In this study the effects of stress-induced cortisol increases on long-term memory retrieval during and after acute psychosocial stress were examined. Seventy male students were exposed to either a psychosocial stress task or to a non-stressful control task. During and after this task, retrieval was tested for idiosyncratic emotionally negative and neutral word pair associations that were learned 1 day or 5 weeks earlier. Within the stress condition, retrieval of negative words, 5 weeks after learning, was impaired both during and after the stress task compared to the control group. Further, during the stress task, when sympathetic activity was enhanced, impaired retrieval of both neutral and emotional words was significantly related to enhanced cortisol response. In contrast, after the stress task, when cortisol levels were still increased but sympathetic activity was low again, no association was found between cortisol increase and retrieval of either neutral or emotional material. These results are in line with the previous animal research showing that when arousal is high, cortisol increase can impair memory retrieval.

Questionnaire and interview assessment can provide reliable data on attitudes and self-perceptions on emotion, and experimental laboratory assessment can examine functional relations between stimuli and reactions under controlled conditions. On the other hand, ambulatory assessment is less constrained and provides naturalistic data on emotion in daily life, with the potential to (1) assure external validity of laboratory findings, (2) provide normative data on prevalence, quality and intensity of real-life emotion and associated processes, (3) characterize previously unidentified emotional phenomena, and (4) model real-life stimuli for representative laboratory research design. Technological innovations now allow for detailed ambulatory study of emotion across domains of subjective experience, overt behavior and physiology. However, methodological challenges abound that may compromise attempts to characterize biobehavioral aspects of emotion in the real world. For example, emotional effects can be masked by social engagement, mental and physical workloads, as well as by food intake and circadian and quasi-random variation in metabolic activity. The complexity of data streams and multitude of factors that influence them require a high degree of context specification for meaningful data interpretation. We consider possible solutions to typical and often overlooked issues related to ambulatory emotion research, including aspects of study design decisions, recording devices and channels, electronic diary implementation, and data analysis.

Slow breathing is used to induce cardiovascular resonance, a state associated with health benefits, but it can also increase tidal volume and associated dyspnea (respiratory discomfort). Dyspnea may be decreased by induced positive affect. In this study, 71 subjects (36 men, M = 20 years) breathed at 6 breaths per min. In condition one, subjects paced their breathing by inhaling and exhaling as a vertical bar moved up and down. In condition two, breathing was paced by a timed slideshow of positive images; subjects inhaled during a black screen and exhaled as the image appeared. Cardiac, respiratory, and self-reported dyspnea and emotional indices were recorded. Tidal volume and the intensity and unpleasantness of dyspnea were reduced when paced breathing was combined with pleasant images. These results show that positive affect can reduce dyspnea during slow paced breathing, and may have applications for induced cardiovascular resonance.

Interpersonal aspects of teaching have repeatedly been linked to teacher emotions and well-being on a general level. However, it is unclear how teachers’ moment-to-moment interpersonal behavior is associated with their physiological arousal during teaching and how this contributes to their lesson-focused emotional outcomes. Eighty secondary education teachers with a mean age of 43.7 years (SD = 11.5) and 13.4 years of teaching experience (SD = 9.7) participated during one real-life lesson. We coded teacher behavior from an interpersonal perspective on the dimensions of agency (i.e., social influence) and communion (i.e., friendliness). Teachers’ physiology (in terms of heart rate) was measured as a proxy for their affective arousal. Teachers differed widely in their behaviors and in how behavior and physiology were associated from moment to moment. Being generally agentic was associated with higher levels of self-reported positive emotions after the lesson, also when being agentic went together with a high heart rate. In contrast, the stronger and the more positively a teacher’s physiological arousal was associated with displaying communal behavior, the more likely a teacher was to report negative emotions. We conclude that combining moment-to-moment data of teachers’ interpersonal behavior and physiological arousal has the potential to explain differences in teachers’ emotional outcomes. Such an approach might ultimately provide teachers and teacher educators with the fine-grained and personalized information needed to foster teacher well-being.

Esports refers to competitive video gaming where individuals compete against each other in organized tournaments for prize money. Here, we present the Competitive Esports Physiological, Affective, and Video (CEPAV) dataset, in which 300 male Counter Strike: Global Offensive gamers participated in a study aimed at optimizing affect during esports tournament1. The CEPAV dataset includes (1) physiological data, capturing the player’s cardiovascular responses from before, during, and after over 3000 CS: GO matches; (2) self-reported affective data, detailing the affective states experienced before gameplay; and (3) video data, providing a visual record of 552 in-laboratory gaming sessions. We also collected (affect-related) individual differences measures (e.g., well-being, ill-being) across six weeks in three waves. The self-reported affective data also includes gamers’ natural language descriptions of gaming affective situations. The CEPAV dataset provides a comprehensive resource for researchers and analysts seeking to understand the complex interplay of physiological, affective, and behavioral factors in esports and other performance contexts.

The complex relationship between emotions and mental health demands a more comprehensive theoretical framework that can capture its dynamic and multifaceted nature. This perspective article proposes a novel trimodal approach that conceptually integrates three complementary methodologies: Ecological Momentary Assessment, physiological measurements, and Speech Emotion Recognition. By adopting a dynamical system perspective, we argue that the convergence of these methodologies could provide unprecedented insights into emotional dynamics in mental health research and practice. We discuss how this framework could transform our understanding by simultaneously capturing subjective experiences, physiological responses, and linguistic patterns in naturalistic settings. The proposed integration offers a conceptual foundation for developing more sophisticated approaches to mental health monitoring and intervention. We explore the theoretical implications, methodological considerations, and potential future directions of this integrated perspective, highlighting its promise for advancing both research and clinical practice in mental health.

The therapeutic use of virtual reality (VR) is well established in the treatment of anxiety disorders. As an early step to develop a VR environment to desensitize people suffering from eco-anxiety, we created an “emotion-to-picture match” task to characterize their behavioral and physiological responses during exposure to neutral and threatening environmental stimuli. Twenty-nine participants who were identified as “high” or “low” scorers in the Hogg Eco-Anxiety Scale (Hogg et al. 2021) were exposed to three blocks of randomized “eco-anxiety” and “neutral” images, while their electrocardiogram and skin conductance level was recorded. In each trial, participants had to choose from six emotions the one that would closely match their feelings towards the image. During “eco-anxiety” images, the “high” scorers addressed significantly more “anger” than the “low” scorers, whereas “seeking” emotions were more frequent among the latter. In addition, “neutral” images also evoked significantly more “panic” among the “high” eco-anxiety participants, whereas “seeking” emotions were more frequently experienced by the “low” eco-anxiety participants. Surprisingly, “high” eco-anxiety participants displayed higher heart rate variability and lower electrodermal activity than “low” eco-anxiety participants throughout the task, a finding that is at odds with the current understanding of physiological symptoms of anxiety. The design of therapeutic VR environments should forecast all sorts of discomfort that patients are willing to tolerate during VR exposure therapy.

Stress is a major public health problem calling for scalable interventions. Physical activity (PA) and slow-paced breathing (SPB) can reduce stress, both by modulating cardiac parasympathetic activity. Given their shared target but different mechanisms, combining SPB and PA could enhance their stress-reducing effects. This study therefore explores whether SPB (vs control breathing at a faster rate) after PA increases the impact of PA on psychophysiological indices of emotional reactivity and psychosocial stress reactivity and recovery. In a crossover randomized design, 77 healthy volunteers completed twice a baseline, a bout of PA (at a personalized intensity), 3 × 5 min of breathing (SPB at 5,5 or control breathing at 15 breaths per minute), an emotional reactivity task with negative versus neutral images, a psychosocial stress task and a recovery phase. We measured psychophysiological indices of stress (i.e., heart rate, vmHRV, skin conductance, blood pressure, pupil dilation as well as self-reported stress and mood indices, rumination and coping strategy). Compared to control breathing, SPB decreased worry and made the difference between cardiac reactivities to negative and neutral images lower (as measured through interbeat intervals [IBI]). No effects on other psychophysiological indices of stress were found. Our results are the first to emphasize the potential of combining PA and SPB to reduce worrying and attenuated cardiovascular reactivity to emotional valence. However, the lack of effects on other stress indices indicates the need for future research to explore its broader applicability as a stress management technique.