Somatovisceral influences on emotional development.

Frameworks of emotional development have tended to focus on how environmental factors shape children's emotion understanding. However, individual experiences of emotion represent a complex interplay between both external environmental inputs and internal somatovisceral signaling. Here, we discuss the importance of afferent signals and coordination between central and peripheral mechanisms in affective response processing. We propose that incorporating somatovisceral theories of emotions into frameworks of emotional development can inform how children understand emotions in themselves and others. We highlight promising directions for future research on emotional development incorporating this perspective, namely afferent cardiac processing and interoception, immune activation, physiological synchrony, and social touch.

Resting parasympathetic activity is associated with malodor-induced change in perceived foreignness of speakers.

INTRODUCTION: To protect against infection, individuals have evolved context-dependent pathogen-avoidant strategies, including selective social behaviors aimed at avoiding foreign individuals who may possess greater risk of infection. Parasympathetic nervous system (PNS) activity is associated with social engagement and regulation of the classical immune system but has not been widely investigated in relation to changes in intergroup perception and the behavioral immune system. METHOD: The current research investigated the relationship between parasympathetic activity and perceived foreignness of in and outgroup speakers during exposure to a pathogen-relevant odor (butyric acid). High-frequency heart rate variability was measured at rest and while participants rated foreignness of speakers with and without the odor present. RESULTS: Findings show that exposure to the odor was associated with higher foreignness perceptions of outgroup speakers and lower foreignness perceptions of ingroup speakers. This effect was especially evident among individuals with higher resting parasympathetic activity. CONCLUSION: These results suggest that the PNS may play a role in changes in social perceptions during a behavioral immune response.

Perceived control, loneliness, early-life stress, and parents' perceptions of stress.

The COVID-19 pandemic has highlighted the importance of understanding what contributes to individual variability in experiences of stress. Increases in stress related to the pandemic have been especially pronounced in parents, indicating a need for research examining what factors contribute to parents' perceptions of stress. Here, we assessed the relationship between parents' perceptions of stress, control, loneliness, and experiences of childhood trauma in two populations of caregivers. In Study 1, we examined the relationship between perceptions of stress, control, loneliness, and history of early stress, along with indices of socioeconomic risk and resting parasympathetic nervous systema activity, which has been linked to variability in perceptions of stress, in caregivers of young children. Perceived control, loneliness, childhood stress, and resting parasympathetic nervous system activity predicted caregivers' stress. In Study 2, we replicated these initial findings in a second sample of caregivers. Additionally, we examined how these processes change over time. Caregivers demonstrated significant changes in perceptions of control, loneliness, and stress, and changes in control and childhood trauma history were associated with changes in perceptions of stress. Together these results indicate the importance of assessing how caregivers perceive their environment when examining what contributes to increased risk for stress. Additionally, they suggest that caregivers' stress-related processes are malleable and provide insight into potential targets for interventions aimed at reducing parents' stress.

Children's value-based decision making.

To effectively navigate their environments, infants and children learn how to recognize events predict salient outcomes, such as rewards or punishments. Relatively little is known about how children acquire this ability to attach value to the stimuli they encounter. Studies often examine children's ability to learn about rewards and threats using either classical conditioning or behavioral choice paradigms. Here, we assess both approaches and find that they yield different outcomes in terms of which individuals had efficiently learned the value of information presented to them. The findings offer new insights into understanding how to assess different facets of value learning in children.

Approach motivation and loneliness: Individual differences and parasympathetic activity.

Loneliness, or perceived social isolation, is linked to a number of negative long-term effects on both mental and physical health. However, how an individual responds to feeling lonely may influence their risk for later negative health outcomes. Here, we sought to clarify what influences variability in individuals' motivated responses to loneliness. Specifically, we assessed whether resting parasympathetic activity, a physiological marker linked to flexible adaptation, facilitates increased approach-oriented behaviors. Seventy-four adult participants underwent a conditioning paradigm assessing how they approach and avoid rewards and threats. Individuals with higher levels of loneliness and high resting parasympathetic activity were more likely to demonstrate approach behaviors. We discuss these findings in terms of the role resting parasympathetic activity may play in facilitating adaptive responses to feeling socially isolated.

Increases in loneliness during medical school are associated with increases in individuals' likelihood of mislabeling emotions as negative.

Expressions of emotion represent an important and unique source of information about the states of others. Being able to effectively understand expressions of emotions to make inferences about others' internal mental states and use these inferences to guide decision-making and behavior is critical to navigating social relationships. Loneliness, the perception that one lacks social connection, has important functional consequences for how individuals attend to signals of emotions in others. However, it is less clear whether loneliness changes how individuals recognize emotions in others. In medical practitioners, being able to accurately recognize emotional cues from patients is critical to effectively diagnosing and reacting with care to those patients. The current study examines the relationship between changes in loneliness during medical school and students' recognition of emotion in others. Measures of loneliness and emotion recognition were collected from 122 medical students during their first 3 years of medical school at the beginning and end of each academic year. Changes in loneliness were related to changes in emotion detection, with increases in loneliness being associated with decreases in the probability of accurately discriminating sad and angry faces from other expressions, decreases in the probability of mislabeling emotion expressions as happy, and increases in the probability of mislabeling other emotional expressions as pained and angry. This study suggests that changes in loneliness during medical school are associated with increases in students' labeling emotional expressions as negative, possibly by shifting attention to cues of negative emotion and away from cues of positive emotion. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Early life stress and neural development: Implications for understanding the developmental effects of COVID-19.

Chronic and/or extreme stress in childhood, often referred to as early life stress, is associated with a wide range of long-term effects on development. Given this, the COVID-19 pandemic has led to concern about how stress due to the pandemic will affect children's development and mental health. Although early life stress has been linked to altered functioning of a number of neural and biological systems, there is a wide range of variability in children's outcomes. The mechanisms that influence these individual differences are still not well understood. In the past, studies of stress in childhood focused on the type of events that children encountered in their lives. We conducted a review of the literature to formulate a new perspective on the effects of early life stress on development. This new, topological model, may increase understanding of the potential effects of the COVID-19 pandemic on children's development. This model is oriented on children's perceptions of their environment and their social relationships, rather than specific events. These factors influence central and peripheral nervous system development, changing how children interpret, adapt, and respond to potentially stressful events, with implications for children's mental and physical health outcomes.

Early life stress and perceived social isolation influence how children use value information to guide behavior.

Learning the value of environmental signals and using that information to guide behavior is critical for survival. Stress in childhood may influence these processes, but how it does so is still unclear. This study examined how stressful event exposures and perceived social isolation affect the ability to learn value signals and use that information in 72 children (8-9 years; 29 girls; 65.3% White). Stressful event exposures and perceived social isolation did not influence how children learned value information. But, children with high stressful event exposures and perceived social isolation were worse at using that information. These data suggest alterations in how value information is used, rather than learned, may be one mechanism linking early experiences to later behaviors.

Thinking Clearly About Biology and Childhood Adversity: Next Steps for Continued Progress.

In a previous Perspectives article, we described conceptual problems that pose challenges for research on the effects of childhood adversity and offered promising directions for future research on this topic. In a commentary on that article, McLaughlin et al. disagree with some of these criticisms and defend the utility of their current approaches. Here, we briefly summarize where these perspectives overlap and diverge, using the exchange of views to highlight pressing gaps in knowledge that can be addressed through continued empirical research.

Social relationships and children's perceptions of adversity.

Having sensitive, contingent, and supportive social relationships has been linked to more positive outcomes after experiences of early childhood adversity. Traditionally, social relationships are construed as moderators that buffer children from the effects of exposure to adverse events. However, recent data support an alternative view: that supportive social relationships influence children's later outcomes by shaping their perceptions of safety and stress, regardless of the particular events to which children are exposed. This perspective has implications for understanding vulnerability and resilience in children.

Rethinking Concepts and Categories for Understanding the Neurodevelopmental Effects of Childhood Adversity.

Discovering the processes through which early adverse experiences affect children's nervous-system development, health, and behavior is critically important for developing effective interventions. However, advances in our understanding of these processes have been constrained by conceptualizations that rely on categories of adversity that are overlapping, have vague boundaries, and lack consistent biological evidence. Here, we discuss central problems in understanding the link between early-life adversity and children's brain development. We conclude by suggesting alternative formulations that hold promise for advancing knowledge about the neurobiological mechanisms through which adversity affects human development.

Early life stress and development: potential mechanisms for adverse outcomes.

BACKGROUND: Chronic and/or extreme stress in early life, often referred to as early adversity, childhood trauma, or early life stress, has been associated with a wide range of adverse effects on development. However, while early life stress has been linked to negative effects on a number of neural systems, the specific mechanisms through which early life stress influences development and individual differences in children's outcomes are still not well understood. MAIN TEXT: The current paper reviews the existing literature on the neurobiological effects of early life stress and their ties to children's psychological and behavioral development. CONCLUSIONS: Early life stress has persistent and pervasive effects on prefrontal-hypothalamic-amygdala and dopaminergic circuits that are at least partially mediated by alterations in hypothalamic-pituitary-adrenal axis function. However, to date, this research has primarily utilized methods of assessment that focus solely on children's event exposures. Incorporating assessment of factors that influence children's interpretation of stressors, along with stressful events, has the potential to provide further insight into the mechanisms contributing to individual differences in neurodevelopmental effects of early life stress. This can aid in further elucidating specific mechanisms through which these neurobiological changes influence development and contribute to risk for psychopathology and health disorders.

Youths' processing of emotion information: Responses to chronic and video-based laboratory stress.

Integrating multiple sources of information about others' emotional states is critical to making accurate emotional inferences. There is evidence that both acute and chronic stress influence how individuals perceive emotional information. However, there is little research examining how acute and chronic stress interact to impact these processes. The current study examined whether acute and chronic stress interact to influence how children make emotional inferences. Eighty-nine youths (aged 11-15 years) underwent a novel video-based social stressor. Children completed an emotion recognition task prior to and after the stressor in which they saw integrated displays of facial expressions and contexts depicting congruent or incongruent emotional information. Eye tracking assessed changes in attention to the stimuli. Children became more likely to use and attended more to facial information than contextual information when labeling emotions following exposure to acute stress. Moreover, the effect of acute stress on use of facial information to label emotions was stronger for children who experienced higher levels of chronic stress. These data suggest that acute stress shifts attention towards facial information while suppressing processing of other sources of emotional information, and that youths with a history of chronic stress are more susceptible to these effects.

Medical students' empathy positively predicts charitable donation behavior.

Empathy is known to motivate prosocial behavior. This relationship, however is complex and influenced by the social context and the type of prosocial behavior. Additionally, empathy is a complex psychological capacity, making it important to examine how different components of empathy influence different prosocial behaviors. The current study uses a unique longitudinal sample to assess how changes in cognitive and affective components of empathy relate to charitable giving. Measures of empathy were collected from medical students in the fall and spring of students' first three years of medical school. After this time, students had the opportunity to donate to charity. Positive changes in students' cognitive empathy predicted their charitable giving, with students who demonstrated greater increases in cognitive empathy giving more money. This study points to an important role for cognitive empathy in certain prosocial behaviors, and suggests that long term changes in empathy influence individual differences in prosocial behavior.

Cognitive skills in preterm infants with bronchopulmonary dysplasia at 1 year adjusted and 2 years chronological age.

Objective: The objective of this study was to evaluate for decline in cognitive scores from 12 to 24 months of age for preterm infants ≤32 weeks gestational age for those with and without bronchopulmonary dysplasia.Study design: In an observational retrospective study, detailed medical data was collected from the electronic medical records of preterm infants born between January 2009 and December 2015 who had cognitive evaluations using Bayley Scales of Infant Development, 3rd ed (BISD-3) at 12 months corrected gestational age and 24 months chronological age. Infants were divided into three groups, bronchopulmonary dysplasia (BPD), prolonged oxygen requirement that did not meet BPD criteria, or pulmonary insufficiency (PI), and respiratory distress only (RDS). Decline in cognitive functions was based on the BISD-3 standard deviation of 15 points, no decline ≤3.5 point, moderate, > 3.5 to <7.5 points, significant >7.5 points.Results: The sample included 165 preterm infants divided into three groups, BPD, n = 39, PI, n = 79, RDS only, n = 47. The groups did not differ on gender, ethnicity, birthweight or gestational age. The groups did not differ in percent of infants who showed no, moderate or significant decline. In all groups, the percentage of infants showing a cognitive decline of >7.5 points varied from 67% to 76%Conclusion: There was no significant difference in cognitive decline for those with and without BPD. Of note is that a large percentage of infants in each group showed at least one-half standard deviation of cognitive decline across the 12 and 24 months evaluations. Our concern is that correcting for gestational age at 12 months may delay early intervention when significant delays are found at 24 months.

Third-party punishment following observed social rejection.

Humans routinely punish others for violating social norms. This behavior is referred to as third-party punishment. Much of the research on this topic has been done in the context of group cooperation and unjust economic interactions. However, little is known about punishment in response to other types of more personal transgressions. In the present study, we sought to determine whether adults would punish an individual after viewing them undeservingly reject a stranger. We experimentally demonstrate that after observing an individual socially reject an unknown victim, individuals will engage in third-party punishment. Individuals who reported feeling upset with the rejecter were most likely to punish, while feeling sorry for the victim was not predictive of punishment behavior. These findings highlight the motivational role of empathic anger in punishing social norm transgressors. Notably, individuals who reported having been bullied in their own pasts were the most likely to punish the rejecter. These results demonstrate how a history of being bullied may make one more attuned to the social rejection of others and in turn may make one more likely to take retributive action on behalf of another. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Corrigendum: Positive Effects of Nature on Cognitive Performance Across Multiple Experiments: Test Order but Not Affect Modulates the Cognitive Effects.

[This corrects the article DOI: 10.3389/fpsyg.2019.01413.].

Positive Effects of Nature on Cognitive Performance Across Multiple Experiments: Test Order but Not Affect Modulates the Cognitive Effects.

Interactions with natural environments and nature-related stimuli have been found to be beneficial to cognitive performance, in particular on executive cognitive tasks with high demands on directed attention processes. However, results vary across different studies. The aim of the present paper was to evaluate the effects of nature vs. urban environments on cognitive performance across all of our published and new/unpublished studies testing the effects of different interactions with nature vs. urban/built control environments, on an executive-functioning test with high demands on directed attention-the backwards digit span (BDS) task. Specific aims in this study were to: (1) evaluate the effect of nature vs. urban environment interactions on BDS across different exposure types (e.g., real-world vs. artificial environments/stimuli); (2) disentangle the effects of testing order (i.e., effects caused by the order in which experimental conditions are administered) from the effects of the environment interactions, and (3) test the (mediating) role of affective changes on BDS performance. To this end, data from 13 experiments are presented, and pooled data-analyses are performed. Results from the pooled data-analyses (N = 528 participants) showed significant time-by-environment interactions with beneficial effects of nature compared to urban environments on BDS performance. There were also clear interactions with the order in which environment conditions were tested. Specifically, there were practice effects across environment conditions in first sessions. Importantly, after parceling out initial practice effects, the positive effects of nature compared to urban interactions on BDS performance were magnified. Changes in positive or negative affect did not mediate the beneficial effects of nature on BDS performance. These results are discussed in relation to the findings of other studies identified in the literature. Uncontrolled and confounding order effects (i.e., effects due to the order of experimental conditions, rather than the treatment conditions) may explain some of the inconsistent findings across studies in the literature on nature effects on cognitive performance. In all, these results highlight the robustness of the effects of natural environments on cognition, particularly when confounding order effects have been considered, and provide a more nuanced account of when a nature intervention will be most effective.

Organometallic compounds as carriers of extraterrestrial cyanide in primitive meteorites.

Extraterrestrial delivery of cyanide may have been crucial for the origin of life on Earth since cyanide is involved in the abiotic synthesis of numerous organic compounds found in extant life; however, little is known about the abundance and species of cyanide present in meteorites. Here, we report cyanide abundance in a set of CM chondrites ranging from 50 ± 1 to 2472 ± 38 nmol·g-1, which relates to the degree of aqueous alteration of the meteorite and indicates that parent body processing influenced cyanide abundance. Analysis of the Lewis Cliff 85311 meteorite shows that its releasable cyanide is primarily in the form of [FeII(CN)5(CO)]3- and [FeII(CN)4(CO)2]2-. Meteoritic delivery of iron cyanocarbonyl complexes to early Earth likely provided an important point source of free cyanide. Iron cyanocarbonyl complexes may have served as precursors to the unusual FeII(CN)(CO) moieties that form the catalytic centers of hydrogenases, which are thought to be among the earliest enzymes.

Nitrogen heterocycles form peptide nucleic acid precursors in complex prebiotic mixtures.

The ability to store information is believed to have been crucial for the origin and evolution of life; however, little is known about the genetic polymers relevant to abiogenesis. Nitrogen heterocycles (N-heterocycles) are plausible components of such polymers as they may have been readily available on early Earth and are the means by which the extant genetic macromolecules RNA and DNA store information. Here, we report the reactivity of numerous N-heterocycles in highly complex mixtures, which were generated using a Miller-Urey spark discharge apparatus with either a reducing or neutral atmosphere, to investigate how N-heterocycles are modified under plausible prebiotic conditions. High throughput mass spectrometry was used to identify N-heterocycle adducts. Additionally, tandem mass spectrometry and nuclear magnetic resonance spectroscopy were used to elucidate reaction pathways for select reactions. Remarkably, we found that the majority of N-heterocycles, including the canonical nucleobases, gain short carbonyl side chains in our complex mixtures via a Strecker-like synthesis or Michael addition. These types of N-heterocycle adducts are subunits of the proposed RNA precursor, peptide nucleic acids (PNAs). The ease with which these carbonylated heterocycles form under both reducing and neutral atmospheres is suggestive that PNAs could be prebiotically feasible on early Earth.