scholarly journals Neurocomputational mechanisms underlying emotional awareness: insights afforded by deep active inference and their potential clinical relevance

2019 ◽  
Author(s):  
Ryan Smith ◽  
Richard D. Lane ◽  
Thomas Parr ◽  
Karl J. Friston
Keyword(s):  
Emotional Awareness ◽  
Self Report ◽  
Coarse Grained ◽  
Active Inference ◽  
Inference Model ◽  
Emotional Processes ◽  
Individual Variations ◽  
Reflective Capacity ◽  
Computational Processes ◽  
Capacity Characteristic

AbstractEmotional awareness (EA) is recognized as clinically relevant to the vulnerability to, and maintenance of, psychiatric disorders. However, the neurocomputational processes that underwrite individual variations remain unclear. In this paper, we describe a deep (active) inference model that reproduces the cognitive-emotional processes and self-report behaviors associated with EA. We then present simulations to illustrate (seven) distinct mechanisms that (either alone or in combination) can produce phenomena – such as somatic misattribution, coarse-grained emotion conceptualization, and constrained reflective capacity – characteristic of low EA. Our simulations suggest that the clinical phenotype of impoverished EA can be reproduced by dissociable computational processes. The possibility that different processes are at work in different individuals suggests that they may benefit from distinct clinical interventions. As active inference makes particular predictions about the underlying neurobiology of such aberrant inference, we also discuss how this type of modelling could be used to design neuroimaging tasks to test predictions and identify which processes operate in different individuals – and provide a principled basis for personalized precision medicine.

scholarly journals Simulating emotions: An active inference model of emotional state inference and emotion concept learning

2019 ◽  
Author(s):  
Ryan Smith ◽  
Thomas Parr ◽  
Karl J. Friston
Keyword(s):  
Emotional Disorders ◽  
Emotional Awareness ◽  
Environmental Stability ◽  
Limited Attention ◽  
Active Inference ◽  
Affective States ◽  
Early Experiences ◽  
Emotional Processes ◽  
State Inference ◽  
Emotion Concepts

AbstractThe ability to conceptualize and understand one’s own affective states and responses – or “emotional awareness” (EA) – is reduced in multiple psychiatric populations; it is also positively correlated with a range of adaptive cognitive and emotional traits. While a growing body of work has investigated the neurocognitive basis of EA, the neurocomputational processes underlying this ability have received limited attention. Here, we present a formal Active Inference (AI) model of emotion conceptualization that can simulate the neurocomputational (Bayesian) processes associated with learning about emotion concepts and inferring the emotions one is feeling in a given moment. We validate the model and inherent constructs by showing (i) it can successfully acquire a repertoire of emotion concepts in its “childhood”, as well as (ii) acquire new emotion concepts in synthetic “adulthood,” and (iii) that these learning processes depend on early experiences, environmental stability, and habitual patterns of selective attention. These results offer a proof of principle that cognitive-emotional processes can be modeled formally, and highlight the potential for both theoretical and empirical extensions of this line of research on emotion and emotional disorders.

scholarly journals Mindfulness meditation training in an occupational setting: Effects of a 12-weeks mindfulness-based intervention on wellbeing

Work ◽  
2021 ◽  
pp. 1-11
Author(s):  
Teresa Fazia ◽  
Francesco Bubbico ◽  
Giovanni Berzuini ◽  
Laura Dalla Tezza ◽  
Carolina Cortellini ◽  
...  
Keyword(s):  
Mindfulness Meditation ◽  
Self Regulation ◽  
Emotional Awareness ◽  
Self Report ◽  
Psychological Wellbeing ◽  
Control Group ◽  
Beneficial Effects ◽  
Self Compassion ◽  
Occupational Setting ◽  
Professional Outcomes

BACKGROUND: Mindfulness-based interventions (MBIs) are known for their beneficial effects on positive and negative psychological factors. When applied in an occupational context, MBIs might help workers to cope with stress, increase their professional outcomes and wellbeing. OBJECTIVE: In this two-groups pre-post experimental design we tested the effect of our MBI, called Integral Meditation (IM), among the employers of an Italian service company by measuring positive and negative aspects of psychological wellbeing related to mindfulness and workplace functioning through eight self-report questionnaires (CORE-OM, FFMQ, WEMWBS, MAIA, PSS, PANAS, STAI-X1, SCS). METHOD: Forty-two voluntary non-clinical employers of the company, randomly assigned to the experimental or the control group, were analyzed. The experimental group underwent our IM program, which consists of 12 weekly meditation classes given after the afternoon shift, while the control group did not receive any intervention. Data was analyzed via linear mixed models. RESULTS: Statistically significant results were obtained for FFMQ observing subscale (β= 0.49, p = 0.014), WEMWBS (β= 5.31, p = 0.02), PSS (β= –3.31, p = 0.03), the whole scale of SCS (β= 0.47, p = 0.01) and self-judgment (β= 0.68, p = 0.003) and isolation (β= –0.66, p = 0.01) SCS subscales. Statistically significant results were also found in four out of eight subscales of MAIA: emotional awareness (β= 1.26, p <  0.001), self-regulation (β= 1.28, p <  0.001), body listening (β= 1.08, p <  0.001) and trusting (β= 1.1, p <  0.001). CONCLUSION: Our intervention has demonstrated to bring beneficial effects in a mindfulness subdomain, in perceived stress, self-compassion, interoception and psychological wellbeing. Based on our results, we conclude that our intervention was effective in increasing the positive aspects of wellbeing and in reducing stress.

The construction of emotional experience requires the integration of implicit and explicit emotional processes

2012 ◽  
Vol 35 (3) ◽  
pp. 159-160 ◽  
Author(s):  
Markus Quirin ◽  
Richard D. Lane
Keyword(s):  
Emotional Experience ◽  
Conscious Experience ◽  
Emotional Awareness ◽  
Constructivist Approach ◽  
Emotional Processes ◽  
Implicit And Explicit

AbstractAlthough we agree that a constructivist approach to emotional experience makes sense, we propose that implicit (visceromotor and somatomotor) emotional processes are dissociable from explicit (attention and reflection) emotional processes, and that the conscious experience of emotion requires an integration of the two. Assessments of implicit emotion and emotional awareness can be helpful in the neuroscientific investigation of emotion.

scholarly journals Locus Coeruleus tracking of prediction errors optimises cognitive flexibility: An Active Inference model

2019 ◽  
Vol 15 (1) ◽  
pp. e1006267 ◽  
Author(s):  
Anna C. Sales ◽  
Karl J. Friston ◽  
Matthew W. Jones ◽  
Anthony E. Pickering ◽  
Rosalyn J. Moran
Keyword(s):  
Locus Coeruleus ◽  
Cognitive Flexibility ◽  
Prediction Errors ◽  
Active Inference ◽  
Inference Model

scholarly journals Regimes of Expectations: An Active Inference Model of Social Conformity and Human Decision Making

2019 ◽  
Vol 10 ◽  
Author(s):  
Axel Constant ◽  
Maxwell J. D. Ramstead ◽  
Samuel P. L. Veissière ◽  
Karl Friston
Keyword(s):  
Decision Making ◽  
Active Inference ◽  
Social Conformity ◽  
Inference Model ◽  
Human Decision

scholarly journals Competencias emocionales y toma de decisiones responsable en preadolescentes con el apoyo de docentes, padres y madres de familia: Un estudio comparativo en estudiantes de 4º a 6º año de educación primaria en España

2017 ◽  
Vol 22 (1) ◽  
pp. 1
Author(s):  
Concepción Márquez-Cervantes ◽  
Martha Leticia Gaeta-González
Keyword(s):  
Decision Making ◽  
Interpersonal Relationships ◽  
Personal Development ◽  
Theoretical Models ◽  
Emotional Awareness ◽  
Self Report ◽  
Teaching Staff ◽  
Emotional Competencies ◽  
Cross Sectional ◽  
Teachers And Parents

This article aims to analyze the relationship between emotional competencies and responsible decision making in pre-adolescents, and the support of teachers and parents in this process, which could help students to solve problems and face risk situations in a better way. A quantitative, descriptive correlation and cross-sectional type research was carried out to achieve this aim. 70 students from the 4th, 5th and 6th grades (ages 8-12), three teachers and 12 parents from a public school in the province of Almeria, Spain, participated in the study. Three questionnaires were designed (for students, teachers and parents) to collect the information; they were based on theoretical models (Bisquerra & Pérez, 2007) and standardized self-report inventories in emotional competencies (Extremera & Fernández-Berrocal, 2004; Matson et al., 1983). The collected data were analyzed using descriptive statistics, a comparison between groups, and a correlation between variables. Among the main results, students reported that they did greater work in strengthening their emotional awareness, followed by emotional regulation and interpersonal relationships. There were no significant differences in emotional management and responsible decision making among students from the three academic years; however, males reported greater emotional control than females. A significant correlation between emotional competencies and responsible decision making in pre-adolescents was found. Teaching staff mentioned having done greater work in the development of students’ emotional awareness and support of their responsible decision making. Parents, in turn, seek to help their sons and daughters to be more self-reliant, in addition to working collaboratively with the school, by documenting or seeking support to contribute to education and personal development of their children.

Higher Emotional Awareness Is Associated With Reduced Pain in Irritable Bowel Syndrome Patients: Preliminary Results

2019 ◽  
Vol 123 (6) ◽  
pp. 2227-2247 ◽  
Author(s):  
Ryan Smith ◽  
Gregory D. Gudleski ◽  
Richard D. Lane ◽  
Jeffrey M. Lackner
Keyword(s):  
Irritable Bowel Syndrome ◽  
Pain Intensity ◽  
Emotional Awareness ◽  
Brief Symptom Inventory ◽  
Self Report ◽  
Psychological Therapies ◽  
Scale Scores ◽  
Irritable Bowel ◽  
Patients Experience ◽  
Healthy Participants

Objective Recent evidence indicates that interventions designed to improve emotional awareness reduce pain in irritable bowel syndrome. This preliminary study sought to determine whether trait emotional awareness is associated with typical pain in patients with irritable bowel syndrome. Methods Healthy volunteers ( n =  66) and irritable bowel syndrome patients ( n =  50) were asked to self-report their typical levels of pain intensity and complete both the Levels of Emotional Awareness Scale and the Somatization Scale of the Brief Symptom Inventory. Results Levels of Emotional Awareness Scale scores in irritable bowel syndrome patients did not differ from scores in healthy participants; however, higher Levels of Emotional Awareness Scale scores in irritable bowel syndrome patients predicted lower levels of typical pain intensity ( r(45) = −.36, p = .01, 95% CI [−.59, −.08]) and lower levels of somatization ( r(45)= −.31, p = .03, 95% CI [−.55, −.02]). Conclusions This inverse relationship between emotional awareness and both pain and somatization symptoms is consistent with evidence that irritable bowel syndrome patients experience reduced pain from therapies designed to improve emotional awareness. The Levels of Emotional Awareness Scale could potentially be used to identify patients who could benefit from such therapy and could potentially be a moderator of response to efficacious psychological therapies.

The Efficacy of a Resilience Intervention Among Diverse, At-Risk, College Athletes: A Mixed-Methods Study

2019 ◽  
Vol 26 (3) ◽  
pp. 269-281
Author(s):  
Genevieve E. Chandler ◽  
Karen A. Kalmakis ◽  
Lisa Chiodo ◽  
Jim Helling
Keyword(s):  
Mixed Methods ◽  
Expressive Writing ◽  
Student Athletes ◽  
College Athletes ◽  
Intervention Group ◽  
Well Being ◽  
Emotional Awareness ◽  
Self Report ◽  
External Resources ◽  
Resilience Intervention

BACKGROUND: Adverse childhood experiences (ACEs) have been associated with psychological and physiological disease, and risky health behaviors. A person’s ability to be resilient may protect them from these negative health outcomes, as resilience has been associated with increased emotional awareness, coping, belonging, and greater likelihood of good health and well-being. AIMS: The purpose of this pilot study was to assess the efficacy of a strengths-based resilience intervention to improve access to internal and external resources that effect perceptions of stress, resilience, emotional awareness, and belonging among student-athletes. METHODS: A mixed-methods design was used to examine variables of interest between intervention and control groups. A sample of 56 college athletes completed surveys and engaged in expressive writing during a 5-week resilience intervention. RESULTS: Self-report data indicated that student-athletes in the intervention group improved decision making, lowered perceived stress, and increased resilience compared with controls. Of note, participants with ACEs showed greater increments of positive change in emotional awareness scales than participants without ACEs. Descriptions of emotion management, authentic connections, and increased ability to request support from others were identified in the qualitative data. CONCLUSIONS: A strengths-based course designed to increase resilience—offered as academic and athletic stress is mounting—provided a unique opportunity to promote student-athlete success. Participants gained skills key to victory on and off the field, including health-promoting behaviors, a sense of belonging, persistence, and the ability to negotiate external resources.

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