Biology subjects

Wypych, M.

Publications and source records attributed to Wypych, M..

7 recordsLinked to original sources

bioRxiv2024

CLIMATE BRAIN - Questionnaires, Tasks and the Neuroimaging Dataset

Climate change presents a fundamental threat to human populations and ecosystems across the globe. Neuroscience researchers have recently started developing ways to advance research on this topic. However, validated questionnaires, experimental stimuli, and fMRI tasks are still needed. Here we describe the CLIMATE BRAIN dataset, a multimodal collection of questionnaire, behavioural, and neuroimaging data related to climate change, acquired from 160 healthy individuals. In particular, it includes data from (1) various questionnaire measures, including the Inventory of Climate Emotions (ICE); (2) a neuroimaging task for measuring emotional reactions to standardized Emotional Climate Change Stories (ECCS); and (3) a neuroimaging task based on Carbon Emission Task (CET) to measure climate action-taking. For technical validation, we provide image quality metrics and show the evidence for the effectiveness of tasks consistent with prior studies. To our knowledge, the proposed dataset is currently the only publicly available resource specifically designed to investigate human brain responses to climate change.

neuroscience↗

bioRxiv2022

Emotion schema effects on associative memory differ across emotion categories at the behavioural, physiological and neural level

Previous behavioural and neuroimaging studies have consistently reported that our memory is enhanced for associations congruent or incongruent with the structure of our prior knowledge, termed as schemas. However, it remains unclear if similar effects exist if encoded associations are emotional. Do emotional schemas also facilitate learning and subsequent retrieval? Does it depend on the type of experienced emotions? Using a novel face-word pair association paradigm combined with fMRI and eye-tracking techniques, we demonstrated and replicated in two independent studies that congruency with emotion schemas and emotion category interact to affect associative memory. Overall, emotion schemas facilitated memory for associative context, paralleled by the recruitment of left inferior frontal gyrus (IFG) during successful encoding of emotionally congruent vs. incongruent pairs. However, emotion schema effects differed across two negative emotion categories: disgust and fear, with disgust remembered better than fear. The IFG engagement was higher during successful encoding of congruent vs. incongruent pairs, but only in the case of disgust, suggestive of more semantic processing involved in learning disgust-related associations. On the contrary, the encoding of congruent vs. incongruent fear-related pairs was supported by activity in right fusiform gyrus (FG), suggesting greater sensory processing of faces. Successful memory formation for congruent disgust-related pairs was associated with a higher loading of pupil dilation component related to sympathetic activation, longer gaze time on words compared to faces, and more gaze switches between the two. This was reversed for fear-related pairs where the faces attracted more attention, as reflected by longer gaze time (compared to words). Overall, our results at the behavioural, physiological, and neural level converge to suggest that emotional congruency influences memory similar to semantic schemas. However, encoding processes and neural effects vary depending on emotion category, reflecting the differential role of semantic processing and visual attention processes in the modulation of memory by disgust and fear.

neuroscience↗

bioRxiv2021

Learning about threat from friends and strangers is equally effective: an fMRI study on observational fear conditioning

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, reflecting the fear 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. HighlightsO_LIWe compared observational learning of fear from friends and strangers C_LIO_LIFamiliarity does not enhance social learning of fear in humans C_LIO_LIBayesian statistics confirm absence of differences between friends and strangers C_LIO_LIObservational fear learning activates social and fear networks including amygdala C_LIO_LIAmygdala activations are absent when learned fear is recalled C_LI

neuroscience↗

bioRxiv2020

Observed but Never Experienced - Vicarious Learning of Fear Under Ecological Conditions

Learning to avoid threats often occurs by observing the behavior of others. Most previous research on observational fear learning in humans has used pre-recorded stimuli as social cues. Here, we aimed to enhance the ecological validity of the learning situation: the observer watched their friend ( demonstrator) performing a differential fear-conditioning task in real time. During the task, one conditioned stimulus (CS+) was repeatedly linked with electric stimulation (US) while another one (CS-) was always safe. Subsequently, the observer was presented with the CS+ and CS- directly but without receiving any shocks. Skin conductance (SCR) and fear-potentiated startle (FPS) responses were measured in observers throughout the whole experiment. While the US applied to the demonstrator elicited strong SCR in the observers, subsequent differential SCR to CSs (CS+ vs. CS-) presented directly were dependent on declarative knowledge of the CS+/US contingency. Contingency-aware observers also showed elevated FPS during both CS+ and CS- compared to intertrial intervals. We conclude that observational fear learning involves two components: an automatic emotional reaction to the response of the demonstrator and learning to predict stimulus contingency (CS+/US pairing). Ecological modifications proposed offer new perspectives on studying social learning of emotions.

neuroscience↗

bioRxiv2019

Universal brain signature of emerging reading in two contrasting languages

Despite dissimilarities among scripts, a universal hallmark of literacy in adults is the convergent brain activity for print and speech. Little is known, however, how early it emerges. Here we compare speech and orthographic processing systems in two contrasting languages, Polish and English, in 100 7-year-old children performing identical fMRI tasks. Results show limited language variation, with speech-print convergence evident mostly in left fronto-temporal 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 right temporal area, associated with phonological processing. Conversely, speech-print convergence was higher for English than Polish in left fusiform, associated with visual reading. We conclude that speech-print convergence is a universal marker of reading even at the beginning of reading acquisition while minor variations can be explained by the differences in the orthographic transparency.

neuroscience↗

bioRxiv2019

Dissociable brain mechanisms for long-term memory of disgust- and fear- related associations

Remembering events that evoke emotions such as disgust or fear is critical to our survival. However, previous studies investigating the interplay between emotion and memory disregarded the effects of specific emotions, leading to inconsistent results. Also, the role of amygdala throughout memory stages has been poorly understood. Here, we show that after 3 weeks delay, word pairs evoking disgust were remembered better than pairs evoking fear. These two emotions distinctly modulated neural mechanisms of memory. Successful encoding of disgust-evoking information was mediated by univariate activation in amygdala and perirhinal cortex, in contrast to fear-evoking memories that engaged hippocampus and parahippocampal gyrus. Critically, univariate activation in the amygdala during encoding was correlated with memory reinstatement of individual word pairs, and more so for disgust than for fear. 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.

neuroscience↗

bioRxiv2019

Wasting food is disgusting: Evidence from behavioral and neuroimaging study of moral judgment of food-wasting behavior

Food-wasting has a profound negative social and environmental impact. Acknowledging that referring to moral judgment can motivate behavior change, the present study aimed to determine moral intuitions underlying the perception of food-wasting behavior. We developed a set of affective standardized scenarios and we used them to collect behavioral and neuroimaging data. In the main study, 50 participants made moral judgments regarding food-wasting, disgusting, harmful, dishonest, or neutral behaviors presented in these scenarios. We found that wasting food was considered morally wrong and it was associated with moral disgust. Neuroimaging data revealed that food-wasting stimuli elicited an increased activity in structures associated with moral judgment, as well as in regions involved in the processing of moral, but also physical disgust. We discuss our results in the context of the evolutionary significance of food that might have led to seeing food-wasting as a moral transgression.

neuroscience↗