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Influence of additional working memory load on emotional face recognition was studied in healthy adults. Visual set to emotional face expression was experimentally formed, and two types of additional task--visual-spatial or semantic--were embedded in the experiment. Additional task caused less plastic set, i.e., a slower set-shifting. This effect displayed itself in an increase of erroneous facial expression perceptions. The character of these erroneous perceptions (assimilative or contrast or visual illusions) depended on the type of the additional task. Pre-stimulus EEG coherence across experimental trials in theta (4-7), low alpha (8-10 Hz) and beta (14--20) bands was analysed. Data of low-alpha and beta-coherence supported the hypothesis that increased memory load caused less involvement of frontal lobes in selective attention mechanisms that are associated with set-forming. This results in a slower set-shifting. Increased memory load also led to a growth of theta-band coherence in the left hemisphere and its decrease in the right hemisphere. The account of theta-coherence decrease in the right hemisphere between prefrontal and temporal areas for a slower set-shifting is discussed.

Evoked EEG theta and alpha rhythm synchronization/desynchronization responses to facial stimuli were studied in healthy subjects (n = 35) in an experiment involving formation of a set to an emotionally negative facial expression. The magnitude of the evoked theta activity synchronization response in the group of subjects with the plastic type of set was greater and the latent period was shorter than in the group with the rigid type of set. These differences were particularly clear in the temporal and parietal-occipital areas. A sufficiently high level of the phasic theta potentials synchronization response, reflecting the level of activity of the corticohippocampal feedback system during the perception of facial stimuli, was required for rapid substitution of the set to facial expressions. In subjects with plastic sets, the evoked low-frequency alpha potentials response was apparent as synchronization, while that in subjects of the "rigid" group consisted of desynchronization. These results were interpreted in terms of the concept of Klimesch (2007) that the evoked alpha potentials synchronization response is a measure of inhibition in cognitive activity. The alpha potentials synchronization response reflects the process of inhibitory control, which plays an important coordinating role in organizing the plastic properties of the set in relation to its inhibition when it ceases to correspond to new stimuli. The involvement of the tonic and phasic forms of cortical activation, mediated by the corticohippocampal and frontothalamic brain systems, in the functional organization of the cognitive set to an emotionally negative facial expression is discussed.

Visual set (by D.N.Uznadze) was studied in three groups of 8-year-old children: children with EEG-signs of immaturity of fronto-thalamic activation system; children with a deficit of non-specific activation from mesencephalic reticular formation; children with normal development of these systems (control group). Children with a deficit of non-specific activation split in two groups: one group was similar to the control group in set-forming, set-shifting and response time dynamics; another group haven't displayed a set actualization stage and had a considerably bigger response time during attention shifting. Children with immaturity of fronto-thalamic system, when compared to the control group, had considerably more contrast illusions at set-testing stage and considerably bigger response time during attention shifting at set actualization stage. These data suggest a participation of fronto-thalamic system in set-forming and set-shifting.

Alpha- and theta-band EEG synchronization/desynchronization, induced by the presentation of emotionally negative stimulus (angry faces), was studied in 35 healthy adults. In subjects with a plastic set induced theta-synchronization was greater, and its latency was shorter, than in subjects with a rigid set. This difference is particularly apparent in temporal and parieto-occipital brain regions. A sufficiently high level of theta-synchronization is essential for a quick set-shifting. This synchronization reflects the activity of cortico-hippocampal feedback system and its participation in the perception of emotional faces. In subjects with a plastic set this process induces alpha-synchronization, and in subjects with a rigid set--desynchronization. W. Klimesh (2007) suggests, that induced alpha-synchronization reflects processes of inhibition in cognitive activity. This inhibition plays an important role in the set-shifting. The role of tonic and phasic forms of cortex activation, produced by cortico-hippocampal and fronto-thalamic systems, in the shifting of a cognitive set to facial face expression is discussed.

The effects of increasing the loading on working memory (by introduction of an additional cognitive task into the experimental context) on the recognition of an emotional facial expression using a visual set model were studied in healthy adult humans. A relationship was found between the plasticity of the cognitive set to an emotional facial expression and working memory: increases in the load on memory slowed set substitution when the situation changed. The set became more rigid, as indicated by an increase in the number of trials showing erroneous assessments of facial expressions, i.e., contrast and assimilative illusions, at the test stage of the experiment. The role of internal states in the increase in the number of erroneous assessments of emotional facial expressions when working memory was loaded is discussed.

Parameters of the formation of a visual nonverbal set and the rate of its replacement with a new set were compared in children of three age groups: 5-6, 6-7, and 9-10 years. The vast majority of subjects (27 of 30 preschool children and 42 of 43 third-grade children) showed clear set effects. Age-related differences in set plasticity and the dynamics of reaction times to test stimuli were observed. The set was more rigid in children aged 5-6 years than in older children. Differences in the dynamics of the spatial organization of alpha and theta activity were seen in the anterior areas of the cortex at different stages of the set in children of different age groups. Analysis of cortical potentials coherence functions and behavioral parameters led to the hypothesis that the frontothalamic selective attention system and the corticohippocampal connection system responsible for the cortical processing of new visual information and episodic memory function are involved in organizing the visual set. A critical age (from six to seven years) was identified in the formation of plastic types of visual nonverbal sets.

EEG coherence in the alpha and theta bands during set formation and testing was studied in healthy adult subjects (n = 35). The set was formed to pictures of faces with a negative emotional expression (an angry face). Different patterns of the EEG spatial synchronization were revealed for the theta and alpha bands, especially, in subjects who formed the rigid set (erroneous perception of the facial expression in the form of contrast and assimilative illusions). An increase in coherence in the theta band was observed in subjects of this group (n = 23) between the dorsolateral frontal and temporal regions of the right hemisphere. A neural mechanism underlying the visual illusions was suggested. Analysis of the EEG coherence in the theta and alpha bands makes it possible to obtain the "windows" for the insight into operation of the cortico-hippocampal and fronto-thalamic functional systems of the integrative brain activity and involvement of these systems in perception of facial expression. The fronto-thalamic system is involved in a more generalized activation of the brain cortex, especially of its frontal regions. The theta rhythm system seems to facilitate the integration of the frontal and temporal cortices of the right hemisphere and association of the right temporal region with the parietal and central regions of both hemispheres.

The effect of increasing working memory load (by introduction of an additional cognitive task into the experimental context) on the recognition of emotional facial expression in a visual set paradigm was studied in healthy adult subjects. The link between plasticity of the cognitive set to emotional facial expression and the working memory was revealed. It was found that an increase in the working memory load was associated with a delay of set shifting in a modified situation. The set became more rigid which appeared as increasing number of trials with erroneous assessments of facial expression in the form of contrast or assimilative illusions. The significance of inner states and priming for the insight into psychophysiological mechanisms of erroneous assessments under conditions of the working memory loading is discussed in terms of the concept of the integration of bottom-up and top-down streams.

The coherence functions of cortical electrical potentials were studied in 35 healthy adults in the alpha (8-13 Hz) and beta (14-25 Hz) ranges, recorded at the stages of formation and testing of a visual set to images of faces bearing different emotional expressions. At the set actualization stage, the frontal area showed significant increases in intra-and interhemisphere coherence of potentials in the alpha range and coherence of potentials between the frontal and temporal areas of the cortex in the right hemisphere. These analytical results support the suggestion that the formation and actualization of a set to emotional facial expression are predominantly associated with activity in the frontal areas of the cortex. This conclusion is based on the view that the extent of spatial synchronization of electrical potentials is a measure of the functional relationships between corresponding cortical areas and their cooperativity, and thus reflects the state of their activity.

Set-forming and set-shifting were studied in children of three age groups: five to six-, six to seven- and nine to ten-year-old. Set effect displayed itself in contrast illusions in most of the subjects (69 of 73). Age differences in set plasticity and in reaction time to a probe stimulus were revealed. Five to six-year-old children formed a more rigid set than older ones. According to EEG coherence function in theta- and alpha-bands and behavioral data, a hypothesis of two systems being involved in set-forming and set-shifting is proposed. These systems are: a fronto-talamic system of selective attention, and a system of cortico-hippocampal connections that are involved in cortical processing of novel visual information and in episodic memory. The age of 6-7 years is shown to be critical in forming a plastic type of cognitive set.

Experimental data from healthy humans on the context dependence of cognitive activity involved in the process of substituting a previously formed unconscious set with a new set appropriate to the altered conditions are discussed. The mobility/rigidity property of the visual set changes depending on the nature of the additional task introduced into the context (stimulus recognition or identification of the spatial position of a stimulus). It is hypothesized that the process of set substitution is facilitated when the context of cognitive activity includes alternation of the involvement of the ventral and dorsal visual systems in information processing.

Studies in healthy adults were performed to compare measures of the rigidity of a verbal set in three series of experiments: in series 1, pseudowords were presented at the set-forming stage of the experiment, while common words were presented in the test stage; series 2 used the pseudoword/word conditions of series 1 with the additional task of identifying the position of a target stimulus in a matrix, requiring discrimination from other symbols in terms of two characteristics; in series 3, the pseudoword/word test was followed by an initial task consisting of identifying the matrix position of a target stimulus in conditions in which the need to discriminate was minimized. The results supported the hypothesis that the rigidity of a visual set depends on the cognitive activity context. This property is significantly dependent on the loading applied to working memory and the cognitive tasks solved by the subject, particularly the ratio of involvement of the ventral and dorsal visual systems in the cortical processing of sequentially acting verbal and non-verbal visual stimuli. The cognitive set paradigm serves as a model for experimental studies of the roles of the ventral and dorsal visual systems in organizing recognition functions.

The experimental evidence that the cognitive set shifting in healthy humans depends on the context of cognitive performance is discussed. Lability/rigidity of the experimentally formed unconscious visual set is largely determined by the type of additional task ("what?" or "where?", i. e., stimulus recognition or spatial localization, respectively) introduced into the context of the experiment. It is suggested that the acquired set more readily shifts to a new one more adequate to modified conditions in case of alternation of the ventral and dorsal visual pathways involved in the information processing in the context of cognitive performance.

Rigidity of a verbal set was compared in three series of experiments: (1) pseudowords were presented at the set-forming stage and were changed for common words at the testing stage; (2) in the same conditions as in 1, an additional task of target localization in the matrix by two distinctive features was introduced; (3) in the additional target localization task, the spatial component was strengthened whereas image recognition component was reduced. The results confirmed our hypothesis about the context-dependence of the rigidity of the visual set. This characteristic substantially depends on a working memory loading and cognitive tasks performed by a subject, in particular, the relationship between the degrees of involvement of the ventral and dorsal visual systems into the cortical processing of sequential verbal and nonverbal visual stimuli. The experimental paradigm can serve as a model for the investigation of the roles of the ventral and dorsal visual systems in the recognition function.

Visual set for perception of unequal circles was formed in 5-6-year-old preschool- (n = 30) and schoolchildren (n = 43). Children of 5.3-6.1 years old formed a less rigid set than 9-10-year-olds. The reaction time to a probe stimulus significantly depended on the set stability and stage. The role of structural maturation of the frontal cortical areas in set formation and stability is discussed. The factor of set rigidity was shown to be significant for cognitive activity.

Stability of the cognitive set to nonsense words in healthy adult subjects was compared in two experimental conditions: (1) subjects had only to recognize pseudowords/words; (2) in each trial after the pseudoword/word recognition, subjects had to press a button in response to a visual probe stimulus and only after this action to pronounce a recognized pseudoword/word. It was shown that complication of the cognitive performance in the second condition did not affect the set rigidity. However, the pattern of the cortical electric activity substantially changed: the EEG power in the theta frequency range and coherence function, in particular, interhemispheric, in the frontal cortical areas were higher in the second condition. The increase in coherence function in the frontal areas was most pronounced in the theta and alphal ranges. It was suggested that increase in activity of the frontal regions of the brain cortex facilitates shifts of visual sets under increasing load of the working memory.

A top-down processing model and the role of frontal and prefrontal cortex in the neural mechanisms of recognition of verbal and non-verbal visual stimuli, are discussed. Stimulus recognition is considered to be a result of integration of the bottom-up and top-down streams. The cognitive set phenomenon can be used for studying the downward control in the neurocognitive visual system and in functional organisation of stimuli recognition.

In order to reveal the character of motivation influence on the stability of the unconscious visual set, young adult healthy subjects were promised to be rewarded for correct solution of the cognitive task. A substantial increase in set stability was observed under conditions of augmented motivation of a subject to the result of his performance. Positive and negative aspects of the impact of the increased motivation of a subject on his cognitive activity at the stages of set formation and actualization are discussed.

The regulatory function of the set and dominanta in human cognitive activity is discussed. Role of the stimuli context in formation of the set is demonstrated.

It was shown in adult healthy subjects (n = 60) that the set depends on the context of cognitive activity. Under conditions of its complication, when a subject had to solve successively several tasks, the stability of the verbal set markedly increased. This was expressed in a longer effect of "blindness" characteristic for the set to pseudo-word reading and increase in the time of reaction to a probe stimulus.

Two kinds of cognitive sets for verbal and non-verbal stimuli were revealed in healthy subjects: an "intellectual blindness" and a distortion of perception and assessment of the stimuli size. Analysis of the response time to a probe stimulus and a spectral analysis of the cortical EEG revealed a participation of these sets in cortical functions: a stable set organizes and improves the stimuli perception and assessment but impedes this process in a modified situation. An optimal balance between the two sets seems to be necessary for effective cognitive activity.

The cognitive set can be formed in healthy humans (75 subjects have been examined) on the basis of the Müller-Lyer's visual illusion. The effect of this set is expressed as a contrast illusion similar to the effect of the set, which is formed on the basis of the real size of visual stimuli (pictures of circles). Time of the simple motor reaction to the probe stimulus (light spot) depends on the factor of set stability. In subjects with the stable set the reaction time and its variability are substantially longer than in persons with the unstable set. Analysis of correctness of perception of the visual stimuli and the reaction time shows that the set which has been formed at the unconscious level leads to a certain rigidity in cognitive activity. Thus, factor of lability/stability of sets is an important feature of human cognitive activity.

A psychological set was formed in 30 healthy adult subjects by means of successive exposition on the screen (with the intervals in 3-7 sec) of 30 single pseudo words written in the Latin letters. This series of stimuli was immediately followed by similar presentation of 36 single Russian words which consisted of the letters written in the same way as some characters of the Latin alphabet. At the beginning of the second train of stimuli all the subjects began to read the well-known Russian words as senseless. In 11 subjects this effect disappeared after 1-2 Russian word presentations and in 19 subjects only after 6-36 presentations. Analysis of the reaction time to the presentation of the visual probe stimulus suggests that the formation of preparatory set improves selective attention to the stimuli acting in a given situation and thus consolidates the cognitive processes.

The regulatory function of set in cognitive activity and the organization of human behavior is discussed. The effect of set is identified by means of the recording of the N150 and P300 components of evoked cortical potentials in response to sounds of varied significance (the oddball paradigm); this offers the possibility of shifting from a phenomenological description of this phenomenon to a study of its neurophysiological basis.

Regulatory function of the set in human cognitive activity and organization of behaviour is discussed in the paper. The effect of the set is revealed by means of recording auditory event-related potentials in "oddball"' paradigm. Such kind of experiments give an opportunity to study not only phenomenology, but psychophysiological basis of this mental phenomenon.