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An affective variant of the Stop-Signal task was used to study the interaction between emotion and response inhibition (RI) in healthy young participants. The task involved the covert presentation of emotional faces as go stimuli, as well as a manipulation of motivation and affect by inducing a negative mood through the assignment of unfair punishment. In the literature on emotion and RI, there are contrasting findings reflecting the variability in the method used to calculate the RI latency, namely the Stop-Signal Reaction Time (SSRT). In fact, previous studies found both facilitatory and detrimental effects of affective manipulations over RI. However, they did not use the most robust SSRT estimation approach, namely the integration, casting some doubts on the reliability of the inferences. For these reasons, the present research draws attention on how the effect of the emotional manipulation may be due to a biased SSRT estimation. Specifically, the focus of our study was on how the effect of emotion on the SSRT may vary according to different estimation procedures, the mean and two variants of the integration method. We predicted that the effect of the emotional manipulation in the SST would depend on the SSRT estimation method employed. Indeed, a significant effect of emotion was only found when SSRT was estimated with the mean method. We conclude that the mean method should be avoided in the study of emotion and RI because it overestimates SSRT. Rather, the integration approach should be used for future research in this field, while also factoring in information about the participants' strategy in emotional contexts that require greater effortful control and offer a challenge to self-regulation both in health and disease., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2024 Coccaro et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

Introduction: In recent years, the concept of epistemic trust has emerged as a critical factor in understanding psychopathology, particularly within the context of personality disorders. A self-report instrument, the Epistemic Trust, Mistrust, and Credulity Questionnaire (ETMCQ), has demonstrated its validity among English and Italian adult populations. However, extending its applicability to adolescents is essential for comprehending the role of epistemic trust in the development of mental disorders. The aim of this study was to validate the ETMCQ within the Italian adolescent demographic., Methods: Data were gathered from a wide selection of middle and high schools across Italy. The data collection started on 01/03/2022 and ended on 30/06/2022. Besides the ETMCQ (Study 1 = 662 participants, 12-18 years old, M = 15.56, SD = 2.20; 324 females, 338 males), we also administered other self-report instruments measuring mentalization, emotional dysregulation, general levels of psychopathology, and interpersonal trust in a smaller groups (Study 2 = 417 participants, aged from 12-19 years old, M = 15.64; SD = 2.08; 249 females, 168 males)., Results: Our findings provide empirical validation for the theoretical framework concerning the role of epistemic trust in psychological functioning and substantiate the validity of ETMCQ as a measure to assess it among teenagers., Conclusions: The ETMCQ is a valid and promising instrument for adolescent populations; its ease and brevity of administration could make it a valuable tool both in clinical and research contexts, shedding light on the role of epistemic trust in mental health., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2024 Milesi et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

The construct of epistemic trust has received much consideration in recent psychological literature, even though mainly from a theoretical perspective. The overall aim of this study was to validate the first self-report measure of epistemic trust-the Epistemic Trust, Mistrust, and Credulity Questionnaire (ETMCQ)-in an Italian sample. Our primary goal was to test the factorial validity of the instrument, also exploring the influence of age, gender, and level of education on epistemic trust (Study 1, n = 843). Secondarily, we investigated the associations between epistemic trust, mistrust, credulity, and other aspects of psychological functioning, as well as with the presence of adverse childhood experiences in a smaller number of participants (Study 2, n = 445). Besides the ETMCQ, the survey included an ad hoc questionnaire investigating socio-demographic characteristics and self-report measures of reflective functioning, mentalized affectivity, traumatic experiences, attachment, and psychological symptoms. Statistical analysis showed a three-factor hierarchical structure similar to the model proposed in the original validation, with some differences that suggest an influence of cultural factors in determining individuals' epistemic stance. Our results corroborate previous theoretical contributions regarding the association between epistemic trust and psychological wellbeing, and between epistemic disruptions and higher levels of psychological suffering. Both Mistrust and Credulity were significantly related to the presence of childhood traumatic experiences, attachment avoidance and anxiety, lower levels of mentalization, lower abilities in emotional regulation, and higher levels of psychopathological symptoms. The ETMCQ represents an easily administered and time-effective tool. Its use could pave the way for interesting clinical and theoretical findings., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2023 Liotti et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

The term "mentalized affectivity" describes the ability to reflect on, process, modulate and express emotions through the prism of autobiographical memory. It represents a bridge concept that integrates previous contributions on emotion regulation and mentalization, offering a quite unique perspective on affective and reflective functioning. The overall aim of this study was to validate the Brief-Mentalized Affectivity Scale (B-MAS), a 12-items self-report instrument, on the Italian population. We tested both the factorial validity of the instrument and its reliability and convergent validity with other similar constructs. We also obtained normative data for the Italian population, broken down by gender. Participants (n = 389) were recruited through snowball sampling. Data was collected through an online survey. Besides the Brief-Mentalized Affectivity Scale, the survey included an ad hoc schedule with questions investigating socio-demographic characteristics, and self-report measures of empathy and reflective functioning. Statistical analysis has shown a three-component (Identifying, Processing, and Expressing emotions) hierarchical structure underlying mentalized affectivity, mirroring the model already proposed in the original validation of the instrument. Moreover, the B-MAS showed good psychometric properties for what regards both reliability and convergent validity. The results of our study highlight the good operationalization and robust empirical foundation of the construct, revealing that the B-MAS is a promising instrument to assess mentalized affectivity. Its brevity makes it particularly valuable both in clinical and research contexts, and the normative data provided in this study will allow an easy comparison with the scores obtained by other samples (clinical and non-clinical)., Competing Interests: The authors have declared that no competing interests exist.

While reward associative learning has been studied extensively across different species, punishment avoidance learning has received far less attention. Of particular interest is how the two types of learning change perceptual processing of the learned stimuli. We designed a task that required participants to learn the association of emotionally neutral images with reward, punishment, and no incentive value outcomes through trial-and-error. During learning, participants received monetary reward, neutral outcomes or avoided punishment by correctly identifying corresponding images. Results showed an early bias in favor of learning reward associations, in the form of higher accuracy and fewer trials needed to reach learning criterion. We subsequently assessed electrophysiological learning effects with a task in which participants viewed the stimuli with no feedback or reinforcement. Critically, we found modulation of two early event-related potential components for reward images: the frontocentral P2 (170-230 ms) and the anterior N2/Early Anterior Positivity (N2/EAP; 210-310 ms). We suggest that reward associations may change stimuli detection and incentive salience as indexed by P2 and N2/EAP. We also reported, on an exploratory basis, a late negativity with frontopolar distribution enhanced by punishment images., Competing Interests: The authors have declared that no competing interests exist.