Difficulties in implicit emotion regulation of the deaf college students: An ERP study
Xue Du,
Ting Huang,
Xingru Wang,
Shiqiong Wu,
Xiaoyi Chen,
Jun Jiang,
Dongtao Wei
Affiliations
Xue Du
Key Laboratory of Applied Psychology, Chongqing Normal University, Chongqing, China; Research Center for Brain and Cognitive Science, Chongqing Normal University, Chongqing, China; Corresponding author. Key Laboratory of Applied Psychology, Chongqing Normal University, Chongqing, China.
Ting Huang
Key Laboratory of Applied Psychology, Chongqing Normal University, Chongqing, China; Research Center for Brain and Cognitive Science, Chongqing Normal University, Chongqing, China
Xingru Wang
Key Laboratory of Applied Psychology, Chongqing Normal University, Chongqing, China; Research Center for Brain and Cognitive Science, Chongqing Normal University, Chongqing, China
Shiqiong Wu
Key Laboratory of Applied Psychology, Chongqing Normal University, Chongqing, China; Research Center for Brain and Cognitive Science, Chongqing Normal University, Chongqing, China
Xiaoyi Chen
Key Laboratory of Applied Psychology, Chongqing Normal University, Chongqing, China; Research Center for Brain and Cognitive Science, Chongqing Normal University, Chongqing, China
Jun Jiang
Department of Basic Psychology, School of Psychology, Third Military Medical University, Chongqing, China
Dongtao Wei
Key Laboratory of Cognition and Personality (Ministry of Education), Southwest University, Chongqing, China
Background: Deaf college students have been found to experience more difficulties in emotion regulation due to their hearing loss. However, few studies have used neurological measures to assess the characteristics of implicit emotion regulation among deaf college students. Methods: 30 typical hearing college students and 27 deaf college students completed the implicit emotion regulation task while recording ERP data. Results: The behavioral results indicated that deaf college students exhibited higher emotional experience intensity compared to typical hearing control. The ERP results showed that deaf college students had lower LPP amplitudes when using reappraisal and suppression strategies. Furthermore, the LPP of cognitive reappraisal was associated with an increase in depression scores among deaf students. Conclusions: Deaf college students may have deficits in implicit emotion regulation, which can effectively predict depression.
