The effects of Swiss summer camp on the development of socio-emotional abilities in children.

This quasi-experimental research explores the relationship between participation in two-week summer camps and changes in children's altruism and self-esteem. Data were collected from 256 children aged 6 to 16 years. A self-reported altruism scale, a self-evaluation questionnaire and a temperament measure (EAS) were administered on two occasions either two weeks apart during the summer holidays or in class before and after the autumn holidays. The responses of 145 children attending summer camps were compared with those of 111 pupils. A significant increase in the altruism score was found between the pre-test and post-test in the camp condition, but no change in the children's self-esteem was found with the entire sample. Exploratory analyses suggest variables that may be associated with more favourable participation in summer camps; certain dimensions of temperament are among them, as well as factors related to the camps themselves. Differences in the increase of altruism and self-esteem scores in summer camp were observed according to the identified child profiles. The limitations of this work are highlighted before proposing perspectives for future research.

The cross-modal transfer of emotional information from voices to faces in 5-, 8- and 10-year-old children and adults: An eye-tracking study.

The present study examined the evolution of emotional cross-modal transfer throughout childhood compared to adulthood, using an experimental design first used with infants. We studied whether verbal children spontaneously look at emotional faces differently depending on the emotional voices previously heard, demonstrating a real intrinsic understanding of the emotion. Thus, sequences of emotional (happy vs. angry) cross-modal transfer were individually presented to 5-, 8- and 10-year-old children and adults. Spontaneous ocular behaviors toward the visual stimuli were recorded by eye-tracking. Results of the emotional cross-modal transfer suggested that participants looked spontaneously longer at the congruent face. However, this result was significantly revealed only as of age 8 with the happy voice and as of age 10 with the angry voice. Thus, the modulation of behavior indicators related to the control of the ability to extract amodal emotional information and spontaneously match the congruent information seems to increase with age and depends on the specific emotion presented. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Emotional facial perception development in 7, 9 and 11 year-old children: The emergence of a silent eye-tracked emotional other-race effect.

The present study examined emotional facial perception (happy and angry) in 7, 9 and 11-year-old children from Caucasian and multicultural environments with an offset task for two ethnic groups of faces (Asian and Caucasian). In this task, participants were required to respond to a dynamic facial expression video when they believed that the first emotion presented had disappeared. Moreover, using an eye-tracker, we evaluated the ocular behavior pattern used to process these different faces. The analyses of reaction times do not show an emotional other-race effect (i.e., a facility in discriminating own-race faces over to other-race ones) in Caucasian children for Caucasian vs. Asian faces through offset times, but an effect of emotional face appeared in the oldest children. Furthermore, an eye-tracked ocular emotion and race-effect relative to processing strategies is observed and evolves between age 7 and 11. This study strengthens the interest in advancing an eye-tracking study in developmental and emotional processing studies, showing that even a "silent" effect should be detected and shrewdly analyzed through an objective means.

Adults' visual recognition of actions simulations by finger gestures (ASFGs) produced by sighted and blind individuals.

The present study examines the visual recognition of action simulations by finger gestures (ASFGs) produced by sighted and blind individuals. In ASFGs, fingers simulate legs to represent actions such as jumping, spinning, climbing, etc. The question is to determine whether the common motor experience of one's own body is sufficient to produce adequate ASFGs or whether the possibility to see gestures from others are also necessary to do it. Three experiments were carried out to address this question. Experiment 1 examined in 74 sighted adults the recognition of 18 types of ASFGs produced by 20 blindfolded sighted adults. Results showed that rates of correct recognition were globally very high, but varied with the type of ASFG. Experiment 2 studied in 91 other sighted adults the recognition of ASFGs produced by 10 early blind and 7 late blind adults. Results also showed a high level of recognition with a similar order of recognizability by type of ASFG. However, ASFGs produced by early blind individuals were more poorly recognized than those produced by late blind individuals. In order to match data of recognition obtained with the form that gestures are produced by individuals, two independant judges evaluated prototypical and atypical attributes of ASFG produced by blindfolded sighted, early blind and late blind individuals in Experiment 3. Results revealed the occurrence of more atypical attributes in ASFG produced by blind individuals: their ASFGs transpose more body movements from a character-viewpoint in less agreement with visual rules. The practical interest of the study relates to the relevance of including ASFGs as a new exploratory procedure in tactile devices which are more apt to convey action concepts to blind users/readers.

Are 6-month-old human infants able to transfer emotional information (happy or angry) from voices to faces? An eye-tracking study.

The present study examined whether 6-month-old infants could transfer amodal information (i.e. independently of sensory modalities) from emotional voices to emotional faces. Thus, sequences of successive emotional stimuli (voice or face from one sensory modality -auditory- to another sensory modality -visual-), corresponding to a cross-modal transfer, were displayed to 24 infants. Each sequence presented an emotional (angry or happy) or neutral voice, uniquely, followed by the simultaneous presentation of two static emotional faces (angry or happy, congruous or incongruous with the emotional voice). Eye movements in response to the visual stimuli were recorded with an eye-tracker. First, results suggested no difference in infants' looking time to happy or angry face after listening to the neutral voice or the angry voice. Nevertheless, after listening to the happy voice, infants looked longer at the incongruent angry face (the mouth area in particular) than the congruent happy face. These results revealed that a cross-modal transfer (from auditory to visual modalities) is possible for 6-month-old infants only after the presentation of a happy voice, suggesting that they recognize this emotion amodally.

The integration of visual context information in facial emotion recognition in 5- to 15-year-olds.

The current study investigated the role of congruent visual context information in the recognition of facial emotional expression in 190 participants from 5 to 15years of age. Children performed a matching task that presented pictures with different facial emotional expressions (anger, disgust, happiness, fear, and sadness) in two conditions: with and without a visual context. The results showed that emotions presented with visual context information were recognized more accurately than those presented in the absence of visual context. The context effect remained steady with age but varied according to the emotion presented and the gender of participants. The findings demonstrated for the first time that children from the age of 5years are able to integrate facial expression and visual context information, and this integration improves facial emotion recognition.

Sniff and mimic - Intranasal oxytocin increases facial mimicry in a sample of men.

The neuropeptide oxytocin (OT) has many potential social benefits. For example, intranasal administration of OT appears to trigger caregiving behavior and to improve the recognition of emotional facial expressions. But the mechanism for these effects is not yet clear. Recent findings relating OT to action imitation and to the visual processing of the eye region of faces point to mimicry as a mechanism through which OT improves processing of emotional expression. To test the hypothesis that increased levels of OT in the brain enhance facial mimicry, 60 healthy male participants were administered, in a double-blind between-subjects design, 24 international units (IUs) of OT or placebo (PLA) through nasal spray. Facial mimicry and emotion judgments were recorded in response to movie clips depicting changing facial expressions. As expected, facial mimicry was increased in the OT group, but effects were strongest for angry infant faces. These findings provide further evidence for the importance of OT in social cognitive skills, and suggest that facial mimicry mediates the effects of OT on improved emotion recognition.

Mixed saccadic paradigm releases top-down emotional interference in antisaccade and prosaccade trials.

Saccadic movements are well known to involve specific top-down or bottom-up processes depending on the task and paradigm characteristics. For example, after the Gap bottom-up effect, it has been shown that an Instruction effect, i.e., asking to identify a peripheral target instead of simply look toward it, reduces latencies in prosaccade (PS) but not in antisaccade (AS) tasks. Nevertheless, in a mixed task comprising AS, PS and nosaccade trials, such differences vanished. Thus, it has been suggested that a top-down effect could be dependent on tonic or phasic neuronal activation and that only the tonic frontal activation could enable interferences with other cortical regions involved. In this study, we tested the interference of emotional information with saccadic performance depending on cognitive cost of the task. We used emotional facial expression cues in block and mixed paradigms. Using a generalized linear mixed model for the analysis, we found a main effect of the paradigm, with task and emotional effects only in mixed saccadic task that could suggest a top-down effect of emotional information processing over the regions involved in saccadic performances. Moreover, we demonstrated that prosaccades latencies are significantly reduced by emotion, while antisaccades are significantly increased, suggesting a disinhibition of reflexive saccades.

Gender differences in the neural network of facial mimicry of smiles--An rTMS study.

Under theories of embodied emotion, exposure to a facial expression triggers facial mimicry. Facial feedback is then used to recognize and judge the perceived expression. However, the neural bases of facial mimicry and of the use of facial feedback remain poorly understood. Furthermore, gender differences in facial mimicry and emotion recognition suggest that different neural substrates might accompany the production of facial mimicry, and the processing of facial feedback, in men and women. Here, repetitive transcranial magnetic stimulation (rTMS) was applied to the right primary motor cortex (M1), the right primary somatosensory cortex (S1), or, in a control condition, the vertex (VTX). Facial mimicry of smiles and emotion judgments were recorded in response to video clips depicting changes from neutral or angry to happy facial expressions. While in females rTMS over M1 and S1 compared to VTX led to reduced mimicry and, in the case of M1, delayed detection of smiles, there was no effect of TMS condition for males. We conclude that in female participants M1 and S1 play a role in the mimicry and in the use of facial feedback for accurate processing of smiles.

Antisaccades as a follow-up tool in major depressive disorder therapies: a pilot study.

Eight patients with major depression, included in a double-blind study, performed an antisaccade task. Results suggested a link between antisaccade performances and clinical scale scores in patients who respond to therapy. Moreover, error rates may well predict response from day of inclusion, thus serving as a state-marker for mood disorders.

Saccadic performance and cortical excitability as trait-markers and state-markers in rapid cycling bipolar disorder: a two-case follow-up study.

BACKGROUND: The understanding of physiopathology and cognitive impairments in mood disorders requires finding objective markers. Mood disorders have often been linked to hypometabolism in the prefrontal dorsolateral cortex, and to GABAergic and glutamatergic neurotransmission dysfunction. The present study aimed to discover whether saccadic tasks (involving DPLFC activity), and cortical excitability (involving GABA/Glutamate neurotransmission) could provide neuropsychophysical markers for mood disorders, and/or of its phases, in patients with rapid cycling bipolar disorders (rcBD). METHODS: Two rcBD patients were followed for a cycle, and were compared to nine healthy controls. A saccade task, mixing prosaccades, antisaccades, and nosaccades, and an evaluation of cortical excitability using transcranial magnetic stimulation were performed. RESULTS: We observed a deficit in antisaccade in patients independently of thymic phase, and in nosaccade in the manic phase only. Cortical excitability data revealed global intracortical deficits in all phases, switching according to cerebral hemisphere and thymic phase. CONCLUSION: Specific patterns of performance in saccade tasks and cortical excitability could characterize mood disorders (trait-markers) and its phases (state-markers). Moreover, a functional relationship between oculometric performance and cortical excitability is discussed.

Having to identify a target reduces antisaccade latencies in mixed saccadic paradigms: A top-down effect released by tonic prefrontal activation?

Instructing participants to "identify a target" dramatically reduces saccadic reaction times in prosaccade tasks (PS). However, it has been recently shown that this effect disappears in antisaccade tasks (AS). The instruction effect observed in PS may result from top-down processes, mediated by pathways connecting the prefrontal cortex (PFC) to the superior colliculus. In AS, the PFC's prior involvement is in competition with the instruction process, annulling its effect. This study aims to discover whether the instruction effect persists in mixed paradigms. According to Dyckman's fMRI study (2007), the difficulty of mixed tasks leads to PFC involvement. The antisaccade-related PFC activation observed on comparison of blocked AS and PS therefore disappears when the two are compared in mixed paradigms. However, we continued to observe the instruction effect for both PS and AS. We therefore posit different types of PFC activation: phasic during blocked AS, and tonic during mixed saccadic experiments.

Having to identify a target reduces latencies in prosaccades but not in antisaccades.

In a princeps study, Trottier and Pratt (2005) showed that saccadic latencies were dramatically reduced when subjects were instructed to not simply look at a peripheral target (reflexive saccade) but to identify some of its properties. According to the authors, the shortening of saccadic reactions times may arise from a top-down disinhibition of the superior colliculus (SC), potentially mediated by the direct pathway connecting frontal/prefrontal cortex structures to the SC. Using a "cue paradigm" (a cue preceded the appearance of the target), the present study tests if the task instruction (Identify vs. Glance) also reduces the latencies of antisaccades (AS), which involve prefrontal structures. We show that instruction reduces latencies for prosaccade but not for AS. An AS requires two processes: the inhibition of a reflexive saccade and the generation of a voluntary saccade. To separate these processes and to better understand the task effect we also test the effect of the task instruction only on voluntary saccades. The effect still exists but it is much weaker than for reflexive saccades. The instruction effect closely depends on task demands in executive resources.