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Abstract Patients with major depressive disorder (MDD) and borderline personality disorder (BPD) are reported to have disrupted autobiographical memory (AM). Using functional magnetic resonance imaging we investigated behavioral and neural processing of the recall of emotional (sad and happy) memories in 30 MDD, 18 BPD, and 34 healthy control (HC) unmedicated women. The behavioral results showed that the MDD group experienced more sadness than the HC after the sad recall, while BPD participants experienced less happiness than HC after the happy recall. The fMRI results for sad AMs, compared to happy AMs, elicited greater activation in multiple brain regions (i.e., medial prefrontal cortex, posterior cingulate cortex, insula) linked to self-related information, emotional processing, and semantic recollection across all groups. Functional connectivity analysis revealed a significant main effect of group between the occipital cortex and precuneus and between occipital cortex and posterior cingulate cortex. The effect was driven by stronger connectivity between the occipital cortex and precuneus in the clinical groups taken together than in the HC. Our results suggest a need for stronger coordination between visual imagery and contextual recall for vivid memory retrieval in these clinical groups.

Learning tactile Braille reading leverages cross-modal plasticity, emphasizing the brain’s ability to reallocate functions across sensory domains. This neuroplasticity engages motor and somatosensory areas and reaches language and cognitive centers like the visual word form area (VWFA), even in sighted subjects following training. No study has employed a complex reading task to monitor neural activity during the first weeks of Braille training. Since neuroplasticity can occur within days, understanding neural reorganization during early learning stages is critical. Moreover, such activation was not tested in visual and tactile domains using comparable tasks. Furthermore, implicit reading has not been studied in tactile Braille. Although visual reading in the native script occurs automatically, it remains uncertain whether the same applies to tactile reading. An implicit reading task could extend the knowledge of linguistic processing in Braille. Our study involved 17 sighted adults who learned Braille for 7 months and 19 controls. The experimental group participated in 7 testing sessions (1 week before the course, on the first day, after 1 and 6 weeks, after 3 and 7 months, and after 3 month-long hiatus). Using the fMRI Lexical Decision Task, we observed increased activity within the reading network, including the inferior frontal and supramarginal gyri, 1 week into learning in tactile and visual Braille. Interestingly, VWFA activation was observed after 1 week in the visual domain but only after 6 weeks in the tactile domain. This suggests that skill level in tactile reading influences the onset of involvement of VWFA. Once this activation was achieved, the peak level of VWFA engagement remained stable, even after the follow-up. Furthermore, an implicit reading task revealed increased activity within the reading network, including the VWFA, among participants learning Braille compared to the passive controls. Possibly, implicit reading occurs during non-reading tactile tasks where the Braille alphabet is present. We showed that the VWFA activity peak occurs faster in the visual domain compared to the tactile domain. We also showed that sighted subjects can process tactile Braille implicitly. These results enrich our understanding of neural adaptation mechanisms and the interplay between sensory modalities during complex, cross-modal learning.

There is an increasing research interest in emotional responses to climate change and their role in climate action and psycho-social impacts of climate change. At the same time, emotional experience of climate change is multidimensional and influenced by a variety of factors, including the local cultural context. Here, we contribute to the scientific debate about this topic with original quality-controlled data from the general populations in Norway (N = 491) and Ireland (N = 485). We investigate the cross-cultural validity and the nomological span of eight distinct emotional responses to climate change - climate anger, climate contempt, climate enthusiasm, climate powerlessness, climate guilt, climate isolation, climate anxiety, and climate sorrow - measured using the recently introduced Inventory of Climate Emotions. We first validate the 8-factor structure of the Norwegian and English language versions of the ICE. Subsequently, we demonstrate a high degree of cross-cultural measurement invariance for these eight climate emotions. Finally, we explore the relationships between these emotional responses and a range of theoretically relevant variables. In this final step, we show that climate emotions are differentially linked to climate change perceptions, support for mitigation policies, socio-demographic factors, feelings of loneliness and alienation, environmental activism, and the willingness to prioritize the natural environment over one’s immediate self-interests. Some of these links are also differentiated by the cultural context. This research presents further evidence for the structural, cross-cultural, and concurrent validity of climate emotions as postulated in the ICE framework. Moreover, it provides tools in the form of validated Norwegian and English language versions of the ICE, the complete R code for the validation analysis, as well as an informed basis for cross-cultural research on emotional responses to climate change.

Abstract Bodily sensations are one of the major building blocks of emotional experience. However, people differ in their ability to recognise and name their emotions, especially those in response to complex phenomena such as climate change or the COVID-19 pandemic. Therefore, we investigated whether the bodily sensation maps (BSMs) approach can be employed to study emotions related to phenomena that are likely to evoke various, and perhaps even conflicting, emotions in people. Using a unique topographical self-report method—the previously established emBODY tool, 548 participants marked where in the body they feel sensations (activations and deactivations) when they experience distinct emotions (e.g. happiness) and when they think about different phenomena, namely climate change, COVID-19 pandemic, war, nature, friends, and summer holidays. We revealed maps of bodily sensations associated with different emotions and phenomena. Importantly, each phenomenon was related to a statistically unique BSM, suggesting that participants were able to differentiate between feelings associated with distinct phenomena. Yet, we also found that BSMs of phenomena showed some similarity with maps of emotions. Together, these findings indicate that the emBODY tool might be useful in uncovering the range of emotions individuals experience towards complex phenomena.

Music is a universal human phenomenon, and can be studied for itself or as a window into the understanding of the brain. Few neuroimaging studies investigate actual playing in the MRI scanner, likely because of the lack of available experimental hardware and analysis tools. Here, we offer an innovative paradigm that addresses this issue in neuromusicology using naturalistic, polyphonic musical stimuli, presents a commercially available MRI-compatible piano, and a flexible approach to quantify participant's performance. We show how making errors while playing can be investigated using an altered auditory feedback paradigm. In the spirit of open science, we make our experimental paradigms and analysis tools available to other researchers studying pianists in MRI. Altogether, we present a proof-of-concept study which shows the feasibility of playing the novel piano in MRI, and a step towards using more naturalistic stimuli.

Humans often benefit from social cues when learning about the world. For instance, learning about threats from others can save the individual from dangerous first-hand experiences. Familiarity is believed to increase the effectiveness of social learning, but it is not clear whether it plays a role in learning about threats. Using functional magnetic resonance imaging, we undertook a naturalistic approach and investigated whether there was a difference between observational fear learning from friends and strangers. Participants (observers) witnessed either their friends or strangers (demonstrators) receiving aversive (shock) stimuli paired with colored squares (observational learning stage). Subsequently, participants watched the same squares, but without receiving any shocks (direct-expression stage). We observed a similar pattern of brain activity in both groups of observers. Regions related to threat responses (amygdala, anterior insula, anterior cingulate cortex) and social perception (fusiform gyrus, posterior superior temporal sulcus) were activated during the observational phase, possibly reflecting the emotional contagion process. The anterior insula and anterior cingulate cortex were also activated during the subsequent stage, indicating the expression of learned threat. Because there were no differences between participants observing friends and strangers, we argue that social threat learning is independent of the level of familiarity with the demonstrator.

Current models of episodic memory posit that retrieval involves the reenactment of encoding processes. Recent evidence has shown that this reinstatement process – indexed by subsequent encoding-retrieval similarity of brain activity patterns - is related to the activity in the hippocampus during encoding. However, we tend to re-experience emotional events in memory more richly than dull events. The role of amygdala - a critical hub of emotion processing – in reinstatement of emotional events was poorly understood. To investigate it, we leveraged a previously overlooked divergence in the role of amygdala in memory modulation by distinct emotions - disgust and fear. Here we used a novel paradigm in which participants encoded complex events (word pairs) and their memory was tested after 3 weeks, both phases during fMRI scanning. Using representational similarity analysis and univariate analyses, we show that the strength of amygdala activation during encoding was correlated with memory reinstatement of individual event representations in emotion-specific regions. Critically, amygdala modulated reinstatement more for disgust than fear. This was in line with other differences observed at the level of memory performance and neural mechanisms of encoding. Specifically, amygdala and perirhinal cortex were more involved during encoding of disgust-related events, whereas hippocampus and parahippocampal gyrus during encoding of fear-related events. Together, these findings shed a new light on the role of the amygdala and medial temporal lobe regions in encoding and reinstatement of specific emotional memories.

All writing systems represent units of spoken language. Studies on the neural correlates of reading in different languages show that this skill relies on access to brain areas dedicated to speech processing. Speech-reading convergence onto a common perisylvian network is therefore considered universal among different writing systems. Using fMRI, we test whether this holds true also for tactile Braille reading in the blind. The neural networks for Braille and visual reading overlapped in the left ventral occipitotemporal (vOT) cortex. Even though we showed similar perisylvian specialization for speech in both groups, blind subjects did not engage this speech system for reading. In contrast to the sighted, speech-reading convergence in the blind was absent in the perisylvian network. Instead, the blind engaged vOT not only in reading but also in speech processing. The involvement of the vOT in speech processing and its engagement in reading in the blind suggests that vOT is included in a modality independent language network in the blind, also evidenced by functional connectivity results. The analysis of individual speech-reading convergence suggests that there may be segregated neuronal populations in the vOT for speech processing and reading in the blind.

Learning to play a musical instrument is a complex task that integrates multiple sensory modalities and higher-order cognitive functions. Therefore, musical training is considered a useful framework for the research on training-induced neuroplasticity. However, the classical nature-or-nurture question remains, whether the differences observed between musicians and non-musicians are due to predispositions or result from the training itself. Here we present a review of recent publications with strong focus on experimental designs to better understand both brain reorganization and the neuronal markers of predispositions when learning to play a musical instrument. Cross-sectional studies identified structural and functional differences between the brains of musicians and non-musicians, especially in regions related to motor control and auditory processing. A few longitudinal studies showed functional changes related to training while listening to and producing music, in the motor network and its connectivity with the auditory system, in line with the outcomes of cross-sectional studies. Parallel changes within the motor system and between the motor and auditory systems were revealed for structural connectivity. In addition, potential predictors of musical learning success were found including increased brain activation in the auditory and motor systems during listening, the microstructure of the arcuate fasciculus, and the functional connectivity between the auditory and the motor systems. We show that “the musical brain” is a product of both the natural human neurodiversity and the training practice.

During foreign language acquisition neural representations of native language and foreign language assimilate. In the reading network, this assimilation leads to a shift from effortful processing to automated reading. Longitudinal studies can track this transition and reveal dynamics that might not become apparent in behavior. Here, we report results from a longitudinal functional magnetic resonance imaging (fMRI) study, which tracked functional changes in the reading network of beginning learners of Greek over one year. We deliberately chose Greek as foreign language that would have similar orthographic transparency but a different alphabet than the native language (Polish). fMRI scans with lexical and semantic decision tasks were performed at five different time points (every ~3 months). Classical language areas (the left inferior frontal gyrus, the left precentral gyrus, and the bilateral supplementary motor cortex), and cognitive control areas (left inferior parietal lobe and bilateral anterior cingulate cortex) showed stronger activation after the first months of instruction as compared to the activation before instruction. This pattern occured in both tasks. Task-related activity in the reading network remained constant throughout the remaining 6 months of learning and was also present in a follow-up scan 3 months after the end of the course. A similar pattern was demonstrated by the analysis of convergence between foreign and native languages occurring within the first months of learning. Additionally, in the lexical task, the extent of spatial overlap, between foreign and native language in Broca's area increased constantly from the beginning till the end of training. Our findings support the notion that reorganization of language networks is achieved after a relatively short time of foreign language instruction. We also demonstrate that cognitive control areas are recruited in foreign language reading at low proficiency levels. No apparent changes in the foreign or native reading network occur after the initial 3 months of learning. This suggests that task demand might be more important than proficiency in regulating the resources needed for efficient foreign language reading.

A growing body of empirical evidence supports the notion of diverse neurobiological processes underlying learning-induced plasticity changes in the human brain. There are still open questions about how brain plasticity depends on cognitive task complexity, how it supports interactions between brain systems and with what temporal and spatial trajectory. We investigated brain and behavioural changes in sighted adults during 8-months training of tactile Braille reading whilst monitoring brain structure and function at 5 different time points. We adopted a novel multivariate approach that includes behavioural data and specific MRI protocols sensitive to tissue properties to assess local functional and structural and myelin changes over time. Our results show that while the reading network, located in the ventral occipitotemporal cortex, rapidly adapts to tactile input, sensory areas show changes in grey matter volume and intra-cortical myelin at different times. This approach has allowed us to examine and describe neuroplastic mechanisms underlying complex cognitive systems and their (sensory) inputs and (motor) outputs differentially, at a mesoscopic level.

Despite dissimilarities among scripts, a universal hallmark of literacy in skilled readers is the convergent brain activity for print and speech. Little is known, however, whether this differs as a function of grapheme to phoneme transparency in beginning readers. Here we compare speech and orthographic processing circuits in two contrasting languages, Polish and English, in 100 7-year-old children performing fMRI language localizer tasks. Results show limited language variation, with speech-print convergence evident mostly in left frontotemporal perisylvian regions. Correlational and intersect analyses revealed subtle differences in the strength of this coupling in several regions of interest. Specifically, speech-print convergence was higher for transparent Polish than opaque English in the right temporal area, associated with phonological processing. Conversely, speech-print convergence was higher for English than Polish in left fusiform, associated with visual word recognition. We conclude that speech-print convergence is a universal marker of reading even at the beginning of reading acquisition with minor variations that can be explained by the differences in grapheme to phoneme transparency. This finding at the earliest stages of reading acquisition conforms well with claims that reading exhibits a good deal of universality despite writing systems differences.

Working memory (WM) is a limited-capacity cognitive system that allows the storage and use of a limited amount of information for a short period of time. Two WM processes can be distinguished: maintenance (i.e., storing, monitoring, and matching information) and manipulation (i.e., reordering and updating information). A number of studies have reported an age-related decline in WM, but the mechanisms underlying this deterioration need to be investigated. Previous research, including studies conducted in our laboratory, revealed that age-related cognitive deficits are related to decreased millisecond timing, i.e., the ability to perceive and organize incoming events in time. The aim of the current study was: (1) to identify in the elderly the brain network involved in the maintenance and manipulation WM processes; and (2) to use an fMRI task to investigate the relation between the brain activity associated with these two processes and the efficiency of temporal information processing (TIP) on a millisecond level reflected by psychophysical indices. Subjects were 41 normal healthy elderly people aged from 62 to 78 years. They performed: (1) an auditory verbal n-back task for assessing WM efficiency in an MRI scanner; and (2) a psychophysical auditory temporal-order judgment (TOJ) task for assessing temporal resolution in the millisecond domain outside the scanner. The n-back task comprised three conditions (0-, 1-, and 2-back), which allowed maintenance (1- vs. 0-back comparisons) and manipulation (2- vs. 1-back comparisons) processes to be distinguished. Results revealed the involvement of a similar brain network in the elderly to that found in previous studies. However, during maintenance processes, we found relatively limited and focused activations, which were significantly extended during manipulation. A novel result of our study, never reported before, is an indication of significant moderate correlations between the efficiency of WM and TIP. These correlations were found only for manipulation but not for maintenance. Our results confirmed the hypothesis that manipulation in the elderly is a dynamic process requiring skilled millisecond timing with high temporal resolution. We conclude that millisecond timing contributes to WM manipulation in the elderly, but not to maintenance.

Our goal was to determine the influence of sex, age and the head/brain size on the compartmental brain volumes in the radiologically verified healthy population (96 subjects; 54 women and 42 men) from the Upper Silesia region in Poland. The MRI examinations were done using 3T Philips Achieva with the same T1-weighted and T2-weighted protocols. The image segmentation procedures were performed with SPM (Statistical Parameter Mapping) and FSL-FIRST software. The volumes of 14 subcortical structures for the left and right hemispheres and 4 overall volumes were calculated. The General Linear Models (GLM) analysis was used with and without the Total Brain Volume (TBV) and Intracranial Volume (ICV) parameters as the covariates to study the regional vs. global brain atrophy. After the ICV/TBV adjustments, the majority of sex differences in the specific volumes of interest (VOIs) revealed to be linked to the difference in the head/brain size parameters. The analysis also confirmed the significant effect of the aging process on the brain loss. After the TBV adjustment, the age- and sex-related volumetric trends for the gray and white matter volumes were observed: the negative age dependence of the gray matter volume is more pronounced in the males, while in case of the white matter the positive age-related trend in the female group is weaker. The local losses of the left caudate nucleus and the right thalamus are more advanced than the global brain atrophy. Different head-size correction strategies are not interchangeable and may yield various volumetric results, but when used together, facilitate studies on the regional dependencies inherent to a healthy, but aging, brain.

Learning to read changes the brain language system. Phonological processing is the language domain most crucial for reading, but it is still unknown how reading acquisition modifies the neural phonological network in children who either develop dyslexia or are at risk of dyslexia. For the two first years of formal education, we followed 90 beginning readers with (n = 55) and without (n = 35) familial risk of dyslexia who became typical readers (n = 70) or developed dyslexia (n = 20). We used functional magnetic resonance imaging to identify the neural correlates of phonological awareness using an auditory rhyme judgment task. This task was applied when participants were starting formal education, and repeated 2 years later. By applying two alternative group splits, we analyzed the effects of dyslexia and the effects of familial risk of dyslexia separately. We found that the phonological brain network undergoes reorganization during the first 2 years of formal education. This process proceeds differently depending on the presence of a familial history of dyslexia and reading impairment. Typical readers without risk for dyslexia activate structures responsible for phonological processing already at the beginning of literacy. This group shows reduced brain activation over time during phonological processing, perhaps due to automatization of phonological skills. Children who develop reading impairment present a delay in the development of phonological structures such as the bilateral superior temporal gyri, left middle temporal gyrus, right insula and right frontal cortex, where we observed time and group interaction. Finally, typical readers with familial risk of dyslexia also present an atypical development of the neural phonological structures, visible both at the beginning of reading instruction and 2 years later. These children used a presumably efficient neural mechanism of phonological processing, based on the activation of the precentral and postcentral gyri, and achieved a typical level of phonological awareness.

The manuscript reports a study on a large sample (N = 170) of Polish speaking 8–13 year old children, whose brain activation was measured in relation to tasks that require auditory phonological processing. We aimed to relate brain activation to individual differences in reading and spelling. We found that individual proficiency in both reading and spelling significantly correlated with activation of the left ventral occipito-temporal cortex encompassing the Visual Word Form Area which has been implicated in automatic orthographic activations. Reading but not spelling was found to correlate with activation in the left anterior dorsal stream (anterior supramarginal and postcentral gyri). Our results indicate that the level of both reading and spelling is related to activity in areas involved in the storage of fine-grained orthographic representations. However, only the reading level is uniquely related to activity of regions responsible for the articulation, motor planning and grapheme-to-phoneme correspondence, which form the basis for effective decoding skill. Keywords: fMRI, Reading, Spelling, Orthography, Phonology

Background: To date, many studies have attempted to show a relationship between potentially harmful experiences in childhood and gray matter volume (GMV) in specific brain areas. These studies managed to identify several affected regions, yet most of them neglected the influence of sex or the occurrence of mental health problems. Furthermore, little is known about mechanisms linking childhood adversity (CA) and temperamental traits as plausible endophenotypes of psychopathology.Objective: The present study addresses these two issues by trying to identify sex-specific relationships between CA and brain volumes as well as to show the role of the latter in predicting temperament scores.Method: Forty-eight people (23 women) without anxiety or affective disorders participated in this study. CA was measured using the Childhood Questionnaire (CQ) and temperament was measured with the use of the behavioral inhibition system-behavioral activation system (BIS-BAS) Scales. Whole-brain MR imaging was performed to identify GMV differences.Results: In women, we identified negative relationships between CA and GMV in the left inferior parietal lobule (IPL), right cerebellum, and right precentral gyrus. In men, we found a negative correlation between CA and GMV in the right fusiform gyrus. We also identified sex-specific relationships between CA and temperament traits.Conclusions: The results of our study suggest a sex-specific pattern in the relationship between early adverse experiences and brain structure. The results can also help explain the role that temperament plays in the relationship between CA and the risk of psychopathology.

AimCognitive-attentional syndrome (CAS) is the main factor underlying depressive and anxiety disorders in the metacognitive approach to psychopathology and psychotherapy. This study explore neural correlates of this syndrome during induced negative thinking, abstract thinking, and resting states.Methodsn = 25 people with high levels of CAS and n = 33 people with low levels of CAS were chosen from a population-based sample (N = 1225). These groups filled-in a series of measures of CAS, negative affect, and psychopathology; they also underwent a modified rumination induction procedure and a resting state fMRI session. Resonance imaging data were analyzed using static general linear model and functional connectivity approaches.ResultsThe two groups differed with large effect sizes on all used measures of CAS, negative affect, and psychopathology. We did not find any group differences in general linear model analyses. Functional connectivity analyses showed that high levels of CAS were related to disrupted patterns of connectivity within and between various brain networks: the default mode network, the salience network, and the central executive network.ConclusionWe showed that low- and high-CAS groups differed in functional connectivity during induced negative and abstract thinking and also in resting state fMRI. Overall, our results suggest that people with high levels of CAS tend to have disrupted neural processing related to self-referential processing, task-oriented processing, and emotional processing.

In alphabetic scripts, learning letter-sound (LS) association (i.e., letter knowledge) is a strong predictor of later reading skills. LS integration is related to left superior temporal cortex (STC) activity and its disruption was previously observed in dyslexia (DYS). Whether disruption in LS association is a cause of reading impairment or a consequence of decreased exposure to print remains unclear. Using fMRI, we compared activation for letters, speech sounds and LS association in emerging readers with (FHD+, N = 50) and without (FHD−, N = 35) familial history of DYS, out of whom 17 developed DYS 2 years later. Despite having similar reading skills, FHD+ and FHD− groups showed opposite pattern of activation in left STC: In FHD− children activation was higher for incongruent compared to congruent, whereas in FHD+ it was higher for congruent LS pairs. Higher activation to congruent LS pairs was also characteristic of future DYS. The magnitude of incongruency effect in left STC was positively related to early reading skills, but only in FHD− children and (retrospectively) in typical readers. We show that alterations in brain activity during LS association can be detected at very early stages of reading acquisition, suggesting their causal involvement in later reading impairments. Increased response of left STC to incongruent LS pairs in FHD− group might reflect an early stage of automatizing LS associations, where the brain responds actively to conflicting pairs. The absence of such response in FHD+ children could lead to failures in suppressing incongruent information during reading acquisition, which could result in future reading problems.

Brain signal diversity constitutes a robust neuronal marker of the global states of consciousness. It has been demonstrated that, in comparison to the resting wakefulness, signal diversity is lower during unconscious states, and higher during psychedelic states. A plausible interpretation of these findings is that the neuronal diversity corresponds to the diversity of subjective conscious experiences. Therefore, in the present study we varied an information rate processed by the subjects and hypothesized that greater information rate will be related to richer and more differentiated phenomenology and, consequently, to greater signal diversity. To test this hypothesis speech recordings (excerpts from an audio-book) were presented to subjects at five different speeds (65, 83, 100, 117, and 135% of the original speed). By increasing or decreasing speed of the recordings we were able to, respectively, increase or decrease the presented information rate. We also included a backward (unintelligible) speech presentation and a resting-state condition (no auditory stimulation). We tested 19 healthy subjects and analyzed the recorded EEG signal (64 channels) in terms of Lempel-Ziv diversity (LZs). We report the following findings. First, our main hypothesis was not confirmed, as Bayes Factor indicates evidence for no effect when comparing LZs among five presentation speeds. Second, we found that LZs during the resting-state was greater than during processing of both meaningful and unintelligible speech. Third, an additional analysis uncovered a gradual decrease of diversity over the time-course of the experiment, which might reflect a decrease in vigilance. We thus speculate that higher signal diversity during the unconstrained resting-state might be due to a greater variety of experiences, involving spontaneous attention switching and mind wandering.

Emotion can influence various cognitive processes, however its impact on memory has been traditionally studied over relatively short retention periods and in line with dimensional models of affect. The present study aimed to investigate emotional effects on long-term recognition memory according to a combined framework of affective dimensions and basic emotions. Images selected from the Nencki Affective Picture System were rated on the scale of affective dimensions and basic emotions. After six months, subjects took part in a surprise recognition test during an fMRI session. The more negative the pictures the better they were remembered, but also the more false recognitions they provoked. Similar effects were found for the arousal dimension. Recognition success was greater for pictures with lower intensity of happiness and with higher intensity of surprise, sadness, fear, and disgust. Consecutive fMRI analyses showed a significant activation for remembered (recognized) vs. forgotten (not recognized) images in anterior cingulate and bilateral anterior insula as well as in bilateral caudate nuclei and right thalamus. Further, arousal was found to be the only subjective rating significantly modulating brain activation. Higher subjective arousal evoked higher activation associated with memory recognition in the right caudate and the left cingulate gyrus. Notably, no significant modulation was observed for other subjective ratings, including basic emotion intensities. These results emphasize the crucial role of arousal for long-term recognition memory and support the hypothesis that the memorized material, over time, becomes stored in a distributed cortical network including the core salience network and basal ganglia.

Studies presenting memory-facilitating effect of emotions typically focused on affective dimensions of arousal and valence. Little is known, however, about the extent to which stimulus-driven basic emotions could have distinct effects on memory. In the present paper we sought to examine the modulatory effect of disgust, fear and sadness on intentional remembering and forgetting using widely used item-method directed forgetting paradigm. Eighteen women underwent fMRI scanning during encoding phase in which they were asked either to remember (R) or to forget (F) pictures. In the test phase all previously used stimuli were re-presented together with the same number of new pictures and participants had to categorize them as old or new, irrespective of the F/R instruction. On the behavioral level we found a typical directed forgetting effect, i.e. higher recognition rates for to-be-remembered (TBR) items than to-be-forgotten (TBF) ones for both neutral and emotional categories. Emotional stimuli had higher recognition rate than neutral ones, while among emotional those eliciting disgust produced highest recognition, but at the same time induced more false alarms. Therefore when false alarm corrected recognition was examined the directed forgetting effect was equally strong irrespective of emotion. Additionally, even though subjects rated disgusting pictures as more arousing and negative than other picture categories, logistic regression on the item level showed that the effect of disgust on recognition memory was stronger than the effect of arousal or valence. On the neural level, ROI analyses (with valence and arousal covariates) revealed that correctly recognized disgusting stimuli evoked the highest activity in the left amygdala compared to all other categories. This structure was also more activated for remembered vs. forgotten stimuli, but only in case of disgust or fear eliciting pictures. Our findings, despite several limitations, suggest that disgust have a special salience in memory relative to other negative emotions, which cannot be put down to differences in arousal or valence. The current results thereby support the suggestion that a purely dimensional model of emotional influences on cognition might not be adequate to account for observed effects.

There is an increasing number of neuroimaging studies using visual sexual stimuli (VSS) for human sexuality studies, including emerging field of research on compulsive sexual behaviors. A central question in this field is whether behaviors such as extensive pornography consumption share common brain mechanisms with widely studied substance and behavioral addictions. Depending on how VSS are conceptualized, different predictions can be formulated within the frameworks of Reinforcement Learning or Incentive Salience Theory, where a crucial distinction is made between conditioned (cue) and unconditioned (reward) stimuli (related to reward anticipation vs reward consumption, respectively). Surveying 40 recent human neuroimaging studies we show existing ambiguity about the conceptualization of VSS. Therefore, we feel that it is important to address the question of whether VSS should be considered as cues (conditioned stimuli) or rewards (unconditioned stimuli). Here we present our own perspective, which is that in most laboratory settings VSS play a role of reward (unconditioned stimuli), as evidenced by: 1.) experience of pleasure while watching VSS, possibly accompanied by genital reaction 2.) reward-related brain activity correlated with these pleasurable feelings in response to VSS, 3.) a willingness to exert effort to view VSS similarly as for other rewarding stimuli such as money, and/or 4.) conditioning for cues (CS) predictive for. We hope that this perspective paper will initiate a scientific discussion on this important and overlooked topic and increase attention for appropriate interpretations of results of human neuroimaging studies using VSS.

The brain is capable of large-scale reorganization in blindness or after massive injury. Such reorganization crosses the division into separate sensory cortices (visual, somatosensory...). As its result, the visual cortex of the blind becomes active during tactile Braille reading. Although the possibility of such reorganization in the normal, adult brain has been raised, definitive evidence has been lacking. Here, we demonstrate such extensive reorganization in normal, sighted adults who learned Braille while their brain activity was investigated with fMRI and transcranial magnetic stimulation (TMS). Subjects showed enhanced activity for tactile reading in the visual cortex, including the visual word form area (VWFA) that was modulated by their Braille reading speed and strengthened resting-state connectivity between visual and somatosensory cortices. Moreover, TMS disruption of VWFA activity decreased their tactile reading accuracy. Our results indicate that large-scale reorganization is a viable mechanism recruited when learning complex skills.

The Nencki Affective Word List (NAWL) has recently been introduced as a standardized database of Polish words suitable for studying various aspects of language and emotions. Though the NAWL was originally based on the most commonly used dimensional approach, it is not the only way of studying emotions. Another framework is based on discrete emotional categories. Since the two perspectives are recognized as complementary, the aim of the present study was to supplement the NAWL database by the addition of categories corresponding to basic emotions. Thus, 2902 Polish words from the NAWL were presented to 265 subjects, who were instructed to rate them according to the intensity of each of the five basic emotions: happiness, anger, sadness, fear and disgust. The general characteristics of the present word database, as well as the relationships between the studied variables are shown to be consistent with typical patterns found in previous studies using similar databases for different languages. Here we present the Basic Emotions in the Nencki Affective Word List (NAWL BE) as a database of verbal material suitable for highly controlled experimental research. To make the NAWL more convenient to use, we introduce a comprehensive method of classifying stimuli to basic emotion categories. We discuss the advantages of our method in comparison to other methods of classification. Additionally, we provide an interactive online tool (http://exp.lobi.nencki.gov.pl/nawl-analysis) to help researchers browse and interactively generate classes of stimuli to meet their specific requirements.

Deception has always been a part of human communication as it helps to promote self-presentation. Although both men and women are equally prone to try to manage their appearance, their strategies, motivation and eagerness may be different. Here, we asked if lying could be influenced by gender on both the behavioral and neural levels. To test whether the hypothesized gender differences in brain activity related to deceptive responses were caused by differential socialization in men and women, we administered the Gender Identity Inventory probing the participants' subjective social sex role. In an fMRI session, participants were instructed either to lie or to tell the truth while answering a questionnaire focusing on general and personal information. Only for personal information, we found differences in neural responses during instructed deception in men and women. The women vs. men direct contrast revealed no significant differences in areas of activation, but men showed higher BOLD signal compared to women in the left middle frontal gyrus (MFG). Moreover, this effect remained unchanged when self-reported psychological gender was controlled for. Thus, our study showed that gender differences in the neural processes engaged during falsifying personal information might be independent from socialization.