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Vestnik of Saint Petersburg University. Psychology
2016. no. 3, 168–177
ISSN: 2658-3607 / 2658-6010 (online)

Peculiarities of the Evoked Brain Activity in Ranking the Emotionally Charged Scenes by Women with Different Genotypes of Val158Met (G472A) COMT Polymorphism

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E.M. Kovsh, P.N. Ermakov, E.V. Vorobyeva

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Abstract

The article presents the results of a study on the spatio-temporal and amplitude characteristics of stimulated brain activity in ranking emotionally-charged scenes in 61 right-handed women, aged from 18 to 24 years, with diff erent genotypes of structure of the gene and the brain mechanisms involved in the assessment of emotionally-charged stimuli, are describedVal158Met (G472A) COMT polymorphism (GG connotes high activity of the enzyme COMT, the average level of dopamine in the prefrontal brain areas; GA middle ranking COMT activity with an above average dopamine level; AA low activity of the enzyme COMT with a high concentration of dopamine in the prefrontal brain cortex). The contemporary view of the Val158Met (G472A) polymorphism of COMT gene functions and its links with emotional, cognitive and personality characteristics are considered. The relationship between the specifi cs of the structure of the gene and the brain mechanisms involved in the assessment of emotionally-charged stimuli, are described.

General Information

Keywords: psychogenetics, VEPs, gene СOMT, dopamine, prefrontal brain cortex, amygdala, emotions

Journal rubric: 20th International Scientific Conference “Psychology of the 21st Century: Russian

Article type: scientific article

For citation: Kovsh E.M., Ermakov P.N., Vorobyeva E.V. Peculiarities of the Evoked Brain Activity in Ranking the Emotionally Charged Scenes by Women with Different Genotypes of Val158Met (G472A) COMT Polymorphism. Vestnik of Saint Petersburg University. Psychology, 2016. no. 3, pp. 168–177. (In Russ., аbstr. in Engl.)

References

Basic Neurochemistry: Principles of Molecular, Cellular and Medical Neurobiology. Ed. by S. T. Brady. Elsevier, Academic press, 2012. 1096 p.

Information About the Authors

E M. Kovsh, PhD in Psychology, Lecturer, Psychophysiology and Clinical Psychology Department, Southern Federal University, Rostov-na-Donu, Russia, ORCID: https://orcid.org/0000-0002-5804-5688, e-mail: katya-kovsh@yandex.ru

Pavel N. Ermakov, Doctor of Biology, Professor, Head of the Department of Clinical Psychology and Psychophysiology, Southern Federal University, Head of the Southern Federal Regional Research Centre of the Russian Academy of Education, Rostov-na-Donu, Russia, ORCID: https://orcid.org/0000-0001-8395-2426, e-mail: paver@sfedu.ru

Elena V. Vorobyeva, Doctor of Psychology, Professor, Department of Correctional Pedagogy, Academy of Psychology and Educational Sciences, Southern Federal University, Rostov-na-Donu, Russia, ORCID: https://orcid.org/0000-0001-8974-5655, e-mail: pflab@psyf.rsu.ru

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