Appropriate regulation of emotions is vital to daily functioning. Previous studies have shown that regulating negative emotions can improve health and wellbeing. However, the relationship between positive and negative emotion regulation and their interactions with positive and negative affect, life satisfaction, and health is not well understood. In addition, no studies have investigated the role of attention control and trait mindfulness in positive and negative emotion regulation. This study examined the associations between positive and negative emotion regulation abilities and health, affect, life satisfaction, attention control, and trait mindfulness. A total of 490 participants (284 females and 206 males, mean age = 25.8 ± 2.9 years, range = 20–29 years) completed questionnaires and attention measuring tasks. Multiple regression analyses revealed that negative emotion regulation ability was associated with affect, life satisfaction, and health, whereas positive emotion regulation ability was related to negative affect and mental and physical health. Additionally, negative rather than positive emotion regulation ability was more strongly associated with trait mindfulness and attention control. Positive emotion regulation may benefit those who have difficulty in regulating negative emotions. By focusing on both negative and positive emotion regulation, this study elucidates the relationship between emotion regulation ability, positive and negative affect, life satisfaction, health, mindfulness, and attention control.

It is well known that physical exercise has beneficial effects on cognitive function in older adults. Recently, several physical exercise programs with virtual reality (VR) have been proposed to support physical exercise benefits. However, it is still unclear whether VR physical exercise (VR-PE) has positive effects on cognitive function in older adults. The purpose of this study was to conduct a systematic review (SR) of the effects of VR-PE on cognitive function in older adults with and without cognitive decline. We used academic databases to search for research papers. The criteria were intervention study using any VR-PE, participants were older adults with and without mild cognitive decline (not dementia), and cognitive functions were assessed. We found that 6 of 11 eligible studies reported the significant benefits of the VR-PE on a wide range of cognitive functions in aging populations. The SR revealed that VR-PE has beneficial effects on the inhibition of executive functions in older adults with and without mild cognitive decline. Moreover, VR-PE selectively leads to improvements in shifting and general cognitive performance in healthy older adults. The SR suggests that VR-PE could be a successful approach to improve cognitive function in older adults with and without cognitive decline.

Background: Cognitive training aims to improve cognitive function through cognitive tasks or training games. Neurofeedback is a technique to monitor brain signals with either visual or auditory feedback. Previous studies suggest that a combination of cognitive training and neurofeedback has a superior effect on cognitive functions compared with cognitive training alone. However, no systematic reviews and meta-analyses of the benefits of cognitive training with neurofeedback (CTNF) exist. The purpose of this study was to examine the beneficial effects of CTNF in healthy adults using a systematic review and multilevel meta-analysis. Methods: PubMed, Scopus, PsychoINFO, and MEDLINE were searched for research papers reporting the results of interventions using CTNF. Results: After an initial screening of 234 records, three studies using near-infrared spectroscopy (NIRS) and one study using electroencephalography were extracted from the database. We performed a multi-level meta-analysis with three NIRS studies including 166 participants (mean ages ranged from 21.43 to 65.96 years). A multi-level meta-analysis revealed that CTNF has a beneficial effect on the episodic, long-term, and working memory domains. Conclusions: Although three studies were included in the systematic review and meta-analysis, our results indicate that CTNF using NIRS would lead to improvements in memory functioning.

Appropriate emotion regulation is crucially involved in mental and physical health. The neural basis of negative but not positive emotion regulation has been well investigated. Several strategies should be compared to elucidate the neural correlates of positive emotion regulation. However, there are no studies on multiple positive emotion regulation strategies. We aimed to investigate the neural correlates of positive emotion regulation with multiple emotion regulation strategies and identify common and differential brain areas involved in positive emotion upregulation. We acquired functional magnetic resonance imaging data from healthy college student volunteers while they upregulated positive emotions through instructed strategies or by viewing positive pictures. The instructed strategies included Attentional Deployment, Cognitive Change, and Response Modulation. These strategies increased subjective positive emotions and activation of the prefrontal cortex (PFC) and anterior cingulate cortex (ACC). Region of interest analysis revealed greater activation of the ventral striatum during positive emotion regulation. There are different networks involved in Cognitive Change and Response Modulation. Our findings indicate that multiple strategies for positive emotion upregulation involve common (e.g., PFC, ACC, and ventral striatum) and unique networks.

Background: Studies on the survivors of the 2011 Great East Japan earthquake and tsunami have revealed eight factors, called power to live, which are closely related to resilience and effective coping after intense and prolonged stress. However, whether the eight factors, which were examined in adults, are applicable to children is unclear. The purpose of this study is to evaluate whether the eight-factor structure of power to live was present since late childhood.Method: A 34-item power to live questionnaire was filled by middle- to upper-grade elementary (n = 378) and junior high school students (n = 456). Moreover, because elementary school students may lack introspective ability, their power to live was evaluated through a parental assessment (n = 358). Additionally, we examined the relationship between each power to live factor and questions regarding disaster prevention awareness among 25 elementary school students.Results: The results from confirmatory factor analysis for factor structure revealed generally acceptable fit indices. The reports from elementary school students and their parents significantly positively correlated with each power to live factor. Although reliability indices for factors such as stubbornness, etiquette, self-transcendence, and active well-being were not good for elementary school students, the reliability indices for all factors, excluding stubbornness, increased in junior high school students. Moreover, we identified a correlation between problem-solving, altruism, and emotional regulation and questionnaire items regarding awareness of disaster prevention in elementary school students.Conclusion: Our results suggest that although factors common to adults, such as leadership, problem-solving, altruism, and emotional regulation, were identified at the elementary school stage, some factors, such as stubbornness, are in the process of being formed. Future studies should examine the developmental changes assumed to underlie these factors and their relationship to experience and neurodevelopmental basis.

Children are expected to acquire both basic and numeric skills. Achievement of higher levels of reading, writing, arithmetic, and vocabulary are favorable and desirable. The relationship between each literacy skill and neural development has been investigated; however, association between brain development and the 4 literacy skills has not been examined. This longitudinal, structural, neuroimaging study explored the contribution of higher academic achievement in reading, writing, arithmetic, and vocabulary to neural development. The brain volumes of children and adolescents aged 9–16 years were measured in the first test. Approximately 2.6 years later, the brain volumes and 4 academic achievement scores of 77 participants were measured in the second test. Changes in the gray matter volume in the left fusiform gyrus were associated with vocabulary scores, whereas those in the left striatum were associated with arithmetic scores. The reading and writing scores showed no statistically significant relationship with changes in brain volume. The current vocabulary score correlated with current gray matter volume, while brain volumes in the first test showed no association with any achievement scores. These results suggest that academic achievement may modulate brain plasticity in various ways.