Editorial for the special issue on "Prediction, Creativity, and Cultural Evolution in Music Cognition".

Music making across cultures arguably involves a blend of innovation and adherence to established norms. This integration allows listeners to recognise a range of innovative, surprising, and functional elements in music, while also associating them to a certain tradition or style. In this light, musical creativity may be seen to involve the novel recombination of shared elements and rules, which can in itself give rise to new cultural conventions. Put simply, future norms rely on past knowledge and present action; this holds for music as it does for other cultural domains. A key process permeating this temporal transition, with regards to both music making and music listening, is prediction. Recent findings suggest that as we listen to music, our brain is constantly generating predictions based on prior knowledge acquired in a given enculturation context. Those predictions, in turn, can shape our appraisal of the music, in a continual perception-action loop. This dynamic process of predicting and calibrating expectations may enable shared musical realities, that is, sets of norms that are transmitted, with some modification, either vertically between generations of a given musical culture, or horizontally between peers of the same or different cultures. As music transforms through cultural evolution, so do the predictive models in our minds and the expectancy they give rise to, influenced by cultural exposure and individual experience. Thus, creativity and prediction are both fundamental and complementary to the transmission of cultural systems, including music, across generations and societies. For these reasons, prediction, creativity and cultural evolution were the central themes in a symposium we organised in 2022. The symposium aimed to study their interplay from an interdisciplinary perspective, guided by contemporary theories and methodologies. This special issue compiles research discussed during or inspired by that symposium, concluding with potential directions for the field of music cognition in that spirit.

Computational Modeling of the Prefrontal-Cingulate Cortex to Investigate the Role of Coupling Relationships for Balancing Emotion and Cognition.

Within the prefrontal-cingulate cortex, abnormalities in coupling between neuronal networks can disturb the emotion-cognition interactions, contributing to the development of mental disorders such as depression. Despite this understanding, the neural circuit mechanisms underlying this phenomenon remain elusive. In this study, we present a biophysical computational model encompassing three crucial regions, including the dorsolateral prefrontal cortex, subgenual anterior cingulate cortex, and ventromedial prefrontal cortex. The objective is to investigate the role of coupling relationships within the prefrontal-cingulate cortex networks in balancing emotions and cognitive processes. The numerical results confirm that coupled weights play a crucial role in the balance of emotional cognitive networks. Furthermore, our model predicts the pathogenic mechanism of depression resulting from abnormalities in the subgenual cortex, and network functionality was restored through intervention in the dorsolateral prefrontal cortex. This study utilizes computational modeling techniques to provide an insight explanation for the diagnosis and treatment of depression.

The approaches and methods of music psychology in the relationship between music emotion and cognition in music teaching activities.

In order to further improve the effect of music teaching, more music psychology should be applied in music teaching to assist teaching, and students should better understand the emotional elements reflected in music through music emotion and cognitive teaching. This essay starts from the relationship between music emotion and cognition, to deeply explore the application of music psychology in teaching activities, through the construction of music education psychological regulation function model to explore the effect of the application of psychology in music teaching. The results showed that the scores of positive emotions were significantly improved, while the scores of negative emotions were significantly decreased. The difference between the improvement and reduction of positive emotions was significant (p < 0.01, p < 0.01). The results show that psychology based on the relationship between emotions and people is helpful to improve the effectiveness of music teaching. And on this basis put forward the music teaching activity innovation path.

How Task Set and Task Switching Modulate Perceptual Processes: Is Recognition of Facial Emotion an Exception?

In Part 1 we review task-switching and other studies showing that, even with time for preparation, participants' ability to shift attention to a relevant attribute or object before the stimulus onset is limited: there is a 'residual cost'. In particular, several brain potential markers of perceptual encoding are delayed on task-switch trials, compared to task-repeat trials that require attention to the same attribute as before. Such effects have been documented even for a process often considered 'automatic' - visual word recognition: ERP markers of word frequency and word/nonword status are (1) delayed when the word recognition task follows a judgement of a perceptual property compared to repeating the lexical task, and (2) strongly attenuated during the perceptual judgements. Thus, even lexical access seems influenced by the task/attentional set. In Part 2, we report in detail a demonstration of what seems to be a special case, where task-set and a task switch have no such effect on perceptual encoding. Participants saw an outline letter superimposed on a face expressing neutral or negative emotion, and were auditorily cued to categorise the letter as vowel/consonant, or the face as emotional/neutral. ERPs exhibited a robust emotional-neutral difference (Emotional Expression Effect) no smaller or later when switching to the face task than when repeating it; in the first half of its time-course it did not vary with the task at all. The initial encoding of the valence of a fixated facial emotional expression appears to be involuntary and invariant, whatever the endogenous task/attentional set.

Correction: Mental Fatigue Might be Not So Bad for Exercise Performance After All: A Systematic Review and Bias-Sensitive Meta-Analysis.

[This corrects the article DOI: 10.5334/joc.126.].

Challenges and Opportunities for Grounding Cognition.

According to the grounded perspective, cognition emerges from the interaction of classic cognitive processes with the modalities, the body, and the environment. Rather than being an autonomous impenetrable module, cognition incorporates these other domains intrinsically into its operation. The Situated Action Cycle offers one way of understanding how the modalities, the body, and the environment become integrated to ground cognition. Seven challenges and opportunities are raised for this perspective: (1) How does cognition emerge from the Situated Action Cycle and in turn support it? (2) How can we move beyond simply equating embodiment with action, additionally establishing how embodiment arises in the autonomic, neuroendocrine, immune, cardiovascular, respiratory, digestive, and integumentary systems? (3) How can we better understand the mechanisms underlying multimodal simulation, its functions across the Situated Action Cycle, and its integration with other representational systems? (4) How can we develop and assess theoretical accounts of symbolic processing from the grounded perspective (perhaps using the construct of simulators)? (5) How can we move beyond the simplistic distinction between concrete and abstract concepts, instead addressing how concepts about the external and internal worlds pattern to support the Situated Action Cycle? (6) How do individual differences emerge from different populations of situational memories as the Situated Action Cycle manifests itself differently across individuals? (7) How can constructs from grounded cognition provide insight into the replication and generalization crises, perhaps from a quantum perspective on mechanisms (as exemplified by simulators).

Genesis or Evolution of Gender Differences? Worldview-Based Dilemmas in The Processing of Scientific Information.

Some issues that have been settled by the scientific community, such as evolution, the effectiveness of vaccinations, and the role of CO2 emissions in climate change, continue to be rejected by segments of the public. This rejection is typically driven by people's worldviews, and to date most research has found that conservatives are uniformly more likely to reject scientific findings than liberals across a number of domains. We report a large (N > 1,000) preregistered study that addresses two questions: First, can we find science denial on the left? Endorsement of pseudoscientific complementary and alternative medicines (CAM) has been anecdotally cited as being more consonant with liberals than conservatives. Against this claim, we found more support for CAM among conservatives than liberals. Second, we asked how liberals and conservatives resolve dilemmas in which an issue triggers two opposing facets of their worldviews. We probed attitudes on gender equality and the evolution of sex differences-two constructs that may create conflicts for liberals (who endorse evolution but also equality) and conservatives (who endorse gender differences but are sceptical of evolution). We find that many conservatives reject both gender equality and evolution of sex differences, and instead embrace "naturally occurring" gender differences. Many liberals, by contrast, reject evolved gender differences, as well as naturally occurring gender differences, while nonetheless strongly endorsing evolution.

Dissociations between Learning Phenomena do Not Necessitate Multiple Learning Processes: Mere Instructions about Upcoming Stimulus Presentations Differentially Influence Liking and Expectancy.

Prior research showed that the degree of statistical contingency between the presence of stimuli moderates changes in expectancies about the presence of those stimuli (i.e., expectancy learning) but not changes in the liking of those stimuli (i.e., evaluative conditioning). This dissociation is typically interpreted as evidence for dual process models of associative learning. We tested an alternative account according to which both types of learning rely on a single process propositional learning mechanism but reflect different kinds of propositional beliefs. In line with the idea that changes in liking reflect beliefs about stimulus co-occurrences whereas changes in expectancy reflect beliefs about stimulus contingency, we found that evaluative ratings depended only on instructions about whether a stimulus would co-occur with a positive or negative stimulus whereas expectancy ratings were influenced also by instructions about individual stimulus presentations.

Experiential History as a Tuning Parameter for Attention.

[Peer commentary on "Visual selection: usually fast and automatic; seldom slow and volitional," by J. Theeuwes]. Journal of Cognition. In his current opinion piece, Theeuwes emphasizes the role of selection history as a third source of attentional selection, beyond top-down and bottom-up mechanisms, thus challenging traditional dual-process models of attention. While we agree that selection history impacts the allocation of attention, our own work suggests that this terminology may be too restrictive, and propose the simple term history as a better reflection of the impact of learning on our selection biases. Furthermore, we propose that the role of selection/experiential history on attention may not be as a unique third source of attentional selection, but rather as a tuning parameter, allowing certain categories of item to be endowed with greater task-based or feature-driven salience in a context and history dependent manner. This conceptualization presents an alternative to abandoning dual-process models of attention altogether. Rather, we can reimagine how task-based and feature-driven processes may be controlled by past experience in a dynamic and adaptable system.

Depressive Symptoms and Category Learning: A Preregistered Conceptual Replication Study.

We present a fully preregistered, high-powered conceptual replication of Experiment 1 by Smith, Tracy, and Murray (1993). They observed a cognitive deficit in people with elevated depressive symptoms in a task requiring flexible analytic processing and deliberate hypothesis testing, but no deficit in a task assumed to require more automatic, holistic processing. Specifically, they found that individuals with depressive symptoms showed impaired performance on a criterial-attribute classification task, requiring flexible analysis of the attributes and deliberate hypothesis testing, but not on a family-resemblance classification task, assumed to rely on holistic processing. While deficits in tasks requiring flexible hypothesis testing are commonly observed in people diagnosed with a major depressive disorder, these deficits are much less commonly observed in people with merely elevated depressive symptoms, and therefore Smith et al.'s (1993) finding deserves further scrutiny. We observed no deficit in performance on the criterial-attribute task in people with above average depressive symptoms. Rather, we found a similar difference in performance on the criterial-attribute versus family-resemblance task between people with high and low depressive symptoms. The absence of a deficit in people with elevated depressive symptoms is consistent with previous findings focusing on different tasks.

Categorized Affective Pictures Database (CAP-D).

Emotional picture databases are commonly used in emotion research. The databases were first based on ratings of emotional dimensions, and the interest in studying discrete emotions led to the categorization of subsets from these databases to emotional categories. However, to-date, studies that categorized affective pictures used confidence intervals in their analysis, a method that provides important data but also results in a high percentage of blended or undifferentiated categorization of images. The current study used 526 affective pictures from four databases and categorized the pictures to discrete emotions in two steps (Pre-testing phase & Experiment 1). First, clinical psychologists were asked to generate emotional labels for each picture, according to the emotion the picture evoked in them. This resulted in the creation of 10 emotional categories. These labels were presented to students who were asked to choose the emotional category that matched the emotion a presented picture evoked in them. Agreement levels on the emotional categories were calculated for each picture, and pictures were categorized according to the most dominant emotion they evoked. The analysis of agreement levels rather than confidence intervals enabled us to provide both dominance of emotional category and agreement in the population regarding the dominance. In Experiment 2, we asked participants to provide ratings of emotional intensity and arousal, in order to provide more detailed information regarding the database. This is the first study to provide agreement levels on the categorization of affective pictures, and may be useful in various studies which aim at generating specific emotions.

Metacognition in Auditory Distraction: How Expectations about Distractibility Influence the Irrelevant Sound Effect.

Task-irrelevant, to-be-ignored sound disrupts serial short-term memory for visually presented items compared to a quiet control condition. We tested whether disruption by changing state irrelevant sound is modulated by expectations about the degree to which distractors would disrupt serial recall performance. The participants' expectations were manipulated by providing the (bogus) information that the irrelevant sound would be either easy or difficult to ignore. In Experiment 1, piano melodies were used as auditory distractors. Participants who expected the degree of disruption to be low made more errors in serial recall than participants who expected the degree of disruption to be high, independent of whether distractors were present or not. Although expectation had no effect on the magnitude of disruption, participants in the easy-to-ignore group reported after the experiment that they were less disrupted by the irrelevant sound than participants in the difficult-to-ignore group. In Experiment 2, spoken texts were used as auditory distractors. Expectations about the degree of disruption did not affect serial recall performance. Moreover, the subjective and objective distraction by irrelevant speech was similar in the easy-to-ignore group and in the difficult-to-ignore group. Thus, while metacognitive beliefs about whether the auditory distractors would be easy or difficult to ignore can have an effect on task engagement and subjective distractibility ratings, they do not seem to have an effect on the actual degree to which the auditory distractors disrupt serial recall performance.

Emotional and Utilitarian Appraisals of Moral Dilemmas Are Encoded in Separate Areas and Integrated in Ventromedial Prefrontal Cortex.

Moral judgment often requires making difficult tradeoffs (e.g., is it appropriate to torture to save the lives of innocents at risk?). Previous research suggests that both emotional appraisals and more deliberative utilitarian appraisals influence such judgments and that these appraisals often conflict. However, it is unclear how these different types of appraisals are represented in the brain, or how they are integrated into an overall moral judgment. We addressed these questions using an fMRI paradigm in which human subjects provide separate emotional and utilitarian appraisals for different potential actions, and then make difficult moral judgments constructed from combinations of these actions. We found that anterior cingulate, insula, and superior temporal gyrus correlated with emotional appraisals, whereas temporoparietal junction and dorsomedial prefrontal cortex correlated with utilitarian appraisals. Overall moral value judgments were represented in an anterior portion of the ventromedial prefrontal cortex. Critically, the pattern of responses and functional interactions between these three sets of regions are consistent with a model in which emotional and utilitarian appraisals are computed independently and in parallel, and passed to the ventromedial prefrontal cortex where they are integrated into an overall moral value judgment. Significance statement: Popular accounts of moral judgment often describe it as a battle for control between two systems, one intuitive and emotional, the other rational and utilitarian, engaged in winner-take-all inhibitory competition. Using a novel fMRI paradigm, we identified distinct neural signatures of emotional and utilitarian appraisals and used them to test different models of how they compete for the control of moral behavior. Importantly, we find little support for competitive inhibition accounts. Instead, moral judgments resembled the architecture of simple economic choices: distinct regions represented emotional and utilitarian appraisals independently and passed this information to the ventromedial prefrontal cortex for integration into an overall moral value signal.

Perceiving control over aversive and fearful events can alter how we experience those events: an investigation of time perception in spider-fearful individuals.

We used a time perception task to study the effects of the subjective experience of control on emotion and cognitive processing. This task is uniquely sensitive to the emotionality of the stimuli: high-arousing negative stimuli are perceived as lasting longer than high-arousing positive events, while the opposite pattern is observed for low-arousing stimuli. We evaluated the temporal distortions of emotionally charged events in non-anxious (Experiments 1 and 5) and spider-fearful individuals (Experiments 2-4). Participants were shown images of varying durations between 400 and 1600 ms and were asked to report if the perceived duration of the image seemed closer to a short (400 ms) or to a long (1600 ms) standard duration. Our results replicate previous findings showing that the emotional content of the image modulated the perceived duration of that image. More importantly, we studied whether giving participants the illusion that they have some control over the emotional content of the images could eliminate this temporal distortion. Results confirmed this hypothesis, even though our participant population was composed of highly reactive emotional individuals (spider-fearful) facing fear-related images (spiders). Further, we also showed that under conditions of little-to-no control, spider-fearful individuals perceive temporal distortions in a distinct manner from non-anxious participants: the duration of events was entirely determined by the valence of the events, rather than by the typical valence × arousal interaction. That is, spider-fearful participants perceived negative events as lasting longer than positive events, regardless of their level of arousal. Finally, we also showed that under conditions of cognitive dissonance, control can eliminate temporal distortions of low arousal events, but not of high-arousing events, providing an important boundary condition to the otherwise positive effects of control on time estimation.

Affective neuronal selection: the nature of the primordial emotion systems.

Based on studies in affective neuroscience and evolutionary psychiatry, a tentative new proposal is made here as to the nature and identification of primordial emotional systems. Our model stresses phylogenetic origins of emotional systems, which we believe is necessary for a full understanding of the functions of emotions and additionally suggests that emotional organizing systems play a role in sculpting the brain during ontogeny. Nascent emotional systems thus affect cognitive development. A second proposal concerns two additions to the affective systems identified by Panksepp. We suggest there is substantial evidence for a primary emotional organizing program dealing with power, rank, dominance, and subordination which instantiates competitive and territorial behavior and is an evolutionary contributor to self-esteem in humans. A program underlying disgust reactions which originally functioned in ancient vertebrates to protect against infection and toxins is also suggested.