Emotional processing in bullying: an event-related potential study

El acoso es un subtipo de violencia que conduce a comportamientos y respuestas emocionales desadaptativos, con implicaciones para la competencia social, las emociones y la empatía. El presente estudio comparó el curso temporal del procesamiento emocional en niños que estuvieron involucrados en la di...

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Autores:: Bonilla Santos, Jasmin
Bonilla Santos, Gisella
Gantiva, Carlos
González Hernández, Alfredis
Padilla García, Leidy Tatiana

Tipo de recurso:: Article of investigation

Fecha de publicación:: 2022

Institución:: Universidad Cooperativa de Colombia

Repositorio:: Repositorio UCC

Idioma:

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network_acronym_str	COOPER2
network_name_str	Repositorio UCC
repository_id_str
dc.title.none.fl_str_mv	Emotional processing in bullying: an event-related potential study
title	Emotional processing in bullying: an event-related potential study
spellingShingle	Emotional processing in bullying: an event-related potential study Emotional regulation Acoso Potenciales relacionados con eventos Bullying Event-related potentials
title_short	Emotional processing in bullying: an event-related potential study
title_full	Emotional processing in bullying: an event-related potential study
title_fullStr	Emotional processing in bullying: an event-related potential study
title_full_unstemmed	Emotional processing in bullying: an event-related potential study
title_sort	Emotional processing in bullying: an event-related potential study
dc.creator.fl_str_mv	Bonilla Santos, Jasmin Bonilla Santos, Gisella Gantiva, Carlos González Hernández, Alfredis Padilla García, Leidy Tatiana
dc.contributor.author.none.fl_str_mv	Bonilla Santos, Jasmin Bonilla Santos, Gisella Gantiva, Carlos González Hernández, Alfredis Padilla García, Leidy Tatiana
dc.subject.none.fl_str_mv	Emotional regulation Acoso Potenciales relacionados con eventos
topic	Emotional regulation Acoso Potenciales relacionados con eventos Bullying Event-related potentials
dc.subject.other.none.fl_str_mv	Bullying Event-related potentials
description	El acoso es un subtipo de violencia que conduce a comportamientos y respuestas emocionales desadaptativos, con implicaciones para la competencia social, las emociones y la empatía. El presente estudio comparó el curso temporal del procesamiento emocional en niños que estuvieron involucrados en la dinámica del acoso (es decir, como víctimas, acosadores y observadores) mediante la evaluación de potenciales relacionados con eventos [negatividad posterior temprana y potencial positivo tardío (LPP)] en diferentes regiones del cerebro durante una tarea de visualización pasiva que involucraba imágenes sociales positivas, neutrales y negativas. Se registraron electroencefalogramas de alta densidad en 45 niños, de 8 a 12 años (M = 9,5 años, SD = 1,3), mientras observaban imágenes sociales emocionales y neutrales que seleccionamos del Sistema Internacional de Imágenes Afectivas. El potencial positivo tardío tuvo amplitudes más altas en el grupo de víctimas, especialmente en las regiones anterior y posterior. En la región central, la LPP fue mayor hacia imágenes sociales neutrales en las víctimas de acoso. La mayor amplitud de LPP en las víctimas se observó durante y después del estímulo. Los resultados mostraron una respuesta consistente con una mayor intensidad en respuesta a estímulos emocionales en el grupo de víctimas, lo que sugiere una tendencia hacia la hipervigilancia que podría interferir con la regulación emocional.
publishDate	2022
dc.date.issued.none.fl_str_mv	2022-05-13
dc.date.accessioned.none.fl_str_mv	2023-08-30T19:24:44Z
dc.date.available.none.fl_str_mv	2023-08-30T19:24:44Z
dc.type.none.fl_str_mv	Artículos Científicos
dc.type.hasVersion.none.fl_str_mv	info:eu-repo/semantics/publishedVersion
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dc.type.driver.none.fl_str_mv	info:eu-repo/semantics/article
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status_str	publishedVersion
dc.identifier.issn.none.fl_str_mv	20452322
dc.identifier.uri.none.fl_str_mv	https://doi.org/10.1038/s41598-022-12120-9 https://hdl.handle.net/20.500.12494/52590
dc.identifier.bibliographicCitation.none.fl_str_mv	Bonilla-Santos, G., Gantiva, C., González-Hernández, A. et al. Emotional processing in bullying: an event-related potential study. Sci Rep 12, 7954 (2022)
identifier_str_mv	20452322 Bonilla-Santos, G., Gantiva, C., González-Hernández, A. et al. Emotional processing in bullying: an event-related potential study. Sci Rep 12, 7954 (2022)
url	https://doi.org/10.1038/s41598-022-12120-9 https://hdl.handle.net/20.500.12494/52590
dc.relation.isversionof.none.fl_str_mv	https://www.nature.com/articles/s41598-022-12120-9
dc.relation.ispartofjournal.none.fl_str_mv	Scientific Reports
dc.relation.references.none.fl_str_mv	Wolke, D. & Lereya, S. T. Long-term effects of bullying. Arch. Dis. Child. 100, 879–885 (2015). Zhong, M., Huang, X., Huebner, E. S. & Tian, L. Association between bullying victimization and depressive symptoms in children: The mediating role of self-esteem. J. Affect. Disord. 294, 322–328 (2021). UNESCO. New SDG 4 Data on Bullying\|UNESCO UIS. (2018). Copeland, W. E., Wolke, D., Angold, A. & Costello, E. J. Adult psychiatric outcomes of bullying and being bullied by peers in childhood and adolescence. JAMA Psychiat. 70, 419–426 (2013). Takizawa, R., Maughan, B. & Arseneault, L. Adult health outcomes of childhood bullying victimization: Evidence from a five-decade longitudinal British birth cohort. Am. J. Psychiatry 171, 777–784 (2014). Wu, L., Zhang, D., Cheng, G. & Hu, T. Bullying and social anxiety in chinese children: Moderating roles of trait resilience and psychological suzhi. Child Abus. Negl. 76, 204–215 (2018). Guo, J., Li, M., Wang, X., Ma, S. & Ma, J. Being bullied and depressive symptoms in Chinese high school students: The role of social support. Psychiatry Res. 284, 112676 (2020). Katsaras, G. N. et al. Bullying and suicidality in children and adolescents without predisposing factors: A systematic review and meta-analysis. Adolesc. Res. Rev. 3, 193–217 (2018). Li, J., Sidibe, A. M., Shen, X. & Hesketh, T. Incidence, risk factors and psychosomatic symptoms for traditional bullying and cyberbullying in Chinese adolescents. Child. Youth Serv. Rev. 107, 104511 (2019). Bonilla- Santos, J., González-Hernández, A. & Bonilla-Santos, G. Características neuroendocrinas del trauma temprano y su relación con el bullying. neuroendocrine characteristics of early trauma and its relation to bullying. Revecuatneurol—Rev. Ecuatoriana Neurol. 26, 258–265 (2017). Islam, M. I., Khanam, R. & Kabir, E. Bullying victimization, mental disorders, suicidality and self-harm among Australian high schoolchildren: Evidence from nationwide data. Psychiatry Res. 292, 113364 (2020). Huang, L. Children and youth services review bullying victimization, self-efficacy, fear of failure, and adolescents’ subjective well-being in China. Child. Youth Serv. Rev. 127, 106084 (2021). Sanders, J., Munford, R. & Boden, J. The impact of the social context on externalizing risks: Implications for the delivery of programs to vulnerable youth. Child. Youth Serv. Rev. 85, 107–116 (2018). González Hernández, A. et al. Evaluación e Intervención Neurocognitiva en Niños y Niñas con Dificultades Comportamentales (Fondo Editorial: Ediciones Universidad Cooperativa, 2020). Hong, J. S. et al. What types of delinquent activities are bullies, victims, and bully/victims in urban neighborhoods most likely involved in?. J. Pediatr. Nurs. 59, 55–62 (2021). Hutchinson, M. Exploring the impact of bullying on young bystanders. Educ. Psychol. Pract. 28, 425–442 (2012). Espejo-Siles, R., Zych, I. & Llorent, V. J. Empathy, social and emotional competencies, bullying perpetration and victimization as longitudinal predictors of somatic symptoms in adolescence. J. Affect. Disord. 271, 145–151 (2020). Thornberg, R. & Jungert, T. Callous-unemotional traits, harm-effect moral reasoning, and bullying among swedish children. Child Youth Care Forum 46, 559–575 (2017). Quinlan, E. B. et al. Peer victimization and its impact on adolescent brain development and psychopathology. Mol. Psychiatry https://doi.org/10.1038/s41380-018-0297-9 (2018). Vaillancourt, T., Hymel, S. & McDougall, P. The biological underpinnings of peer victimization: Understanding why and how the effects of bullying can last a lifetime. Theory Pract. 52, 241–248 (2013). Chen, G., Kong, Y., Deater-Deckard, K. & Zhang, W. Bullying victimization heightens cortisol response to psychosocial stress in Chinese children. J. Abnorm. Child Psychol. 46, 1051–1059 (2018). Brown, V. M. & Morey, R. A. Neural systems for cognitive and emotional processing in posttraumatic stress disorder. Front. Psychol. 3, 449 (2012). Wiens, S., Molapour, T., Overfeld, J. & Sand, A. High negative valence does not protect emotional event-related potentials from spatial inattention and perceptual load. Cogn. Affect. Behav. Neurosci. 12, 151–160 (2012). Schupp, H. T., Junghöfer, M., Weike, A. I. & Hamm, A. O. Emotional facilitation of sensory processing in the visual cortex. Psychol. Sci. 14, 7–13 (2003). Nordström, H. & Wiens, S. Emotional event-related potentials are larger to figures than scenes but are similarly reduced by inattention. BMC Neurosci. 13, 1–10 (2012). Sarraf-Razavi, M., Tehrani-Doost, M., Ghassemi, F., Nazari, M. A. & Ahmadi, Z. Z. Research paper: Early posterior negativity as facial emotion recognition index in children with attention deficithyperactivitydisorder. Basic Clin. Neurosci. 9, 439–447 (2018). Özoğlu, E. & Thomaschke, R. Early posterior negativity indicates time dilation by arousal. Exp. Brain Res. 239, 533–543 (2021). Grass, A., Bayer, M. & Schacht, A. Electrophysiological correlates of emotional content and volume level in spoken word processing. Front. Hum. Neurosci. 10, 326 (2016). Mueller, V., Brehmer, Y., von Oertzen, T., Li, S. C. & Lindenberger, U. Electrophysiological correlates of selective attention: A lifespan comparison. BMC Neurosci. 9, 1–21 (2008). De Cesarei, A. & Codispoti, M. When does size not matter? Effects of stimulus size on affective modulation. Psychophysiology 43, 207–215 (2006). Kujawa, A., Klein, D. N. & Hajcak, G. Electrocortical reactivity to emotional images and faces in middle childhood to early adolescence. Dev. Cogn. Neurosci. 2, 458–467 (2012). Solomon, B., DeCicco, J. M. & Dennis, T. A. Emotional picture processing in children: An ERP study. Dev. Cogn. Neurosci. 2, 110–119 (2012). Huang, Y. X. & Luo, Y. J. Temporal course of emotional negativity bias: An ERP study. Neurosci. Lett. 398, 91–96 (2006). Hajcak, G. & Olvet, D. M. The persistence of attention to emotion: Brain Potentials during and after picture presentation. Emotion 8, 250–255 (2008). Decicco, J. M., Solomon, B. & Dennis, T. A. Neural correlates of cognitive reappraisal in children: An ERP study. Dev. Cogn. Neurosci. 2, 70–80 (2012). Wolke, D., Baumann, N., Strauss, V., Johnson, S. & Marlow, N. Bullying of preterm children and emotional problems at school age: Cross-culturally invariant effects. J. Pediatr. 166, 1417–1422 (2015). Yang, F., Nelson-Gardell, D. & Guo, Y. The role of strains in negative emotions and bullying behaviors of school-aged children. Child. Youth Serv. Rev. 94, 290–297 (2018). Fang, J., Wang, S., Liu, J. & Gong, J. Early ERP components to emotional facial expressions in young adult victims of childhood maltreatment. Psychiatry Res. 275, 120–128 (2019). Franzen, M., de Jong, P. J. & Veling, W. Victims of bullying: Emotion recognition and understanding. Front. Psychol. 12, 4725 (2021). Bradley, M. M. & Lang, P. J. International affective picture system. Encycl. Pers. Individ. Differ https://doi.org/10.1007/978-3-319-28099-8_42-1 (2017). Gantiva, C., Guerra, P. & Vila, J. Validación colombiana del sistema internacional de imágenes afectivas: Evidencias del origen transcultural de la emoción. Acta Colomb. Psicol. 14, 103–111 (2011). Psychology Software tools. E-prime 2.0. Delorme, A. & Makeig, S. EEGLAB: An open source toolbox for analysis of single-trial EEG dynamics including independent component analysis. J. Neurosci. Methods 134, 9–21 (2004). Gratton, G., Coles, M. G. H. & Donchin, E. A new method for off-line removal of ocular artifact. Electroencephalogr. Clin. Neurophysiol. 55, 468–484 (1983). Hajcak, G. & Dennis, T. A. Brain potentials during affective picture processing in children. Biol. Psychol. 80, 333–338 (2009). Gantiva, C., Sotaquirá, M., Araujo, A. & Cuervo, P. Cortical processing of human and emoji faces: An ERP analysis. Behav. Inf. Technol. 39, 935–943 (2020). Bradley, M. & Lang, P. J. Measuring emotion: The self-assessment manikin and the semantic differential. J. Behav. Ther. Exp. Psychiatry 25, 49–59 (1994). Moratto Vásquez, S. N., Cárdenas Zuluaga, N. & Berbesí Fernández, Y. D. Validación de un cuestionario breve para detectar intimidación escolar validation of a short questionnaire to detect school bullying. Rev. CES Psicol. 5(2), 70–78 (2012). Velásquez Díaz, J. C. & Pineda Rodríguez, L. D. Diseño de un instrumento para la identificación del matoneo. Inf. Psicol. 16, 121–141 (2016). Del Barrio, V. & Carrasco, M. A. Inventario de Depresión Infantil de Maria Kovacs: Adaptación (TEA Ediciones, 2004). Kovacs, M. Children’s Depression Inventory Manual. (1992). Spielberger, C. D. STAIC Cuestionario de Ansiedad Estado Rasgo en Niños (TEA ediciones, NewYork, 2001). Seisdedos, N. STAIC, Cuestionario de Autoevaluación. (1990). Hua, M., Han, Z. R. & Zhou, R. Cognitive reappraisal in preschoolers: Neuropsychological evidence of emotion regulation from an ERP study. Dev. Neuropsychol. 40, 279–290 (2015). Palmwood, E. N. et al. Early exposure to parent-perpetrated intimate partner violence predicts hypervigilant error monitoring. Int. J. Psychophysiol. 173, 58–68 (2022). Kujawa, A., MacNamara, A., Fitzgerald, K. D., Monk, C. S. & Phan, K. L. Enhanced neural reactivity to threatening faces in anxious youth: Evidence from event-related potentials. J. Abnorm. Child Psychol. 43, 1493–1501 (2015). McLean, M. A., Van den Bergh, B. R. H., Baart, M., Vroomen, J. & van den Heuvel, M. I. The late positive potential (LPP): A neural marker of internalizing problems in early childhood. Int. J. Psychophysiol. 155, 78–86 (2020). Di Russo, F., Taddei, F., Apnile, T. & Spinelli, D. Neural correlates of fast stimulus discrimination and response selection in top-level fencers. Neurosci. Lett. 408, 113–118 (2006). Kujawa, A., Klein, D. N. & Proudfit, G. H. Two-year stability of the late positive potential across middle childhood and adolescence. Biol. Psychol. 94, 290–296 (2013). Dennis, T. A. & Hajcak, G. The late positive potential: A neurophysiological marker for emotion regulation in children. J. Child Psychol. Psychiatry Allied Discip. 50, 1373–1383 (2009). van den Heuvel, M. I., Henrichs, J., Donkers, F. C. L. & Van den Bergh, B. R. H. Children prenatally exposed to maternal anxiety devote more attentional resources to neutral pictures. Dev. Sci. 21, 1–12 (2018). Malak, S. M., Crowley, M. J., Mayes, L. C. & Rutherford, H. J. V. Maternal anxiety and neural responses to infant faces. J. Affect. Disord. 172, 324–330 (2015). Hendler, T., Rotshtein, P. & Hadar, U. Emotion-perception interplay in the visual cortex: ‘The eyes follow the heart’. Cell. Mol. Neurobiol. 21, 733–752 (2001). Hua, M. et al. Late positive potential (LPP) modulation during affective picture processing in preschoolers. Biol. Psychol. 101, 77–81 (2014). Moratti, S., Saugar, C. & Strange, B. A. Prefrontal-occipitoparietal coupling underlies late latency human neuronal responses to emotion. J. Neurosci. 31, 17278–17286 (2011). Radoman, M., Akinbo, F. D., Rospenda, K. M. & Gorka, S. M. The impact of startle reactivity to unpredictable threat on the relation between bullying victimization and internalizing psychopathology. J. Psychiatr. Res. 119, 7–13 (2019). Carleton, R. N. Fear of the unknown: One fear to rule them all?. J. Anxiety Disord. 41, 5–21 (2016).
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spelling	Bonilla Santos, JasminBonilla Santos, Gisella Gantiva, CarlosGonzález Hernández, AlfredisPadilla García, Leidy Tatiana 122023-08-30T19:24:44Z2023-08-30T19:24:44Z2022-05-1320452322https://doi.org/10.1038/s41598-022-12120-9https://hdl.handle.net/20.500.12494/52590Bonilla-Santos, G., Gantiva, C., González-Hernández, A. et al. Emotional processing in bullying: an event-related potential study. Sci Rep 12, 7954 (2022)El acoso es un subtipo de violencia que conduce a comportamientos y respuestas emocionales desadaptativos, con implicaciones para la competencia social, las emociones y la empatía. El presente estudio comparó el curso temporal del procesamiento emocional en niños que estuvieron involucrados en la dinámica del acoso (es decir, como víctimas, acosadores y observadores) mediante la evaluación de potenciales relacionados con eventos [negatividad posterior temprana y potencial positivo tardío (LPP)] en diferentes regiones del cerebro durante una tarea de visualización pasiva que involucraba imágenes sociales positivas, neutrales y negativas. Se registraron electroencefalogramas de alta densidad en 45 niños, de 8 a 12 años (M = 9,5 años, SD = 1,3), mientras observaban imágenes sociales emocionales y neutrales que seleccionamos del Sistema Internacional de Imágenes Afectivas. El potencial positivo tardío tuvo amplitudes más altas en el grupo de víctimas, especialmente en las regiones anterior y posterior. En la región central, la LPP fue mayor hacia imágenes sociales neutrales en las víctimas de acoso. La mayor amplitud de LPP en las víctimas se observó durante y después del estímulo. Los resultados mostraron una respuesta consistente con una mayor intensidad en respuesta a estímulos emocionales en el grupo de víctimas, lo que sugiere una tendencia hacia la hipervigilancia que podría interferir con la regulación emocional.Bullying is a subtype of violence that leads to maladaptive behaviors and emotional responses, with implications for social competence, emotions, and empathy. The present study compared the time course of emotional processing in children who were involved in the dynamics of bullying (i.e., as victims, bullies, and observers) by evaluating event-related potentials [early posterior negativity and late positive potential (LPP)] in different brain regions during a passive visualization task that involved positive, neutral, and negative social pictures. High-density electroencephalograms were recorded in 45 children, 8–12 years old (M = 9.5 years, SD = 1.3), while they observed emotional and neutral social pictures that we selected from the International Affective Picture System. Late positive potential had higher amplitudes in the victim group, especially in posterior and anterior regions. In the central region, LPP was greater toward neutral social pictures in bullying victims. The greater amplitude of LPP in victims was observed during and after the stimulus. The results showed a consistent response with a higher intensity in response to emotional stimuli in the victim group, suggesting a tendency toward hypervigilance that could interfere with emotional regulationPsicosaberesjasmin.bonillas@campusucc.edu.coUniversidad Cooperativa de Colombia, Facultad de Ciencias Sociales, Psicología, NeivaPsicologíaNeivahttps://www.nature.com/articles/s41598-022-12120-9Scientific ReportsWolke, D. & Lereya, S. T. Long-term effects of bullying. Arch. Dis. Child. 100, 879–885 (2015).Zhong, M., Huang, X., Huebner, E. S. & Tian, L. Association between bullying victimization and depressive symptoms in children: The mediating role of self-esteem. J. Affect. Disord. 294, 322–328 (2021).UNESCO. New SDG 4 Data on Bullying\|UNESCO UIS. (2018).Copeland, W. E., Wolke, D., Angold, A. & Costello, E. J. Adult psychiatric outcomes of bullying and being bullied by peers in childhood and adolescence. JAMA Psychiat. 70, 419–426 (2013).Takizawa, R., Maughan, B. & Arseneault, L. Adult health outcomes of childhood bullying victimization: Evidence from a five-decade longitudinal British birth cohort. Am. J. Psychiatry 171, 777–784 (2014).Wu, L., Zhang, D., Cheng, G. & Hu, T. Bullying and social anxiety in chinese children: Moderating roles of trait resilience and psychological suzhi. Child Abus. Negl. 76, 204–215 (2018).Guo, J., Li, M., Wang, X., Ma, S. & Ma, J. Being bullied and depressive symptoms in Chinese high school students: The role of social support. Psychiatry Res. 284, 112676 (2020).Katsaras, G. N. et al. Bullying and suicidality in children and adolescents without predisposing factors: A systematic review and meta-analysis. Adolesc. Res. Rev. 3, 193–217 (2018).Li, J., Sidibe, A. M., Shen, X. & Hesketh, T. Incidence, risk factors and psychosomatic symptoms for traditional bullying and cyberbullying in Chinese adolescents. Child. Youth Serv. Rev. 107, 104511 (2019).Bonilla- Santos, J., González-Hernández, A. & Bonilla-Santos, G. Características neuroendocrinas del trauma temprano y su relación con el bullying. neuroendocrine characteristics of early trauma and its relation to bullying. Revecuatneurol—Rev. Ecuatoriana Neurol. 26, 258–265 (2017).Islam, M. I., Khanam, R. & Kabir, E. Bullying victimization, mental disorders, suicidality and self-harm among Australian high schoolchildren: Evidence from nationwide data. Psychiatry Res. 292, 113364 (2020).Huang, L. Children and youth services review bullying victimization, self-efficacy, fear of failure, and adolescents’ subjective well-being in China. Child. Youth Serv. Rev. 127, 106084 (2021).Sanders, J., Munford, R. & Boden, J. The impact of the social context on externalizing risks: Implications for the delivery of programs to vulnerable youth. Child. Youth Serv. Rev. 85, 107–116 (2018).González Hernández, A. et al. Evaluación e Intervención Neurocognitiva en Niños y Niñas con Dificultades Comportamentales (Fondo Editorial: Ediciones Universidad Cooperativa, 2020).Hong, J. S. et al. What types of delinquent activities are bullies, victims, and bully/victims in urban neighborhoods most likely involved in?. J. Pediatr. Nurs. 59, 55–62 (2021).Hutchinson, M. Exploring the impact of bullying on young bystanders. Educ. Psychol. Pract. 28, 425–442 (2012).Espejo-Siles, R., Zych, I. & Llorent, V. J. Empathy, social and emotional competencies, bullying perpetration and victimization as longitudinal predictors of somatic symptoms in adolescence. J. Affect. Disord. 271, 145–151 (2020).Thornberg, R. & Jungert, T. Callous-unemotional traits, harm-effect moral reasoning, and bullying among swedish children. Child Youth Care Forum 46, 559–575 (2017).Quinlan, E. B. et al. Peer victimization and its impact on adolescent brain development and psychopathology. Mol. Psychiatry https://doi.org/10.1038/s41380-018-0297-9 (2018).Vaillancourt, T., Hymel, S. & McDougall, P. The biological underpinnings of peer victimization: Understanding why and how the effects of bullying can last a lifetime. Theory Pract. 52, 241–248 (2013).Chen, G., Kong, Y., Deater-Deckard, K. & Zhang, W. Bullying victimization heightens cortisol response to psychosocial stress in Chinese children. J. Abnorm. Child Psychol. 46, 1051–1059 (2018).Brown, V. M. & Morey, R. A. Neural systems for cognitive and emotional processing in posttraumatic stress disorder. Front. Psychol. 3, 449 (2012).Wiens, S., Molapour, T., Overfeld, J. & Sand, A. High negative valence does not protect emotional event-related potentials from spatial inattention and perceptual load. Cogn. Affect. Behav. Neurosci. 12, 151–160 (2012).Schupp, H. T., Junghöfer, M., Weike, A. I. & Hamm, A. O. Emotional facilitation of sensory processing in the visual cortex. Psychol. Sci. 14, 7–13 (2003).Nordström, H. & Wiens, S. Emotional event-related potentials are larger to figures than scenes but are similarly reduced by inattention. BMC Neurosci. 13, 1–10 (2012).Sarraf-Razavi, M., Tehrani-Doost, M., Ghassemi, F., Nazari, M. A. & Ahmadi, Z. Z. Research paper: Early posterior negativity as facial emotion recognition index in children with attention deficithyperactivitydisorder. Basic Clin. Neurosci. 9, 439–447 (2018).Özoğlu, E. & Thomaschke, R. 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Emotional processing in bullying: an event-related potential study

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