prone subjects (n = 23; n = 20 in fMRI study). Instructed fear learning was associated with a bilateral activation of lateral orbitofrontal cortex that did not differ significantly between groups. However, delusion-prone subjects showed a stronger functional connectivity between right lateral orbitofrontal cortex and regions processing fear and pain. Our results suggest that psychosis-related states are associated with a strong instructed fear learning in addition to previously reported weak classical fear conditioning. Given the similarity between nocebo paradigms and instructed fear learning, our results also have an impact on understanding why nocebo effects differ between individuals.

Alcohol Use Disorder Displays Trait-Related Reductions in Prosocial Decision Making.

BACKGROUND: Alcohol use disorder (AUD) is associated with deficits in social cognition, but the relationship between harmful alcohol use and the processes underlying interactive social behavior is still unknown. We hypothesized that prosocial decision making is reduced in AUD and that individual differences in the underlying processes are key to better understanding these reductions. METHODS: In one laboratory study (Swedish participants, n = 240) and one confirmatory online study (American participants, n = 260), we compared young adults with AUD with age-, gender-, and education-matched healthy control subjects on 6 facets of prosocial decision making. We used standardized behavioral economic tasks, namely the dictator game, ultimatum game, trust game, and third-party game. To better understand the expected differences in prosociality, we evaluated attention by tracking eye gaze, decision response time, clinical symptoms, and social cognition. RESULTS: Altruism (lab study: p = .007; online study: p < .001), fairness (lab study: p = .003; online study: p = .007), and reciprocal trust (lab study: p = .007; online study: p = .039) were reduced in individuals with AUD compared with healthy control subjects, whereas trust and third-party punishment and compensation were comparable in both studies. Reduced prosociality was associated with attending to the selfish response option, faster response time, and moral attitudes, while being dissociated from both psychiatric symptoms and drinking history in AUD. CONCLUSIONS: Individuals with AUD have trait-related reductions in prosocial decision making that do not vary with drinking history or psychiatric symptom load. These reductions were confined to one-to-one interactions accompanied by differences in attention, decision time, and moral attitudes.

Does gender matter? The association between different digital media activities and adolescent well-being.

BACKGROUND: Previous research on the relationship between social media use and well-being in adolescents has yielded inconsistent results. We addressed this issue by examining the association between various digital media activities, including a new and differentiated measure of social media use, and well-being (internalizing symptoms) in adolescent boys and girls. METHOD: The sample was drawn from the four cross-sectional surveys from the Öckerö project (2016-2019) in eight municipalities in southern Sweden, consisting of 3957 adolescents in year 7 of compulsory education, aged 12-13. We measured the following digital media activities: playing games and three different activities of social media use (chatting, online sociability, and self-presentation). Our outcome measure was internalizing symptoms. Hypotheses were tested with linear regression analysis. RESULTS: Social media use and playing games were positively associated with internalizing symptoms. The effect of social media use was conditional on gender, indicating that social media use was only associated with internalizing symptoms for girls. Of the social media activities, only chatting and self-presentation (posting information about themselves) were positively associated with internalizing symptoms. Self-presentation was associated with internalizing symptoms only for girls. CONCLUSION: Our study shows the importance of research going beyond studying the time spent on social media to examine how different kinds of social media activities are associated with well-being. Consistent with research in psychology, our results suggest that young girls posting information about themselves (i.e. self-presentation) might be especially vulnerable to display internalizing symptoms.

The Interpersonal Neuroscience of Social Learning.

The study of the brain mechanisms underpinning social behavior is currently undergoing a paradigm shift, moving its focus from single individuals to the real-time interaction among groups of individuals. Although this development opens unprecedented opportunities to study how interpersonal brain activity shapes behaviors through learning, there have been few direct connections to the rich field of learning science. Our article examines how the rapidly developing field of interpersonal neuroscience is (and could be) contributing to our understanding of social learning. To this end, we first review recent research extracting indices of brain-to-brain coupling (BtBC) in the context of social behaviors and, in particular, social learning. We then discuss how studying communicative behaviors during learning can aid the interpretation of BtBC and how studying BtBC can inform our understanding of such behaviors. We then discuss how BtBC and communicative behaviors collectively can predict learning outcomes, and we suggest several causative and mechanistic models. Finally, we highlight key methodological and interpretational challenges as well as exciting opportunities for integrating research in interpersonal neuroscience with social learning, and we propose a multiperson framework for understanding how interpersonal transmission of information between individual brains shapes social learning.

Model-based representational similarity analysis of blood-oxygen-level-dependent fMRI captures threat learning in social interactions.

Past research has shown that attributions of intentions to other's actions determine how we experience these actions and their consequences. Yet, it is unknown how such attributions affect our learning and memory. Addressing this question, we combined neuroimaging with an interactive threat learning paradigm in which two interaction partners (confederates) made choices that had either threatening (shock) or safe (no shock) consequences for the participants. Importantly, participants were led to believe that one partner intentionally caused the delivery of shock, whereas the other did not (i.e. unintentional partner). Following intentional versus unintentional shocks, participants reported an inflated number of shocks and a greater increase in anger and vengeance. We applied a model-based representational similarity analysis to blood-oxygen-level-dependent (BOLD)-MRI patterns during learning. Surprisingly, we did not find any effects of intentionality. The threat value of actions, however, was represented as a trial-by-trial increase in representational similarity in the insula and the inferior frontal gyrus. Our findings illustrate how neural pattern formation can be used to study a complex interaction.

The face value of feedback: facial behaviour is shaped by goals and punishments during interaction with dynamic faces.

Responding appropriately to others' facial expressions is key to successful social functioning. Despite the large body of work on face perception and spontaneous responses to static faces, little is known about responses to faces in dynamic, naturalistic situations, and no study has investigated how goal directed responses to faces are influenced by learning during dyadic interactions. To experimentally model such situations, we developed a novel method based on online integration of electromyography signals from the participants' face (corrugator supercilii and zygomaticus major) during facial expression exchange with dynamic faces displaying happy and angry facial expressions. Fifty-eight participants learned by trial-and-error to avoid receiving aversive stimulation by either reciprocate (congruently) or respond opposite (incongruently) to the expression of the target face. Our results validated our method, showing that participants learned to optimize their facial behaviour, and replicated earlier findings of faster and more accurate responses in congruent versus incongruent conditions. Moreover, participants performed better on trials when confronted with smiling, when compared with frowning, faces, suggesting it might be easier to adapt facial responses to positively associated expressions. Finally, we applied drift diffusion and reinforcement learning models to provide a mechanistic explanation for our findings which helped clarifying the underlying decision-making processes of our experimental manipulation. Our results introduce a new method to study learning and decision-making in facial expression exchange, in which there is a need to gradually adapt facial expression selection to both social and non-social reinforcements.

Observation of others' threat reactions recovers memories previously shaped by firsthand experiences.

Information about dangers can spread effectively by observation of others' threat responses. Yet, it is unclear if such observational threat information interacts with associative memories that are shaped by the individual's direct, firsthand experiences. Here, we show in humans and rats that the mere observation of a conspecific's threat reactions reinstates previously learned and extinguished threat responses in the observer. In two experiments, human participants displayed elevated physiological responses to threat-conditioned cues after observational reinstatement in a context-specific manner. The elevation of physiological responses (arousal) was further specific to the context that was observed as dangerous. An analogous experiment in rats provided converging results by demonstrating reinstatement of defensive behavior after observing another rat's threat reactions. Taken together, our findings provide cross-species evidence that observation of others' threat reactions can recover associations previously shaped by direct, firsthand aversive experiences. Our study offers a perspective on how retrieval of threat memories draws from associative mechanisms that might underlie both observations of others' and firsthand experiences.

Oxazepam and cognitive reappraisal: A randomised experiment.

BACKGROUND: Cognitive reappraisal is a strategy for emotional regulation, important in the context of anxiety disorders. It is not known whether anxiolytic effects of benzodiazepines affect cognitive reappraisal. AIMS: We aimed to investigate the effect of 25 mg oxazepam on cognitive reappraisal. METHODS: In a preliminary investigation, 33 healthy male volunteers were randomised to oxazepam or placebo, and then underwent an experiment where they were asked to use cognitive reappraisal to upregulate or downregulate their emotional response to images with negative or neutral emotional valence. We recorded unpleasantness ratings, skin conductance, superciliary corrugator muscle activity, and heart rate. Participants completed rating scales measuring empathy (Interpersonal Reactivity Index, IRI), anxiety (State-Trait Anxiety Inventory, STAI), alexithymia (Toronto Alexithymia Scale-20, TAS-20), and psychopathy (Psychopathy Personality Inventory-Revised, PPI-R). RESULTS: Upregulation to negative-valence images in the cognitive reappraisal task caused increased unpleasantness ratings, corrugator activity, and heart rate compared to downregulation. Upregulation to both negative- and neutral-valence images caused increased skin conductance responses. Oxazepam caused lower unpleasantness ratings to negative-valence stimuli, but did not interact with reappraisal instruction on any outcome. Self-rated trait empathy was associated with stronger responses to negative-valence stimuli, whereas self-rated psychopathic traits were associated with weaker responses to negative-valence stimuli. CONCLUSIONS: While 25 mg oxazepam caused lower unpleasantness ratings in response to negative-valence images, we did not observe an effect of 25 mg oxazepam on cognitive reappraisal.