Don't worry, be happy - Neural correlates of the influence of musically induced mood on self-evaluation.

Self-evaluation affects one's own mental state, social interactions and everyday life. Mood, in turn, has an impact on self-evaluation. However, the influence of mood on self-evaluation at the neural level has barely been examined. In this fMRI study, the interaction of mood and self-perception was investigated in 20 healthy participants. Happy, sad and neutral music was presented while participants were instructed to immerse themselves in the mood of the music and to rate how well presented traits characterized themselves. In a lexical control condition, subjects had to count a specific letter in the word. Behavioral data reflected successful mood induction. While self-ascription of positive traits was unaffected by mood, self-ascription of negative characteristics was decreased by negative affect. A positive correlation was found between self-worth scores and the difference in the amount of self-ascribed positive versus negative traits during negative mood induction. At the neural level, amygdalo-hippocampal, superior and middle temporal structures were differently involved in self-evaluation (vs. lexical processing) depending on the mood. While activation of the amygdalo-hippocampal complex was found during sad in comparison to both happy and neutral mood, superior/middle temporal gyrus (STG/MTG) activation was only found when contrasting sad vs. neutral mood. Further, a correlation analysis with self-worth ratings revealed a positive relation to STG activation during self-ascription of trait adjectives in sad compared to neutral mood. Our results underscore the importance of the current emotional state for self-evaluation and identify some neural correlates of this effect. Our findings in healthy research participants suggest a compensatory mechanism during sad mood induction to maintain a positive self-image, which is supported by activation of limbic and fronto-temporal cortex. Studies in clinically depressed populations could reveal whether this compensatory mechanism is aberrant.

Emotional verbal fluency: a new task on emotion and executive function interaction.

The present study introduces "Emotional Verbal Fluency" as a novel (partially computerized) task, which is aimed to investigate the interaction between emotionally loaded words and executive functions. Verbal fluency tasks are thought to measure executive functions but the interaction with emotional aspects is hardly investigated. In the current study, a group of healthy subjects (n = 21, mean age 25 years, 76% females) were asked to generate items that are either part of a semantic category (e.g., plants, toys, vehicles; standard semantic verbal fluency) or can trigger the emotions joy, anger, sadness, fear and disgust. The results of the task revealed no differences between performance on semantic and emotional categories, suggesting a comparable task difficulty for healthy subjects. Hence, these first results on the comparison between semantic and emotional verbal fluency seem to highlight that both might be suitable for examining executive functioning. However, an interaction was found between the category type and repetition (first vs. second sequence of the same category) with larger performance decrease for semantic in comparison to emotional categories. Best performance overall was found for the emotional category "joy" suggesting a positivity bias in healthy subjects. To conclude, emotional verbal fluency is a promising approach to investigate emotional components in an executive task, which may stimulate further research, especially in psychiatric patients who suffer from emotional as well as cognitive deficits.