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Object: To investigate the effect of implicit emotion regulation on attentional blink in negative emotions. Methods: Fifty students were selected and randomly divided into the regulated group with priming emotion control regulation goals and the non-regulated group without priming. A documentary clip was used to induce negative emotions of participants and then a word matching task was employed to prime emotion regulation goals implicitly, and the accuracy of the two groups of subjects in response to two target stimuli（the numbers at T1 and T2）in attentional blink task was compared. Results: Participants who initiated the implicit emotion regulation goal had lower implicit negative emotion experience than the non-regulated group [（1. 98±0. 56） vs. （2. 05±0. 40), P <0. 05]. As for the attentioral blink task, a main effect of Lags for T2 was found Accuracy dropped significantly for Lags 2-5 and then gradually increased again for both two groups, showing a typical attentional blink. Moreover, the accuracy of T2 in the regulated group was lower than that in the non-regulated group, showing more obvious attentional blink [Lag4: （86. 12% vs. 92. 92%), P <0. 05; Lag5: （93. 56% vs. 98. 48%), P <0. 05]. Conclusion: In negative emotions, priming the emotion control goals could reduce implicit negative emotion experience and strengthen attentional blinkin college students. [ABSTRACT FROM AUTHOR]

To explore whether children with earning disabilities have noticed phenomenon of at-tentional blink, and their attention-taking performance under high and low working memory load condition, Methods: Thirty-two children aged 8-12 years with normal intelligence, learning motivation and total standard scores of three maj or subjects were n the last 20% were selected as the learning disability group. Thirty-two normal children with a total score of more than 20% of three main subjects were selected as the normal control group. RSVP task was used to nvestigate attentional blink n children with learning disabilities. Results: The atten- control grouP[(86. 8 ±5. 7) % vs. (90. 3 ±4. 4) % , P <0. 01]. The correct rate of children with earning disabilities was lower under high working memory load condition than under low working memory oad condition [(86. 8 ± 5. 7) % vs. (91. 3 ±6. 7) % P <0. 001]. Conclusion: The selective attention of children with learning disabilities n period of time maybe flawed, and the selective attention to the target is reduced under high working memory load. [ABSTRACT FROM AUTHOR]

This paper introduces the concept，the research paradigms and the related theory of the attentional blink, and reviews the relevant researches about the attentional blink of the children and adults with ADHD in the last 10 years. Compared to normal subjects, children and adults with ADHD did show more severe AB effect, and adults with ADHD showed more eye movement behavior. In future studies, standardized RSVP paradigm should be set up to provide convenience for the comparison of results of studies, and find out what kind of processing restric­tions will affect the characteristics of different age ADHD groups in the time dimension of attention. In addition, ADHD and inhibitory control related closely, consideration should be given to the combination of inhibitory control paradigm and AB paradigm. [ABSTRACT FROM AUTHOR]