The present study is the first to measure event-related potentials associated with the processing of the emotional Stroop task with the use of an orthogonal factorial manipulation for emotional valence, arousal, and subjective significance. The current study aimed to investigate concurrently the role of the three dimensions describing the emotion-laden words for interference control measured in the classical version of the EST paradigm. The results showed that reaction times were affected by the emotional valence of presented words and the interactive (...) effect of valence and arousal. The expected emotional arousal effect was only found in behavioral results for neutrally valenced words. Electrophysiological results showed valence and subjective significance correlated with the amplitude differences in the P2 component. Moreover, the amplitude of the N450 component varied with the level of subjective significance. This study also demonstrated that exploratory event-related potential analysis provides additional information beyond the classical component-based analysis. The obtained results show that cognitive control effects in the EST may be altered by manipulation in the subjective significance dimension. (shrink)

Earlier research by the author brought about findings suggesting that people in a special way process words related to demands of a problem they previously solved, even when they do not consciously notice this relationship. The findings concerned interference in the task in which the words appeared, a shift in affective responses to them that depended on sex of the participants, and impaired memory of the words. The aim of this study was to replicate these effects and to find out (...) whether they are related to working memory span of the participants, taken as a measure of the individual’s ability to control attention. Participants in the experimental group solved a divergent problem, then performed an ostensibly unrelated speeded affective classification task concerning each of a series of nouns, and then performed an unexpected cued recall task for the nouns. Afterwards, a task measuring WM span was administered. In the control group there was no problem-solving phase. Response latencies for words immediately following problem-related words in the classification task were longer in the experimental than in the control group, but there was no relationship between this effect and WM span. Solving the problem, in interaction with sex of the participants and, independently, with their WM span, influenced affective responses to problem-related words. Recall of these words, however, was not impaired in the experimental group. (shrink)