The phrase "affective task" is correct and usable in written English.
It can be used in contexts related to psychology, education, or emotional intelligence, where tasks are designed to evoke or assess emotions.
Example: "The affective task required students to reflect on their feelings about the literature they read."
Alternatives: "emotional task" or "feelings-based task".
The current study was proposed to contribute to this literature by allowing for investigation of the impact of expectancy on amplitude of FN responses in relative isolation from probabilistic-based task limitations, while attempting to limit possible affective task responses.
Overall, our findings in reaction time analysis suggest that depressed patients exhibited greater difficulty switching their internal focus of attention in the affective task when compared to healthy controls, even when controlling for their rate of accuracy.
Our results support those by Figner et al., suggesting that, in the absence of affective task components, the propensity to take risks does not change during adolescence.
This design allowed us to test influences of coping strategies and affective tasks on cortical activation in both hemispheres.
Furthermore, this structure has been involved in studies employing affective tasks, being traditionally associated with pain [24].
Our observations are supported by studies using affective tasks which implicitly studied decisions in an affective context (Bzdok et al., 2012a; Lawrence et al., 2006; Opialla et al., 2015; Silvers et al., 2015; Thirioux et al., 2014; Walter et al., 2004).
In the present study, we adapted a non-affective task used by Wright et al. (2012) to dissociate the influences of risk and valence on decision-making in adults.
We use a non-affective task to isolate the effects of risk and valence on decisions (and developmental change in those effects), without studying how they interact with emotion.
In a non-affective task in which participants aged 8 18 chose between a sure outcome and a gamble option (either high- or low-risk), risk-taking decreased across adolescence.
Developmental stability in risk-taking between early and mid-adolescence has been reported in previous studies examining risky decision-making in a non-affective task (Figner et al., 2009a).
Furthermore, we sought to obtain convergent evidence for a gene gene additive effect by collecting fMRI data from the same individuals engaged in two different cognitive-affective tasks, using emotional and neutral facial expressions and word stimuli.
