Emotion Matters: Exploring the Emotional Labor of Teaching

ERIC Educational Resources Information Center

Brown, Elizabeth Levine

2011-01-01

A large empirical body of literature suggests that teachers make a difference in the lives of students both academically (Pianta & Allen, 2008) and personally (McCaffrey, Lockwood, Koretz, & Hamilton, 2003). Teachers influence students through not only their delivery of content knowledge, but also their development of optimal learning conditions…

Tuning in to Kids: improving emotion socialization practices in parents of preschool children--findings from a community trial.

PubMed

Havighurst, Sophie S; Wilson, Katherine R; Harley, Ann E; Prior, Margot R; Kehoe, Christiane

2010-12-01

This study evaluated a new prevention and early intervention parenting program: Tuning in to Kids. The program aims to improve emotion socialization practices in parents of preschool children and is based on research evidence that parents' responses to, and coaching of, their children's emotions influence emotional and behavioral functioning in children. Two hundred and sixteen primary caregiver parents of children aged 4.0-5.11 years were randomized into an intervention or waitlist control group. Parents in the intervention condition attended a 6-session group parenting program plus two booster sessions. Assessment occurred pre-intervention, post-intervention and at six-month follow-up. Questionnaires assessed parent emotion awareness and regulation, parent beliefs and practices of emotion socialization (emotion dismissing, emotion coaching, empathy) and child behavior (parent and teacher report). Observation of emotion socialization practices and child emotional knowledge was conducted pre-intervention and at follow-up with 161 parent-child dyads. Parents in the intervention condition reported significant improvements in their own emotion awareness and regulation, increases in emotion coaching, and decreases in emotionally dismissive beliefs and behaviors. There were increases in parents' observed use of emotion labels and discussion of causes and consequences of emotions with their children. Child emotional knowledge improved, and reductions in child behavior problems were reported by parents and teachers. This study provides support for the efficacy of a parenting intervention targeting parent emotion socialization practices that lead to improved child emotional knowledge and behavior. This preventative intervention targeting parents' own emotion awareness and regulation, as well as emotional communication in parent-child relationships, is a promising addition to available parenting programs. © 2010 The Authors. Journal of Child Psychology and Psychiatry. © 2010 Association for Child and Adolescent Mental Health.

Faces of Shame: Implications for Self-Esteem, Emotion Regulation, Aggression, and Well-Being.

PubMed

Velotti, Patrizia; Garofalo, Carlo; Bottazzi, Federica; Caretti, Vincenzo

2017-02-17

There is an increasing interest in psychological research on shame experiences and their associations with other aspects of psychological functioning and well-being, as well as with possible maladaptive outcomes. In an attempt to confirm and extend previous knowledge on this topic, we investigated the nomological network of shame experiences in a large community sample (N = 380; 66.1% females), adopting a multidimensional conceptualization of shame. Females reported higher levels of shame (in particular, bodily and behavioral shame), guilt, psychological distress, emotional reappraisal, and hostility. Males had higher levels of self-esteem, emotional suppression, and physical aggression. Shame feelings were associated with low self-esteem, hostility, and psychological distress in a consistent way across gender. Associations between characterological shame and emotional suppression, as well as between bodily shame and anger occurred only among females. Moreover, characterological and bodily shame added to the prediction of low self-esteem, hostility, and psychological distress above and beyond the influence of trait shame. Finally, among females, emotional suppression mediated the influence of characterological shame on hostility and psychological distress. These findings extend current knowledge on the nomological net surrounding shame experiences in everyday life, supporting the added value of a multidimensional conceptualization of shame feelings.

The Development of Scientific Knowledge in Elementary School Children: A Context of Meaning Perspective.

ERIC Educational Resources Information Center

Bloom, J. W.

1992-01-01

Children in grade one (n=8) and grade five (n=9) were interviewed to determine the influence of contexts of meaning on their knowledge of earthworms. Four components of contexts of meaning were identified and discussed: episodic knowledge, metaphors, interpretive frameworks, and emotions-values-aesthetics. (Contains 20 references.) (MDH)

Tell me who you are and I tell you how you feel: expected emotional reactions to success and failure are influenced by knowledge about a person's personality.

PubMed

Hareli, Shlomo; Sharabi, Moshe; Hess, Ursula

2011-08-01

The present research investigated the influence of knowledge about a person's modesty or arrogance on people's expectations regarding that person's emotional reactions to success and failure. Arrogance and modesty reflect the extent to which someone is likely to publicize their ability. Accordingly, we predicted that observers' expectations regarding a person's tendency to publicize their ability should inform expectations about the person's emotional reactions to success and failure. In two vignette studies, observers predicted the emotional state of a protagonist, as well as the probability that s/he will actually express that emotion and share the experience with others. For success, participants predicted a protagonist's pride, happiness, schadenfreude, and embarrassment if praised for a positive outcome. For failure, participants predicted anger, shame, guilt, sadness, and fear reactions. Across studies, personality information explained more variance than did gender or status. Results showed that the expectations for an arrogant person matched modal expectations for success, whereas for failure the expectations for the modest individual were closest to the modal expectations. Specifically, both modest and arrogant individuals were expected to suppress emotions that do not fit their self-presentational styles rather than to exaggerate expressions that do. This paper adds to our understanding of the information that people use to predict others' emotional reactions.

Childhood emotional abuse, negative emotion-driven impulsivity, and alcohol use in young adulthood☆

PubMed Central

Shin, Sunny H.; Lee, Sungkyu; Jeon, Sae-Mi; Wills, Thomas A.

2015-01-01

Childhood emotional abuse has been linked to problematic alcohol use in later life but there is a paucity of empirically based knowledge about the developmental pathways linking emotional abuse and alcohol use in young adulthood. Using a community sample of young individuals aged 18–25 (N = 268; female 52%), we performed structural equation modeling to investigate whether emotional abuse influences alcohol use through urgent personality trait and to determine pathways for these effects in a multivariate context. We also examined variations in these pathways by four different alcohol use outcomes including frequency of alcohol use, binge drinking, alcohol-related problems, and alcohol use disorders (AUD). The present study found that emotional abuse was related to urgency, which in turn influenced four types of alcohol use. Urgency may play a significant role in linking childhood maltreatment to alcohol use in young adulthood. PMID:25743371

Childhood emotional abuse, negative emotion-driven impulsivity, and alcohol use in young adulthood.

PubMed

Shin, Sunny H; Lee, Sungkyu; Jeon, Sae-Mi; Wills, Thomas A

2015-12-01

Childhood emotional abuse has been linked to problematic alcohol use in later life but there is a paucity of empirically based knowledge about the developmental pathways linking emotional abuse and alcohol use in young adulthood. Using a community sample of young individuals aged 18-25 (N=268; female 52%), we performed structural equation modeling to investigate whether emotional abuse influences alcohol use through urgent personality trait and to determine pathways for these effects in a multivariate context. We also examined variations in these pathways by four different alcohol use outcomes including frequency of alcohol use, binge drinking, alcohol-related problems, and alcohol use disorders (AUD). The present study found that emotional abuse was related to urgency, which in turn influenced four types of alcohol use. Urgency may play a significant role in linking childhood maltreatment to alcohol use in young adulthood. Copyright © 2015. Published by Elsevier Ltd.

The Development of Anxiety Disorders: Considering the Contributions of Attachment and Emotion Regulation

ERIC Educational Resources Information Center

Esbjorn, B. H.; Bender, P. K.; Reinholdt-Dunne, M. L.; Munck, L. A.; Ollendick, T. H.

2012-01-01

Anxiety disorders are among the most common psychiatric disorders in childhood. Nonetheless, theoretical knowledge of the development and maintenance of childhood anxiety disorders is still in its infancy. Recently, research has begun to investigate the influence of emotion regulation on anxiety disorders. Although a relation between anxiety…

Youth experiences of family violence and teen dating violence perpetration: cognitive and emotional mediators.

PubMed

Jouriles, Ernest N; McDonald, Renee; Mueller, Victoria; Grych, John H

2012-03-01

This article describes a conceptual model of cognitive and emotional processes proposed to mediate the relation between youth exposure to family violence and teen dating violence perpetration. Explicit beliefs about violence, internal knowledge structures, and executive functioning are hypothesized as cognitive mediators, and their potential influences upon one another are described. Theory and research on the role of emotions and emotional processes in the relation between youths' exposure to family violence and teen dating violence perpetration are also reviewed. We present an integrated model that highlights how emotions and emotional processes work in tandem with hypothesized cognitive mediators to predict teen dating violence.

Children's emotional experience two years after an earthquake: An exploration of knowledge of earthquakes and associated emotions

PubMed Central

Burro, Roberto; Hall, Rob

2017-01-01

A major earthquake has a potentially highly traumatic impact on children’s psychological functioning. However, while many studies on children describe negative consequences in terms of mental health and psychiatric disorders, little is known regarding how the developmental processes of emotions can be affected following exposure to disasters. Objectives We explored whether and how the exposure to a natural disaster such as the 2012 Emilia Romagna earthquake affected the development of children’s emotional competence in terms of understanding, regulating, and expressing emotions, after two years, when compared with a control group not exposed to the earthquake. We also examined the role of class level and gender. Method The sample included two groups of children (n = 127) attending primary school: The experimental group (n = 65) experienced the 2012 Emilia Romagna earthquake, while the control group (n = 62) did not. The data collection took place two years after the earthquake, when children were seven or ten-year-olds. Beyond assessing the children’s understanding of emotions and regulating abilities with standardized instruments, we employed semi-structured interviews to explore their knowledge of earthquakes and associated emotions, and a structured task on the intensity of some target emotions. Results We applied Generalized Linear Mixed Models. Exposure to the earthquake did not influence the understanding and regulation of emotions. The understanding of emotions varied according to class level and gender. Knowledge of earthquakes, emotional language, and emotions associated with earthquakes were, respectively, more complex, frequent, and intense for children who had experienced the earthquake, and at increasing ages. Conclusions Our data extend the generalizability of theoretical models on children’s psychological functioning following disasters, such as the dose-response model and the organizational-developmental model for child resilience, and provide further knowledge on children’s emotional resources related to natural disasters, as a basis for planning educational prevention programs. PMID:29261748

Teachers' Emotional Exhaustion Is Negatively Related to Students' Achievement: Evidence from a Large-Scale Assessment Study

ERIC Educational Resources Information Center

Klusmann, Uta; Richter, Dirk; Lüdtke, Oliver

2016-01-01

Prior research has demonstrated that teachers' professional knowledge and motivation are strongly related to students' learning and motivation. Symptoms of teachers' stress and burnout (e.g., emotional exhaustion) are also thought to influence students' achievement, but no empirical study has tested this prediction. Using multilevel analyses and a…

Preschool Teachers' Sensitivity to Mathematics in Children's Play: The Influence of Math-Related School Experiences, Emotional Attitudes, and Pedagogical Beliefs

ERIC Educational Resources Information Center

Anders, Yvonne; Rossbach, Hans-Günther

2015-01-01

Without a doubt, math-related pedagogical content knowledge (PCK), pedagogical beliefs, and emotional attitudes are considered important dimensions of preschool teachers' professional competence. This research, however, documents that they are still understudied. This study focuses on certain aspects of the described dimensions: the sensitivity…

Young Children's Knowledge about the Influence of Thoughts on Emotions in Rule Situations

ERIC Educational Resources Information Center

Lagattuta, Kristin Hansen

2008-01-01

Four-year-olds, 5-year-olds, and adults (N = 48) listened to stories featuring characters that experienced one of four types of thoughts after deciding to transgress or comply with a rule: thoughts about desires, rules, future negative outcomes, or future punishment. Participants predicted and explained the characters' emotions. Results showed…

Agent based simulation on the process of human flesh search-From perspective of knowledge and emotion

NASA Astrophysics Data System (ADS)

Zhu, Hou; Hu, Bin

2017-03-01

Human flesh search as a new net crowed behavior, on the one hand can help us to find some special information, on the other hand may lead to privacy leaking and offending human right. In order to study the mechanism of human flesh search, this paper proposes a simulation model based on agent-based model and complex networks. The computational experiments show some useful results. Discovered information quantity and involved personal ratio are highly correlated, and most of net citizens will take part in the human flesh search or will not take part in the human flesh search. Knowledge quantity does not influence involved personal ratio, but influences whether HFS can find out the target human. When the knowledge concentrates on hub nodes, the discovered information quantity is either perfect or almost zero. Emotion of net citizens influences both discovered information quantity and involved personal ratio. Concretely, when net citizens are calm to face the search topic, it will be hardly to find out the target; But when net citizens are agitated, the target will be found out easily.

The Foreign Language Effect on Moral Judgment: The Role of Emotions and Norms

PubMed Central

Geipel, Janet; Hadjichristidis, Constantinos; Surian, Luca

2015-01-01

We investigated whether and why the use of a foreign language influences moral judgment. We studied the trolley and footbridge dilemmas, which propose an action that involves killing one individual to save five. In line with prior work, the use of a foreign language increased the endorsement of such consequentialist actions for the footbridge dilemma, but not for the trolley dilemma. But contrary to recent theorizing, this effect was not driven by an attenuation of emotions. An attenuation of emotions was found in both dilemmas, and it did not mediate the foreign language effect on moral judgment. An examination of additional scenarios revealed that foreign language influenced moral judgment when the proposed action involved a social or moral norm violation. We propose that foreign language influences moral judgment by reducing access to normative knowledge. PMID:26177508

The Foreign Language Effect on Moral Judgment: The Role of Emotions and Norms.

PubMed

Geipel, Janet; Hadjichristidis, Constantinos; Surian, Luca

2015-01-01

We investigated whether and why the use of a foreign language influences moral judgment. We studied the trolley and footbridge dilemmas, which propose an action that involves killing one individual to save five. In line with prior work, the use of a foreign language increased the endorsement of such consequentialist actions for the footbridge dilemma, but not for the trolley dilemma. But contrary to recent theorizing, this effect was not driven by an attenuation of emotions. An attenuation of emotions was found in both dilemmas, and it did not mediate the foreign language effect on moral judgment. An examination of additional scenarios revealed that foreign language influenced moral judgment when the proposed action involved a social or moral norm violation. We propose that foreign language influences moral judgment by reducing access to normative knowledge.

Emotional Modulation of Learning and Memory: Pharmacological Implications.

PubMed

LaLumiere, Ryan T; McGaugh, James L; McIntyre, Christa K

2017-07-01

Memory consolidation involves the process by which newly acquired information becomes stored in a long-lasting fashion. Evidence acquired over the past several decades, especially from studies using post-training drug administration, indicates that emotional arousal during the consolidation period influences and enhances the strength of the memory and that multiple different chemical signaling systems participate in this process. The mechanisms underlying the emotional influences on memory involve the release of stress hormones and activation of the basolateral amygdala, which work together to modulate memory consolidation. Moreover, work suggests that this amygdala-based memory modulation occurs with numerous types of learning and involves interactions with many different brain regions to alter consolidation. Additionally, studies suggest that emotional arousal and amygdala activity in particular influence synaptic plasticity and associated proteins in downstream brain regions. This review considers the historical understanding for memory modulation and cellular consolidation processes and examines several research areas currently using this foundational knowledge to develop therapeutic treatments. Copyright © 2017 by The American Society for Pharmacology and Experimental Therapeutics.

Once upon a time: Storytelling as a knowledge translation strategy for qualitative researchers.

PubMed

Bourbonnais, Anne; Michaud, Cécile

2018-06-10

Qualitative research should strive for knowledge translation toward the goal of closing the gap between knowledge and practice. However, it is often a challenge in nursing to identify knowledge translation strategies able to illustrate the usefulness of qualitative results in any given context. This article defines storytelling and uses pragmatism to examine storytelling as a strategy to promote the knowledge translation of qualitative results. Pragmatism posits that usefulness is defined by the people affected by the problem and that usefulness is promoted by modalities, like storytelling, that increase sensitivity to an experience. Indeed, stories have the power to give meaning to human behaviors and to trigger emotions, and in doing so bring many advantages. For example, by contextualizing research results and appealing to both the reason and the emotions of audiences, storytelling can help us grasp the usefulness of these research results. Various strategies exist to create stories that will produce an emotional experience capable of influencing readers' or listeners' actions. To illustrate the potential of storytelling as a knowledge translation strategy in health care, we will use our story of discovering this strategy during a qualitative study in a nursing home as an example. © 2018 John Wiley & Sons Ltd.

Unrealistic Hope and Unnecessary Fear: Exploring How Sensationalistic News Stories Influence Health Behavior Motivation.

PubMed

Nabi, Robin L; Prestin, Abby

2016-09-01

In light of the inherent conflict between the nature of science (slow, subject to correction) and the nature of news (immediate, dramatic, novel), this study examines the effect of emotional health news coverage on intentions to engage in protective health behaviors. One hundred seventy-seven students read news stories designed to evoke either fear or hope about human papillomavirus (HPV) followed by different levels of response efficacy information regarding an impending HPV vaccine. Results indicated no main effects for emotion frame or response efficacy, but a significant interaction suggested that emotionally-consistent presentations (fear/low efficacy; hope/high efficacy) boosted intentions to engage in protective actions relative to emotionally-inconsistent, sensationalized presentations (fear/high efficacy, hope/low efficacy). Consistent with the emotion-as-frame perspective, this effect was moderated by perceived knowledge about HPV prevention. Effects of the sensationalized story constructions on trust in health news were also evidenced. Implications for the role of emotional health news coverage in priming prior knowledge about preventative health behaviors, along with future research directions, are discussed.

The Influence of Maternal History of Abuse on Parenting Knowledge and Behavior

PubMed Central

Bert, Shannon Carothers; Guner, Bella Mironovna; Lanzi, Robin Gaines

2011-01-01

This study examined the intergenerational transmission of abuse among a sample of 681 teen, adult low, and adult high resource first-time mothers. Participants ranged in age from 14 to 36 years, with a mean of 20 years. Exposure to childhood emotional and physical abuse was associated with 6-month parenting behavior; but not parenting knowledge. Teen mothers, as opposed to adult mothers, had higher mean scores for exposure to childhood emotional and physical abuse. Adult high resource mothers reported lower mean scores on each abuse outcome than both teen and adult low resource mothers. For the total sample of mothers, as past exposure to emotional and physical abuse increased, maternal responsivity decreased, and opinions towards, and propensities for, abusive behavior increased. PMID:21695065

Relationships of parental monitoring and emotion regulation with early adolescents' sexual behaviors.

PubMed

Hadley, Wendy; Houck, Christopher D; Barker, David; Senocak, Natali

2015-06-01

The purpose of this study was to examine the moderating influence of parental monitoring (e.g., unsupervised time with opposite sex peers) and adolescent emotional competence on sexual behaviors, among a sample of at-risk early adolescents. This study included 376 seventh-grade adolescents (age, 12-14 years) with behavioral or emotional difficulties. Questionnaires were completed on private laptop computers and assessed adolescent Emotional Competence (including Regulation and Negativity/Lability), Unsupervised Time, and a range of Sexual Behaviors. Generalized linear models were used to evaluate the independent and combined influence of Emotional Competency and Unsupervised Time on adolescent report of Sexual Behaviors. Analyses were stratified by gender to account for the notable gender differences in the targeted moderators and outcome variables. Findings indicated that more unsupervised time was a risk factor for all youth but was influenced by an adolescent's ability to regulate their emotions. Specifically, for males and females, poorer Emotion Regulation was associated with having engaged in a greater variety of Sexual Behaviors. However, lower Negativity/Lability and >1× per week Unsupervised Time were associated with a higher number of sexual behaviors among females only. Based on the findings of this study, a lack of parental supervision seems to be particularly problematic for both male and female adolescents with poor emotion regulation abilities. It may be important to impact both emotion regulation abilities and increase parental knowledge and skills associated with effective monitoring to reduce risk-taking for these youth.

The influence of emotion down-regulation on the expectation of sexual reward.

PubMed

Brom, Mirte; Laan, Ellen; Everaerd, Walter; Spinhoven, Philip; Cousijn, Janna; Both, Stephanie

2015-05-01

Emotion regulation research has shown successful altering of unwanted aversive emotional reactions. Cognitive strategies can also regulate expectations of reward arising from conditioned stimuli. However, less is known about the efficacy of such strategies with expectations elicited by conditioned appetitive sexual stimuli, and possible sex differences therein. In the present study it was examined whether a cognitive strategy (attentional deployment) could successfully down-regulate sexual arousal elicited by sexual reward-conditioned cues in men and women. A differential conditioning paradigm was applied, with genital vibrostimulation as unconditioned stimulus (US) and sexually relevant pictures as conditional stimuli (CSs). Evidence was found for emotion down-regulation to effect extinction of conditioned sexual responding in men. In women, the emotion down-regulatory strategy resulted in attenuated conditioned approach tendencies towards the CSs. The findings support that top-down modulation may indeed influence conditioned sexual responses. This knowledge may have implications for treating disturbances in sexual appetitive responses. Copyright © 2015. Published by Elsevier Ltd.

Knowledge of memory functions in European and Asian American adults and children: the relation to autobiographical memory.

PubMed

Wang, Qi; Koh, Jessie Bee Kim; Song, Qingfang; Hou, Yubo

2015-01-01

This study investigated explicit knowledge of autobiographical memory functions using a newly developed questionnaire. European and Asian American adults (N = 57) and school-aged children (N = 68) indicated their agreement with 13 statements about why people think about and share memories pertaining to four broad functions-self, social, directive and emotion regulation. Children were interviewed for personal memories concurrently with the memory function knowledge assessment and again 3 months later. It was found that adults agreed to the self, social and directive purposes of memory to a greater extent than did children, whereas European American children agreed to the emotion regulation purposes of memory to a greater extent than did European American adults. Furthermore, European American children endorsed more self and emotion regulation functions than did Asian American children, whereas Asian American adults endorsed more directive functions than did European American adults. Children's endorsement of memory functions, particularly social functions, was associated with more detailed and personally meaningful memories. These findings are informative for the understanding of developmental and cultural influences on memory function knowledge and of the relation of such knowledge to autobiographical memory development.

Emotion Knowledge in Young Neglected Children

PubMed Central

Sullivan, Margaret W.; Bennett, David S.; Carpenter, Kim; Lewis, Michael

2013-01-01

Young neglected children may be at risk for emotion knowledge deficits. Children with histories of neglect or with no maltreatment were initially seen at age 4 and again 1 year later to assess their emotion knowledge. Higher IQ was associated with better emotion knowledge, but neglected children had consistently poorer emotion knowledge over time compared to non-neglected children after controlling for IQ. Because both neglected status and IQ may contribute to deficits in emotional knowledge, both should be assessed when evaluating these children to appropriately design and pace emotion knowledge interventions. PMID:18299632

Emotion knowledge in young neglected children.

PubMed

Sullivan, Margaret W; Bennett, David S; Carpenter, Kim; Lewis, Michael

2008-08-01

Young neglected children may be at risk for emotion knowledge deficits. Children with histories of neglect or with no maltreatment were initially seen at age 4 and again 1 year later to assess their emotion knowledge. Higher IQ was associated with better emotion knowledge, but neglected children had consistently poorer emotion knowledge over time compared to non-neglected children after controlling for IQ. Because both neglected status and IQ may contribute to deficits in emotional knowledge, both should be assessed when evaluating these children to appropriately design and pace emotion knowledge interventions.

The Pluto debate: Influence of emotions on belief, attitude, and knowledge change

NASA Astrophysics Data System (ADS)

Broughton, Suzanne H.

In line with the "warming trend" (Sinatra, 2005), this study examined the influence of emotions during controversial conceptual change. Issues in science may trigger highly emotional responses (e.g., evolutionary theory). However, it is unclear whether these emotions facilitate or inhibit change. I investigated the nature of emotions engendered when learning about a controversial science topic, Pluto's reclassification, including the valence (positive/negative) and activation (activating/deactivating) of emotions (Pekrun et al., 2002). I also investigated whether belief, attitude, and/or conceptual change could be facilitated through rereading a refutation text and/or rereading during small group discussions. Refutation texts directly state a common misconception, refute it, and provide the scientific explanation as a plausible alternative (Hynd, 2001). Participants were randomly assigned to a group (reread text; reread text plus small group discussions). Participants in both groups read the same refutational text regarding the recent change in the definition of planet and Pluto's reclassification. The findings show that students' experienced a range of emotions towards Pluto's reclassification. Students reported experiencing more negative than positive emotions. Both positive and negative emotions were shown to be predictive of student's attitudes and attitude change. Emotions were also predictive of students' knowledge of planets and conceptual change. This suggests that emotions may have promoted deep engagement and critical thinking. Negative emotions may also be linked with resistance to attitude and conceptual change. The refutation text was effective in promoting belief change, attitude change, and conceptual change across both conditions. Students in both conditions reported more constructivist nature of science beliefs after rereading the text. Students also reported a greater level of acceptance about Pluto's reclassification. Conceptual change was promoted through the text as students' initial misconceptions about why scientists rewrote the definition of planet. Students in the reread plus discussion group showed greater conceptual change regarding the reasons for rewriting the definition of planet than those in the reread group. This study supports the "warming trend" (Sinatra, 2005) in conceptual change research because it shows the interplay between emotions and the change process. The findings also suggest that belief, attitude, and conceptual change can be fostered through small group discussions.

The role of emotion in patient safety: Are we brave enough to scratch beneath the surface?

PubMed

Heyhoe, Jane; Birks, Yvonne; Harrison, Reema; O'Hara, Jane K; Cracknell, Alison; Lawton, Rebecca

2016-02-01

Healthcare professionals work in emotionally charged settings; yet, little is known about the role of emotion in ensuring safe patient care. This article presents current knowledge in this field, drawing upon psychological approaches and evidence from clinical settings. We explore the emotions that health professionals experience in relation to making a medical error and describe the impact on healthcare professionals and on their professional and patient relationships. We also explore how positive and negative emotions can contribute to clinical decision making and affect responses to clinical situations. Evidence to date suggests that emotion plays an integral role in patient safety. Implications for training, practice and research are discussed in addition to strategies to facilitate health services to understand and respond to the influence of emotion in clinical practice. © The Royal Society of Medicine.

Emotions in Depression: What Do We Really Know?

PubMed

Rottenberg, Jonathan

2017-05-08

Major depressive disorder is among the most common and costly of all mental health conditions, and in the last 20 years, emotional dysfunction has been increasingly seen as central to depression. Accordingly, research on emotions in depression has proceeded with fury. The urgency of the work has tempted investigators to issue premature declarations and to sometimes overlook theoretical and methodological challenges entailed in studying emotion. I report on what we have learned thus far about how depression influences emotional reactivity and emotion regulation, and also carefully demarcate the vast terrain of what we do not yet know. Ironically, an attitude of humility may enable the field to achieve the ambitious but elusive goal of developing a rich, contextually specific account of depression-related changes in emotional reactivity and regulation. Such an account is a precondition for using knowledge about emotion to intervene more effectively to reduce depression's worldwide burden.

Fanning the flames of prejudice: the influence of specific incidental emotions on implicit prejudice.

PubMed

Dasgupta, Nilanjana; Desteno, David; Williams, Lisa A; Hunsinger, Matthew

2009-08-01

Three experiments examined the impact of incidental emotions on implicit intergroup evaluations. Experiment 1 demonstrated that for unknown social groups, two negative emotions that are broadly applicable to intergroup conflict (anger and disgust) both created implicit bias where none had existed before. However, for known groups about which perceivers had prior knowledge, emotions increased implicit prejudice only if the induced emotion was applicable to the outgroup stereotype. Disgust increased bias against disgust-relevant groups (e.g., homosexuals) but anger did not (Experiment 2); anger increased bias against anger-relevant groups (e.g., Arabs) but disgust did not (Experiment 3). Consistent with functional theories of emotion, these findings suggest that negative intergroup emotions signal specific types of threat. If the emotion-specific threat is applicable to prior expectations of a group, the emotion ratchets up implicit prejudice toward that group. However, if the emotion-specific threat is not applicable to the target group, evaluations remain unchanged. 2009 APA, all rights reserved.

Empathy Manipulation Impacts Music-Induced Emotions: A Psychophysiological Study on Opera

PubMed Central

Miu, Andrei C.; Balteş, Felicia Rodica

2012-01-01

This study investigated the effects of voluntarily empathizing with a musical performer (i.e., cognitive empathy) on music-induced emotions and their underlying physiological activity. N = 56 participants watched video-clips of two operatic compositions performed in concerts, with low or high empathy instructions. Heart rate and heart rate variability, skin conductance level (SCL), and respiration rate (RR) were measured during music listening, and music-induced emotions were quantified using the Geneva Emotional Music Scale immediately after music listening. Listening to the aria with sad content in a high empathy condition facilitated the emotion of nostalgia and decreased SCL, in comparison to the low empathy condition. Listening to the song with happy content in a high empathy condition also facilitated the emotion of power and increased RR, in comparison to the low empathy condition. To our knowledge, this study offers the first experimental evidence that cognitive empathy influences emotion psychophysiology during music listening. PMID:22292000

Differential Influences of Parental Home Literacy Practices and Anxiety in English as a Foreign Language on Chinese Children's English Development

ERIC Educational Resources Information Center

Chow, Bonnie Wing-Yin; Chui, Barbie Hiu-Tung; Lai, Michael Wei-Chun; Kwok, Sylvia Y. C. L.

2017-01-01

This study investigated the differential influences of maternal and paternal factors on Chinese children's English as a foreign language development. It took into account both behavioral (i.e. parental home literacy practices, HLP; and children's vocabulary knowledge) and emotional (i.e. parental and children's foreign language reading anxiety,…

The Expression of Emotion Through Nonverbal Behavior in Medical Visits

PubMed Central

Roter, Debra L; Frankel, Richard M; Hall, Judith A; Sluyter, David

2006-01-01

Relationship-centered care reflects both knowing and feeling: the knowledge that physician and patient bring from their respective domains of expertise, and the physician's and patient's experience, expression, and perception of emotions during the medical encounter. These processes are conveyed and reciprocated in the care process through verbal and nonverbal communication. We suggest that the emotional context of care is especially related to nonverbal communication and that emotion-related communication skills, including sending and receiving nonverbal messages and emotional self-awareness, are critical elements of high-quality care. Although nonverbal behavior has received far less study than other care processes, the current review argues that it holds significance for the therapeutic relationship and influences important outcomes including satisfaction, adherence, and clinical outcomes of care. PMID:16405706

Emotional and Social Factors influence Poker Decision Making Accuracy.

PubMed

Laakasuo, Michael; Palomäki, Jussi; Salmela, Mikko

2015-09-01

Poker is a social game, where success depends on both game strategic knowledge and emotion regulation abilities. Thus, poker provides a productive environment for studying the effects of emotional and social factors on micro-economic decision making. Previous research indicates that experiencing negative emotions, such as moral anger, reduces mathematical accuracy in poker decision making. Furthermore, various social aspects of the game—such as losing against "bad players" due to "bad luck"—seem to fuel these emotional states. We designed an Internet-based experiment, where participants' (N = 459) mathematical accuracy in five different poker decision making tasks were assessed. In addition, we manipulated the emotional and social conditions under which the tasks were presented, in a 2 × 2 experimental setup: (1) Anger versus neutral emotional state—participants were primed either with an anger-inducing, or emotionally neutral story, and (2) Social cue versus non-social cue—during the tasks, either an image of a pair of human eyes was "following" the mouse cursor, or an image of a black moving box was presented. The results showed that anger reduced mathematical accuracy of decision making only when participants were "being watched" by a pair of moving eyes. Experienced poker players made mathematically more accurate decisions than inexperienced ones. The results contribute to current understanding on how emotional and social factors influence decision making accuracy in economic games.

Antecedents of emotion knowledge: Predictors of individual differences in young children

PubMed Central

Bennett, David S.; Bendersky, Margaret; Lewis, Michael

2006-01-01

Individual differences in emotion knowledge were examined among 188 4-year-old, predominantly African American children. Cognitive ability and negative emotionality, maternal characteristics (parenting, verbal intelligence, and depressive symptoms), environmental risk, and child sex were examined as predictors of emotion knowledge. Regression analyses indicated that cognitively skilled children who resided in relatively low risk environments with verbally intelligent mothers possessed greater emotion knowledge. Proximal (4-year) child cognitive ability was a stronger predictor than distal (2-year) cognitive ability. Positive parenting at 4 years was correlated with child emotion knowledge, but this relation disappeared when parenting was examined in the context of other predictors. These findings highlight the potential role of child cognitive ability, along with environmental risk and maternal verbal intelligence, in children’s emotion knowledge and demonstrate the importance of examining a variety of predictors for their unique contribution to emotion knowledge. PMID:16894396

Cognitive penetrability and emotion recognition in human facial expressions

PubMed Central

Marchi, Francesco

2015-01-01

Do our background beliefs, desires, and mental images influence our perceptual experience of the emotions of others? In this paper, we will address the possibility of cognitive penetration (CP) of perceptual experience in the domain of social cognition. In particular, we focus on emotion recognition based on the visual experience of facial expressions. After introducing the current debate on CP, we review examples of perceptual adaptation for facial expressions of emotion. This evidence supports the idea that facial expressions are perceptually processed as wholes. That is, the perceptual system integrates lower-level facial features, such as eyebrow orientation, mouth angle etc., into facial compounds. We then present additional experimental evidence showing that in some cases, emotion recognition on the basis of facial expression is sensitive to and modified by the background knowledge of the subject. We argue that such sensitivity is best explained as a difference in the visual experience of the facial expression, not just as a modification of the judgment based on this experience. The difference in experience is characterized as the result of the interference of background knowledge with the perceptual integration process for faces. Thus, according to the best explanation, we have to accept CP in some cases of emotion recognition. Finally, we discuss a recently proposed mechanism for CP in the face-based recognition of emotion. PMID:26150796

Individual differences in preschoolers' emotion content memory: the role of emotion knowledge.

PubMed

Channell, Marie Moore; Barth, Joan M

2013-07-01

This study examined the relation between preschool children's emotion knowledge and their ability to recall emotionally salient information. In total, 42 participants (ages 35-65months) viewed a brief video in which a child played with different toys and expressed one of four basic emotions (happy, sad, angry, or afraid) or a neutral expression in each of 10 vignettes. Children were tested on memory accuracy from the vignettes, and their emotion knowledge was also measured. Results indicated that preschoolers' emotion knowledge was significantly related to memory accuracy for emotion information above and beyond the effect of age or receptive language skills. Tests of a mediation model revealed that emotion knowledge fully mediated the effect of age (or general developmental level) on memory accuracy. Copyright © 2013 Elsevier Inc. All rights reserved.

READING and FEELING: the effects of a literature-based intervention designed to increase emotional competence in second and third graders

PubMed Central

Kumschick, Irina R.; Beck, Luna; Eid, Michael; Witte, Georg; Klann-Delius, Gisela; Heuser, Isabella; Steinlein, Rüdiger; Menninghaus, Winfried

2014-01-01

Emotional competence has an important influence on development in school. We hypothesized that reading and discussing children’s books with emotional content increases children’s emotional competence. To examine this assumption, we developed a literature-based intervention, named READING and FEELING, and tested it on 104 second and third graders in their after-school care center. Children who attended the same care center but did not participate in the emotion-centered literary program formed the control group (n = 104). Our goal was to promote emotional competence and to evaluate the effectiveness of the READING and FEELING program. Emotional competence variables were measured prior to the intervention and 9 weeks later, at the end of the program. Results revealed significant improvements in the emotional vocabulary, explicit emotional knowledge, and recognition of masked feelings. Regarding the treatment effect for detecting masked feelings, we found that boys benefited significantly more than girls. These findings underscore the assumption that children’s literature is an appropriate vehicle to support the development of emotional competence in middle childhood. PMID:25566129

Emotional Complexity and the Neural Representation of Emotion in Motion

PubMed Central

Barnard, Philip J.; Lawrence, Andrew D.

2011-01-01

According to theories of emotional complexity, individuals low in emotional complexity encode and represent emotions in visceral or action-oriented terms, whereas individuals high in emotional complexity encode and represent emotions in a differentiated way, using multiple emotion concepts. During functional magnetic resonance imaging, participants viewed valenced animated scenarios of simple ball-like figures attending either to social or spatial aspects of the interactions. Participant’s emotional complexity was assessed using the Levels of Emotional Awareness Scale. We found a distributed set of brain regions previously implicated in processing emotion from facial, vocal and bodily cues, in processing social intentions, and in emotional response, were sensitive to emotion conveyed by motion alone. Attention to social meaning amplified the influence of emotion in a subset of these regions. Critically, increased emotional complexity correlated with enhanced processing in a left temporal polar region implicated in detailed semantic knowledge; with a diminished effect of social attention; and with increased differentiation of brain activity between films of differing valence. Decreased emotional complexity was associated with increased activity in regions of pre-motor cortex. Thus, neural coding of emotion in semantic vs action systems varies as a function of emotional complexity, helping reconcile puzzling inconsistencies in neuropsychological investigations of emotion recognition. PMID:20207691

Influencing factors on compliance of timely visits among patients with proliferative diabetic retinopathy in southern China: a qualitative study

PubMed Central

Duan, Fang; Liu, Yuhong; Chen, Xiang; Congdon, Nathan; Zhang, Jian; Chen, Qianyun; Chen, Lingling; Chen, Xi; Zhang, Xiulan; Yu, Chengpu; Liu, Yizhi

2017-01-01

Objective To identify the reasons for low adherence among patients with diabetic retinopathy (DR) in southern China using a qualitative method. Methods Exploratory indepth interviews were conducted in 27 diabetic patients with proliferative diabetic retinopathy who required vitrectomy surgery at Zhongshan Ophthalmic Centre, Sun Yat-sen University, from March to August 2015. Qualitative data analysis and research software (ATLAS.ti7) was used for data processing and analysis. Results Factors influencing the occurrence of timely visits included lack of DR related knowledge, fear and worries about insulin, interactions between patients and society combined with the complexity of emotions and social culture, and the economic burden of treatment. Conclusions Although the reasons for low adherence involved social, emotional, cultural and economic factors, the key issue was the lack of awareness and knowledge of DR. Our findings have several practical implications for health policymakers and programme planners in China. PMID:28348188

Impact of gender on decisions to participate in faecal immunochemical test-based colorectal cancer screening: a qualitative study.

PubMed

Clarke, Nicholas; Gallagher, Pamela; Kearney, Patricia M; McNamara, Deirdre; Sharp, Linda

2016-12-01

Faecal immunochemical tests (FITs) are increasingly being used in population-based colorectal cancer-screening programmes. Uptake of FIT is lower in men than women; however, the reasons for this are not well understood. We aimed to explore gender differences in influences on decisions to participate in FIT screening. This is a qualitative study using in-depth face-to-face interviews of four groups of screening invitees (male and female screening users and male and female screening non-users), purposively sampled from the database of a population-based FIT screening programme. Recruitment continued until saturation was reached. Interviews were audio recorded and transcribed verbatim. Thematic analysis using the framework approach was employed with the theoretical domains framework guiding analysis. Forty-seven screening invitees were interviewed. Six theoretical domains influenced screening uptake: 'environmental context and resources', 'beliefs about capabilities', 'beliefs about consequences', 'emotions', 'social influences' and 'knowledge'. Male non-users were often fatalistic, less knowledgeable and misinformed about cancer and FIT screening compared with other groups. Female non-users expressed negative attitudes, beliefs and emotions towards FIT screening, cancer, social influences and the medical profession and were over-confident about their health. Negative attitudes and emotions to screening dominated non-user decision-making but differed by gender. Opportunities to improve uptake in men and women exist. Greater national discussions on the benefits of FIT screening, and development of screening materials tackling negative attitudes and beliefs while recognising male/female differences, may improve screening uptake. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

Emotional Ecology: The Intersection of Emotional Knowledge and Pedagogical Content Knowledge in Teaching

ERIC Educational Resources Information Center

Zembylas, Michalinos

2007-01-01

The purpose of this paper is to offer some theoretical as well as empirical examples that describe the interrelations between pedagogical content knowledge (PCK) and emotional knowledge in teaching and learning. The argument put forward is that there is a need to expand current conceptions of PCK and acknowledge the role of emotional knowledge. It…

How does epistemological knowledge on modelling influence students' engagement in the issue of climate change?

NASA Astrophysics Data System (ADS)

Tasquier, Giulia

2016-05-01

Involvement in climate change has been proven to be hindered by emotional and social barriers, as well as by conceptual difficulties that students may encounter in dealing with scientific content related to particular issues such as the greenhouse effect. In this study, we start from the conjecture that behind many conceptual difficulties and emotional barriers lie particular epistemological obstacles related to a naive and stereotypical view of science. These include, in particular, the belief that science still has the role and power to provide a unique, unquestionable, and certain explanation of events and processes. Such a naive idea clashes strongly with the intrinsic complexity of climate science. This paper sets out to investigate if and how the improvement of epistemological knowledge can influence behavioural habits and foster students' engagement in climate change. In order to explore such an issue, we focus on five interviews collected at the end of a teaching experience on climate change, carried out with secondary school students (grade 11; 16-year olds). This study is a follow-up of other two analytical studies aimed at investigating, respectively, the impact of the experience on students' epistemological knowledge and on their behavioural habits.

Emotion Knowledge and Attention Problems in Young Children: a Cross-Lagged Panel Study on the Direction of Effects.

PubMed

von Salisch, Maria; Denham, Susanne A; Koch, Tobias

2017-01-01

Attention problems are likely to hinder children in acquiring knowledge of their own and others' emotions. Children with little knowledge of emotions tend to have difficulties with representing emotions, interpreting them, and sharing them, so that they are likely to spend more time in making sense of them and may thus appear to be inattentive. In order to disentangle the direction of effects between emotion knowledge and attention problems, 576 four- to- six-year-olds were interviewed at T1 and about 12 months later (T2) about their emotion knowledge. Their kindergarten teachers rated their attention problems, and their conduct problems at T1 and T2. A cross-lagged panel model indicates that children's emotion knowledge at T1 contributed to the explanation of their attention problems at T2, after language ability and attention problems at T1 were controlled. The other cross-path from attention problems (T1) to emotion knowledge (T2) was not significant. Adding gender, behavioral self-regulation, working memory, conduct problems, or SES as alternative explanations by third variables did not alter this direction of effects. How emotion knowledge impinges on attention problems is discussed.

Language and emotions: emotional Sapir-Whorf hypothesis.

PubMed

Perlovsky, Leonid

2009-01-01

An emotional version of Sapir-Whorf hypothesis suggests that differences in language emotionalities influence differences among cultures no less than conceptual differences. Conceptual contents of languages and cultures to significant extent are determined by words and their semantic differences; these could be borrowed among languages and exchanged among cultures. Emotional differences, as suggested in the paper, are related to grammar and mostly cannot be borrowed. The paper considers conceptual and emotional mechanisms of language along with their role in the mind and cultural evolution. Language evolution from primordial undifferentiated animal cries is discussed: while conceptual contents increase, emotional reduced. Neural mechanisms of these processes are suggested as well as their mathematical models: the knowledge instinct, the dual model connecting language and cognition, neural modeling fields. Mathematical results are related to cognitive science, linguistics, and psychology. Experimental evidence and theoretical arguments are discussed. Dynamics of the hierarchy-heterarchy of human minds and cultures is formulated using mean-field approach and approximate equations are obtained. The knowledge instinct operating in the mind heterarchy leads to mechanisms of differentiation and synthesis determining ontological development and cultural evolution. These mathematical models identify three types of cultures: "conceptual" pragmatic cultures in which emotionality of language is reduced and differentiation overtakes synthesis resulting in fast evolution at the price of uncertainty of values, self doubts, and internal crises; "traditional-emotional" cultures where differentiation lags behind synthesis, resulting in cultural stability at the price of stagnation; and "multi-cultural" societies combining fast cultural evolution and stability. Unsolved problems and future theoretical and experimental directions are discussed.

The Jekyll and Hyde of emotional intelligence: emotion-regulation knowledge facilitates both prosocial and interpersonally deviant behavior.

PubMed

Côté, Stéphane; Decelles, Katherine A; McCarthy, Julie M; Van Kleef, Gerben A; Hideg, Ivona

2011-08-01

Does emotional intelligence promote behavior that strictly benefits the greater good, or can it also advance interpersonal deviance? In the investigation reported here, we tested the possibility that a core facet of emotional intelligence--emotion-regulation knowledge--can promote both prosocial and interpersonally deviant behavior. Drawing from research on how the effective regulation of emotion promotes goal achievement, we predicted that emotion-regulation knowledge would strengthen the effects of other-oriented and self-oriented personality traits on prosocial behavior and interpersonal deviance, respectively. Two studies supported our predictions. Among individuals with higher emotion-regulation knowledge, moral identity exhibited a stronger positive association with prosocial behavior in a social dilemma (Study 1), and Machiavellianism exhibited a stronger positive association with interpersonal deviance in the workplace (Study 2). Thus, emotion-regulation knowledge has a positive side and a dark side.

Put on a happy face! Inhibitory control and socioemotional knowledge predict emotion regulation in 5- to 7-year-olds.

PubMed

Hudson, Amanda; Jacques, Sophie

2014-07-01

Children's developing capacity to regulate emotions may depend on individual characteristics and other abilities, including age, sex, inhibitory control, theory of mind, and emotion and display rule knowledge. In the current study, we examined the relations between these variables and children's (N=107) regulation of emotion in a disappointing gift paradigm as well as their relations with the amount of effort to control emotion children exhibited after receiving the disappointing gift. Regression analyses were also conducted to identify unique predictors. Children's understanding of others' emotions and emotion display rules, as well as their inhibitory control skills, emerged as significant correlates of emotion regulation and predicted children's responses to the disappointing gift even after controlling for other relevant variables. Age and inhibitory control significantly predicted the amount of overt effort that went into regulating emotions, as did emotion knowledge (albeit only marginally). Together, findings suggest that effectively regulating emotions requires (a) knowledge of context-appropriate emotions along with (b) inhibitory skills to implement that knowledge. Copyright © 2014 Elsevier Inc. All rights reserved.

"I Know How You Feel": Preschoolers' Emotion Knowledge Contributes to Early School Success

ERIC Educational Resources Information Center

Denham, Susanne A.; Bassett, Hideko H.; Brown, Chavaughn; Way, Erin; Steed, Jessica

2015-01-01

Differences in emotion knowledge by children's age, gender, and socioeconomic risk status, as well as associations of emotion knowledge with executive control, social competence, and early classroom adjustment, were investigated. On emotion knowledge, 4- and 5-year-olds scored higher than 3-year-olds, with girls showing this effect more strongly.…

Faces in context: a review and systematization of contextual influences on affective face processing.

PubMed

Wieser, Matthias J; Brosch, Tobias

2012-01-01

Facial expressions are of eminent importance for social interaction as they convey information about other individuals' emotions and social intentions. According to the predominant "basic emotion" approach, the perception of emotion in faces is based on the rapid, automatic categorization of prototypical, universal expressions. Consequently, the perception of facial expressions has typically been investigated using isolated, de-contextualized, static pictures of facial expressions that maximize the distinction between categories. However, in everyday life, an individual's face is not perceived in isolation, but almost always appears within a situational context, which may arise from other people, the physical environment surrounding the face, as well as multichannel information from the sender. Furthermore, situational context may be provided by the perceiver, including already present social information gained from affective learning and implicit processing biases such as race bias. Thus, the perception of facial expressions is presumably always influenced by contextual variables. In this comprehensive review, we aim at (1) systematizing the contextual variables that may influence the perception of facial expressions and (2) summarizing experimental paradigms and findings that have been used to investigate these influences. The studies reviewed here demonstrate that perception and neural processing of facial expressions are substantially modified by contextual information, including verbal, visual, and auditory information presented together with the face as well as knowledge or processing biases already present in the observer. These findings further challenge the assumption of automatic, hardwired categorical emotion extraction mechanisms predicted by basic emotion theories. Taking into account a recent model on face processing, we discuss where and when these different contextual influences may take place, thus outlining potential avenues in future research.

A Comparative Study of Canadian and Taiwanese Grade 5 Children's Environmental Behaviors, Attitudes, Concerns, Emotional Dispositions, and Knowledge.

ERIC Educational Resources Information Center

Huang, Hsin-Ping; Yore, Larry D.

This study explored the cultural influences on children's self-reported environmental actions, perceptions, and understandings; investigated the relationships among the behavioral, affective, cognitive, and demographic variables; and developed models of children's responsible environmental behavior (Huang, 2001). The cross-cultural comparison…

Factors Influencing Competence and Performance of Reference Librarians in Academic Libraries in Nigeria.

ERIC Educational Resources Information Center

Omoniyi, Joseph O.

2002-01-01

Reports on research that focused on competence and performance of reference libraries in academic libraries in Nigeria. Includes recommendations for improving competence and performance, including the reference process; staffing and other resources; education for reference librarians; knowledge of modern technology; and emotional stability and…

The participant's perspective: learning from an aggression management training course for nurses. Insights from a qualitative interview study.

PubMed

Heckemann, Birgit; Breimaier, Helga Elisabeth; Halfens, Ruud J G; Schols, Jos M G A; Hahn, Sabine

2016-09-01

Aggression management training for nurses is an important part of a comprehensive strategy to reduce patient and visitor aggression in healthcare. Although training is commonplace, few scientific studies examine its benefits. To explore and describe, from a nurse's perspective, the learning gained from attending aggression management training. This was a descriptive qualitative interview study. We conducted semi-structured individual interviews with seven nurses before (September/October 2012) and after they attended aggression management training (January/February 2013). Interview transcripts were content-analysed qualitatively. The study plan was reviewed by the responsible ethics committees. Participants gave written informed consent. Aggression management training did not change nurses' attitude. Coping emotionally with the management of patient and visitor aggression remained a challenge. Nurses' theoretical knowledge increased, but they did not necessarily acquire new strategies for managing patient/visitor aggression. Instead, the course refreshed or activated existing knowledge of prevention, intervention and de-escalation strategies. The training increased nurses' environmental and situational awareness for early signs of patient and visitor. They also acquired some strategies for emotional self-management. Nurses became more confident in dealing with (potentially) aggressive situations. While the training influenced nurses' individual clinical practice, learning was rarely shared within teams. Aggression management training increases skills, knowledge and confidence in dealing with patient or visitor aggression, but the emotional management remains a challenge. Future research should investigate how aggression management training courses can strengthen nurses' ability to emotionally cope with patient and visitor aggression. More knowledge is needed on how the theoretical and practical knowledge gained from the training may be disseminated more effectively within teams and thus contributed to the creation of low-conflict ward cultures. © 2016 Nordic College of Caring Science.

Attitudes towards antimicrobial drugs among general population in Croatia, Fyrom, Greece, Hungary, Serbia and Slovenia.

PubMed

Radosević, Nives; Vlahović-Palcevski, Vera; Benko, Ria; Peklar, Jure; Miskulin, Inka; Matuz, Maria; Papaioannidou, Paraskevi; Sabo, Ana; Palcevska-Koceska, Snezana

2009-08-01

A pilot study to assess patients' attitudes towards antimicrobials (ABs) in six European countries (Croatia, Former Yugoslav Republic of Macedonia (FYROM), Greece, Hungary, Slovenia and Serbia), as a step preceding educational intervention on the importance of patients' compliance with instructions on taking ABs and consequences of their inappropriate use. Patients' knowledge, emotions and behaviour regarding ABs were assessed using a structured questionnaire, constructed by a psychologist and intended for general population in six European countries. Questionnaires were filled out by individuals who visited pharmacies and general practitioners. A total of 838 questionnaires were filled in. Respondents from Slovenia showed the best knowledge about ABs, followed by Croatians. The highest willingness for self-medication reported respondents from FYROM. The most positive emotions about ABs were expressed by respondents in Greece and Hungary, and the most negative in Slovenia. All components of attitudes towards antibiotics were influenced by country and level of education. Behaviour regarding ABs complied with emotions and knowledge in all countries. The results of this study may lay a basis for conducting national public campaigns, as a step forward in education of patients on rational AB use. Copyright 2009 John Wiley & Sons, Ltd.

"Putting one foot in front of the other": a qualitative study of emotional experiences and help-seeking in women with multiple sclerosis.

PubMed

Blundell Jones, Joanna; Walsh, Sue; Isaac, Claire

2014-12-01

Treatments for depression and anxiety in multiple sclerosis (MS) are effective but evidence suggests that individuals do not always seek help for emotional difficulties. This study explored how ten women with MS (aged 30-64), recruited via a hospital based MS clinic, coped with and understood their emotions. The semi-structured interviews were analysed using interpretative phenomenological analysis. Eight participants discussed the analytic process and themes. Four overarching themes emerged: Disclosure stress, Uncomfortable dependence, Facing deterioration and One step at a time. The women struggled emotionally with many aspects of living with MS yet coping alone provided a way of defying MS and maintaining independence and control. The women needed emotional support but reported thinking others either did not notice or understand; their emotions often felt invisible. More holistic care from services was desired. Non help-seeking for distress was partially influenced by a desire to keep things "normal" and a lack of knowledge regarding service provision.

Patient and Family Member Factors Influencing Outcomes of Poststroke Inpatient Rehabilitation.

PubMed

Fang, Yunhua; Tao, Qian; Zhou, Xiaoxuan; Chen, Shanjia; Huang, Jia; Jiang, Yingping; Wu, Yi; Chen, Lidian; Tao, Jing; Chan, Chetwyn C

2017-02-01

To investigate how family members' attitudes toward functional regain, and patients' knowledge and intention of independence influence poststroke rehabilitation. Cross-sectional study. Three rehabilitation inpatient settings. Younger (n=79) and older (n=84) poststroke patients, along with their family members (spouses, n=104; children, n=59). Not applicable. Custom-designed questionnaires were used to tap into the patients' knowledge about rehabilitation (Patient's Rehabilitation Questionnaire-Knowledge About Rehabilitation) and intention of independence (Patient's Rehabilitation Questionnaire-Intention of Independence), and family members' attitudes toward patients in performing basic activities of daily living (BADL) (Family Member Attitudes Questionnaire-BADL) and instrumental activities of daily living (Family Member Attitudes Questionnaire-instrumental activities of daily living). The rehabilitation outcomes included gains in motor, cognitive, and emotional functions, and self-care independence, measured with common clinical instruments. The Family Member Attitudes Questionnaire-BADL predicted cognitive outcome and the Patient's Rehabilitation Questionnaire-Intention of Independence predicted motor outcome for both groups. Differential age-related effects were revealed for the Patient's Rehabilitation Questionnaire-Intention of Independence in predicting emotional outcome only for the younger group, and self-care independence only for the older group. Patients' intention of independence positively affected motor recovery, while family members' positive attitudes promoted cognitive regain. The findings suggested plausible age-related differences in how patients' intentions affect emotion versus self-care independence outcomes. Future studies should explore strategies for promoting positive attitudes toward independence among patients and family members during poststroke rehabilitation. Copyright © 2016 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

Music Experience in Early Childhood: Potential for Emotion Knowledge?

ERIC Educational Resources Information Center

Vist, Torill

2011-01-01

Most cultures carry an idea of music being connected to emotion. New research suggests that we may also acquire emotion knowledge from our music experiences. This article investigates music experience as a mediating tool for emotion knowledge in early childhood, as revealed through qualitative interviews of adults. The interviewees describe music…

Innovative and Brain-Friendly Strategies for Building a Therapeutic Alliance with Adolescents

ERIC Educational Resources Information Center

Roaten, Gail K.

2011-01-01

Brain growth and change are key factors in adolescent development and influence cognitions, emotions, and behavior. Much of the research on the adolescent brain is fairly recent, and mental health practitioners working with adolescents must have knowledge about these changes to more effectively engage their young clients in therapy. The…

Please Pass the Peas: Influence of Emotions on Adult Learning Motivations

ERIC Educational Resources Information Center

Ramsay, Samantha; Holyoke, Laura

2014-01-01

The purpose of this study was to expand the knowledge of adult motivation in unconventional professional settings. Nine focus group interviews were conducted with child care providers in child care settings from four states in the Western United States: California, Idaho, Oregon, and Washington. At each focus group interview three to eight…

A qualitative exploration of emotional inhibition: a basic emotions and developmental perspective.

PubMed

Coggins, Joanna; Fox, John R E

2009-01-01

In recent years, emotional inhibition (EI) has come to be regarded as an important transdiagnostic concept within cognitive-behavioural theories/therapies. However, there is still a paucity of empirical knowledge on understanding EI's development, maintenance and consequences within psychopathology. It was due to this lack of research that this study used an exploratory/qualitative approach to investigate EI. This study used a grounded theory methodology to gather and analyse analogue data from 10 university students who had scored significantly high on a measure of EI. The results of this study highlighted four main overarching themes regarding the development and maintenance of EI: (1) emotional development in childhood; (2) current strategies for coping with emotions which included EI strategies; (3) beliefs about emotions; and (4) the impact of EI. Key points included modelling and lack of emotional support in childhood, negative beliefs about emotions and the perceived consequences of experiencing or expressing them, the influence that other people have on emotional expression and the paradoxical nature of EI. Once the data had been collected and analysed, links were then made between the findings of this research and the current literature base. A general model of EI development and maintenance is proposed in the discussion.

Emotion Recognition in Preschool Children: Associations with Maternal Depression and Early Parenting

PubMed Central

Kujawa, Autumn; Dougherty, Lea; Durbin, C. Emily; Laptook, Rebecca; Torpey, Dana; Klein, Daniel N.

2013-01-01

Emotion knowledge in childhood has been shown to predict social functioning and psychological well-being, but relatively little is known about parental factors that influence its development in early childhood. There is some evidence that both parenting behavior and maternal depression are associated with emotion recognition, but previous research has only examined these factors independently. The current study assessed auditory and visual emotion recognition ability among a large sample of preschool children to examine typical emotion recognition skills in children of this age, as well as the independent and interactive effects of maternal and paternal depression and negative parenting (i.e., hostility and intrusiveness). Results indicated that children were most accurate at identifying happy emotional expressions, followed by other basic emotions. The lowest accuracy was observed for neutral expressions. A significant interaction was found between maternal depression and negative parenting behavior, such that children with a maternal history of depression were particularly sensitive to the negative effects of maladaptive parenting behavior on emotion recognition ability. No significant effects were found for paternal depression. These results highlight the importance of examining the effects of multiple interacting factors on children’s emotional development, and provide suggestions for identifying children for targeted preventive interventions. PMID:24444174

Influencing factors on compliance of timely visits among patients with proliferative diabetic retinopathy in southern China: a qualitative study.

PubMed

Duan, Fang; Liu, Yuhong; Chen, Xiang; Congdon, Nathan; Zhang, Jian; Chen, Qianyun; Chen, Lingling; Chen, Xi; Zhang, Xiulan; Yu, Chengpu; Liu, Yizhi

2017-03-27

To identify the reasons for low adherence among patients with diabetic retinopathy (DR) in southern China using a qualitative method. Exploratory indepth interviews were conducted in 27 diabetic patients with proliferative diabetic retinopathy who required vitrectomy surgery at Zhongshan Ophthalmic Centre, Sun Yat-sen University, from March to August 2015. Qualitative data analysis and research software (ATLAS.ti7) was used for data processing and analysis. Factors influencing the occurrence of timely visits included lack of DR related knowledge, fear and worries about insulin, interactions between patients and society combined with the complexity of emotions and social culture, and the economic burden of treatment. Although the reasons for low adherence involved social, emotional, cultural and economic factors, the key issue was the lack of awareness and knowledge of DR. Our findings have several practical implications for health policymakers and programme planners in China. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Preschool Interpersonal Relationships Predict Kindergarten Achievement: Mediated by Gains in Emotion Knowledge

PubMed Central

Torres, Marcela M.; Domitrovich, Celene E.; Bierman, Karen L.

2016-01-01

Using longitudinal data, this study tested a model in which preschool interpersonal relationships promoted kindergarten achievement in a pathway mediated by growth in emotion knowledge. The sample included 164 children attending Head Start (14% Hispanic-American, 30% African-American, 56% Caucasian; 56% girls). Preschool interpersonal relationships were indexed by student-teacher relationship closeness and positive peer interactions. Two measures of emotion knowledge (identifying emotions in photographs, recognizing emotions in stories) were assessed at the start and end of the preschool year. Structural equation models revealed that positive interpersonal relationships (with teachers and peers) predicted gains in emotion knowledge (identification, recognition) during the preschool year. Positive interpersonal relationships in preschool also predicted kindergarten achievement (controlling for initial preschool achievement); however, this association was mediated by gains in emotion knowledge during the preschool year. Implications are discussed for school readiness programs serving economically-disadvantaged children. PMID:27630379

The physician’s role and empathy – a qualitative study of third year medical students

PubMed Central

2014-01-01

Background Empathy is important in ensuring the quality of the patient-physician relationship. Several studies have concluded that empathy declines during medical training, especially during the third year. However, there is little empirical research on what may influence a medical student’s empathy. In addition, studies of empathy in medicine have generally been dominated by quantitative approaches, primarily self-assessment questionnaires. This is a paradox given the complexity and importance of empathy. In this paper we explore medical students’ opinions of what may foster or inhibit empathy during medical school, with a particular emphasis on how empathy is influenced by the initiation into the physician’s role. Methods We performed semi-structured qualitative interviews with 11 third year medical students. Content analysis was used to analyse the transcribed interviews. Results Five aspects of the the physician’s role and the students’ role acquisition emerged when the students were asked to describe what may influence their empathy: 1) Becoming and being a professional, 2) Rules concerning emotions and care, 3) Emotional control, 4) The primary importance of biomedical knowledge, and 5) Cynicism as a coping strategy. Conclusion This study suggest that the described inhibitors of empathy may originate in the hidden curriculum and reinforce each other, creating a greater distance between the physician and the patient, and possibly resulting in decreased empathy. Mastering biomedical knowledge is an important part of the students’ ideals of the physician’s role, and sometimes objective and distanced ideals may suppress empathy and the students’ own emotions. PMID:25108627

The Development of Eating Behavior - Biology and Context

PubMed Central

Gahagan, Sheila

2012-01-01

Eating is necessary for survival, gives great pleasure and can be perturbed leading to undernutrition, overnutrition and eating disorders. The development of feeding in humans relies on complex interplay between homeostatic mechanisms; neural reward systems; and child motor, sensory and socio-emotional capability. Furthermore, parenting, social influences and the food environment influence the development of eating behavior. The rapid expansion of new knowledge in this field, from basic science to clinical and community-based research, is expected to lead to urgently needed research in support of effective, evidence-based prevention and treatment strategies for undernutrition, overnutrition and eating disorders in early childhood. Using a biopsychosocial approach, this review covers current knowledge of the development of eating behavior from the brain to the individual child, taking into account important contextual influences. PMID:22472944

Emotional intelligence and nursing: an integrative literature review.

PubMed

Bulmer Smith, Karen; Profetto-McGrath, Joanne; Cummings, Greta G

2009-12-01

The purpose of this paper is to present findings of an integrative literature review related to emotional intelligence (EI) and nursing. A large body of knowledge related to EI exists outside nursing. EI theory and research within nursing is a more recent phenomenon. A broad understanding of the nature and direction of theory and research related to EI is crucial to building knowledge within this field of inquiry. A broad search of computerized databases focusing on articles published in English during 1995-2007 was completed. Extensive screening sought to determine current literature themes and empirical research evidence completed in nursing focused specifically on emotional intelligence. 39 articles are included in this integrative literature review (theoretical, n=21; editorial, n=5; opinion, n=4 and empirical, n=9). The literature focuses on EI and nursing education, EI and nursing practice, EI and clinical decision-making, and EI and clinical leadership. Research that links EI and nursing are mostly correlation designs using small sample sizes. This literature reveals widespread support of EI concepts in nursing. Theoretical and editorial literature confirms EI concepts are central to nursing practice. EI needs to be explicit within nursing education as EI might impact the quality of student learning, ethical decision-making, critical thinking, evidence and knowledge use in practice. Emotionally intelligent leaders influence employee retention, quality of patient care and patient outcomes. EI research in nursing requires development and careful consideration of criticisms related to EI outside nursing is recommended.

Anxious and egocentric: how specific emotions influence perspective taking.

PubMed

Todd, Andrew R; Forstmann, Matthias; Burgmer, Pascal; Brooks, Alison Wood; Galinsky, Adam D

2015-04-01

People frequently feel anxious. Although prior research has extensively studied how feeling anxious shapes intrapsychic aspects of cognition, much less is known about how anxiety affects interpersonal aspects of cognition. Here, we examine the influence of incidental experiences of anxiety on perceptual and conceptual forms of perspective taking. Compared with participants experiencing other negative, high-arousal emotions (i.e., anger or disgust) or neutral feelings, anxious participants displayed greater egocentrism in their mental-state reasoning: They were more likely to describe an object using their own spatial perspective, had more difficulty resisting egocentric interference when identifying an object from others' spatial perspectives, and relied more heavily on privileged knowledge when inferring others' beliefs. Using both experimental-causal-chain and measurement-of-mediation approaches, we found that these effects were explained, in part, by uncertainty appraisal tendencies. Further supporting the role of uncertainty, a positive emotion associated with uncertainty (i.e., surprise) produced increases in egocentrism that were similar to anxiety. Collectively, the results suggest that incidentally experiencing emotions associated with uncertainty increase reliance on one's own egocentric perspective when reasoning about the mental states of others. (c) 2015 APA, all rights reserved).

Turnover intentions in a call center: The role of emotional dissonance, job resources, and job satisfaction.

PubMed

Zito, Margherita; Emanuel, Federica; Molino, Monica; Cortese, Claudio Giovanni; Ghislieri, Chiara; Colombo, Lara

2018-01-01

Turnover intentions refer to employees' intent to leave the organization and, within call centers, it can be influenced by factors such as relational variables or the perception of the quality of working life, which can be affected by emotional dissonance. This specific job demand to express emotions not felt is peculiar in call centers, and can influence job satisfaction and turnover intentions, a crucial problem among these working contexts. This study aims to detect, within the theoretical framework of the Job Demands-Resources Model, the role of emotional dissonance (job demand), and two resources, job autonomy and supervisors' support, in the perception of job satisfaction and turnover intentions among an Italian call center. The study involved 318 call center agents of an Italian Telecommunication Company. Data analysis first performed descriptive statistics through SPSS 22. A path analysis was then performed through LISREL 8.72 and tested both direct and indirect effects. Results suggest the role of resources in fostering job satisfaction and in decreasing turnover intentions. Emotional dissonance reveals a negative relation with job satisfaction and a positive relation with turnover. Moreover, job satisfaction is negatively related with turnover and mediates the relationship between job resources and turnover. This study contributes to extend the knowledge about the variables influencing turnover intentions, a crucial problem among call centers. Moreover, the study identifies theoretical considerations and practical implications to promote well-being among call center employees. To foster job satisfaction and reduce turnover intentions, in fact, it is important to make resources available, but also to offer specific training programs to make employees and supervisors aware about the consequences of emotional dissonance.

Turnover intentions in a call center: The role of emotional dissonance, job resources, and job satisfaction

PubMed Central

Zito, Margherita; Molino, Monica; Cortese, Claudio Giovanni; Ghislieri, Chiara; Colombo, Lara

2018-01-01

Background Turnover intentions refer to employees’ intent to leave the organization and, within call centers, it can be influenced by factors such as relational variables or the perception of the quality of working life, which can be affected by emotional dissonance. This specific job demand to express emotions not felt is peculiar in call centers, and can influence job satisfaction and turnover intentions, a crucial problem among these working contexts. This study aims to detect, within the theoretical framework of the Job Demands-Resources Model, the role of emotional dissonance (job demand), and two resources, job autonomy and supervisors’ support, in the perception of job satisfaction and turnover intentions among an Italian call center. Method The study involved 318 call center agents of an Italian Telecommunication Company. Data analysis first performed descriptive statistics through SPSS 22. A path analysis was then performed through LISREL 8.72 and tested both direct and indirect effects. Results Results suggest the role of resources in fostering job satisfaction and in decreasing turnover intentions. Emotional dissonance reveals a negative relation with job satisfaction and a positive relation with turnover. Moreover, job satisfaction is negatively related with turnover and mediates the relationship between job resources and turnover. Conclusion This study contributes to extend the knowledge about the variables influencing turnover intentions, a crucial problem among call centers. Moreover, the study identifies theoretical considerations and practical implications to promote well-being among call center employees. To foster job satisfaction and reduce turnover intentions, in fact, it is important to make resources available, but also to offer specific training programs to make employees and supervisors aware about the consequences of emotional dissonance. PMID:29401507

Physiology and Functioning: Parents' Vagal Tone, Emotion Socialization, and Children's Emotion Knowledge

ERIC Educational Resources Information Center

Perlman, Susan B.; Camras, Linda A.; Pelphrey, Kevin A.

2008-01-01

This study examined relationships among parents' physiological regulation, their emotion socialization behaviors, and their children's emotion knowledge. Parents' resting cardiac vagal tone was measured, and parents provided information regarding their socialization behaviors and family emotional expressiveness. Their 4- or 5-year-old children (N…

Emotion Labeling among Young Children in Foster Care

ERIC Educational Resources Information Center

Jones Harden, Brenda; Morrison, Colleen; Clyman, Robert B.

2014-01-01

Research Findings: Emotion knowledge is a core developmental process that has a documented relation to other aspects of social-emotional functioning, including social competence, emotion regulation, and behavior problems. Children who are maltreated have been found to have compromised emotion knowledge skills as well as higher levels of behavior…

Questioning as a Component of Scaffolding in Predicting Emotion Knowledge in Preschoolers

ERIC Educational Resources Information Center

Bailey, Craig S.; Denham, Susanne A.; Curby, Timothy W.

2013-01-01

The following study expands Denham and Auerbach's (1995, "Mother-child dialogue about emotions and preschoolers' emotional competence." "Genetic, Social, and General Psychology Monographs," 121, 313-337) findings, demonstrating a link between mothers' talk about emotions and preschoolers' knowledge of emotions. We investigate the maternal language…

Emotion recognition in preschool children: associations with maternal depression and early parenting.

PubMed

Kujawa, Autumn; Dougherty, Lea; Durbin, C Emily; Laptook, Rebecca; Torpey, Dana; Klein, Daniel N

2014-02-01

Emotion knowledge in childhood has been shown to predict social functioning and psychological well-being, but relatively little is known about parental factors that influence its development in early childhood. There is some evidence that both parenting behavior and maternal depression are associated with emotion recognition, but previous research has only examined these factors independently. The current study assessed auditory and visual emotion recognition ability among a large sample of preschool children to examine typical emotion recognition skills in children of this age, as well as the independent and interactive effects of maternal and paternal depression and negative parenting (i.e., hostility and intrusiveness). Results indicated that children were most accurate at identifying happy emotional expressions. The lowest accuracy was observed for neutral expressions. A significant interaction was found between maternal depression and negative parenting behavior: children with a maternal history of depression were particularly sensitive to the negative effects of maladaptive parenting behavior on emotion recognition ability. No significant effects were found for paternal depression. These results highlight the importance of examining the effects of multiple interacting factors on children's emotional development and provide suggestions for identifying children for targeted preventive interventions.

Influential aspects of leader’s Bourdieu capitals on Malaysian landscape architecture subordinates’ creativity

NASA Astrophysics Data System (ADS)

Zahari, R.; Ariffin, M. H.; Othman, N.

2018-02-01

Free Trade Agreements as implemented by Malaysian government calls out local businesses such as landscape architecture consultant firm to explore internationally and strengthen their performance to compete locally. Performance of landscape architecture firm as a design firm depends entirely on creativity of the subordinates in the firm. Past research has neglected studying the influence of a leader’s capitals on subordinates’ creativity, especially in Malaysian landscape architecture firms. The aim of this research is to investigate the influence of subordinates’ perceptions of the leader’s Bourdieu capitals towards promoting subordinate’s creative behaviours in Malaysian Landscape Architecture firms. The sample chosen for this research are subordinates in registered landscape architecture firm. Data was collected using qualitative semi-structured interviews with 13 respondents and analysed using Qualitative Category Coding. Aspects of the leader’s social capital (i.e. knowledge acquisition, problem solving, motivation boosting), human capital (guidance, demotivating leadership, experiential knowledge, knowledge acquisition), and emotional capital (chemistry with leader, respect, knowledge acquisition, trust, understanding, self-inflicted demotivation) that influence subordinates’ creativity were uncovered from the data. The main finding is that the leader’s capitals promote the subordinate landscape architects or assistant landscape architect to be more creative based on three main things, first is knowledge acquisition, motivation, and ability for the leader to influence through positive relationship. The finding contributes to a new way of understanding the leader’s characteristics that influence subordinates’ creativity.

Influences of race and breast density on related cognitive and emotion outcomes before mandated breast density notification.

PubMed

Manning, Mark; Albrecht, Terrance L; Yilmaz-Saab, Zeynep; Shultz, Julie; Purrington, Kristen

2016-11-01

Many states have adopted laws mandating breast density (BD) notification for applicable women; however, very little is known about what women knew or felt about BD and related breast cancer (BC) risk before implementation of BD notification laws. We examined between-race differences in the extent to which having dense breasts was associated with women's related BD cognition and emotion, and with health care providers' communication about BD. We received surveys between May and October of 2015 assessing health care provider (HCP) communication about BD, BD-related knowledge, BD-related anxiety and BC worry from 182 African American (AA) and 113 European American (EA) women in the state of Michigan for whom we had radiologists' assessments of BD. Whereas having dense breasts was not associated with any BD-related cognition or emotion, there were robust effects of race as follows: EA women were more likely to have been told about BD by a HCP, more likely to know their BD status, had greater knowledge of BD and of BC risk, and had greater perceptions of BC risk and worry; AA women had greater BD-related anxieties. EA women's greater knowledge of their own BD status was directly related to the increased likelihood of HCP communication about BD. However, HCP communication about BD attenuated anxiety for AA women only. We present the only data of which we are aware that examines between-race differences in the associations between actual BD, HCP communication and BD related cognition and emotion before the implementation of BD notification laws. Our findings suggest that the BD notification laws could yield positive benefits for disparities in BD-related knowledge and anxiety when the notifications are followed by discussions with health care providers. Copyright © 2016 Elsevier Ltd. All rights reserved.

Effects of adult attachment and emotional distractors on brain mechanisms of cognitive control.

PubMed

Warren, Stacie L; Bost, Kelly K; Roisman, Glenn I; Silton, Rebecca Levin; Spielberg, Jeffrey M; Engels, Anna S; Choi, Eunsil; Sutton, Bradley P; Miller, Gregory A; Heller, Wendy

2010-12-01

Using data from 34 participants who completed an emotion-word Stroop task during functional magnetic resonance imaging, we examined the effects of adult attachment on neural activity associated with top-down cognitive control in the presence of emotional distractors. Individuals with lower levels of secure-base-script knowledge--reflected in an adult's inability to generate narratives in which attachment-related threats are recognized, competent help is provided, and the problem is resolved--demonstrated more activity in prefrontal cortical regions associated with emotion regulation (e.g., right orbitofrontal cortex) and with top-down cognitive control (left dorsolateral prefrontal cortex, anterior cingulate cortex, and superior frontal gyrus). Less efficient performance and related increases in brain activity suggest that insecure attachment involves a vulnerability to distraction by attachment-relevant emotional information and that greater cognitive control is required to attend to task-relevant, nonemotional information. These results contribute to the understanding of mechanisms through which attachment-related experiences may influence developmental adaptation.

The Brain-Compatible Classroom: Using What We Know about Learning To Improve Teaching.

ERIC Educational Resources Information Center

Erlauer, Laura

This book summarizes current brain research and shows how teachers can use this knowledge in the classroom every day. It explores how the brain works, how students' emotions and stress affect their ability to learn, how the physical classroom environment influences learning, and what forms of assessment work best. An introduction discusses the…

Scripts or Components? A Comparative Study of Basic Emotion Knowledge in Roma and Non-Roma Children

ERIC Educational Resources Information Center

Giménez-Dasí, Marta; Quintanilla, Laura; Lucas-Molina, Beatriz

2018-01-01

The basic aspects of emotional comprehension seem to be acquired around the age of 5. However, it is not clear whether children's emotion knowledge is based on facial expression, organized in scripts, or determined by sociocultural context. This study aims to shed some light on these subjects by assessing knowledge of basic emotions in 4- and…

Emotion knowledge and autobiographical memory across the preschool years: a cross-cultural longitudinal investigation.

PubMed

Wang, Qi

2008-07-01

Knowledge of emotion situations facilitates the interpretation, processing, and organization of significant personal event information and thus may be an important contributor to the development of autobiographical memory. This longitudinal study tested the hypothesis in a cross-cultural context. The participants were native Chinese children, Chinese children from first-generation Chinese immigrant families in the U.S., and European American children. Children's developing emotion knowledge and autobiographical memory were assessed three times at home, when children were 3, 3.5, and 4.5 years of age. Children's emotion knowledge uniquely predicted their autobiographical memory ability across groups and time points. Emotion knowledge further mediated culture effects on autobiographical memory. The findings provide important insight into early autobiographical memory development, and extend current theoretical understandings of the emotion-memory interplay. They further have implications for the phenomenon of infantile amnesia and cross-cultural differences in childhood recollections.

Positive emotion in knowledge creation.

PubMed

Hodgins, Michael; Dadich, Ann

2017-04-10

Purpose Despite the importance of evidence-based practice, the translation of knowledge into quality healthcare continues to be stymied by an array of micro, meso and macro factors. The purpose of this paper is to suggest a need to consider different - if not unconventional approaches - like the role of positive emotion, and how it might be used to promote and sustain knowledge translation (KT). Design/methodology/approach By reviewing and coalescing two distinct theories - the broaden-and-build theory of positive emotions and the organisational knowledge creation theory - this paper presents a case for the role of positive emotion in KT. Findings Theories pertaining to positive emotion and organisational knowledge creation have much to offer KT in healthcare. Three conceptual "entry points" might be particularly helpful to integrate the two domains - namely, understanding the relationship between knowledge and positive emotions; positive emotions related to Nonaka's concept of knowledge creation; and the mutual enrichment contained in the parallel "upward spiralling" of both theories. Research limitations/implications This is a conceptual paper and as such is limited in its applicability and scope. Future work should empirically explore these conceptual findings, delving into positive emotion and KT. Originality/value This is the first paper to bring together two seemingly disparate theories to address an intractable issue - the translation of knowledge into quality healthcare. This represents an important point of departure from current KT discourse, much of which continues to superimpose artefacts like clinical practice guidelines onto complex healthcare context.

Indirect Effects of Cognitive Self-Regulation on the Relation between Emotion Knowledge and Emotionality

ERIC Educational Resources Information Center

Ferrier, David E.; Karalus, Samantha P.; Denham, Susanne A.; Bassett, Hideko H.

2018-01-01

Between three and five years of age, both emotional competence (EC) and cognitive self-regulation (CSR) have been documented as undergoing remarkable growth and as being strong predictors of concurrent and future positive outcomes. EC encompasses three interrelated and progressively developing skills: emotion knowledge, emotion regulation, and…

Faces in Context: A Review and Systematization of Contextual Influences on Affective Face Processing

PubMed Central

Wieser, Matthias J.; Brosch, Tobias

2012-01-01

Facial expressions are of eminent importance for social interaction as they convey information about other individuals’ emotions and social intentions. According to the predominant “basic emotion” approach, the perception of emotion in faces is based on the rapid, automatic categorization of prototypical, universal expressions. Consequently, the perception of facial expressions has typically been investigated using isolated, de-contextualized, static pictures of facial expressions that maximize the distinction between categories. However, in everyday life, an individual’s face is not perceived in isolation, but almost always appears within a situational context, which may arise from other people, the physical environment surrounding the face, as well as multichannel information from the sender. Furthermore, situational context may be provided by the perceiver, including already present social information gained from affective learning and implicit processing biases such as race bias. Thus, the perception of facial expressions is presumably always influenced by contextual variables. In this comprehensive review, we aim at (1) systematizing the contextual variables that may influence the perception of facial expressions and (2) summarizing experimental paradigms and findings that have been used to investigate these influences. The studies reviewed here demonstrate that perception and neural processing of facial expressions are substantially modified by contextual information, including verbal, visual, and auditory information presented together with the face as well as knowledge or processing biases already present in the observer. These findings further challenge the assumption of automatic, hardwired categorical emotion extraction mechanisms predicted by basic emotion theories. Taking into account a recent model on face processing, we discuss where and when these different contextual influences may take place, thus outlining potential avenues in future research. PMID:23130011

Preemptive strikes: Fear, hope, and defensive aggression.

PubMed

Halevy, Nir

2017-02-01

Preemptive strikes are costly and harmful. Existing models of defensive aggression focus narrowly on the role fear plays in motivating preemptive strikes. Theoretically integrating the literatures on conflict, decision making, and emotion, the current research investigated how specific emotions associated with certainty or uncertainty, including fear, anger, disgust, hope, and happiness, influence preemptive strikes. Study 1 demonstrated that hope negatively predicts defensive exits from relationships in choice dilemmas. Studies 2 and 3 experimentally manipulated risk of being attacked in an incentivized, interactive decision making task-the Preemptive Strike Game. Risk of being attacked fueled preemptive strikes; reduced feelings of hope partially mediated this effect in Study 3. Studies 4 and 5 investigated preemptive strikes under uncertainty (rather than risk). In Study 4, reasoning about the factors that make one trustful of others curbed preemptive strikes; cogitating about the factors that underlie discrete emotions, however, did not influence defensive aggression. Study 5 demonstrated that the valence and uncertainty appraisals of incidental emotions interact in shaping preemptive strikes. Specifically, recalling an autobiographical emotional experience that produced hope significantly decreased attack rates relative to fear, happiness, and a control condition. Fear, anger, disgust, and happiness were either unrelated to preemptive strikes or showed inconsistent relationships with preemptive strikes across the 5 studies. These findings shed light on how emotions shape defensive aggression, advance knowledge on strategic choice under risk and uncertainty, and demonstrate hope's positive effects on social interactions and relationships. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

The effects of knowledge of child development and social-emotional maturity on adolescent attitudes toward parenting.

PubMed

Larsen, J J; Juhasz, A M

1985-01-01

This study investigated the relationship between the combined effect of knowledge of child development and level of social-emotional maturity, and the extent to which this relationship affects adolescent attitudes toward parenting. The analysis of the data (multiple regression and canonical analysis) suggested that there were significant relationships among these variables. In general, the relationships indicated that subjects' negative attitudes toward parenting were associated with lack of knowledge of child development and low levels of social-emotional maturity, while subjects' positive attitudes toward parenting were associated with knowledge of child development and high levels of social-emotional maturity. The joint impact of knowledge of child development and social-emotional maturity factors on attitudes toward parenting accounted for 51% of the variation among the variables.

Emotional Intelligence, Pain Knowledge, and Attitudes of Nursing Students in Hong Kong.

PubMed

Chan, Joanne C Y; Hamamura, Takeshi

2016-04-01

Research on nursing students' pain knowledge and attitudes is limited. Although emotions play a role in pain assessment, no study has examined the associations between emotional intelligence and pain knowledge and the attitudes of nursing students. This cross-sectional quantitative study aimed to address this research gap by assessing the pain knowledge and attitudes of nursing students in Hong Kong and examining associations between emotional intelligence and the pain knowledge and attitudes of nursing students. A total of 104 postgraduate nursing students (45 Year 1 students and 59 Year 3 students) completed a questionnaire that included demographic information, the Schutte Emotional Intelligence Scale (SEIS) and the Knowledge and Attitudes Survey Regarding Pain (KASRP). Data analyses included descriptive statistics, correlational analyses, chi-square test and t-tests. The pain knowledge and attitudes of both Year 1 students (M = 20.40, SD = 3.78) and Year 3 students (M = 21.36, SD = 3.15) were suboptimal, t(102) = -1.41, p = .16. Year 1 students had higher emotional intelligence (M = 122.44, SD = 8.90) than Year 3 students (M = 117.71, SD = 14.34), t(98.35) = 2.07, p = .04. For Year 1 students, emotional intelligence was negatively correlated with pain knowledge and attitudes, but the correlation was not significant (r = -.15, p = .33). For Year 3 students, emotional intelligence, pain knowledge and attitudes were negatively correlated, but the correlation was significant (r = -.31, p = .02). These results suggest that nursing students' pain knowledge and attitudes could be improved. Implications for nurse educators to enhance emotional intelligence and pain education for nursing students are discussed. Copyright © 2016 American Society for Pain Management Nursing. Published by Elsevier Inc. All rights reserved.

The Influence of Emotion Upregulation on the Expectation of Sexual Reward.

PubMed

Brom, Mirte; Laan, Ellen; Everaerd, Walter; Spinhoven, Philip; Trimbos, Baptist; Both, Stephanie

2016-01-01

Emotion regulation research has shown successful altering of unwanted aversive emotional reactions. Cognitive strategies can also downregulate expectations of reward arising from conditioned stimuli, including sexual stimuli. However, little is known about whether such strategies can also efficiently upregulate expectations of sexual reward arising from conditioned stimuli, and possible gender differences therein. The present study examined whether a cognitive upregulatory strategy could successfully upregulate sexual arousal elicited by sexual reward-conditioned cues in men and women. Men (n = 40) and women (n = 53) participated in a study using a differential conditioning paradigm, with genital vibrostimulation as unconditioned stimulus (US) and sexually relevant pictures as conditional stimuli. Penile circumference and vaginal pulse amplitude were assessed and ratings of US expectancy, affective value, and sexual arousal value were obtained. Also a stimulus response compatibility task was included to assess automatic approach and avoidance tendencies. Evidence was found for emotion upregulation to increase genital arousal response in the acquisition phase in both sexes, and to enhance resistance to extinction of conditioned genital responding in women. In men, the emotion upregulatory strategy resulted in increased conditioned positive affect. The findings support that top-down modulation may indeed influence conditioned sexual responses. This knowledge may have implications for treating disturbances in sexual appetitive responses, such as low sexual arousal and desire. Copyright © 2016 International Society for Sexual Medicine. Published by Elsevier Inc. All rights reserved.

Social Competence among Low-Income Preschoolers: Emotion Socialization Practices and Social Cognitive Correlates.

ERIC Educational Resources Information Center

Garner, Pamela W.; And Others

1994-01-01

Two studies investigated the relationship between emotion socialization variables, social cognitive knowledge, and children's social competence in preschoolers from low-income families. Found that mothers' self-reported emotion socialization practices were related to children's emotional knowledge and sibling caregiving behavior. (MDM)

Transforming Environmental Knowledge into Behavior: The Mediating Role of Environmental Emotions

ERIC Educational Resources Information Center

Carmi, Nurit; Arnon, Sara; Orion, Nir

2015-01-01

The present study was based on the premise that environmental knowledge can drive environmental behavior only if it arouses environmental emotions. Using a structural equations modeling approach, we tested the direct, as well as the indirect (mediated) effects of knowledge on behavior and assessed the mediating role of environmental emotions. We…

The Effect of Hands-On Activities on Children's Knowledge and Disgust for Animals

ERIC Educational Resources Information Center

Prokop, Pavol; Fancovicová, Jana

2017-01-01

Research has shown that hands-on activities in biology/science education tend to improve children's attitudes towards science. These hands-on activities can influence children's interest in various ways, perhaps because they invoke varying emotions. We used a sample of 10-12-year-old children (n = 142) to examine the effect of hands-on activities…

The Influence of Maternal History of Abuse on Parenting Knowledge and Behavior

ERIC Educational Resources Information Center

Bert, Shannon Carothers; Guner, Bella Mironovna; Lanzi, Robin Gaines

2009-01-01

This study examined the intergenerational transmission of abuse among a sample of 681 teen, adult low-resource, and adult high-resource first-time mothers. Participants ranged in age from 14 to 36 years, with a mean of 20 years. Exposure to childhood emotional and to physical abuse were associated with 6-month parenting behavior but not with…

Dialectics Between Theory and Practice: Theoretical Issues and Aspects of Practice from an Early Algebra Project

ERIC Educational Resources Information Center

Malara, Nicolina A.

2003-01-01

Our teaching conception acknowledges the teacher's central role as a decision maker, influenced by knowledge, beliefs, and emotions. We believe that teachers' education must be focused on teachers' awareness of the complexity of the teaching process, of the incidence of these factors in it, and of the importance of looking at theory as a strong…

Social and Emotional Learning in the Classroom: Evaluation of "Strong Kids" and "Strong Teens" on Students' Social-Emotional Knowledge and Symptoms

ERIC Educational Resources Information Center

Merrell, Kenneth W.; Juskelis, Michael P.; Tran, Oanh K.; Buchanan, Rohanna

2008-01-01

This article describes the results of three pilot studies that were conducted to evaluate the recently developed "Strong Kids" and "Strong Teens" social-emotional learning programs in increasing students' knowledge of healthy social-emotional behavior and decreasing their symptoms of negative affect and emotional distress. The first study included…

Spouses' conceptions of the pre-hospital phase when their partners suffered an acute myocardial infarction--a qualitative analysis.

PubMed

Johansson, Ingela; Swahn, Eva; Strömberg, Anna

2008-09-01

Delay from onset of acute myocardial infarction symptoms to the delivery of medical care is a major determinant of prognosis. Although studies have explored patient reasons for delay, there are only limited data concerning experiences of the spouse. Was to describe spouses' conceptions of the pre-hospital phase when their partners suffered an acute myocardial infarction. A phenomenographic approach was applied. Fifteen spouses were interviewed <48 h after the partner's hospital admittance. Two categories with underlying sub-categories conceptualised the spouses' experiences. The category being resourceful contained: sharing the experience, having knowledge, understanding the severity, being rational, and consulting others. The category respecting independence contained: accepting the need for control, marital roles and experiences, restraining emotions, and seeking agreement. Our findings suggest that spouses have a strong influence on the course of events. When accepting the partner's need for control through following earlier marital roles and experiences, restraining own emotions and seeking agreement, this seemed to contribute to delay. However, when the spouse was resourceful by sharing the experience, having knowledge, understanding the severity, being rational and consulting others when needed, this seemed to have a positive influence on the pre-hospital time.

Preschool-aged children’s understanding of gratitude: Relations with emotion and mental state knowledge

PubMed Central

Nelson, Jackie A.; de Lucca Freitas, Lia Beatriz; O’Brien, Marion; Calkins, Susan D.; Leerkes, Esther M.; Marcovitch, Stuart

2016-01-01

Developmental precursors to children’s early understanding of gratitude were examined. A diverse group of 263 children were tested for emotion and mental state knowledge at ages 3 and 4, and their understanding of gratitude was measured at age 5. Children varied widely in their understanding of gratitude, but most understood some aspects of gratitude-eliciting situations. A model-building path analysis approach was used to examine longitudinal relations among early emotion and mental state knowledge and later understanding of gratitude. Children with a better early understanding of emotions and mental states understand more about gratitude. Mental state knowledge at age 4 mediated the relation between emotion knowledge at age 3 and gratitude understanding at age 5. The current study contributes to the scant literature on the early emergence of children’s understanding of gratitude. PMID:23331105

Theory of Mind Predicts Emotion Knowledge Development in Head Start Children

ERIC Educational Resources Information Center

Seidenfeld, Adina M.; Johnson, Stacy R.; Cavadel, Elizabeth Woodburn; Izard, Carroll E.

2014-01-01

Research Findings: Emotion knowledge (EK) enables children to identify emotions in themselves and others, and its development facilitates emotion recognition in complex social situations. Sociocognitive processes, such as theory of mind (ToM), may contribute to developing EK by helping children realize the inherent variability associated with…

The role of language in emotion: predictions from psychological constructionism

PubMed Central

Lindquist, Kristen A.; MacCormack, Jennifer K.; Shablack, Holly

2015-01-01

Common sense suggests that emotions are physical types that have little to do with the words we use to label them. Yet recent psychological constructionist accounts reveal that language is a fundamental element in emotion that is constitutive of both emotion experiences and perceptions. According to the psychological constructionist Conceptual Act Theory (CAT), an instance of emotion occurs when information from one’s body or other people’s bodies is made meaningful in light of the present situation using concept knowledge about emotion. The CAT suggests that language plays a role in emotion because language supports the conceptual knowledge used to make meaning of sensations from the body and world in a given context. In the present paper, we review evidence from developmental and cognitive science to reveal that language scaffolds concept knowledge in humans, helping humans to acquire abstract concepts such as emotion categories across the lifespan. Critically, language later helps individuals use concepts to make meaning of on-going sensory perceptions. Building on this evidence, we outline predictions from a psychological constructionist model of emotion in which language serves as the “glue” for emotion concept knowledge, binding concepts to embodied experiences and in turn shaping the ongoing processing of sensory information from the body and world to create emotional experiences and perceptions. PMID:25926809

The place for emotions in professional carers' thinking: reflections on two cases.

PubMed

Koren, E

2010-12-01

How do carers know what is right for their patient? What can they do further to relying on the two pillars of knowledge and ethics? Knowledge foregrounds rational decision-making based on scientific evidence. It allows cost-benefit rationalization and the choice of the best feasible objective. The steady advance of medical science drives responsible carers to keep their knowledge and skills up-to-date. Bioethics grants primary attention to the prevention of causing harm in general, to pursuant of patients' subjective wellbeing and to allow the latter enjoy their autonomy and to guarantee them the sense of justice. There are, however, cases where these values collide and any care decision violates one principle or another. How are carers expected to act then? This article concerns the choices made by carers, as presented and discussed in two cases. These cases deal with a clash between two principles: parenthood vs. fertility, religious rite vs. social affiliation. This class has generated an ethical dilemma. In each case carers try to justify their choices by expert knowledge and other ethical values, but later reflection reveals that the predominant element in 'solving' these dilemmas was "emotions." Professional training submits that: 'Set aside feelings in order to keep your thinking 'straight.' However, reality proves this simply infeasible. The more complex the medical-ethical situation, it is more likely that "emotions" take over. We have no choice as responsible carers but to allow our emotions the status of a factor of influence in their own right. Nowadays, a basic medical training for doctors and nurses offers an integrated body of knowledge and therapeutic skills. In addition, trainees are introduced to bioethics, supposedly sufficient to guide their future steps in their chosen profession. But how does this training in fact shape their future ethical conduct, if at all? How does it affect their ability to maintain ethical responsibility throughout therapeutic interactions? Perhaps there are other factors which govern the individual's conduct and his/her ethical responsibility? Simulation exercises were conducted, designed to induce healthcare professionals to reflect on the ethics of their own decision-making. The results demonstrated that therapeutic skills and familiarity with bioethical principles are not the sole factors governing the individual's ethical conduct. It turns out that emotions and feelings play a key part; this at once raises the question as to whether a medical training for doctors and nurses, in its current format, concerns itself with emotions and with how emotions shape a therapeutic personality. If not, then our training designers have food for thought. How can such training make trainees more aware of the power of their emotions? And, what are the ramifications on daily practice concerning ethical responsibility? Another question concerns the possible proper methods for mastering the theoretical materials and the practical techniques that promote emotional self-development?

Self-Regulation, Language Skills, and Emotion Knowledge in Young Children from Northern Germany

ERIC Educational Resources Information Center

von Salisch, Maria; Haenel, Martha; Denham, Susanne Ayers

2015-01-01

Research Findings: In order to examine the explanatory power of behavioral self-regulation in the domain of emotion knowledge, especially in a non-U.S. culture, 365 German 4- and 5-year-olds were individually tested on these constructs. Path analyses revealed that children's behavioral self-regulation explained their emotion knowledge in the…

General Intelligence, Emotional Intelligence and Academic Knowledge as Predictors of Creativity Domains: A Study of Gifted Students

ERIC Educational Resources Information Center

Sahin, Feyzullah

2016-01-01

Creativity of the individual is dependent on numerous factors, such as knowledge, general intelligence and emotional intelligence. The general purpose of this study is to investigate the effect of general intelligence, emotional intelligence and academic knowledge on the emerging of domain-specific creativity. The study was conducted on 178…

Emotion Knowledge, Loneliness, Negative Social Experiences, and Internalizing Symptoms Among Low-Income Preschoolers

PubMed Central

Heinze, Justin E.; Miller, Alison L.; Seifer, Ronald; Locke, Robin

2014-01-01

Children with poor emotion knowledge (EK) skills are at risk for externalizing problems; less is known about early internalizing behavior. We examined multiple facets of EK and social-emotional experiences relevant for internalizing difficulties, including loneliness, victimization, and peer rejection, in Head Start preschoolers (N = 134; M = 60 months). Results based on multiple informants suggest that facets of EK are differentially related to negative social-emotional experiences and internalizing behavior and that sex plays a moderating role. Behavioral EK was associated with self-reported loneliness, victimization/rejection, and parent-reported internalizing symptoms. Emotion recognition and expressive emotion knowledge were related to self-reported loneliness, and emotion situation knowledge was related to parent-reported internalizing symptoms and negative peer nominations. Sex moderated many of these associations, suggesting that EK may operate differently for girls versus boys in the preschool social context. Results are discussed with regard to the role of EK for social development and intervention implications. PMID:25859097

Preschool-aged children's understanding of gratitude: relations with emotion and mental state knowledge.

PubMed

Nelson, Jackie A; de Lucca Freitas, Lia Beatriz; O'Brien, Marion; Calkins, Susan D; Leerkes, Esther M; Marcovitch, Stuart

2013-03-01

Developmental precursors to children's early understanding of gratitude were examined. A diverse group of 263 children was tested for emotion and mental state knowledge at ages 3 and 4, and their understanding of gratitude was measured at age 5. Children varied widely in their understanding of gratitude, but most understood some aspects of gratitude-eliciting situations. A model-building path analysis approach was used to examine longitudinal relations among early emotion and mental state knowledge and later understanding of gratitude. Children with a better early understanding of emotions and mental states understand more about gratitude. Mental state knowledge at age 4 mediated the relation between emotion knowledge at age 3 and gratitude understanding at age 5. The current study contributes to the scant literature on the early emergence of children's understanding of gratitude. © 2012 The British Psychological Society.

Empathy in early childhood: genetic, environmental, and affective contributions.

PubMed

Knafo, Ariel; Zahn-Waxler, Carolyn; Davidov, Maayan; Van Hulle, Carol; Robinson, JoAnn L; Rhee, Soo Hyun

2009-06-01

We investigated the genetic and environmental origins of children's empathy toward a distress victim and its correlates with emotional symptoms and affective knowledge. The cognitive (hypothesis testing) and affective (empathic concern) empathy of 122 twin pairs in response to simulated pain by an adult examiner was observed at 3.5 years of age. Moderate (0.19 to 0.44) heritabilities were estimated for individual differences in empathy, and the nonshared environment and error accounted for the rest of the variance. Hypothesis testing and empathic concern were moderately correlated, mainly through overlapping genetic effects. Although children's affective knowledge did not correlate with their empathy, affective knowledge interacted with mother-rated emotional symptoms in predicting empathy; knowledge about emotions was associated with greater empathy in children low in emotional symptoms. In contrast, among children with high degrees of emotional symptoms, those with better affective knowledge tended to show lower empathy.

Community Mental Health Providers' Beliefs About Addressing Weight Loss Among Youth Clients with Serious Emotional Disturbance and Overweight/Obesity: An Elicitation Study.

PubMed

Wykes, Thomas L; Bourassa, Katelynn A; Slosser, Andrea E; McKibbin, Christine L

2018-02-09

Youth with Serious Emotional Disturbance (SED) have high rates of overweight/obesity. Factors influencing mental health provider intentions to deliver weight-related advice are unclear. This study used qualitative methodology and Theory of Planned Behavior (TPB) constructs to examine these factors. Community mental health providers serving youth with SED were recruited via convenience sampling and an online provider list. Participants completed an open-ended TPB-based questionnaire online. Content analysis identified thematic beliefs. Twenty-one providers completed the questionnaire. Providers identified behavioral beliefs (e.g., client defensiveness), normative beliefs (e.g., medical professionals), and control beliefs (e.g., limited resources) that impact decisions to provide weight-related advice. Knowledge of factors that may influence providers' delivery of weight-related advice may lead to more effective healthy lifestyle programming for youth with SED.

Traffic crash involvement: experiential driving knowledge and stressful contextual antecedents.

PubMed

Legree, Peter J; Heffner, Tonia S; Psotka, Joseph; Martin, Daniel E; Medsker, Gina J

2003-02-01

Researchers have rarely examined stressful environments and psychological characteristics as predictors of driving behavior in the same study. The authors hypothesized that (a) safer drivers more accurately assess physical and emotional traffic hazards and (b) stress and emotional states elevate crash risk. The hypotheses were evaluated with procedural and declarative tacit driving knowledge tests requiring assessment of emotional and contextual hazards and with accident reports describing crash antecedents, including stressful events and environmental conditions. Analyses identified separate driving knowledge factors corresponding to emotional and contextual hazards that were significantly related to the crash criteria. Accident report analyses show that stress significantly elevates at-fault crash risk. The results demonstrate the importance of experiential knowledge acquired without instruction (procedural or tacit knowledge) and provide safety recommendations.

Nuanced aesthetic emotions: emotion differentiation is related to knowledge of the arts and curiosity.

PubMed

Fayn, Kirill; Silvia, Paul J; Erbas, Yasemin; Tiliopoulos, Niko; Kuppens, Peter

2018-05-01

The ability to distinguish between emotions is considered indicative of well-being, but does emotion differentiation (ED) in an aesthetic context also reflect deeper and more knowledgeable aesthetic experiences? Here we examine whether positive and negative ED in response to artistic stimuli reflects higher fluency in an aesthetic domain. Particularly, we test whether knowledge of the arts and curiosity are associated with more fine-grained positive and negative aesthetic experiences. A sample of 214 people rated their positive and negative feelings in response to various artworks including positive and negative themes. Positive ED was associated with the embracing sub-trait of curiosity that reflects engagement and enjoyment of novelty and complexity, but was unrelated to artistic knowledge and perceived comprehension. Negative ED was associated with higher curiosity and particularly more knowledge of the arts. This relationship was mediated by appraised comprehension suggesting that deeper engagement with art, by those with more art knowledge, is associated with more fine-grained emotional experiences. This finding extends ED beyond well-being research and suggests that more nuanced emotional experiences are more likely for those with expertise in the arts and motivation for exploration.

A Mixed-Method Approach to the Assessment of Teachers' Emotions: Development and Validation of the Teacher Emotion Questionnaire

ERIC Educational Resources Information Center

Buric, Irena; Sliškovic, Ana; Macuka, Ivana

2018-01-01

Existing research indicates that emotions are integral components of teachers' jobs and lives, but knowledge regarding functional relations between teachers' emotions, their antecedents and their effects on teachers, teaching and students is still quite scarce. One possible reason for this knowledge gap is the lack of adequate operationalisation…

I Just Don't Trust Them: The Development and Validation of an Assessment Instrument to Measure Trust in Science and Scientists

ERIC Educational Resources Information Center

Nadelson, Louis; Jorcyk, Cheryl; Yang, Dazhi; Jarratt Smith, Mary; Matson, Sam; Cornell, Ken; Husting, Virginia

2014-01-01

Trust in science and scientists can greatly influence consideration of scientific developments and activities. Yet, trust is a nebulous construct based on emotions, knowledge, beliefs, and relationships. As we explored the literature regarding trust in science and scientists we discovered that no instruments were available to assess the construct,…

A Comparative Study of the Impact of Students' Feelings regarding the Use of Nuclear Energy

ERIC Educational Resources Information Center

Maharaj-Sharma, Rawatee

2011-01-01

This article presents the results of a comparative study of two groups of learners--group 1 (25 non-science students) and group 2 (25 A-level physics students). It explores the extent to which their feelings and emotions in conjunction with their knowledge about nuclear energy impacts and influences their views and feelings about the use of…

Decision-making based on emotional images.

PubMed

Katahira, Kentaro; Fujimura, Tomomi; Okanoya, Kazuo; Okada, Masato

2011-01-01

The emotional outcome of a choice affects subsequent decision making. While the relationship between decision making and emotion has attracted attention, studies on emotion and decision making have been independently developed. In this study, we investigated how the emotional valence of pictures, which was stochastically contingent on participants' choices, influenced subsequent decision making. In contrast to traditional value-based decision-making studies that used money or food as a reward, the "reward value" of the decision outcome, which guided the update of value for each choice, is unknown beforehand. To estimate the reward value of emotional pictures from participants' choice data, we used reinforcement learning models that have successfully been used in previous studies for modeling value-based decision making. Consequently, we found that the estimated reward value was asymmetric between positive and negative pictures. The negative reward value of negative pictures (relative to neutral pictures) was larger in magnitude than the positive reward value of positive pictures. This asymmetry was not observed in valence for an individual picture, which was rated by the participants regarding the emotion experienced upon viewing it. These results suggest that there may be a difference between experienced emotion and the effect of the experienced emotion on subsequent behavior. Our experimental and computational paradigm provides a novel way for quantifying how and what aspects of emotional events affect human behavior. The present study is a first step toward relating a large amount of knowledge in emotion science and in taking computational approaches to value-based decision making.

Attitudes of employees of service and trading companies towards people with epilepsy and their professional activity in Poland.

PubMed

Dorota, Talarska; Witkowska, Monika; Michalak, Michał

2014-03-01

Attitudes are shaped by the influence of the media and fixed social beliefs. Lack of interaction with people suffering from epilepsy may result in an inaccurate perception of this particular group. The aim of this study was to examine attitudes towards people with epilepsy as potential colleagues. A group of 187 employees, employed in medium sized service and trading companies was analyzed. Each employee completed a questionnaire divided into three attitude components: knowledge, emotions and behaviour. Each of these attitude subscales was analyzed separately. The results were verified with statistical tests. The lowest mean score was obtained by respondents on the knowledge subscale, a higher score was obtained on the emotions subscale whilst the highest on the behavioural subscale. Over half of respondents expressed an accepting attitude towards people with epilepsy. According to 67% of respondents, people with epilepsy have equal possibilities as far as access to work is concerned. Education had statistically significant scores within the emotions component. No correlation was found between any of the declared attitudes of respondents and their seniority, age or sex. Familiarity with a person with epilepsy translated into a higher level of knowledge and a positive perception of a patient as a possible future colleague. To improve the employment situation of people with epilepsy, knowledge among workers should be increased. This should be done at various levels of employment to ensure that the risks of employing a person with epilepsy are more adequately assessed and mitigated if possible. Copyright © 2013 British Epilepsy Association. Published by Elsevier Ltd. All rights reserved.

Longitudinal Associations between Children’s Understanding of Emotions and Theory of Mind

PubMed Central

O’Brien, Marion; Weaver, Jennifer Miner; Nelson, Jackie A.; Calkins, Susan; Leerkes, Esther; Marcovitch, Stuart

2010-01-01

Theory of mind competence and knowledge of emotions were studied longitudinally in a sample of preschoolers aged 3 (n =263) and 4 (n =244) years. Children were assessed using standard measures of theory of mind and emotion knowledge. Three competing hypotheses were tested regarding the developmental associations between children’s theory of mind abilities and their knowledge of emotions. First, that an understanding of emotion develops early and informs children’s understanding of others’ thinking. Alternatively, having a basic theory of mind may help children learn about emotions. Thirdly, that the two domains are separate aspects of children’s social cognitive skills such that each area develops independently. Results of hierarchical regressions supported the first hypothesis that early emotion understanding predicts later theory of mind performance, and not the reverse. PMID:21895570

Using affective knowledge to generate and validate a set of emotion-related, action words.

PubMed

Portch, Emma; Havelka, Jelena; Brown, Charity; Giner-Sorolla, Roger

2015-01-01

Emotion concepts are built through situated experience. Abstract word meaning is grounded in this affective knowledge, giving words the potential to evoke emotional feelings and reactions (e.g., Vigliocco et al., 2009). In the present work we explore whether words differ in the extent to which they evoke 'specific' emotional knowledge. Using a categorical approach, in which an affective 'context' is created, it is possible to assess whether words proportionally activate knowledge relevant to different emotional states (e.g., 'sadness', 'anger', Stevenson, Mikels & James, 2007a). We argue that this method may be particularly effective when assessing the emotional meaning of action words (e.g., Schacht & Sommer, 2009). In study 1 we use a constrained feature generation task to derive a set of action words that participants associated with six, basic emotional states (see full list in Appendix S1). Generation frequencies were taken to indicate the likelihood that the word would evoke emotional knowledge relevant to the state to which it had been paired. In study 2 a rating task was used to assess the strength of association between the six most frequently generated, or 'typical', action words and corresponding emotion labels. Participants were presented with a series of sentences, in which action words (typical and atypical) and labels were paired e.g., "If you are feeling 'sad' how likely would you be to act in the following way?" … 'cry.' Findings suggest that typical associations were robust. Participants always gave higher ratings to typical vs. atypical action word and label pairings, even when (a) rating direction was manipulated (the label or verb appeared first in the sentence), and (b) the typical behaviours were to be performed by the rater themselves, or others. Our findings suggest that emotion-related action words vary in the extent to which they evoke knowledge relevant for different emotional states. When measuring affective grounding, it may then be appropriate to use categorical ratings in conjunction with unimodal measures, which assess the 'magnitude' to which words evoke feelings (e.g., Newcombe et al., 2012). Towards this aim we provide a set of emotion-related action words, accompanied by generation frequency and rating data, which show how strongly each word evokes knowledge relevant to basic emotional states.

Using affective knowledge to generate and validate a set of emotion-related, action words

PubMed Central

Havelka, Jelena; Brown, Charity; Giner-Sorolla, Roger

2015-01-01

Emotion concepts are built through situated experience. Abstract word meaning is grounded in this affective knowledge, giving words the potential to evoke emotional feelings and reactions (e.g., Vigliocco et al., 2009). In the present work we explore whether words differ in the extent to which they evoke ‘specific’ emotional knowledge. Using a categorical approach, in which an affective ‘context’ is created, it is possible to assess whether words proportionally activate knowledge relevant to different emotional states (e.g., ‘sadness’, ‘anger’, Stevenson, Mikels & James, 2007a). We argue that this method may be particularly effective when assessing the emotional meaning of action words (e.g., Schacht & Sommer, 2009). In study 1 we use a constrained feature generation task to derive a set of action words that participants associated with six, basic emotional states (see full list in Appendix S1). Generation frequencies were taken to indicate the likelihood that the word would evoke emotional knowledge relevant to the state to which it had been paired. In study 2 a rating task was used to assess the strength of association between the six most frequently generated, or ‘typical’, action words and corresponding emotion labels. Participants were presented with a series of sentences, in which action words (typical and atypical) and labels were paired e.g., “If you are feeling ‘sad’ how likely would you be to act in the following way?” … ‘cry.’ Findings suggest that typical associations were robust. Participants always gave higher ratings to typical vs. atypical action word and label pairings, even when (a) rating direction was manipulated (the label or verb appeared first in the sentence), and (b) the typical behaviours were to be performed by the rater themselves, or others. Our findings suggest that emotion-related action words vary in the extent to which they evoke knowledge relevant for different emotional states. When measuring affective grounding, it may then be appropriate to use categorical ratings in conjunction with unimodal measures, which assess the ‘magnitude’ to which words evoke feelings (e.g., Newcombe et al., 2012). Towards this aim we provide a set of emotion-related action words, accompanied by generation frequency and rating data, which show how strongly each word evokes knowledge relevant to basic emotional states. PMID:26246965

Are emotion and mind understanding differently linked to young children's social adjustment? Relationships between behavioral consequences of emotions, false belief, and SCBE.

PubMed

Deneault, Joane; Ricard, Marcelle

2013-01-01

According to empirical findings, emotional knowledge and false belief understanding seem to be differently linked to social adjustment. However, whereas false belief is assessed through the capacity to identify its behavioral consequences, emotion tasks usually rely on the comprehension of facial expressions and of the situational causes of emotions. The authors examined if the documented relationship between social adjustment and emotion knowledge in children extends to the understanding of behavioral consequences of emotions. Eighty French-speaking preschoolers undertook false belief and consequence-of-emotion tasks. Their social adjustment was measured by the Social Competence and Behavior Evaluation. Children's language ability, their parent's level of education, and the familial socioeconomic score were taken into account. Results showed that children's social adjustment was significantly predicted by their knowledge of emotion, but not by their understanding of false belief. The findings confirm the special status of emotion among mental states for social adaptation and specify which dimensions of adaptation to peers and adults are predicted by the child's emotion understanding. They also suggest that the distinction between mind and emotion understanding may be conceptual rather than methodological.

Examining High School Teachers' Knowledge of Social and Emotional Learning and Its Application in the Classroom

ERIC Educational Resources Information Center

Reardon, Mary Beth

2017-01-01

Social and emotional learning is a topic currently and increasingly scrutinized in our schools. Typically, the social and emotional skills of students are examined to assess proficiency in this area. Extensive study of social and emotional skills of teachers is rarely conducted. This study addresses the current knowledge of teachers' social and…

Becoming sustainable: human determinants of change.

PubMed

Frank, Gerhard

2014-05-15

The author is a natural scientist and philosopher who has been involved in the global experience industry for more than 25 years. During this period of time he has developed a coherent, interdisciplinary body of knowledge that appears to be of essential interest as related to the transition towards a sustainable society: the Experience Science (Frank, 2011, 2012). Important scientific inputs come from underlying disciplines like cybernetics, system theory, psychology, and cognitive science. One of the key findings of the Experience Science is the innate structure of human experiencing. Any human experience includes 5 different experiential domains that influence and regulate each other: the emotional domain (feeling); the mental imagery domain (mental narrating); the sensorimotor domain (acting & perceiving); the linguistic domain (rational reasoning); the communicational domain (conversing). In the light of the Experience Science the dilemma of the current transition process towards a sustainable society becomes clearly visible. Any relevant attempt reduces the existing problems to more or less exclusively the linguistic, rational domain. Although ever evolving rational knowledge indeed is an indispensable prerequisite for a sustainable future this is not enough. Societal change towards a sustainable life-style can only happen if the whole experiential system gets a chance to reorganize itself. This leads to the following logical consequence. Any rational knowledge is embedded in a both emotional and narrative knowledge system that underlies and frames human reasoning. As long as human learning restricts itself to an exclusively rational attempt the underlying emotional and narrative program remains untouched. The learner hence continues orienting her attention into the direction determined by the underlying emotional and narrative paradigm. The paper delineates the experiential determinants of change and analyzes their specific, constitutive interrelations. From this a holistic choreography of change learning is outlined that pays tribute to the intrinsic transition principles represented by the human learner. © 2013.

Successful Architectural Knowledge Sharing: Beware of Emotions

NASA Astrophysics Data System (ADS)

Poort, Eltjo R.; Pramono, Agung; Perdeck, Michiel; Clerc, Viktor; van Vliet, Hans

This chapter presents the analysis and key findings of a survey on architectural knowledge sharing. The responses of 97 architects working in the Dutch IT Industry were analyzed by correlating practices and challenges with project size and success. Impact mechanisms between project size, project success, and architectural knowledge sharing practices and challenges were deduced based on reasoning, experience and literature. We find that architects run into numerous and diverse challenges sharing architectural knowledge, but that the only challenges that have a significant impact are the emotional challenges related to interpersonal relationships. Thus, architects should be careful when dealing with emotions in knowledge sharing.

Mothers' electrophysiological, subjective, and observed emotional responding to infant crying: The role of secure base script knowledge.

PubMed

Groh, Ashley M; Roisman, Glenn I; Haydon, Katherine C; Bost, Kelly; McElwain, Nancy; Garcia, Leanna; Hester, Colleen

2015-11-01

This study examined the extent to which secure base script knowledge-reflected in the ability to generate narratives in which attachment-relevant events are encountered, a clear need for assistance is communicated, competent help is provided and accepted, and the problem is resolved-is associated with mothers' electrophysiological, subjective, and observed emotional responses to an infant distress vocalization. While listening to an infant crying, mothers (N = 108, M age = 34 years) lower on secure base script knowledge exhibited smaller shifts in relative left (vs. right) frontal EEG activation from rest, reported smaller reductions in feelings of positive emotion from rest, and expressed greater levels of tension. Findings indicate that lower levels of secure base script knowledge are associated with an organization of emotional responding indicative of a less flexible and more emotionally restricted response to infant distress. Discussion focuses on the contribution of mothers' attachment representations to their ability to effectively manage emotional responding to infant distress in a manner expected to support sensitive caregiving.

Fulfilment of knowledge expectations and emotional state among people undergoing hip replacement: a multi-national survey.

PubMed

Johansson Stark, Asa; Ingadottir, Brynja; Salanterä, Sanna; Sigurdardottir, Arun; Valkeapää, Kirsi; Bachrach-Lindström, Margareta; Unosson, Mitra

2014-11-01

Patient education in connection with hip replacement is intended to prepare patients for surgery, discharge and postoperative recovery. Patients experience symptoms and emotions due to disease or upcoming surgery which can affect how their knowledge expectations are fulfilled. To describe the differences between received and expected knowledge in patients undergoing elective hip replacement in three Nordic countries, and to analyse how these differences are related to patients' characteristics, preoperative symptoms and emotions. A descriptive, prospective survey with two data collection points; before admission and at hospital discharge after surgery. Two Finnish, three Icelandic and two Swedish hospitals. The population consisted of patients on a waiting list for hip replacement. Of the consecutively included patients, 320 answered questionnaires both before admission and at discharge and were included in the study. The mean age of the patients was 64 years, and 55% were women. Structured questionnaires were used; the knowledge expectations of hospital patients scale and self-reported scales for symptoms and emotions before admission and received knowledge of hospital patients scale at discharge. Fulfilment of knowledge expectation was assessed by calculating the difference between received and expected knowledge with a paired sample t-test. A multiple stepwise regression model was used to explain the variance of fulfilled knowledge expectations. Patients expected more knowledge than they received (p<0.001) and 77% of them had unfulfilled knowledge expectations. Patients with a higher level of education were more likely to have unfulfilled knowledge expectations. A higher level of education was also related to a greater difference between received and expected knowledge. The difference was more correlated with patients' emotions than their symptoms. A depressive state was the major predictor of the variance in the difference between received and expected knowledge. In order to better support patients by education it is necessary to assess their emotional state, educational level and knowledge expectations before surgery. Copyright © 2014 Elsevier Ltd. All rights reserved.

Role of affect in decision making.

PubMed

Bandyopadhyay, Debarati; Pammi, V S Chandrasekhar; Srinivasan, Narayanan

2013-01-01

Emotion plays a major role in influencing our everyday cognitive and behavioral functions, including decision making. We introduce different ways in which emotions are characterized in terms of the way they influence or elicited by decision making. This chapter discusses different theories that have been proposed to explain the role of emotions in judgment and decision making. We also discuss incidental emotional influences, both long-duration influences like mood and short-duration influences by emotional context present prior to or during decision making. We present and discuss results from a study with emotional pictures presented prior to decision making and how that influences both decision processes and postdecision experience as a function of uncertainty. We conclude with a summary of the work on emotions and decision making in the context of decision-making theories and our work on incidental emotions. Copyright © 2013 Elsevier B.V. All rights reserved.

Emotionally Intelligent Interventions for Students with Reading Disabilities

ERIC Educational Resources Information Center

Pellitteri, John; Dealy, Michael; Fasano, Charles; Kugler, John

2006-01-01

The construct of emotional intelligence provides a framework for understanding emotional processes in students with reading disabilities. The components of emotional intelligence include the perception of emotions, emotional facilitation of thinking, emotional knowledge, and emotional regulation. This article examines underlying affective…

Trauma exposure and aggression toward partners and children: Contextual influences of fear and anger.

PubMed

Marshall, Amy D; Roettger, Michael E; Mattern, Alexandra C; Feinberg, Mark E; Jones, Damon E

2018-05-07

Trauma exposure is a consistent correlate of intimate partner aggression (IPA) and parent-to-child aggression (PCA) perpetration, and difficulties with emotions (particularly fear and anger) are hypothesized to underlie these relations. However, the absence of knowledge of the immediate, contextual influence of emotions on aggression renders existing conclusions tenuous. This study illustrates a new method for studying contextual influences on aggressive behavior. Quarterly for 1 year, 94 men and 109 women with children age 2.5 years at study commencement were interviewed to measure the sequence of behaviors during aggressive incidents as well as the intensity of their emotions immediately prior to initiation of aggression. Within aggressive incidents, the number of acts of men's PCA was predicted by men's greater fear, anger, and trauma exposure, and the positive association between men's trauma exposure and PCA perpetration was especially strong under conditions of high fear and anger. In contrast, men's IPA was predicted by greater fear and anger, but not trauma exposure. Men with low trauma exposure engaged in more IPA under conditions of high fear; among men with high trauma exposure, fear inhibited their IPA persistence. Trauma exposure and fear interacted in the same manner to predict women's IPA, but many other findings among men did not generalize to women's aggression. This study illuminates the utility of simultaneously examining aggression across genders and family dyads, and serves as a foundation for refining theories of trauma and family aggression to account for emotion as a factor that can both motivate and inhibit aggression. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Factors associated with self-management by people undergoing hemodialysis: a descriptive study.

PubMed

Li, Hui; Jiang, Ya-Fang; Lin, Chiu-Chu

2014-02-01

Improving the level of self-management by people undergoing hemodialysis is an effective way to reduce the incidence of mortality and complications and improve quality of life. A better understanding of what influences an individual's level of self-management can help nurses find appropriate ways to improve self-management. To examine self-management levels, and discuss the factors influencing self-management, in a sample of patients undergoing hemodialysis in Beijing. A descriptive study design was chosen. A convenience sample of 216 patients undergoing hemodialysis was recruited from dialysis centers in three tertiary hospitals in Beijing from September 2010 to January 2011. Questionnaires were used to examine the variables: level of self-management; knowledge of hemodialysis; self-efficacy; anxiety and depression; and social support. Data analysis involved descriptive statistics, including frequency, percentage, mean and standard deviations, while Spearman correlation, non-parametric Z and χ(2) and multiple linear regression were used for comparative purposes. The number of returned questionnaires was 198 (91.67% response rate). The overall score of self-management was 56.01 (SD=10.75). The average item scores for each of the four self-management subscales were 3.02 for partnership, 2.98 for problem-solving skills, 2.74 for self-care and 2.47 for emotional management. Multiple linear regression analyses for overall self-management and the four subscales indicated that knowledge, self-efficacy, the availability of social support and depression were the main influencing factors which explained 34.1% of the variance of self-management. The level of self-management by those undergoing hemodialysis in this study was less than ideal, varying from 'rare' to 'sometimes' for use of self-management behaviors. For the different subscales of self-management, partnership was the most used and emotional management the least used strategy. Patients' knowledge, self-efficacy, the availability of social support and depression were the main factors influencing self-management. Copyright © 2013 Elsevier Ltd. All rights reserved.

Observing preschoolers' social-emotional behavior: structure, foundations, and prediction of early school success.

PubMed

Denham, Susanne A; Bassett, Hideko Hamada; Thayer, Sara K; Mincic, Melissa S; Sirotkin, Yana S; Zinsser, Katherine

2012-01-01

Social-emotional behavior of 352 3- and 4-year-olds attending private child-care and Head Start programs was observed using the Minnesota Preschool Affect Checklist, Revised (MPAC-R). Goals of the investigation included (a) using MPAC-R data to extract a shortened version, MPAC-R/S, comparing structure, internal consistency, test-retest reliability, and stability of both versions; and, using the shortened measure, to examine (b) age, gender, and risk status differences in social-emotional behaviors; (c) contributions of emotion knowledge and executive function to social-emotional behaviors; and (d) contributions of social-emotional behaviors to early school adjustment and kindergarten academic success. Results show that reliability of MPAC-R/S was as good, or better, than the MPAC-R. MPAC-R/S structure, at both times of observation, included emotionally negative/aggressive, emotionally regulated/prosocial, and emotionally positive/productive behaviors; MPAC-R structure was similar but less replicable over time. Age, gender, and risk differences were found. Children's emotion knowledge contributed to later emotionally regulated/prosocial behavior. Finally, preschool emotionally negative/aggressive behaviors were associated with concurrent and kindergarten school success, and there was evidence of social-emotional behavior mediating relations between emotion knowledge or executive function, and school outcomes. The importance of portable, empirically supported observation measures of social-emotional behaviors is discussed along with possible applications, teacher utilization, and implementation barriers.

Edmund W. Gordon: Producing Knowledge, Pursuing Understanding. Advances in Education in Diverse Communities: Research, Policy, and Praxis, Volume 1.

ERIC Educational Resources Information Center

Yeakey, Carol Camp, Ed.

This volume focuses on the work of Edmund W. Gordon and the influence he has had on contemporary thinking in psychology, education, and social policy, and the implications of his work for the schooling of lower-status youth and children of color in the United States. The chapters are: (1) "The Social Context of Emotions in Black Adolescents:…

Neural Dynamic Logic of Consciousness: The Knowledge Instinct

DTIC Science & Technology

2007-09-07

have the drive for positive stimulation , regardless of the satisfaction of drives such as hunger [i]; David Berlyne emphasized curiosity as a desire...and stimulates differentiation. The simplest modification of eq.(9), accounting for influence of synthesis is dD/dt = aS. (13) These equations...perception (when it is usually subliminal )? Can we measure aesthetic emotions during more complex cognition (when it is more conscious)? Does brain

EUReKA! A Conceptual Model of Emotion Understanding

PubMed Central

Castro, Vanessa L.; Cheng, Yanhua; Halberstadt, Amy G.; Grühn, Daniel

2015-01-01

The field of emotion understanding is replete with measures, yet lacks an integrated conceptual organizing structure. To identify and organize skills associated with the recognition and knowledge of emotions, and to highlight the focus of emotion understanding as localized in the self, in specific others, and in generalized others, we introduce the conceptual framework of Emotion Understanding in Recognition and Knowledge Abilities (EUReKA). We then categorize fifty-six existing methods of emotion understanding within this framework to highlight current gaps and future opportunities in assessing emotion understanding across the lifespan. We hope the EUReKA model provides a systematic and integrated framework for conceptualizing and measuring emotion understanding for future research. PMID:27594904

The Etiology of Observed Negative Emotionality from 14 to 24 Months

PubMed Central

Rhee, Soo Hyun; Corley, Robin P.; Friedman, Naomi P.; Hewitt, John K.; Hink, Laura K.; Johnson, Daniel P.; Robinson, JoAnn; Smith, Ashley K.; Young, Susan E.

2011-01-01

We examined the magnitude of genetic and environmental influences on observed negative emotionality at age 14, 20, and 24 months. Participants were 403 same-sex twin pairs recruited from the Longitudinal Twin Study whose emotional responses to four different situations were coded by independent raters. Negative emotionality showed significant consistency across settings, and there was evidence of a latent underlying negative emotionality construct. Heritability decreased, and the magnitude of shared environmental influences increased, for the latent negative emotionality construct from age 14 to 24 months. There were significant correlations between negative emotionality assessed at age 14, 20, and 24 months, and results suggested common genetic and shared environmental influences affecting negative emotionality across age, and that age-specific influences are limited to non-shared environmental influences, which include measurement error. PMID:22303413

The etiology of observed negative emotionality from 14 to 24 months.

PubMed

Rhee, Soo Hyun; Corley, Robin P; Friedman, Naomi P; Hewitt, John K; Hink, Laura K; Johnson, Daniel P; Robinson, Joann; Smith, Ashley K; Young, Susan E

2012-01-01

We examined the magnitude of genetic and environmental influences on observed negative emotionality at age 14, 20, and 24 months. Participants were 403 same-sex twin pairs recruited from the Longitudinal Twin Study whose emotional responses to four different situations were coded by independent raters. Negative emotionality showed significant consistency across settings, and there was evidence of a latent underlying negative emotionality construct. Heritability decreased, and the magnitude of shared environmental influences increased, for the latent negative emotionality construct from age 14 to 24 months. There were significant correlations between negative emotionality assessed at age 14, 20, and 24 months, and results suggested common genetic and shared environmental influences affecting negative emotionality across age, and that age-specific influences are limited to non-shared environmental influences, which include measurement error.

Student Teachers' Knowledge about Children with ADHD and Depression and Its Relations to Emotions

ERIC Educational Resources Information Center

Kikas, Eve; Timoštšuk, Inge

2016-01-01

Student teachers' knowledge about children with attention deficit hyperactivity disorder (ADHD) and depression and its relations to reporting experiencing emotions during teaching practice were studied. The participants were 186 teacher education students in Estonia. Student teachers' general knowledge and confidence in knowledge varied a lot.…

Emotion Recognition Ability Test Using JACFEE Photos: A Validity/Reliability Study of a War Veterans' Sample and Their Offspring.

PubMed

Castro-Vale, Ivone; Severo, Milton; Carvalho, Davide; Mota-Cardoso, Rui

2015-01-01

Emotion recognition is very important for social interaction. Several mental disorders influence facial emotion recognition. War veterans and their offspring are subject to an increased risk of developing psychopathology. Emotion recognition is an important aspect that needs to be addressed in this population. To our knowledge, no test exists that is validated for use with war veterans and their offspring. The current study aimed to validate the JACFEE photo set to study facial emotion recognition in war veterans and their offspring. The JACFEE photo set was presented to 135 participants, comprised of 62 male war veterans and 73 war veterans' offspring. The participants identified the facial emotion presented from amongst the possible seven emotions that were tested for: anger, contempt, disgust, fear, happiness, sadness, and surprise. A loglinear model was used to evaluate whether the agreement between the intended and the chosen emotions was higher than the expected. Overall agreement between chosen and intended emotions was 76.3% (Cohen kappa = 0.72). The agreement ranged from 63% (sadness expressions) to 91% (happiness expressions). The reliability by emotion ranged from 0.617 to 0.843 and the overall JACFEE photo set Cronbach alpha was 0.911. The offspring showed higher agreement when compared with the veterans (RR: 41.52 vs 12.12, p < 0.001), which confirms the construct validity of the test. The JACFEE set of photos showed good validity and reliability indices, which makes it an adequate instrument for researching emotion recognition ability in the study sample of war veterans and their respective offspring.

Emotion Recognition Ability Test Using JACFEE Photos: A Validity/Reliability Study of a War Veterans' Sample and Their Offspring

PubMed Central

Castro-Vale, Ivone; Severo, Milton; Carvalho, Davide; Mota-Cardoso, Rui

2015-01-01

Emotion recognition is very important for social interaction. Several mental disorders influence facial emotion recognition. War veterans and their offspring are subject to an increased risk of developing psychopathology. Emotion recognition is an important aspect that needs to be addressed in this population. To our knowledge, no test exists that is validated for use with war veterans and their offspring. The current study aimed to validate the JACFEE photo set to study facial emotion recognition in war veterans and their offspring. The JACFEE photo set was presented to 135 participants, comprised of 62 male war veterans and 73 war veterans’ offspring. The participants identified the facial emotion presented from amongst the possible seven emotions that were tested for: anger, contempt, disgust, fear, happiness, sadness, and surprise. A loglinear model was used to evaluate whether the agreement between the intended and the chosen emotions was higher than the expected. Overall agreement between chosen and intended emotions was 76.3% (Cohen kappa = 0.72). The agreement ranged from 63% (sadness expressions) to 91% (happiness expressions). The reliability by emotion ranged from 0.617 to 0.843 and the overall JACFEE photo set Cronbach alpha was 0.911. The offspring showed higher agreement when compared with the veterans (RR: 41.52 vs 12.12, p < 0.001), which confirms the construct validity of the test. The JACFEE set of photos showed good validity and reliability indices, which makes it an adequate instrument for researching emotion recognition ability in the study sample of war veterans and their respective offspring. PMID:26147938

Associations between sheep farmer attitudes, beliefs, emotions and personality, and their barriers to uptake of best practice: The example of footrot.

PubMed

O'Kane, Holly; Ferguson, Eamonn; Kaler, Jasmeet; Green, Laura

2017-04-01

There is interest in understanding how farmers' behaviour influences their management of livestock. We extend the theory of planned behaviour with farmers attitudes, beliefs, emotions and personality to investigate how these are associated with management of livestock disease using the example of footrot (FR) in sheep. In May 2013 a one-year retrospective questionnaire was sent to 4000 sheep farmers in England, requesting data on lameness prevalence, management of footrot, farm/flock descriptors, and farmer-orientated themes: barriers to treating footrot, opinions and knowledge of footrot, relating to other people and personality. Principal component analysis (PCA) was used to make composite variables from explanatory variables and latent class (LC) analysis was used to subgroup farmers, based on nine managements of FR. Associations between LC and composite variables were investigated using multinomial logistic regression. Negative binomial regression was used to investigate associations between the proportion of lame sheep and composite and personality variables. The useable response rate was 32% and 97% of farmers reported having lame sheep; the geometric mean prevalence of lameness (GMPL) was 3.7% (95% CI 3.51%-3.86%). Participants grouped into three latent classes; LC1 (best practice-treat FR within 3days of sheep becoming lame; use injectable and topical antibiotics; avoid foot trimming), 11% farmers), LC2 (slow to act, 57%) and LC3 (slow to act, delayed culling, 32%), with GMPL 2.95%, 3.60% and 4.10% respectively. Farmers who reported the production cycle as a barrier to treating sheep with FR were more likely to be in LC2 (RRR 1.36) than LC1. Negative emotions towards FR were associated with higher risk of being in LC2 (RRR 1.39) than LC1. Knowledge of preventing FR spread was associated with a lower risk of being in LC2 (RRR 0.46) or LC3 (RRR 0.34) than LC1. Knowledge about FR transmission was associated with a lower risk of being in LC3 (RRR 0.64) than LC1. An increased risk of lameness was associated with the production cycle being a barrier to treating sheep with FR (IRR 1.13), negative emotions towards FR (IRR 1.13) and feelings of hopelessness towards FR (IRR 1.20). Conscientiousness (IRR 0.95) and understanding the importance of active control of lameness (IRR 0.76) were associated with reduced risk of lameness. We conclude that emotions and personality are associated with differences in farmer management of FR and prevalence of lameness. Further understanding how personality and emotions influence change in behaviour is key to increasing uptake of new information. Copyright © 2016 The Authors. Published by Elsevier B.V. All rights reserved.

Childhood abuse affects emotional closeness with family in mid- and later life.

PubMed

Savla, J Tina; Roberto, Karen A; Jaramillo-Sierra, Ana L; Gambrel, Laura Eubanks; Karimi, Hassan; Butner, L Michelle

2013-06-01

Knowledge about the effects of early life adversity on kin relationships in later years is sparse. The purpose of this study was to examine if childhood abuse and adversity negatively influences emotional closeness with family in mid- and later life. A second goal was to determine the role of psychosocial resources and personality traits in buffering the effects of early adversities. Gender and cohort differences were explored to see if men were differentially affected than women and whether middle-aged adults (35-49 years old) were differentially affected than older adults (50-74 years old) by the effects of childhood abuse and adversity. Using retrospective accounts of early family abuse and adversities of 1,266 middle aged adults and 1,219 older adults from a large population-based survey, the National Survey of Midlife Development in United States (MIDUS), separate multiple regression analyses were conducted for the two cohorts to examine the effects of childhood emotional and physical abuse and family adversities on perceived emotional closeness with family. Interaction effects between childhood abuse and adversity (e.g., being expelled from school, death of sibling, parental divorce, losing a home to a natural disaster) with psychosocial resources (perceived control and self acceptance), personality characteristics (extraversion and neuroticism), and gender were examined. Results of OLS regressions suggest emotional and physical abuse predicted family closeness in middle-aged adults. Conversely, only emotional abuse predicted family closeness in older adults. Moderation models revealed that high levels of self acceptance were associated with better maintenance of emotional closeness among middle-aged adults who were emotionally and physically abused as children. Older adults with lower extraversion who experienced emotional abuse or reported greater number of adversities in childhood were found to be at higher risk for lower emotional closeness with family. Early life adversities were more detrimental for women. Findings suggest that the aftermath of childhood abuse does not dissipate with time, but continues to influence family relationships in mid- and later life. Identifying the links between childhood adversities and adult relationships can help identify strategic points for intervention to reduce the long-term effects of accumulated adverse experiences over the life course. Published by Elsevier Ltd.

Risky feelings: Why a 6% risk of cancer doesn’t always feel like 6%

PubMed Central

Zikmund-Fisher, Brian J.; Fagerlin, Angela; Ubel, Peter A.

2010-01-01

Objective Emotion plays a strong role in the perception of risk information but is frequently underemphasized in the decision-making and communication literature. We sought to discuss and put into context several lines of research that have explored the links between emotion and risk perceptions, Methods In this article, we provide a focused, “state of the science” review of research revealing the ways that emotion, or affect, influences people’s cancer-related decisions. We identify illustrative experimental research studies that demonstrate the role of affect in people’s estimates of cancer risk, their decisions between different cancer treatments, their perceptions of the chance of cancer recurrence, and their reactions to different methods of presenting risk information. Results These studies show that people have strong affective reactions to cancer risk information and that the way risk information is presented often determines the emotional gist people take away from such communications. Conclusion Cancer researchers, educators and oncologists need to be aware that emotions are often more influential in decision making about cancer treatments and prevention behaviors than factual knowledge is. Practice Implications Anticipating and assessing affective reactions is an essential step in the evaluation and improvement of cancer risk communications. PMID:20739135

Risky feelings: why a 6% risk of cancer does not always feel like 6%.

PubMed

Zikmund-Fisher, Brian J; Fagerlin, Angela; Ubel, Peter A

2010-12-01

Emotion plays a strong role in the perception of risk information but is frequently underemphasized in the decision-making and communication literature. We sought to discuss and put into context several lines of research that have explored the links between emotion and risk perceptions. In this article, we provide a focused, "state of the science" review of research revealing the ways that emotion, or affect, influences people's cancer-related decisions. We identify illustrative experimental research studies that demonstrate the role of affect in people's estimates of cancer risk, their decisions between different cancer treatments, their perceptions of the chance of cancer recurrence, and their reactions to different methods of presenting risk information. These studies show that people have strong affective reactions to cancer risk information and that the way risk information is presented often determines the emotional gist people take away from such communications. Cancer researchers, educators and oncologists need to be aware that emotions are often more influential in decision making about cancer treatments and prevention behaviors than factual knowledge is. Anticipating and assessing affective reactions is an essential step in the evaluation and improvement of cancer risk communications. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

Executive Functions, Memory, and Social Cognitive Deficits and Recovery in Chronic Alcoholism: A Critical Review to Inform Future Research.

PubMed

Le Berre, Anne-Pascale; Fama, Rosemary; Sullivan, Edith V

2017-08-01

Alcoholism is a complex and dynamic disease, punctuated by periods of abstinence and relapse, and influenced by a multitude of vulnerability factors. Chronic excessive alcohol consumption is associated with cognitive deficits, ranging from mild to severe, in executive functions, memory, and metacognitive abilities, with associated impairment in emotional processes and social cognition. These deficits can compromise efforts in initiating and sustaining abstinence by hampering efficacy of clinical treatment and can obstruct efforts in enabling good decision making success in interpersonal/social interactions, and awareness of cognitive and behavioral dysfunctions. Despite evidence for differences in recovery levels of selective cognitive processes, certain deficits can persist even with prolonged sobriety. Herein is presented a review of alcohol-related cognitive impairments affecting component processes of executive functioning, memory, and the recently investigated cognitive domains of metamemory, social cognition, and emotional processing; also considered are trajectories of cognitive recovery with abstinence. Finally, in the spirit of critical review, limitations of current knowledge are noted and avenues for new research efforts are proposed that focus on (i) the interaction among emotion-cognition processes and identification of vulnerability factors contributing to the development of emotional and social processing deficits and (ii) the time line of cognitive recovery by tracking alcoholism's dynamic course of sobriety and relapse. Knowledge about the heterochronicity of cognitive recovery in alcoholism has the potential of indicating at which points during recovery intervention may be most beneficial. Copyright © 2017 by the Research Society on Alcoholism.

Modifying Knowledge, Emotions, and Attitudes Regarding Genetically Modified Foods

ERIC Educational Resources Information Center

Heddy, Benjamin C.; Danielson, Robert W.; Sinatra, Gale M.; Graham, Jesse

2017-01-01

The purpose of this study was to explore whether conceptual change predicted emotional and attitudinal change while learning about genetically modified foods (GMFs). Participants were 322 college students; half read a refutation text designed to shift conceptual knowledge, emotions, and attitudes, while the other half served as a control group.…

Children's Knowledge of Display Rules for Emotional Expression and Control.

ERIC Educational Resources Information Center

Doubleday, Catherine; And Others

An important task for children is to acquire their culture's rules for emotional display. Accurate knowledge of display rules prescribing, for example, safe targets for anger or indelicate situations for excitement helps regulate expressive behavior and mediate the impact of emotional expression on the self and others. In this study, children's…

Communicating shared knowledge in infancy.

PubMed

Egyed, Katalin; Király, Ildikó; Gergely, György

2013-07-01

Object-directed emotion expressions provide two types of information: They can convey the expressers' person-specific subjective disposition toward objects, or they can be used communicatively as referential symbolic devices to convey culturally shared valence-related knowledge about referents that can be generalized to other individuals. By presenting object-directed emotion expressions in communicative versus noncommunicative contexts, we demonstrated that 18-month-olds can flexibly assign either a person-centered interpretation or an object-centered interpretation to referential emotion displays. When addressed by ostensive signals of communication, infants generalized their object-centered interpretation of the emotion display to other individuals as well, whereas in the noncommunicative emotion-expression context, they attributed to the emoting agent a person-specific subjective dispositional attitude without generalizing this attribution as relevant to other individuals. The findings indicate that, as proposed by natural pedagogy theory, infants are prepared to learn shared cultural knowledge from nonverbal communicative demonstrations addressed to them at a remarkably early age.

Emotion Knowledge and Attentional Differences in Preschoolers Showing Context-Inappropriate Anger.

PubMed

Locke, Robin L; Lang, Nichole J

2016-08-01

Some children show anger inappropriate for the situation based on the predominant incentives, which is called context-inappropriate anger. Children need to attend to and interpret situational incentives for appropriate emotional responses. We examined associations of context-inappropriate anger with emotion recognition and attention problems in 43 preschoolers (42% male; M age = 55.1 months, SD = 4.1). Parents rated context-inappropriate anger across situations. Teachers rated attention problems using the Child Behavior Checklist-Teacher Report Form. Emotion recognition was ability to recognize emotional faces using the Emotion Matching Test. Anger perception bias was indicated by anger to non-anger situations using an adapted Affect Knowledge Test. 28% of children showed context-inappropriate anger, which correlated with lower emotion recognition (β = -.28) and higher attention problems (β = .36). Higher attention problems correlated with more anger perception bias (β = .32). This cross-sectional, correlational study provides preliminary findings that children with context-inappropriate anger showed more attention problems, which suggests that both "problems" tend to covary and associate with deficits or biases in emotion knowledge. © The Author(s) 2016.

The Mediational Role of Cognitive Emotion Regulation Strategies in the Relationship of Ego-strength and Adjustment to Infertility in Women.

PubMed

Teimourpour, Negar; Besharat, Mohammad Ali; Rahiminezhad, Abbas; Hossein Rashidi, Batool; Gholamali Lavasani, Masoud

2015-06-01

Infertility is considered as an intense and prolonged stressful experience. Despite of high prevalence of infertility and its emotional burden for couples and especially for women, the knowledge regarding psychological factors influencing adjustment to it is limited. The aim of the present study was to investigate the mediational role of cognitive emotion regulation strategies in the relationship of ego-strength and adjustment to infertility in women. A total number of 275 women with primary infertility referring to Valie-asr Reproductive Health Research Center (Tehran Imam Khomeini Hospital) participated in the present study. Data was collected via demographic information questionnaire, Ego-Strength Scale (ESS), Cognitive Emotion Regulation Questionnaire (CERQ) and Adjustment to Illness Scale (AIS). Data were analysed using Pearson correlation and path analysis methods Using SPSS (18) and LISREL (8.5) software. RESULTS indicated there are significant positive correlation between ego-strength and adjustment to infertility (r = 0.44, p < 0.01). Also Adjustment has significant positive correlation withadaptive emotion regulation strategies (r = 0.38, p < 0.01) and significant negative correlation with non-adaptive emotion regulation strategies (r = -0.43, p < 0.01). RESULTS of path analysis indicated emotion regulation strategies mediate the relationship of ego-strength and adjustment. These results can be helpful in making preventive policies, identifying high risk patients and planning psychological interventions.

Explicit authenticity and stimulus features interact to modulate BOLD response induced by emotional speech.

PubMed

Drolet, Matthis; Schubotz, Ricarda I; Fischer, Julia

2013-06-01

Context has been found to have a profound effect on the recognition of social stimuli and correlated brain activation. The present study was designed to determine whether knowledge about emotional authenticity influences emotion recognition expressed through speech intonation. Participants classified emotionally expressive speech in an fMRI experimental design as sad, happy, angry, or fearful. For some trials, stimuli were cued as either authentic or play-acted in order to manipulate participant top-down belief about authenticity, and these labels were presented both congruently and incongruently to the emotional authenticity of the stimulus. Contrasting authentic versus play-acted stimuli during uncued trials indicated that play-acted stimuli spontaneously up-regulate activity in the auditory cortex and regions associated with emotional speech processing. In addition, a clear interaction effect of cue and stimulus authenticity showed up-regulation in the posterior superior temporal sulcus and the anterior cingulate cortex, indicating that cueing had an impact on the perception of authenticity. In particular, when a cue indicating an authentic stimulus was followed by a play-acted stimulus, additional activation occurred in the temporoparietal junction, probably pointing to increased load on perspective taking in such trials. While actual authenticity has a significant impact on brain activation, individual belief about stimulus authenticity can additionally modulate the brain response to differences in emotionally expressive speech.

Inference generation during discourse and its relation to social competence: an online investigation of abilities of children with and without language impairment.

PubMed

Ford, Janet A; Milosky, Linda M

2008-04-01

This study examined whether young children with typical language development (TL) and children with language impairment (LI) make emotion inferences online during the process of discourse comprehension, identified variables that predict emotion inferencing, and explored the relationship of these variables to social competence. Preschool children (16 TL and 16 LI) watched narrated videos designed to activate knowledge about a particular emotional state. Following each story, children named a facial expression that either matched or did not match the anticipated emotion. Several experimental tasks examined linguistic and nonlinguistic abilities. Finally, each child's teacher completed a measure of social competence. Children with TL named expressions significantly more slowly in the mismatched condition than in the matched condition, whereas children with LI did not differ in response times between the conditions. Language and vocal response time measures were related to emotion inferencing ability, and this ability predicted social competence scores. The findings suggest that children with TL are inferring emotions during the comprehension process, whereas children with LI often fail to make these inferences. Making emotion inferences is related to discourse comprehension and to social competence in children. The current findings provide evidence that language and vocal response time measures predicted inferencing ability and suggest that additional factors may influence discourse inferencing and social competence.

Emotion Processes in Knowledge Revision

ERIC Educational Resources Information Center

Trevors, Gregory J.; Kendeou, Panayiota; Butterfuss, Reese

2017-01-01

In recent years, a number of insights have been gained into the cognitive processes that explain how individuals overcome misconceptions and revise their previously acquired incorrect knowledge. The current study complements this line of research by investigating the moment-by-moment emotion processes that occur during knowledge revision using a…

Emotion recognition and cognitive empathy deficits in adolescent offenders revealed by context-sensitive tasks

PubMed Central

Gonzalez-Gadea, Maria Luz; Herrera, Eduar; Parra, Mario; Gomez Mendez, Pedro; Baez, Sandra; Manes, Facundo; Ibanez, Agustin

2014-01-01

Emotion recognition and empathy abilities require the integration of contextual information in real-life scenarios. Previous reports have explored these domains in adolescent offenders (AOs) but have not used tasks that replicate everyday situations. In this study we included ecological measures with different levels of contextual dependence to evaluate emotion recognition and empathy in AOs relative to non-offenders, controlling for the effect of demographic variables. We also explored the influence of fluid intelligence (FI) and executive functions (EFs) in the prediction of relevant deficits in these domains. Our results showed that AOs exhibit deficits in context-sensitive measures of emotion recognition and cognitive empathy. Difficulties in these tasks were neither explained by demographic variables nor predicted by FI or EFs. However, performance on measures that included simpler stimuli or could be solved by explicit knowledge was either only partially affected by demographic variables or preserved in AOs. These findings indicate that AOs show contextual social-cognition impairments which are relatively independent of basic cognitive functioning and demographic variables. PMID:25374529

Web Ontologies to Categorialy Structure Reality: Representations of Human Emotional, Cognitive, and Motivational Processes

PubMed Central

López-Gil, Juan-Miguel; Gil, Rosa; García, Roberto

2016-01-01

This work presents a Web ontology for modeling and representation of the emotional, cognitive and motivational state of online learners, interacting with university systems for distance or blended education. The ontology is understood as a way to provide the required mechanisms to model reality and associate it to emotional responses, but without committing to a particular way of organizing these emotional responses. Knowledge representation for the contributed ontology is performed by using Web Ontology Language (OWL), a semantic web language designed to represent rich and complex knowledge about things, groups of things, and relations between things. OWL is a computational logic-based language such that computer programs can exploit knowledge expressed in OWL and also facilitates sharing and reusing knowledge using the global infrastructure of the Web. The proposed ontology has been tested in the field of Massive Open Online Courses (MOOCs) to check if it is capable of representing emotions and motivation of the students in this context of use. PMID:27199796

Improving Social Competence through Emotion Knowledge in 2-Year-Old Children: A Pilot Study

ERIC Educational Resources Information Center

Giménez-Dasí, Marta; Fernández-Sánchez, Marta; Quintanilla, Laura

2015-01-01

Research Findings: The goal of this study was to determine the efficacy of an educational intervention program to improve emotion knowledge, emotion regulation, and social competence in 2-year-old Spanish children. This study makes two original contributions because there are no validated education programs for such young children and because it…

Knowledge Activation versus Sentence Mapping When Representing Fictional Characters' Emotional States.

ERIC Educational Resources Information Center

Gernsbacher, Morton Ann; Robertson, Rachel R. W.

1992-01-01

In a study of knowledge activation and sentence mapping, subjects read stories that described concrete actions, and then the content of the stories was manipulated (i.e. stories were written that implied different emotional states). It is suggested that the more emotionally evoking situations one encounters the more memory traces are stored and…

Emotion perception, but not affect perception, is impaired with semantic memory loss.

PubMed

Lindquist, Kristen A; Gendron, Maria; Barrett, Lisa Feldman; Dickerson, Bradford C

2014-04-01

For decades, psychologists and neuroscientists have hypothesized that the ability to perceive emotions on others' faces is inborn, prelinguistic, and universal. Concept knowledge about emotion has been assumed to be epiphenomenal to emotion perception. In this article, we report findings from 3 patients with semantic dementia that cannot be explained by this "basic emotion" view. These patients, who have substantial deficits in semantic processing abilities, spontaneously perceived pleasant and unpleasant expressions on faces, but not discrete emotions such as anger, disgust, fear, or sadness, even in a task that did not require the use of emotion words. Our findings support the hypothesis that discrete emotion concept knowledge helps transform perceptions of affect (positively or negatively valenced facial expressions) into perceptions of discrete emotions such as anger, disgust, fear, and sadness. These findings have important consequences for understanding the processes supporting emotion perception.

Emotion in Online College Classrooms: Examining the Influence of Perceived Teacher Communication Behaviour on Students' Emotional Experiences

ERIC Educational Resources Information Center

Brooks, Catherine F.; Young, Stacy L.

2015-01-01

This research focused on teacher communication behaviour as an influential factor in students' educational experiences. This study examined students' perceptions of emotion (involving teachers' emotional support, students' emotional work and students' positive emotional valence toward class and teacher) as influenced by a variety of predicting…

How should neuroscience study emotions? by distinguishing emotion states, concepts, and experiences.

PubMed

Adolphs, Ralph

2017-01-01

In this debate with Lisa Feldman Barrett, I defend a view of emotions as biological functional states. Affective neuroscience studies emotions in this sense, but it also studies the conscious experience of emotion ('feelings'), our ability to attribute emotions to others and to animals ('attribution', 'anthropomorphizing'), our ability to think and talk about emotion ('concepts of emotion', 'semantic knowledge of emotion') and the behaviors caused by an emotion ('expression of emotions', 'emotional reactions'). I think that the most pressing challenge facing affective neuroscience is the need to carefully distinguish between these distinct aspects of 'emotion'. I view emotion states as evolved functional states that regulate complex behavior, in both people and animals, in response to challenges that instantiate recurrent environmental themes. These functional states, in turn, can also cause conscious experiences (feelings), and their effects and our memories for those effects also contribute to our semantic knowledge of emotions (concepts). Cross-species studies, dissociations in neurological and psychiatric patients, and more ecologically valid neuroimaging designs should be used to partly separate these different phenomena. © The Author (2016). Published by Oxford University Press.

Emotional intelligence education in pre-registration nursing programmes: an integrative review.

PubMed

Foster, Kim; McCloughen, Andrea; Delgado, Cynthia; Kefalas, Claudia; Harkness, Emily

2015-03-01

To investigate the state of knowledge on emotional intelligence (EI) education in pre-registration nursing programmes. Integrative literature review. CINAHL, Medline, Scopus, ERIC, and Web of Knowledge electronic databases were searched for abstracts published in English between 1992-2014. Data extraction and constant comparative analysis of 17 articles. Three categories were identified: Constructs of emotional intelligence; emotional intelligence curricula components; and strategies for emotional intelligence education. A wide range of emotional intelligence constructs were found, with a predominance of trait-based constructs. A variety of strategies to enhance students' emotional intelligence skills were identified, but limited curricula components and frameworks reported in the literature. An ability-based model for curricula and learning and teaching approaches is recommended. Copyright © 2014. Published by Elsevier Ltd.

Comparing integral and incidental emotions: Testing insights from emotions as social information theory and attribution theory.

PubMed

Hillebrandt, Annika; Barclay, Laurie J

2017-05-01

Studies have indicated that observers can infer information about others' behavioral intentions from others' emotions and use this information in making their own decisions. Integrating emotions as social information (EASI) theory and attribution theory, we argue that the interpersonal effects of emotions are not only influenced by the type of discrete emotion (e.g., anger vs. happiness) but also by the target of the emotion (i.e., how the emotion relates to the situation). We compare the interpersonal effects of emotions that are integral (i.e., related to the situation) versus incidental (i.e., lacking a clear target in the situation) in a negotiation context. Results from 4 studies support our general argument that the target of an opponent's emotion influences the degree to which observers attribute the emotion to their own behavior. These attributions influence observers' inferences regarding the perceived threat of an impasse or cooperativeness of an opponent, which can motivate observers to strategically adjust their behavior. Specifically, emotion target influenced concessions for both anger and happiness (Study 1, N = 254), with perceived threat and cooperativeness mediating the effects of anger and happiness, respectively (Study 2, N = 280). Study 3 (N = 314) demonstrated the mediating role of attributions and moderating role of need for closure. Study 4 (N = 193) outlined how observers' need for cognitive closure influences how they attribute incidental anger. We discuss theoretical implications related to the social influence of emotions as well as practical implications related to the impact of personality on negotiators' biases and behaviors. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Human nicotine conditioning requires explicit contingency knowledge: is addictive behaviour cognitively mediated?

PubMed

Hogarth, Lee; Duka, Theodora

2006-03-01

Two seemingly contrary theories describe the learning mechanisms that mediate human addictive behaviour. According to the classical incentive theories of addiction, addictive behaviour is motivated by a Pavlovian conditioned appetitive emotional response elicited by drug-paired stimuli. Expectancy theory, on the other hand, argues that addictive behaviour is mediated by an expectancy of the drug imparted by cognitive knowledge of the Pavlovian (predictive) contingency between stimuli (S+) and the drug and of the instrumental (causal) contingency between instrumental behaviour and the drug. The present paper reviewed human-nicotine-conditioning studies to assess the role of appetitive emotional conditioning and explicit contingency knowledge in mediating addictive behaviour. The studies reviewed here provided evidence for both the emotional conditioning and the expectancy accounts. The first source of evidence is that nicotine-paired S+ elicit an appetitive emotional conditioned response (CR), albeit only in participants who expect nicotine. Furthermore, the magnitude of this emotional state is modulated by nicotine deprivation/satiation. However, the causal status of the emotional response in driving other forms of conditioned behaviour remains undemonstrated. The second source of evidence is that other nicotine CRs, including physiological responses, self-administration, attentional bias and subjective craving, are also dependent on participants possessing explicit knowledge of the Pavlovian contingencies arranged in the experiment. In addition, several of the nicotine CRs can be brought about or modified by instructed contingency knowledge, demonstrating the causal status of this knowledge. Collectively, these data suggest that human nicotine conditioned effects are mediated by an explicit expectancy of the drug coupled with an appetitive emotional response that reflects the positive biological value of the drug. The implication of this conclusion is that treatments designed to modify the expected value of the drug may prove effective.

Emotional influences in patient safety.

PubMed

Croskerry, Pat; Abbass, Allan; Wu, Albert W

2010-12-01

The way that health care providers feel, both within themselves and toward their patients, may influence their clinical performance and impact patient safety, yet this aspect of provider behavior has received relatively little attention. How providers feel, their emotional or affective state, may exert a significant, unintended influence on their patients, and may compromise safety. We examined a broad literature across multiple disciplines to review the interrelationships between emotion, decision making, and behavior, and to assess their potential impact on patient safety. There is abundant evidence that the emotional state of the health care provider may be influenced by factors including characteristics of the patient, ambient conditions in the health care setting, diurnal, circadian, infradian, and seasonal variables, as well as endogenous disorders of the individual provider. These influences may lead to affective biases in decision making, resulting in errors and adverse events. Clinical reasoning and judgment may be particularly susceptible to emotional influence, especially those processes that rely on intuitive judgments. There are many ways that the emotional state of the health care provider can influence patient care. To reduce emotional errors, the level of awareness of these factors should be raised. Emotional skills training should be incorporated into the education of health care professionals. Specifically, clinical teaching should promote more openness and discussion about the provider's feelings toward patients. Strategies should be developed to help providers identify and de-bias themselves against emotional influences that may impact care, particularly in the emotionally evocative patient. Psychiatric conditions within the provider, which may compromise patient safety, need to be promptly detected, diagnosed, and managed.

The Effects of Knowledge of Child Development and Social Emotional Maturity on Adolescent Attitudes Toward Parenting.

ERIC Educational Resources Information Center

Larsen, John L.; Juhasz, Anne McCreary

Parenting, always a complex and difficult task, is even more difficult for teenage parents who are generally less able financially, emotionally, and cognitively than adults to nurture and care for their children. The relationship between the combined effect of knowledge of child development and level of social-emotional maturity, and the extent to…

The Effects of Knowledge of Child Development and Social-Emotional Maturity on Adolescent Attitudes toward Parenting.

ERIC Educational Resources Information Center

Larsen, John J.; Juhasz, Anne McCreary

1985-01-01

Investigated the relationship between the combined effect of knowledge of child development and level of social-emotional maturity, and the extent to which this relationship affects adolescent attitudes toward parenting. Negative attitudes toward parenting were associated with lack of knowledge of child development and low levels of…

The Benefits of Merging Leadership Research and Emotions Research

PubMed Central

Humphrey, Ronald H.; Burch, Gerald F.; Adams, Laural L.

2016-01-01

A closer merging of the literature on emotions with the research on leadership may prove advantageous to both fields. Leadership researchers will benefit by incorporating the research on emotional labor, emotional regulation, and happiness. Emotions researchers will be able to more fully consider how leadership demands influence emotional processes. In particular, researchers can better understand how the workplace context and leadership demands influence affective events. The leadership literature on charisma, transformational leadership, leader-member exchange, and other theories have the potential to shed light on how rhetorical techniques and other leadership techniques influence emotional labor, emotional contagion, moods, and overall morale. Conversely, the literature on emotional labor and emotional contagion stands to provide insights into what makes leaders charismatic, transformational, or capable of developing high quality leader–follower relationships. This review examines emotions and leadership at five levels: within person, between persons, interpersonal, groups and teams, and organizational wide and integrates research on emotions, emotional contagion, and leadership to identify opportunities for future research for both emotions researchers and leadership researchers. PMID:27458415

The Benefits of Merging Leadership Research and Emotions Research.

PubMed

Humphrey, Ronald H; Burch, Gerald F; Adams, Laural L

2016-01-01

A closer merging of the literature on emotions with the research on leadership may prove advantageous to both fields. Leadership researchers will benefit by incorporating the research on emotional labor, emotional regulation, and happiness. Emotions researchers will be able to more fully consider how leadership demands influence emotional processes. In particular, researchers can better understand how the workplace context and leadership demands influence affective events. The leadership literature on charisma, transformational leadership, leader-member exchange, and other theories have the potential to shed light on how rhetorical techniques and other leadership techniques influence emotional labor, emotional contagion, moods, and overall morale. Conversely, the literature on emotional labor and emotional contagion stands to provide insights into what makes leaders charismatic, transformational, or capable of developing high quality leader-follower relationships. This review examines emotions and leadership at five levels: within person, between persons, interpersonal, groups and teams, and organizational wide and integrates research on emotions, emotional contagion, and leadership to identify opportunities for future research for both emotions researchers and leadership researchers.

Emotion perception, but not affect perception, is impaired with semantic memory loss

PubMed Central

Lindquist, Kristen A.; Gendron, Maria; Feldman Barrett, Lisa; Dickerson, Bradford C.

2014-01-01

For decades, psychologists and neuroscientists have hypothesized that the ability to perceive emotions on others’ faces is inborn, pre-linguistic, and universal. Concept knowledge about emotion has been assumed to be epiphenomenal to emotion perception. In this paper, we report findings from three patients with semantic dementia that cannot be explained by this “basic emotion” view. These patients, who have substantial deficits in semantic processing abilities, spontaneously perceived pleasant and unpleasant expressions on faces, but not discrete emotions such as anger, disgust, fear, or sadness, even in a task that did not require the use of emotion words. Our findings support the hypothesis that discrete emotion concept knowledge helps transform perceptions of affect (positively or negatively valenced facial expressions) into perceptions of discrete emotions such as anger, disgust, fear and sadness. These findings have important consequences for understanding the processes supporting emotion perception. PMID:24512242

Emotion-based preventive intervention: Effectively promoting emotion knowledge and adaptive behavior among at-risk preschoolers.

PubMed

Finlon, Kristy J; Izard, Carroll E; Seidenfeld, Adina; Johnson, Stacy R; Cavadel, Elizabeth Woodburn; Ewing, E Stephanie Krauthamer; Morgan, Judith K

2015-11-01

Effectiveness studies of preschool social-emotional programs are needed in low-income, diverse populations to help promote the well-being of at-risk children. Following an initial program efficacy study 2 years prior, 248 culturally diverse Head Start preschool children participated in the current effectiveness trial and received either the Emotion-Based Prevention Program (EBP) or the I Can Problem Solve (ICPS) intervention. Pre- and postdata collection included direct child assessment, teacher report, parent interview, and independent observations. Teachers implementing the EBP intervention demonstrated good and consistent fidelity to the program. Overall, children in EBP classrooms gained more emotion knowledge and displayed greater decreases in negative emotion expressions and internalizing behaviors across the implementation period as compared to children in ICPS classrooms. In addition, cumulative risk, parental depressive symptoms, and classroom climate significantly moderated treatment effects. For children experiencing more stress or less support, EBP produced more successful outcomes than did ICPS. These results provide evidence of EBP sustainability and program effectiveness, as did previous findings that demonstrated EBP improvements in emotion knowledge, regulation skills, and behavior problems replicated under unsupervised program conditions.

Emotional Intelligence Instruction in a Pharmacy Communications Course

PubMed Central

Lust, Elaine; Moore, Frances C.

2006-01-01

Objectives To determine the benefits of incorporating emotional intelligence instruction into a required pharmacy communications course. Design Specific learning objectives were developed based upon the emotional intelligence framework and how it can be applied to pharmacy practice. Qualitative data on student perceptions were collected and analyzed using theme analysis. Assessment Students found instruction on emotional intelligence to be a positive experience. Students reported learning the taxonomy of emotional intelligence – a concept that previously was difficult for them to articulate or describe, and could use this knowledge in future pharmacy management situations. Students also recognized that their new knowledge of emotional intelligence would lead to better patient outcomes. Conclusion Students had positive perceptions of the importance of emotional intelligence. They valued its inclusion in the pharmacy curriculum and saw practical applications of emotional intelligence to the practice of pharmacy. PMID:17136149

"Practice What You Preach": Teachers' Perceptions of Emotional Competence and Emotionally Supportive Classroom Practices

ERIC Educational Resources Information Center

Zinsser, Katherine M.; Denham, Susanne A.; Curby, Timothy W.; Shewark, Elizabeth A.

2015-01-01

Research Findings: The connections between parents' emotional competence (emotion expression, regulation, and knowledge) and children's social-emotional learning (SEL) have been well studied; however, the associations among teachers' emotional competencies and children's SEL remain widely understudied. In the present study, private preschool and…

Testing a theoretical model of clinical nurses' intent to stay.

PubMed

Cowden, Tracy L; Cummings, Greta G

2015-01-01

Published theoretical models of nurses' intent to stay (ITS) report inconsistent outcomes, and not all hypothesized models have been adequately tested. Research has focused on cognitive rather than emotional determinants of nurses' ITS. The aim of this study was to empirically verify a complex theoretical model of nurses' ITS that includes both affective and cognitive determinants and to explore the influence of relational leadership on staff nurses' ITS. The study was a correlational, mixed-method, nonexperimental design. A subsample of the Quality Work Environment Study survey data 2009 (n = 415 nurses) was used to test our theoretical model of clinical nurses' ITS as a structural equation model. The model explained 63% of variance in ITS. Organizational commitment, empowerment, and desire to stay were the model concepts with the strongest effects on nurses' ITS. Leadership practices indirectly influenced ITS. How nurses evaluate and respond to their work environment is both an emotional and rational process. Health care organizations need to be cognizant of the influence that nurses' feelings and views of their work setting have on their intention decisions and integrate that knowledge into the development of retention strategies. Leadership practices play an important role in staff nurses' perceptions of the workplace. Identifying the mechanisms by which leadership influences staff nurses' intentions to stay presents additional focus areas for developing retention strategies.

Caffeine alters emotion and emotional responses in low habitual caffeine consumers.

PubMed

Giles, Grace E; Spring, Alexander M; Urry, Heather L; Moran, Joseph M; Mahoney, Caroline R; Kanarek, Robin B

2018-02-01

Caffeine reliably increases emotional arousal, but it is unclear whether and how it influences other dimensions of emotion such as emotional valence. These experiments documented whether caffeine influences emotion and emotion regulation choice and success. Low to abstinent caffeine consumers (maximum 100 mg/day) completed measures of state anxiety, positive and negative emotion, and salivary cortisol before, 45 min after, and 75 min after consuming 400 mg caffeine or placebo. Participants also completed an emotion regulation choice task, in which they chose to employ cognitive reappraisal or distraction in response to high and low intensity negative pictures (Experiment 1), or a cognitive reappraisal task, in which they employed cognitive reappraisal or no emotion regulation strategy in response to negative and neutral pictures (Experiment 2). State anxiety, negative emotion, and salivary cortisol were heightened both 45 and 75 min after caffeine intake relative to placebo. In Experiment 1, caffeine did not influence the frequency with which participants chose reappraisal or distraction, but reduced negativity of the picture ratings. In Experiment 2, caffeine did not influence cognitive reappraisal success. Thus, caffeine mitigated emotional responses to negative situations, but not how participants chose to regulate such responses or the success with which they did so.

Modeling of Internet Influence on Group Emotion

NASA Astrophysics Data System (ADS)

Czaplicka, Agnieszka; Hołyst, Janusz A.

Long-range interactions are introduced to a two-dimensional model of agents with time-dependent internal variables ei = 0, ±1 corresponding to valencies of agent emotions. Effects of spontaneous emotion emergence and emotional relaxation processes are taken into account. The valence of agent i depends on valencies of its four nearest neighbors but it is also influenced by long-range interactions corresponding to social relations developed for example by Internet contacts to a randomly chosen community. Two types of such interactions are considered. In the first model the community emotional influence depends only on the sign of its temporary emotion. When the coupling parameter approaches a critical value a phase transition takes place and as result for larger coupling constants the mean group emotion of all agents is nonzero over long time periods. In the second model the community influence is proportional to magnitude of community average emotion. The ordered emotional phase was here observed for a narrow set of system parameters.

Relations among Teachers’ Emotion Socialization Beliefs and Practices, and Preschoolers’ Emotional Competence

PubMed Central

Morris, Carol A.S.; Denham, Susanne A.; Bassett, Hideko H.; Curby, Timothy W.

2013-01-01

Research Findings Utilizing a three-part model of emotion socialization that includes Modeling, Contingent Responding, and Teaching, this study examined the associations between 44 teachers’ self-reported and observed emotion socialization practices and 326 preschoolers’ emotion knowledge and observed emotional behavior. Multi-level analyses revealed that the majority of the variance in the children’s emotion knowledge scores and observed emotional behavior was predicted by factors within, rather than between, classrooms. Teachers’ use of all three emotion socialization techniques did contribute to the prediction of the children’s scores; however, the nature of these associations differed by children’s age and gender. Practice or Policy The development of children’s emotional competence is a complex, multi-faceted process in which many interaction partners play a role; early childhood teachers act as emotion socialization agents for the children in their care by modeling emotions, responding either supportively or punitively to children’s expressions of emotions, and engaging in direct instruction regarding emotional experience. This research may provide a basis for potential future interventions designed to assist teachers in developing their own emotion socialization skills so that they can be more effective emotion socialization agents for the children in their care. PMID:24159256

Robot decisions: on the importance of virtuous judgment in clinical decision making.

PubMed

Gelhaus, Petra

2011-10-01

The aim of this article is to argue for the necessity of emotional professional virtues in the understanding of good clinical practice. This understanding is required for a proper balance of capacities in medical education and further education of physicians. For this reason an ideal physician, incarnating the required virtues, skills and knowledge is compared with a non-emotional robot that is bound to moral rules. This fictive confrontation is meant to clarify why certain demands on the personality of the physician are justified, in addition to a rule- and principle-based moral orientation and biomedical knowledge and skills. Philosophical analysis of thought experiments inspired by science fiction literature by Isaac Asimov. Although prima facie a rule-oriented robot seems more reliable and trustworthy, the complexity of clinical judgment is not met by an encompassing and never contradictory set of rules from which one could logically derive decisions. There are different ways how the robot could still work, but at the cost of the predictability of its behaviour and its moral orientation. In comparison, a virtuous human doctor who is also bound to these rules, although less strictly, will more reliably keep at moral objectives, be understandable, be more flexible in case the rules come to their limits, and will be more predictable in these critical situations. Apart from these advantages of the virtuous human doctor referring to her own person, the most problematic deficit of the robot is its lacking deeper understanding of the inner mental events of patients which makes good contact, good communication and good influence impossible. Although an infallibly rule-oriented robot seems more reliable at first view, in situations that require complex decisions like clinical practice the agency of a moral human person is more trustworthy. Furthermore, the understanding of the patient's emotions must remain insufficient for a non-emotional, non-human being. Because these are crucial preconditions for good clinical practice, enough attention should be given to develop these virtues and emotional skills, in addition to the usual attention on knowledge, technical skills and the obedience to moral rules and principles. © 2011 Blackwell Publishing Ltd.

Remembering everyday experience through the prism of self-esteem.

PubMed

Christensen, Tamlin Conner; Wood, Joanne V; Barrett, Lisa Feldman

2003-01-01

Two studies examined whether global self-esteem was associated with bias in memory for autobiographical experience. For 7 days, participants described specific events and made ratings of their experience (i.e., state self-esteem, positive and negative emotion, and perceived valence of the event) in response to each event. Later, participants were presented with their event descriptions and were asked to recall their experience ratings from memory. As hypothesized, higher global self-esteem predicted positive shifts in memory for experience, whereas lower global self-esteem predicted negative shifts in memory for experience. Patterns of bias were strongest for remembered state self-esteem, moderate for positive emotion, and minimal for event valence. Self-esteem did not predict bias for negative emotion. Mood at the time of recall (measured in Study 2) generally did not account for the patterns. These findings strengthen the view that self-esteem is a rich source of knowledge about the self that can influence memory for some kinds of autobiographical experience. Copyright 2003 Society for Personality and Social Psychology, Inc.

Affective cognition: Exploring lay theories of emotion.

PubMed

Ong, Desmond C; Zaki, Jamil; Goodman, Noah D

2015-10-01

Humans skillfully reason about others' emotions, a phenomenon we term affective cognition. Despite its importance, few formal, quantitative theories have described the mechanisms supporting this phenomenon. We propose that affective cognition involves applying domain-general reasoning processes to domain-specific content knowledge. Observers' knowledge about emotions is represented in rich and coherent lay theories, which comprise consistent relationships between situations, emotions, and behaviors. Observers utilize this knowledge in deciphering social agents' behavior and signals (e.g., facial expressions), in a manner similar to rational inference in other domains. We construct a computational model of a lay theory of emotion, drawing on tools from Bayesian statistics, and test this model across four experiments in which observers drew inferences about others' emotions in a simple gambling paradigm. This work makes two main contributions. First, the model accurately captures observers' flexible but consistent reasoning about the ways that events and others' emotional responses to those events relate to each other. Second, our work models the problem of emotional cue integration-reasoning about others' emotion from multiple emotional cues-as rational inference via Bayes' rule, and we show that this model tightly tracks human observers' empirical judgments. Our results reveal a deep structural relationship between affective cognition and other forms of inference, and suggest wide-ranging applications to basic psychological theory and psychiatry. Copyright © 2015 The Authors. Published by Elsevier B.V. All rights reserved.

Accounting for Immediate Emotional Memory Enhancement

ERIC Educational Resources Information Center

Talmi, Deborah; McGarry, Lucy M.

2012-01-01

Memory for emotional events is usually very good even when tested shortly after study, before it is altered by the influence of emotional arousal on consolidation. Immediate emotion-enhanced memory may stem from the influence of emotion on cognitive processes at encoding and retrieval. Our goal was to test which cognitive factors are necessary and…

Impact of Extended Education/Training in Positive Behaviour Support on Staff Knowledge, Causal Attributions and Emotional Responses

ERIC Educational Resources Information Center

McGill, Peter; Bradshaw, Jill; Hughes, Andrea

2007-01-01

Background: This study sought to gather information about the impact of extended training in positive behaviour support on staff knowledge, causal attributions and emotional responses. Methods: Students completed questionnaires at the beginning, middle and end of a University Diploma course to measure changes in their knowledge of challenging…

Influencing and adjusting in daily emotional situations: a comparison of European and Asian American action styles.

PubMed

Boiger, Michael; Mesquita, Batja; Tsai, Annie Y; Markus, Hazel

2012-01-01

Emotions are for action, but action styles in emotional episodes may vary across cultural contexts. Based on culturally different models of agency, we expected that those who engage in European-American contexts will use more influence in emotional situations, while those who engage in East-Asian contexts will use more adjustment. European-American (N=60) and Asian-American (N=44) college students reported their action style during emotional episodes four times a day during a week. Asian Americans adjusted more than European Americans, whereas both used influence to a similar extent. These cultural differences in action style varied across types of emotion experienced. Moreover, influencing was associated with life satisfaction for European Americans, but not for Asian Americans.

EFL Teachers' Commitment to Professional Ethics and Their Emotional Intelligence: A Relationship Study

ERIC Educational Resources Information Center

Ashraf, Hamid; Hosseinnia, Mansooreh; Domsky, Javad GH.

2017-01-01

Emotional intelligence is the capability to realize, to create, to comprehend emotions and sentimental knowledge, and to reflectively control emotions and to improve emotional and mental growth. The purpose of this study is to examine the relationship between EFL teachers' commitment to professional ethics and their emotional intelligence. To…

Young children's emotional practices while engaged in long-term science investigation

NASA Astrophysics Data System (ADS)

Zembylas, Michalinos

2004-09-01

In this article, the role of young children's emotional practices in science learning is described and analyzed. From the standpoint of performativity theory and social-constructionist theory of emotion, it is argued that emotion is performative and the expression of emotion in the classroom has its basis in social relationships. Arising from these relationships is the emotional culture of the classroom that plays a key role in the development of classroom emotional rules as well as the legitimation of science knowledge. These relationships are reflected in two levels of classroom dialogue: talking about and doing science, and expressing emotions about science and its learning. The dynamics of the negotiations of classroom emotional rules and science knowledge legitimation may dispose students to act positively or negatively toward science learning. This analysis is illustrated in the experiences of a teacher and her students during a 3-year ethnographic study of emotions in science teaching and learning. This research suggests the importance of the interrelationship between emotions and science learning and the notion that emotional practices can be powerful in nurturing effective and exciting science learning environments.

Neural evidence for moral intuition and the temporal dynamics of interactions between emotional processes and moral cognition.

PubMed

Gui, Dan-Yang; Gan, Tian; Liu, Chao

2016-01-01

Behavioral and neurological studies have revealed that emotions influence moral cognition. Although moral stimuli are emotionally charged, the time course of interactions between emotions and moral judgments remains unknown. In the present study, we investigated the temporal dynamics of the interaction between emotional processes and moral cognition. The results revealed that when making moral judgments, the time course of the event-related potential (ERP) waveform was significantly different between high emotional arousal and low emotional arousal contexts. Different stages of processing were distinguished, showing distinctive interactions between emotional processes and moral reasoning. The precise time course of moral intuition and moral reasoning sheds new light on theoretical models of moral psychology. Specifically, the N1 component (interpreted as representing moral intuition) did not appear to be influenced by emotional arousal. However, the N2 component and late positive potential were strongly affected by emotional arousal; the slow wave was influenced by both emotional arousal and morality, suggesting distinct moral processing at different emotional arousal levels.

A twin study exploring the association between childhood emotional and behaviour problems and specific psychotic experiences in a community sample of adolescents.

PubMed

Shakoor, Sania; McGuire, Philip; Cardno, Alastair G; Freeman, Daniel; Ronald, Angelica

2018-05-01

Childhood emotional and behaviour problems are antecedents for later psychopathology. This study investigated genetic and environmental influences shaping the longitudinal association between childhood emotional and behaviour problems and specific PEs. In a community-based twin sample, parents reported on emotional and behaviour problems when twins were ages 7 and 12 years. At age 16 years, specific PEs were measured using self-reports and parent reports. Structural equation model-fitting was conducted. Childhood emotional and behaviour problems were significantly associated with paranoia, cognitive disorganisation and parent-rated negative symptoms in adolescence (mean r = .15-.38), and to a lesser extent with hallucinations, grandiosity and anhedonia (mean r = .04-.12). Genetic influences on childhood emotional and behaviour problems explained significant proportions of variance in adolescent paranoia (4%), cognitive disorganisation (8%) and parent-rated negative symptoms (3%). Unique environmental influences on childhood emotional and behaviour problems explained ≤1% of variance in PEs. Common environmental influences were only relevant for the relationship between childhood emotional and behaviour problems and parent-rated negative symptoms (explaining 28% of variance) and are partly due to correlated rater effects. Childhood emotional and behaviour problems are significantly, if weakly, associated with adolescent PEs. These associations are driven in part by common genetic influences underlying both emotional and behaviour problems and PEs. However, psychotic experiences in adolescence are largely influenced by genetic and environmental factors that are independent of general childhood emotional and behaviour problems, suggesting they are not merely an extension of childhood emotional and behaviour problems. © 2017 The Authors. Journal of Child Psychology and Psychiatry published by John Wiley & Sons Ltd on behalf of Association for Child and Adolescent Mental Health.

A Review of Virtual Character's Emotion Model

NASA Astrophysics Data System (ADS)

Liu, Zhen

2008-11-01

Emotional virtual characters are essential to digital entertainment, an emotion is related to virtual environment and a virtual character's inner variables, emotion model of virtual character is a hot topic in many fields, domain knowledge is very important for modeling emotion, and the current research of emotion expression in the world was also summarized, and some new research directions of emotion model are presented.

The Significance of Emotions and Professional Relations for Accommodating a Web-Based Ulcer Record and Improving Home-Based Care

PubMed Central

Ekeland, Anne G.

2015-01-01

Evidence of technological performance, medical improvements and economic effectiveness is generally considered sufficient for judging advances in healthcare. In this paper, I aim to add knowledge about the ways human emotions and professional relations play roles in the processes of accommodating new technologies for quality improvements. A newly-implemented, web-based ulcer record service for patients with chronic skin ulcers constitutes the case. After one year, only a few home care nurses were using the service, interacting with a specialist team. The result was disappointing, but the few users were enthusiastic. An explorative, qualitative study was initiated to understand the users, the processes that accounted for use and how improvements were enacted. In the paper, I expose the emotional aspects of the record accommodation by analyzing the ways emotions were translated in the process and how they influenced the improvements. I contend that use came about through a heterogeneous assemblage of ethical engagement and compassionate emotions stemming from frustration, combined with technological affordances and relations between different professionals. Certain aspects of the improvements are exposed. These are discussed as: (1) reconciliations between the medical facts and rational judgments, on one side, and the emotional and subjective values for judging quality, on the other; and (2) mediation between standardized and personalized care. The healing of ulcers was combined with a sense of purpose and wellbeing to validate improvements. Emotions were strongly involved, and the power of evaluative emotions and professional relations should be further explored to add to the understanding of innovation processes and to validate quality improvements. PMID:27417745

The Significance of Emotions and Professional Relations for Accommodating a Web-Based Ulcer Record and Improving Home-Based Care.

PubMed

Ekeland, Anne G

2015-01-22

Evidence of technological performance, medical improvements and economic effectiveness is generally considered sufficient for judging advances in healthcare. In this paper, I aim to add knowledge about the ways human emotions and professional relations play roles in the processes of accommodating new technologies for quality improvements. A newly-implemented, web-based ulcer record service for patients with chronic skin ulcers constitutes the case. After one year, only a few home care nurses were using the service, interacting with a specialist team. The result was disappointing, but the few users were enthusiastic. An explorative, qualitative study was initiated to understand the users, the processes that accounted for use and how improvements were enacted. In the paper, I expose the emotional aspects of the record accommodation by analyzing the ways emotions were translated in the process and how they influenced the improvements. I contend that use came about through a heterogeneous assemblage of ethical engagement and compassionate emotions stemming from frustration, combined with technological affordances and relations between different professionals. Certain aspects of the improvements are exposed. These are discussed as: (1) reconciliations between the medical facts and rational judgments, on one side, and the emotional and subjective values for judging quality, on the other; and (2) mediation between standardized and personalized care. The healing of ulcers was combined with a sense of purpose and wellbeing to validate improvements. Emotions were strongly involved, and the power of evaluative emotions and professional relations should be further explored to add to the understanding of innovation processes and to validate quality improvements.

The effect of background music on the taste of wine.

PubMed

North, Adrian C

2012-08-01

Research concerning cross-modal influences on perception has neglected auditory influences on perceptions of non-auditory objects, although a small number of studies indicate that auditory stimuli can influence perceptions of the freshness of foodstuffs. Consistent with this, the results reported here indicate that independent groups' ratings of the taste of the wine reflected the emotional connotations of the background music played while they drank it. These results indicate that the symbolic function of auditory stimuli (in this case music) may influence perception in other modalities (in this case gustation); and are discussed in terms of possible future research that might investigate those aspects of music that induce such effects in a particular manner, and how such effects might be influenced by participants' pre-existing knowledge and expertise with regard to the target object in question. ©2011 The British Psychological Society.

The influence of in-game emotions on basketball performance.

PubMed

Uphill, Mark; Groom, Ryan; Jones, Marc

2014-01-01

This study examined the influence of emotions on performance in basketball. Six female basketball players were videotaped in six games. Frequency of performance behaviours was recorded minute-by-minute and indices of successful (SGI) and unsuccessful (UGI) game involvement derived for each player. Post-game, players reported the intensity of experienced emotions (anger, anxiety, embarrassment, excitement and happiness), and the time of the eliciting incident. The only emotion revealed as a significant predictor of SGI was happiness; both anger and embarrassment were significant predictors of increased UGI. Consideration of individual player analyses suggests that there is variation in the magnitude of the influence of emotions on performance and the extent to which this influence was helpful or harmful to performance. The study provides evidence that emotions are associated with changes in game behaviours in competition. Implications for further research examining the emotion-performance relationship are discussed.

Affective theory of mind inferences contextually influence the recognition of emotional facial expressions.

PubMed

Stewart, Suzanne L K; Schepman, Astrid; Haigh, Matthew; McHugh, Rhian; Stewart, Andrew J

2018-03-14

The recognition of emotional facial expressions is often subject to contextual influence, particularly when the face and the context convey similar emotions. We investigated whether spontaneous, incidental affective theory of mind inferences made while reading vignettes describing social situations would produce context effects on the identification of same-valenced emotions (Experiment 1) as well as differently-valenced emotions (Experiment 2) conveyed by subsequently presented faces. Crucially, we found an effect of context on reaction times in both experiments while, in line with previous work, we found evidence for a context effect on accuracy only in Experiment 1. This demonstrates that affective theory of mind inferences made at the pragmatic level of a text can automatically, contextually influence the perceptual processing of emotional facial expressions in a separate task even when those emotions are of a distinctive valence. Thus, our novel findings suggest that language acts as a contextual influence to the recognition of emotional facial expressions for both same and different valences.

Pervasive influence of idiosyncratic associative biases during facial emotion recognition.

PubMed

El Zein, Marwa; Wyart, Valentin; Grèzes, Julie

2018-06-11

Facial morphology has been shown to influence perceptual judgments of emotion in a way that is shared across human observers. Here we demonstrate that these shared associations between facial morphology and emotion coexist with strong variations unique to each human observer. Interestingly, a large part of these idiosyncratic associations does not vary on short time scales, emerging from stable inter-individual differences in the way facial morphological features influence emotion recognition. Computational modelling of decision-making and neural recordings of electrical brain activity revealed that both shared and idiosyncratic face-emotion associations operate through a common biasing mechanism rather than an increased sensitivity to face-associated emotions. Together, these findings emphasize the underestimated influence of idiosyncrasies on core social judgments and identify their neuro-computational signatures.

Mother-Child Conversations about Emotions: Linkages to Child Aggression and Prosocial Behavior

ERIC Educational Resources Information Center

Garner, Pamela W.; Dunsmore, Julie C.; Southam-Gerrow, Michael

2008-01-01

We examined associations of maternal and child emotional discourse and child emotion knowledge with children's behavioral competence. Eighty-five upper middle-income, mostly White preschoolers and mothers completed a home-based bookreading task to assess discourse about emotions. Children's anger perception bias and emotion situation knowledge…

How should neuroscience study emotions? by distinguishing emotion states, concepts, and experiences

PubMed Central

2017-01-01

Abstract In this debate with Lisa Feldman Barrett, I defend a view of emotions as biological functional states. Affective neuroscience studies emotions in this sense, but it also studies the conscious experience of emotion (‘feelings’), our ability to attribute emotions to others and to animals (‘attribution’, ‘anthropomorphizing’), our ability to think and talk about emotion (‘concepts of emotion’, ‘semantic knowledge of emotion’) and the behaviors caused by an emotion (‘expression of emotions’, ‘emotional reactions’). I think that the most pressing challenge facing affective neuroscience is the need to carefully distinguish between these distinct aspects of ‘emotion’. I view emotion states as evolved functional states that regulate complex behavior, in both people and animals, in response to challenges that instantiate recurrent environmental themes. These functional states, in turn, can also cause conscious experiences (feelings), and their effects and our memories for those effects also contribute to our semantic knowledge of emotions (concepts). Cross-species studies, dissociations in neurological and psychiatric patients, and more ecologically valid neuroimaging designs should be used to partly separate these different phenomena. PMID:27798256

The emotional impact of loss narratives: event severity and narrative perspectives.

PubMed

Habermas, Tilmann; Diel, Verena

2010-06-01

Out of the complex influences of event, narrative and listener characteristics on narrative emotions, this paper focuses on event severity, narrative perspectives, mood, and dispositions for emotion regulation and empathy. Event severity and perspective representation were systematically varied in sad autobiographical narratives to study their influence on quantity and quality of readers' emotional response. Each of three stories were manipulated to contain elaborated perspectives, only the past protagonists' perspective (dramatic narration), and very little perspectives at all (impersonal narration). We predicted that event severity influences the quantity of emotional response, while degree of perspective representation influences plausibility and whether emotional responses are sympathetic or interactional, that is, directed against the narrator. Hypotheses were confirmed except for plausibility, and perspective representation had an effect only on anger against and dislike of the narrator. In a second study, impersonal narration evoked anger at and negative evaluations of the narrator which were related to blaming the narrator for showing too little emotional involvement. The generalizability of findings across emotions and implications for sharing of emotions in everyday and clinical settings are discussed.

Retrieval of Emotional Memories

PubMed Central

Buchanan, Tony W.

2008-01-01

Long-term memories are influenced by the emotion experienced during learning as well as by the emotion experienced during memory retrieval. The present article reviews the literature addressing the effects of emotion on retrieval, focusing on the cognitive and neurological mechanisms that have been revealed. The reviewed research suggests that the amygdala, in combination with the hippocampus and prefrontal cortex, plays an important role in the retrieval of memories for emotional events. The neural regions necessary for online emotional processing also influence emotional memory retrieval, perhaps through the reexperience of emotion during the retrieval process. PMID:17723029

Contextual risk, maternal parenting and adolescent externalizing behaviour problems: the role of emotion regulation.

PubMed

Walton, A; Flouri, Eirini

2010-03-01

The objective of this study was to test if emotion regulation mediates the association between mothers' parenting and adolescents' externalizing behaviour problems (conduct problems and hyperactivity). The parenting dimensions were warmth, psychological control and behavioural control (measured with knowledge, monitoring and discipline). Adjustment was made for contextual risk (measured with the number of proximal adverse life events experienced), gender, age and English as an additional language. Data were from a UK community sample of adolescents aged 11-18 from a comprehensive school in a disadvantaged area. At the multivariate level, none of the parenting variables predicted hyperactivity, which was associated only with difficulties in emotion regulation, contextual risk and English as a first language. The parenting variables predicting conduct problems at the multivariate level were warmth and knowledge. Knowledge did not predict emotion regulation. However, warmth predicted emotion regulation, which was negatively associated with conduct problems. Contextual risk was a significant predictor of both difficulties in emotion regulation and externalizing behaviour problems. Its effect on conduct problems was independent of parenting and was not via its association with difficulties in emotion regulation. The findings add to the evidence for the importance of maternal warmth and contextual risk for both regulated emotion and regulated behaviour. The small maternal control effects on both emotion regulation and externalizing behaviour could suggest the importance of paternal control for adolescent outcomes.

Understanding the Influence of Emotions and Reflection upon Multi-Source Feedback Acceptance and Use

ERIC Educational Resources Information Center

Sargeant, Joan; Mann, Karen; Sinclair, Douglas; Van der Vleuten, Cees; Metsemakers, Job

2008-01-01

Introduction: Receiving negative performance feedback can elicit negative emotional reactions which can interfere with feedback acceptance and use. This study investigated emotional responses of family physicians' participating in a multi-source feedback (MSF) program, sources of these emotions, and their influence upon feedback acceptance and…

Sex and menstrual cycle phase at encoding influence emotional memory for gist and detail

PubMed Central

Nielsen, Shawn E.; Ahmed, Imran; Cahill, Larry

2013-01-01

Sex influences on emotional memory have received increasing interest over the past decade. However, only a subset of this previous work explored the influence of sex on memory for central information (gist) and peripheral detail in emotional versus neutral contexts. Here we examined the influence of sex and menstrual cycle phase at encoding on memory for either an emotional or neutral story, specifically with respect to the retention of gist and peripheral detail. Healthy naturally cycling women and men viewed a brief, narrated, three-phase story containing neutral or emotionally arousing elements. One week later, participants received a surprise free recall test for story elements. The results indicate that naturally cycling women in the luteal (high hormone) phase of the menstrual cycle at encoding show enhanced memory for peripheral details, but not gist, when in the emotional compared with neutral stories (p<.05). In contrast, naturally cycling women in the follicular (low hormone) phase of the menstrual cycle at encoding did not show enhanced memory for gist or peripheral details in the emotional compared with neutral stories. Men show enhanced memory for gist, but not peripheral details, in the emotional versus neutral stories (p<.05). In addition, these sex influences on memory cannot be attributed to differences in attention or arousal; luteal women, follicular women, and men performed similarly on measures of attention (fixation time percentage) and arousal (pupil diameter changes) during the most arousing phase of the emotional story. These findings suggest that sex and menstrual cycle phase at encoding influence long term memory for different types of emotional information. PMID:23891713

["Jump in at the deep end" : simulator-based learning in acute care].

PubMed

Breuer, G; Schweizer, K; Schüttler, J; Weiß, M; Vladut, A

2014-01-01

With high-fidelity simulators in a modern blended learning setting, students are able to acquire knowledge and practical skills in acute medicine in realistic scenarios. However, it has not yet been clarified if the sequence of linking between knowledge and simulator-based training of practical skills plays an important role for increasing knowledge, for the self-concept and learning emotions of trainees. In a pilot study the influence of the type of knowledge acquisition under two independent conditions was investigated in which the order of presenting the learning material (firstly theory and then simulation vs. simulation elements before the theory) was reversed. In addition the influence of individual attributes of personality on the construction of situated knowledge was correlated with these conditions in two groups. To investigate the outcome of simulator-based learning 20 students were randomly allocated to one of the two conditions and undertook two scenarios (anaphylactic shock and myocardial infarction), whereby the theoretical lessons were given either before or after the scenarios. Using standardized questionnaires and problem-centered semi-standardized interviews, the following variables of the participants were assessed: personality traits, current positive and negative feelings, professional self-concept, general self-efficacy and coping strategies for stress. Theoretical knowledge and practical skills were assessed using a knowledge test and standardized assessment questionnaires which also focused on performance and patient safety. All together the results showed a slight advantage for the condition of theory before simulation which was not determined by the acquisition of knowledge but by a better performance of trainees as assessed by the trainers. Regarding knowledge acquisition, no statistically significant differences could be shown. Significant differences (p < 0.05) were found for negative feelings (very intense negative emotional state) and for the professional self-concept (perception of own professional skills) in favor of the theory then simulation condition. More extrovert participants showed poorer results which could not be attributed to one of the conditions. However, the participants always assessed the allocated learning condition as the best premise for effective learning outcome. Reaction to stress has been described as "jumping in at the deep end" as well as the lasting effect on learning from errors. In the context of simulation-based teaching, the learning outcome not only depends on knowledge, practical skills and motivational variables but also on the presence of negative feelings, ability self-concepts and various personality traits. There was a trend which showed that simulation in the field of anesthesiology and emergency medicine should be set up with the theoretical basis first in order to avoid negative feelings.

Employees' views on outsourcing and its impact on employee turnover: A phenomenological study

NASA Astrophysics Data System (ADS)

Przybelinski, Steven A.

Increasing use of outsourcing gives employees concern about personal job security. Using a modified van Kaam approach, this qualitative phenomenological study examined perceptions and experiences of 12 employees' on the influence outsourcing had on employee turnover. Five themes describing employee perceptions emerged: (a) preparation---education gives job security, (b) plausibility---all believed job loss plausible, (c) emotional influence---feelings of stress, threat, betrayal, and not being valued, (d) environment---value of communication and interaction with leaders, and (e) confidence---gained from increased education, skills, and knowledge protected from outsourcing. Significance of this study to leadership is the identification of employee perceptions of outsourcing and motivating factors influencing employee turnover during times of outsourcing. Findings might present new information and assist leaders with employee retention concerns for future outsourcing activities.

Negative emotions can attenuate the influence of beliefs on logical reasoning.

PubMed

Goel, Vinod; Vartanian, Oshin

2011-01-01

Although the influence of beliefs on logical reasoning is well documented, how emotions modulate the effect of beliefs during reasoning remains unexamined. We instructed participants to reason about syllogisms involving neutral or emotionally charged content. We also manipulated the consistency of beliefs with logical validity. When content was neutral, participants exhibited the belief-bias effect observed in previous studies of reasoning. In contrast, when confronted with emotionally charged content participants were less likely to be influenced by their beliefs. Our results suggest that under certain conditions negative emotions can attenuate the influence of beliefs during logical reasoning. Drawing on the affect infusion model, we attribute this effect to a more vigilant, systematic scrutiny of beliefs in the presence of negative emotions. © 2010 Psychology Press, an imprint of the Taylor & Francis Group, an Informa business

Emotional Intelligence of Malaysian Academia towards Work Performance

ERIC Educational Resources Information Center

Ngah, Rohana; Jusoff, Kamaruzaman; Rahman, Zanariah Abdul

2009-01-01

This paper describes the research conducted in relating to emotional intelligence of university staff to work attitude. The Emotional Intelligence (EI) Scale devised by Schutte et al. (1998) is used in this study, which is more suitable compared to BarOn Emotional Quotient Inventory. Beside their experiences, knowledge and skills, emotion play an…

Early Childhood Teachers as Socializers of Young Children's Emotional Competence

ERIC Educational Resources Information Center

Denham, Susanne A.; Bassett, Hideko H.; Zinsser, Katherine

2012-01-01

Young children's emotional competence--regulation of emotional expressiveness and experience when necessary, and knowledge of their own and other's emotions--is crucial for social and academic (i.e., school) success. Thus, it is important to understand the mechanisms of how young children develop emotional competence. Both parents and teachers are…

Where is the comfort in comfort foods? Mechanisms linking fat signaling, reward, and emotion.

PubMed

Weltens, N; Zhao, D; Van Oudenhove, L

2014-03-01

Food in general, and fatty foods in particular, have obtained intrinsic reward value throughout evolution. This reward value results from an interaction between exteroceptive signals from different sensory modalities, interoceptive hunger/satiety signals from the gastrointestinal tract to the brain, as well as ongoing affective and cognitive processes. Further evidence linking food to emotions stems from folk psychology ('comfort foods') and epidemiological studies demonstrating high comorbidity rates between disorders of food intake, including obesity, and mood disorders such as depression. This review paper aims to give an overview of current knowledge on the neurophysiological mechanisms underlying the link between (fatty) foods, their reward value, and emotional responses to (anticipation of) their intake in humans. Firstly, the influence of exteroceptive sensory signals, including visual, olfactory ('anticipatory food reward'), and gustatory ('consummatory food reward'), on the encoding of reward value in the (ventral) striatum and of subjective pleasantness in the cingulate and orbitofrontal cortex will be discussed. Differences in these pathways and mechanisms between lean and obese subjects will be highlighted. Secondly, recent studies elucidating the mechanisms of purely interoceptive fatty acid-induced signaling from the gastrointestinal tract to the brain, including the role of gut peptides, will be presented. These studies have demonstrated that such subliminal interoceptive stimuli may impact on hedonic circuits in the brain, and thereby influence the subjective and neural responses to negative emotion induction. This suggests that the effect of foods on mood may even occur independently from their exteroceptive sensory properties. © 2014 John Wiley & Sons Ltd.

'Safe passage': pregnant Iranian Kurdish women's choice of childbirth method.

PubMed

Shahoei, Roonak; Riji, Haliza Mohd; Saeedi, Zhila Abed

2011-10-01

This article is a report of a grounded theory study of the influence of emotions on women's selection of a method of childbirth. There is substantial evidence to indicate that a pregnant woman's emotions play an important role in the decision-making process of selecting a child delivery method. Despite this, however, there is a notable lack of research about the relationship between pregnant women's emotions and their choice of a childbirth method in developing countries. A qualitative study using the grounded theory approach was conducted. The data were collected from 22 Iranian Kurdish pregnant women in their third trimester using semi-structured interviews. Concurrent data collection and analysis took place between 2008 and 2009. A cumulative process of theoretical sampling and constant comparison was used to identify concepts and then expand, validate, and clarify them. The substantive grounded theory that was identified from data analysis was 'safe passage'. 'Safe passage' involved five phases that were not mutually exclusive in their occurrence. The five phases of the 'safe passage' theory that were identified from the data analysis were: 'safety of baby', 'fear', 'previous experience', 'social support' and 'faith'. The goal of 'safe passage' was to achieve a healthy delivery and to ensure the health of the newborn. 'Safe passage' was a process used to determine how the emotions of pregnant Iranian Kurdish women influenced their choice of the mode of child delivery. More research is needed in this field to develop a body of knowledge beneficial to midwifery education and practice. © 2011 Blackwell Publishing Ltd.

The sound of the crowd: auditory information modulates the perceived emotion of a crowd based on bodily expressions.

PubMed

McHugh, Joanna E; Kearney, Gavin; Rice, Henry; Newell, Fiona N

2012-02-01

Although both auditory and visual information can influence the perceived emotion of an individual, how these modalities contribute to the perceived emotion of a crowd of characters was hitherto unknown. Here, we manipulated the ambiguity of the emotion of either a visual or auditory crowd of characters by varying the proportions of characters expressing one of two emotional states. Using an intersensory bias paradigm, unambiguous emotional information from an unattended modality was presented while participants determined the emotion of a crowd in an attended, but different, modality. We found that emotional information in an unattended modality can disambiguate the perceived emotion of a crowd. Moreover, the size of the crowd had little effect on these crossmodal influences. The role of audiovisual information appears to be similar in perceiving emotion from individuals or crowds. Our findings provide novel insights into the role of multisensory influences on the perception of social information from crowds of individuals. PsycINFO Database Record (c) 2012 APA, all rights reserved

Family environment influences emotion recognition following paediatric traumatic brain injury.

PubMed

Schmidt, Adam T; Orsten, Kimberley D; Hanten, Gerri R; Li, Xiaoqi; Levin, Harvey S

2010-01-01

This study investigated the relationship between family functioning and performance on two tasks of emotion recognition (emotional prosody and face emotion recognition) and a cognitive control procedure (the Flanker task) following paediatric traumatic brain injury (TBI) or orthopaedic injury (OI). A total of 142 children (75 TBI, 67 OI) were assessed on three occasions: baseline, 3 months and 1 year post-injury on the two emotion recognition tasks and the Flanker task. Caregivers also completed the Life Stressors and Resources Scale (LISRES) on each occasion. Growth curve analysis was used to analyse the data. Results indicated that family functioning influenced performance on the emotional prosody and Flanker tasks but not on the face emotion recognition task. Findings on both the emotional prosody and Flanker tasks were generally similar across groups. However, financial resources emerged as significantly related to emotional prosody performance in the TBI group only (p = 0.0123). Findings suggest family functioning variables--especially financial resources--can influence performance on an emotional processing task following TBI in children.

Modeling Music Emotion Judgments Using Machine Learning Methods

PubMed Central

Vempala, Naresh N.; Russo, Frank A.

2018-01-01

Emotion judgments and five channels of physiological data were obtained from 60 participants listening to 60 music excerpts. Various machine learning (ML) methods were used to model the emotion judgments inclusive of neural networks, linear regression, and random forests. Input for models of perceived emotion consisted of audio features extracted from the music recordings. Input for models of felt emotion consisted of physiological features extracted from the physiological recordings. Models were trained and interpreted with consideration of the classic debate in music emotion between cognitivists and emotivists. Our models supported a hybrid position wherein emotion judgments were influenced by a combination of perceived and felt emotions. In comparing the different ML approaches that were used for modeling, we conclude that neural networks were optimal, yielding models that were flexible as well as interpretable. Inspection of a committee machine, encompassing an ensemble of networks, revealed that arousal judgments were predominantly influenced by felt emotion, whereas valence judgments were predominantly influenced by perceived emotion. PMID:29354080

Modeling Music Emotion Judgments Using Machine Learning Methods.

PubMed

Vempala, Naresh N; Russo, Frank A

2017-01-01

Emotion judgments and five channels of physiological data were obtained from 60 participants listening to 60 music excerpts. Various machine learning (ML) methods were used to model the emotion judgments inclusive of neural networks, linear regression, and random forests. Input for models of perceived emotion consisted of audio features extracted from the music recordings. Input for models of felt emotion consisted of physiological features extracted from the physiological recordings. Models were trained and interpreted with consideration of the classic debate in music emotion between cognitivists and emotivists. Our models supported a hybrid position wherein emotion judgments were influenced by a combination of perceived and felt emotions. In comparing the different ML approaches that were used for modeling, we conclude that neural networks were optimal, yielding models that were flexible as well as interpretable. Inspection of a committee machine, encompassing an ensemble of networks, revealed that arousal judgments were predominantly influenced by felt emotion, whereas valence judgments were predominantly influenced by perceived emotion.

The Effects of Cognitive Reappraisal and Expressive Suppression on Memory of Emotional Pictures.

PubMed

Wang, Yan Mei; Chen, Jie; Han, Ben Yue

2017-01-01

In the field of emotion research, the influence of emotion regulation strategies on memory with emotional materials has been widely discussed in recent years. However, existing studies have focused exclusively on regulating negative emotion but not positive emotion. Therefore, in the present study, we investigated the influence of emotion regulation strategies for positive emotion on memory. One hundred and twenty college students were selected as participants. Emotional pictures (positive, negative and neutral) were selected from Chinese Affective Picture System (CAPS) as experimental materials. We employed a mixed, 4 (emotion regulation strategies: cognitive up-regulation, cognitive down-regulation, expressive suppression, passive viewing) × 3 (emotional pictures: positive, neutral, negative) experimental design. We investigated the influences of different emotion regulation strategies on memory performance, using free recall and recognition tasks with pictures varying in emotional content. The results showed that recognition and free recall memory performance of the cognitive reappraisal groups (up-regulation and down-regulation) were both better than that of the passive viewing group for all emotional pictures. No significant differences were reported in the two kinds of memory scores between the expressive suppression and passive viewing groups. The results also showed that the memory performance with the emotional pictures differed according to the form of memory test. For the recognition test, participants performed better with positive images than with neutral images. Free recall scores with negative images were higher than those with neutral images. These results suggest that both cognitive reappraisal regulation strategies (up-regulation and down-regulation) promoted explicit memories of the emotional content of stimuli, and the form of memory test influenced performance with emotional pictures.

Strategies for Enhancing Family Participation in Research in the ICU: Findings From a Qualitative Study.

PubMed

Dotolo, Danae; Nielsen, Elizabeth L; Curtis, J Randall; Engelberg, Ruth A

2017-08-01

Family members of critically ill patients who participate in research focused on palliative care issues have been found to be systematically different from those who do not. These differences threaten the validity of research and raise ethical questions about worsening disparities in care by failing to represent diverse perspectives. This study's aims were to explore: 1) barriers and facilitators influencing family members' decisions to participate in palliative care research; and 2) potential methods to enhance research participation. Family members who were asked to participate in a randomized trial testing the efficacy of a facilitator to improve clinician-family communication in the intensive care unit (ICU). Family members who participated (n = 17) and those who declined participation (n = 7) in Family Communication Study were interviewed about their recruitment experiences. We also included family members of currently critically ill patients to assess current experiences (n = 4). Interviews were audio-recorded and transcribed. Investigators used thematic analysis to identify factors influencing family members' decisions. Transcripts were co-reviewed to synthesize codes and themes. Three factors influencing participants' decisions were identified: Altruism, Research Experience, and Enhanced Resources. Altruism and Research Experience described intrinsic characteristics that are less amenable to strategies for improving participation rates. Enhanced Resources reflects families' desires for increased access to information and logistical and emotional support. Family members found their recruitment experiences to be positive when staff were knowledgeable about the ICU, sensitive to the stressful circumstances, and conveyed a caring attitude. By training research staff to be supportive of families' emotional needs and need for logistical knowledge about the ICU, recruitment of a potentially more diverse sample of families may be enhanced. Copyright © 2017 American Academy of Hospice and Palliative Medicine. Published by Elsevier Inc. All rights reserved.

Does mood influence text processing and comprehension? Evidence from an eye-movement study.

PubMed

Scrimin, Sara; Mason, Lucia

2015-09-01

Previous research has indicated that mood influences cognitive processes. However, there is scarce data regarding the link between everyday emotional states and readers' text processing and comprehension. We aim to extend current research on the effects of mood induction on science text processing and comprehension, using eye-tracking methodology. We investigated whether a positive-, negative-, and neutral-induced mood influences online processing, as revealed by indices of visual behaviour during reading, and offline text comprehension, as revealed by post-test questions. We were also interested in the link between text processing and comprehension. Seventy-eight undergraduate students randomly assigned to three mood-induction conditions. Students were mood-induced by watching a video clip. They were then asked to read a scientific text while eye movements were registered. Pre- and post-reading knowledge was assessed through open-ended questions. Experimentally induced moods lead readers to process an expository text differently. Overall, students in a positive mood spent significantly longer on the text processing than students in the negative and neutral moods. Eye-movement patterns indicated more effective processing related to longer proportion of look-back fixation times in positive-induced compared with negative-induced readers. Students in a positive mood also comprehended the text better, learning more factual knowledge, compared with students in the negative group. Only for the positive-induced readers did the more purposeful second-pass reading positively predict text comprehension. New insights are given on the effects of normal mood variations and students' text processing and comprehension by the use of eye-tracking methodology. Important implications for the role of emotional states in educational settings are highlighted. © 2015 The British Psychological Society.

The Influence of Emotional Stimuli on Attention Orienting and Inhibitory Control in Pediatric Anxiety

ERIC Educational Resources Information Center

Mueller, Sven C.; Hardin, Michael G.; Mogg, Karin; Benson, Valerie; Bradley, Brendan P.; Reinholdt-Dunne, Marie Louise; Liversedge, Simon P.; Pine, Daniel S.; Ernst, Monique

2012-01-01

Background: Anxiety disorders are highly prevalent in children and adolescents, and are associated with aberrant emotion-related attention orienting and inhibitory control. While recent studies conducted with high-trait anxious adults have employed novel emotion-modified antisaccade tasks to examine the influence of emotional information on…

What We Feel and What We Do: Emotional Capital in Early Childhood Work

ERIC Educational Resources Information Center

Andrew, Yarrow

2015-01-01

The ancient Greeks articulated three types of knowledge, "episteme," "techne" and "phronesis." Education has emphasised two of these--"pure" knowledge and technical skills--while neglecting the latter. Within early childhood a key aspect of "phronesis"--practical wisdom--is emotion work, and its…

Study of emotion-based neurocardiology through wearable systems

NASA Astrophysics Data System (ADS)

Ramasamy, Mouli; Varadan, Vijay

2016-04-01

Neurocardiology is the exploration of neurophysiological, neurological and neuroanatomical facets of neuroscience's influence in cardiology. The paraphernalia of emotions on the heart and brain are premeditated because of the interaction between the central and peripheral nervous system. This is an investigative attempt to study emotion based neurocardiology and the factors that influence this phenomena. The factors include: interaction between sleep EEG (electroencephalogram) and ECG (electrocardiogram), relationship between emotion and music, psychophysiological coherence between the heart and brain, emotion recognition techniques, and biofeedback mechanisms. Emotions contribute vitally to the mundane life and are quintessential to a numerous biological and everyday-functional modalities of a human being. Emotions are best represented through EEG signals, and to a certain extent, can be observed through ECG and body temperature. Confluence of medical and engineering science has enabled the monitoring and discrimination of emotions influenced by happiness, anxiety, distress, excitement and several other factors that influence the thinking patterns and the electrical activity of the brain. Similarly, HRV (Heart Rate Variability) widely investigated for its provision and discerning characteristics towards EEG and the perception in neurocardiology.

Study of heart-brain interactions through EEG, ECG, and emotions

NASA Astrophysics Data System (ADS)

Ramasamy, Mouli; Varadan, Vijay K.

2017-04-01

Neurocardiology is the exploration of neurophysiological, neurological and neuroanatomical facets of neuroscience's influence in cardiology. The paraphernalia of emotions on the heart and brain are premeditated because of the interaction between the central and peripheral nervous system. This is an investigative attempt to study emotion based neurocardiology and the factors that influence this phenomenon. The factors include: interaction between sleep EEG (electroencephalogram) and ECG (electrocardiogram), relationship between emotion and music, psychophysiological coherence between the heart and brain, emotion recognition techniques, and biofeedback mechanisms. Emotions contribute vitally to the mundane life and are quintessential to a numerous biological and everyday-functional modality of a human being. Emotions are best represented through EEG signals, and to a certain extent, can be observed through ECG and body temperature. Confluence of medical and engineering science has enabled the monitoring and discrimination of emotions influenced by happiness, anxiety, distress, excitement and several other factors that influence the thinking patterns and the electrical activity of the brain. Similarly, HRV (Heart Rate Variability) widely investigated for its provision and discerning characteristics towards EEG and the perception in neurocardiology.

Incidental emotions in moral dilemmas: the influence of emotion regulation.

PubMed

Szekely, Raluca D; Miu, Andrei C

2015-01-01

Recent theories have argued that emotions play a central role in moral decision-making and suggested that emotion regulation may be crucial in reducing emotion-linked biases. The present studies focused on the influence of emotional experience and individual differences in emotion regulation on moral choice in dilemmas that pit harming another person against social welfare. During these "harm to save" moral dilemmas, participants experienced mostly fear and sadness but also other emotions such as compassion, guilt, anger, disgust, regret and contempt (Study 1). Fear and disgust were more frequently reported when participants made deontological choices, whereas regret was more frequently reported when participants made utilitarian choices. In addition, habitual reappraisal negatively predicted deontological choices, and this effect was significantly carried through emotional arousal (Study 2). Individual differences in the habitual use of other emotion regulation strategies (i.e., acceptance, rumination and catastrophising) did not influence moral choice. The results of the present studies indicate that negative emotions are commonly experienced during "harm to save" moral dilemmas, and they are associated with a deontological bias. By efficiently reducing emotional arousal, reappraisal can attenuate the emotion-linked deontological bias in moral choice.

Facial Mimicry and Emotion Consistency: Influences of Memory and Context.

PubMed

Kirkham, Alexander J; Hayes, Amy E; Pawling, Ralph; Tipper, Steven P

2015-01-01

This study investigates whether mimicry of facial emotions is a stable response or can instead be modulated and influenced by memory of the context in which the emotion was initially observed, and therefore the meaning of the expression. The study manipulated emotion consistency implicitly, where a face expressing smiles or frowns was irrelevant and to be ignored while participants categorised target scenes. Some face identities always expressed emotions consistent with the scene (e.g., smiling with a positive scene), whilst others were always inconsistent (e.g., frowning with a positive scene). During this implicit learning of face identity and emotion consistency there was evidence for encoding of face-scene emotion consistency, with slower RTs, a reduction in trust, and inhibited facial EMG for faces expressing incompatible emotions. However, in a later task where the faces were subsequently viewed expressing emotions with no additional context, there was no evidence for retrieval of prior emotion consistency, as mimicry of emotion was similar for consistent and inconsistent individuals. We conclude that facial mimicry can be influenced by current emotion context, but there is little evidence of learning, as subsequent mimicry of emotionally consistent and inconsistent faces is similar.

Parenting Predictors of Cognitive Skills and Emotion Knowledge in Socioeconomically Disadvantaged Preschoolers

PubMed Central

Merz, Emily C.; Zucker, Tricia A.; Landry, Susan H.; Williams, Jeffrey M.; Assel, Michael; Taylor, Heather B.; Lonigan, Christopher J.; Phillips, Beth M.; Clancy-Menchetti, Jeanine; Barnes, Marcia A.; Eisenberg, Nancy; de Villiers, Jill

2014-01-01

This study examined the concurrent and longitudinal associations of parental responsiveness and inferential language input with cognitive skills and emotion knowledge among socioeconomically disadvantaged preschoolers. Parents and 2- to 4-year-old children (mean age = 3.21 years; N=284) participated in a parent-child free play session, and children completed cognitive (language, early literacy, early mathematics) and emotion knowledge assessments. One year later, children completed the same assessment battery. Parental responsiveness was coded from the videotaped parent-child free play sessions, and parental inferential language input was coded from transcripts of a subset of 127 of these sessions. All analyses controlled for child age, gender, and parental education, and longitudinal analyses controlled for initial skill level. Parental responsiveness significantly predicted all concurrent cognitive skills as well as literacy, math, and emotion knowledge one year later. Parental inferential language input was significantly positively associated with children's concurrent emotion knowledge. In longitudinal analyses, an interaction was found such that for children with stronger initial language skills, higher levels of parental inferential language input facilitated greater vocabulary development, whereas for children with weaker initial language skills, there was no association between parental inferential language input and change in children's vocabulary skills. These findings further our understanding of the roles of parental responsiveness and inferential language input in promoting children's school readiness skills. PMID:25576967

Fathers in situational crisis: a comparison of Asian and Western cultures.

PubMed

Tseng, Yun-Shan; Verklan, M Terese

2008-09-01

The purpose of this synthesis was to compare the difference between Asian and Western fathers' perceptions of their roles when confronted with situational crises involving their children. Twenty-two studies were reviewed and assigned to one of two categories: the father experiencing a situational crisis related to his child's illness or cultural influences on the paternal role. The results indicated that Asian and Western fathers' perceptions of crises do not differ greatly. It was concluded that there exists a gap in the literature with respect to the knowledge of Asian fathers' situational crisis surrounding their child's illness, their coping strategies when faced with their child's illness, as well as their emotional reactions toward family health. Future research should investigate the single or same-gender father's perceptions and emotional reactions in both Asian and Western cultures.

Cultural modes of expressing emotions influence how emotions are experienced.

PubMed

Immordino-Yang, Mary Helen; Yang, Xiao-Fei; Damasio, Hanna

2016-10-01

The brain's mapping of bodily responses during emotion contributes to emotional experiences, or feelings. Culture influences emotional expressiveness, that is, the magnitude of individuals' bodily responses during emotion. So, are cultural influences on behavioral expressiveness associated with differences in how individuals experience emotion? Chinese and American young adults reported how strongly admiration- and compassion-inducing stories made them feel, first in a private interview and then during functional magnetic resonance imaging (fMRI). As expected, Americans were more expressive in the interview. Although expressiveness did not predict stronger reported feelings or neural responses during fMRI, in both cultural groups more-expressive people showed tighter trial-by-trial correlations between their experienced strength of emotion and activations in visceral-somatosensory cortex, even after controlling for individuals' overall strength of reactions (neural and felt). Moreover, expressiveness mediated a previously described cultural effect in which activations in visceral-somatosensory cortex correlated with feeling strength among Americans but not among Chinese. Post hoc supplementary analyses revealed that more-expressive individuals reached peak activation of visceral-somatosensory cortex later in the emotion process and took longer to decide how strongly they felt. The results together suggest that differences in expressiveness correspond to differences in how somatosensory mechanisms contribute to constructing conscious feelings. By influencing expressiveness, culture may therefore influence how individuals know how strongly they feel, what conscious feelings are based on, or possibly what strong versus weak emotions "feel like." (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Cultural Modes of Expressing Emotions Influence How Emotions Are Experienced

PubMed Central

Immordino-Yang, Mary Helen; Yang, Xiao-Fei; Damasio, Hanna

2016-01-01

The brain’s mapping of bodily responses during emotion contributes to emotional experiences, or feelings. Culture influences emotional expressiveness, i.e. the magnitude of individuals’ bodily responses during emotion. So, are cultural influences on behavioral expressiveness associated with differences in how individuals experience emotion? Chinese and American young adults reported how strongly admiration and compassion-inducing stories made them feel, first in a private interview and then during fMRI. As expected, Americans were more expressive in the interview. While expressiveness did not predict stronger reported feelings or neural responses during fMRI, in both cultural groups more expressive people showed tighter trial-by-trial correlations between their experienced strength of emotion and activations in visceral-somatosensory cortex, even after controlling for individuals’ overall strength of reactions (neural and felt). Moreover, expressiveness mediated a previously described cultural effect in which activations in visceral-somatosensory cortex correlated with feeling strength among Americans but not among Chinese. Post-hoc supplementary analyses revealed that more expressive individuals reached peak activation of visceral-somatosensory cortex later in the emotion process and took longer to decide how strongly they felt. The results together suggest that differences in expressiveness correspond to differences in how somatosensory mechanisms contribute to constructing conscious feelings. By influencing expressiveness, culture may therefore influence how individuals know how strongly they feel, what conscious feelings are based on, or possibly what strong versus weak emotions “feel like.” PMID:27270077

Follow the heart or the head? The interactive influence model of emotion and cognition.

PubMed

Luo, Jiayi; Yu, Rongjun

2015-01-01

The experience of emotion has a powerful influence on daily-life decision making. Following Plato's description of emotion and reason as two horses pulling us in opposite directions, modern dual-system models of decision making endorse the antagonism between reason and emotion. Decision making is perceived as the competition between an emotion system that is automatic but prone to error and a reason system that is slow but rational. The reason system (in "the head") reins in our impulses (from "the heart") and overrides our snap judgments. However, from Darwin's evolutionary perspective, emotion is adaptive, guiding us to make sound decisions in uncertainty. Here, drawing findings from behavioral economics and neuroeconomics, we provide a new model, labeled "The interactive influence model of emotion and cognition," to elaborate the relationship of emotion and reason in decision making. Specifically, in our model, we identify factors that determine when emotions override reason and delineate the type of contexts in which emotions help or hurt decision making. We then illustrate how cognition modulates emotion and how they cooperate to affect decision making.

Gender-specific effects of emotional modulation on visual temporal order thresholds.

PubMed

Liang, Wei; Zhang, Jiyuan; Bao, Yan

2015-09-01

Emotions affect temporal information processing in the low-frequency time window of a few seconds, but little is known about their effect in the high-frequency domain of some tens of milliseconds. The present study aims to investigate whether negative and positive emotional states influence the ability to discriminate the temporal order of visual stimuli, and whether gender plays a role in temporal processing. Due to the hemispheric lateralization of emotion, a hemispheric asymmetry between the left and the right visual field might be expected. Using a block design, subjects were primed with neutral, negative and positive emotional pictures before performing temporal order judgment tasks. Results showed that male subjects exhibited similarly reduced order thresholds under negative and positive emotional states, while female subjects demonstrated increased threshold under positive emotional state and reduced threshold under negative emotional state. Besides, emotions influenced female subjects more intensely than male subjects, and no hemispheric lateralization was observed. These observations indicate an influence of emotional states on temporal order processing of visual stimuli, and they suggest a gender difference, which is possibly associated with a different emotional stability.

Auditory Emotion Word Primes Influence Emotional Face Categorization in Children and Adults, but Not Vice Versa.

PubMed

Vesker, Michael; Bahn, Daniela; Kauschke, Christina; Tschense, Monika; Degé, Franziska; Schwarzer, Gudrun

2018-01-01

In order to assess how the perception of audible speech and facial expressions influence one another for the perception of emotions, and how this influence might change over the course of development, we conducted two cross-modal priming experiments with three age groups of children (6-, 9-, and 12-years old), as well as college-aged adults. In Experiment 1, 74 children and 24 adult participants were tasked with categorizing photographs of emotional faces as positive or negative as quickly as possible after being primed with emotion words presented via audio in valence-congruent and valence-incongruent trials. In Experiment 2, 67 children and 24 adult participants carried out a similar categorization task, but with faces acting as visual primes, and emotion words acting as auditory targets. The results of Experiment 1 showed that participants made more errors when categorizing positive faces primed by negative words versus positive words, and that 6-year-old children are particularly sensitive to positive word primes, giving faster correct responses regardless of target valence. Meanwhile, the results of Experiment 2 did not show any congruency effects for priming by facial expressions. Thus, audible emotion words seem to exert an influence on the emotional categorization of faces, while faces do not seem to influence the categorization of emotion words in a significant way.

Categorising intersectional targets: An "either/and" approach to race- and gender-emotion congruity.

PubMed

Smith, Jacqueline S; LaFrance, Marianne; Dovidio, John F

2017-01-01

Research on the interaction of emotional expressions with social category cues in face processing has focused on whether specific emotions are associated with single-category identities, thus overlooking the influence of intersectional identities. Instead, we examined how quickly people categorise intersectional targets by their race, gender, or emotional expression. In Experiment 1, participants categorised Black and White faces displaying angry, happy, or neutral expressions by either race or gender. Emotion influenced responses to men versus women only when gender was made salient by the task. Similarly, emotion influenced responses to Black versus White targets only when participants categorised by race. In Experiment 2, participants categorised faces by emotion so that neither category was more salient. As predicted, responses to Black women differed from those to both Black men and White women. Thus, examining race and gender separately is insufficient to understanding how emotion and social category cues are processed.

Predictors of health of pre-registration nursing and midwifery students: Findings from a cross-sectional survey.

PubMed

Deasy, Christine; Coughlan, Barry; Pironom, Julie; Jourdan, Didier; Mannix-McNamara, Patricia

2016-01-01

Student nurses/midwives evidence less than exemplary lifestyle habits and poor emotional health, despite exposure to health education/promotion during their educational preparation. Knowledge of the factors that predict nursing/midwifery students' health could inform strategies to enhance their health and increase their credibility as future health promoters/educators. To establish the predictors of nursing/midwifery student emotional health. Cross-sectional survey. The research took place at a university in Ireland. We involved a total sample (n=473) student nurses/midwives. Participants completed the General Health Questionnaire, Lifestyle Behaviour Questionnaire and Ways of Coping Questionnaire to determine their self-reported emotional health, lifestyle behaviour and coping processes. Multivariate regression was performed to identify the predictors of student emotional health (dependent variable). The independent variables were demographics, coping, lifestyle behaviour and students' perceptions of determinants of their health. Many respondents reported significant emotional distress (48.71%) and unhealthy lifestyle behaviours including smoking (27.94%), physical inactivity (34.29%), alcohol consumption (91.7%) and unhealthy diet (28.05%). Multivariate regressions indicated that the predictors of emotional distress included gender, year of study, smoking, passive coping and beliefs that their student life was stressful or/and that worry stress and boredom adversely impacted their diet. Targeting student's beliefs regarding influences upon their health, promotion of positive lifestyles and adaptive coping is necessary to facilitate health gain of future health professionals. Copyright © 2015 Elsevier Ltd. All rights reserved.

Making Sense of Turmoil: How Women Reconcile Their Emotional Response to Discovery of a Potential Breast Cancer Symptom.

PubMed

O'Mahony, Máirín; Hegarty, Josephine; Rooney, Vivien M

2017-11-07

Breast cancer continues to be a major public health problem for women. Early detection and treatment are key to improved outcomes. Whereas most women seek help promptly, some postpone seeking help for self-discovered breast symptoms. Investigation of women's help-seeking behavior and the associated influencing factors on self-discovery of a breast symptom were sought. The aim of this article is to report the qualitative data from women who had self-discovered a breast symptom. Women (n = 167) with a self-discovered breast symptom (who were part of a large quantitative correlational study) commented in an open-ended question on their overall experience. Comments were analyzed using Discourse Analysis. Four linked discourses were identified: (1) "being and remaining normal," (2) "emotion," (3) "becoming and being abnormal," and (4) "rationality." A sidelined discourse of emotion is drawn on to defer taking action based on rational knowledge. The tension between discourses "emotion" and "rationality" further informs our understanding of women's help-seeking behavior following self-discovered symptoms. Findings provide a deeper understanding of the emotional aspects of women's experience around symptom discovery. Findings will be of benefit to all healthcare professionals involved in assessment and screening of breast changes suggestive of breast cancer. They provide a novel insight into the meaning of breast cancer, its diagnosis and treatment, and how this impacts women's emotions as they await consultation in a breast clinic.

Understanding the scholarly writing development of nurses enrolled in U.S. clinical doctoral programs.

PubMed

Shellenbarger, Teresa; Hunker, Diane F; Gazza, Elizabeth A

2015-01-01

Faculty teaching nurses enrolled in clinical doctoral programs need to understand the process of student scholarly writing development so that students can be prepared to share knowledge and communicate effectively in scholarly formats. A hermeneutic phenomenological study that sought to understand the scholarly writing development of nurses enrolled in a clinical doctoral program was conducted. Findings from interviews with six Doctor of Nursing Practice students revealed three themes: learning throughout life, influence of emotions, and getting through the gate. Based upon these findings, recommendations for further development of doctoral student writing are suggested so that students can disseminate their knowledge in a scholarly manner, improve practice, and contribute to the profession. © 2014 Wiley Periodicals, Inc.

Increasing verbal knowledge mediates development of multidimensional emotion representations

PubMed Central

Nook, Erik C.; Sasse, Stephanie F.; Lambert, Hilary K.; McLaughlin, Katie A.; Somerville, Leah H.

2017-01-01

How do people represent their own and others’ emotional experiences? Contemporary emotion theories and growing evidence suggest that the conceptual representation of emotion plays a central role in how people understand the emotions both they and other people feel.1–6 Although decades of research indicate that adults typically represent emotion concepts as multidimensional, with valence (positive—negative) and arousal (activating—deactivating) as two primary dimensions,7–10 little is known about how this bidimensional (or circumplex) representation arises.11 Here we show that emotion representations develop from a monodimensional focus on valence to a bidimensional focus on both valence and arousal from age 6 to age 25. We investigated potential mechanisms underlying this effect and found that increasing verbal knowledge mediated emotion representation development over and above three other potential mediators: (i) fluid reasoning, (ii) the general ability to represent non-emotional stimuli bidimensionally, and (iii) task-related behaviors (e.g., using extreme ends of rating scales). These results suggest that verbal development facilitates the expansion of emotion concept representations (and potentially emotional experiences) from a “positive or negative” dichotomy in childhood to a multidimensional organization in adulthood. PMID:29399639

Healthcare providers' knowledge and attitudes about rapid tissue donation (RTD): phase one of establishing a rapid tissue donation programme in thoracic oncology.

PubMed

Schabath, Matthew B; McIntyre, Jessica; Pratt, Christie; Gonzalez, Luis E; Munoz-Antonia, Teresita; Haura, Eric B; Quinn, Gwendolyn P

2014-02-01

In preparation for the development of a rapid tissue donation (RTD) programme, we surveyed healthcare providers (HCPs) in our institution about knowledge and attitudes related to RTD with lung cancer patients. A 31-item web based survey was developed collecting data on demographics, knowledge and attitudes about RTD. The survey contained three items measuring participants' knowledge about RTD, five items assessing attitudes towards RTD recruitment and six items assessing HCPs' level of agreement with factors influencing decisions to discuss RTD. Response options were presented on a 5-point Likert scale. Ninety-one HCPs participated in the study. 66% indicated they had never heard of RTD prior to the survey, 78% rated knowledge of RTD as none or limited and 95.6% reported not having ethical or religious concerns about discussing RTD with patients. The majority were either not comfortable (17.8%) or not sure if they felt comfortable discussing RTD with cancer patients (42.2%). 56.1% indicated their knowledge of RTD would play an integral role in their decision to discuss RTD with patients. 71.4% reported concerns with RTD discussion and the emotional state of the patient. Physicians and nurses play an important role in initiating conversations about recruitment and donation to research that can ultimately influence uptake. Increasing HCP knowledge about RTD is a necessary step towards building an RTD programme. Our study provides important information about characteristics associated with low levels of knowledge and practice related to RTD where additional education and training may be warranted.

Context-Inappropriate Anger, Emotion Knowledge Deficits, and Negative Social Experiences in Preschool

ERIC Educational Resources Information Center

Locke, Robin L.; Miller, Alison L.; Seifer, Ronald; Heinze, Justin E.

2015-01-01

This study examined contextually inappropriate (CI) anger in relation to emotion recognition and situation knowledge, negative social experiences, and externalizing behavior among low-income 4-year-olds attending Head Start (n = 134). Approximately 23% showed anger when presented with positive/neutral slides and videos (valence-incongruent CI…

Getting to the Heart of Emotion Regulation in Youth: The Role of Interoceptive Sensitivity, Heart Rate Variability, and Parental Psychopathology

PubMed Central

Sütterlin, Stefan; Braet, Caroline; Mueller, Sven C.

2016-01-01

Emotion regulation and associated autonomic activation develop throughout childhood and adolescence under the influence of the family environment. Specifically, physiological indicators of autonomic nervous system activity such as interoceptive sensitivity and vagally mediated heart rate variability (HRV) can inform on emotion regulation. Although the effect of parental emotion socialization on emotion regulation appears to be influenced by autonomic processes, research on physiological regulation and the influence of parental factors remains scarce. This study investigated the relationship between self-reported habitual emotion regulation strategies and HRV at rest as well as interoceptive sensitivity in forty-six youngsters (27 female; age: M = 13.00, SD = 2.13). Secondly, the association between these autonomic correlates and parental psychopathology was also studied. Whereas better interoceptive sensitivity was related to reduced maladaptive emotion regulation, specifically rumination, high HRV was related to more use of external emotion regulation strategies (i.e., support seeking). In addition, increased HRV and decreased interoceptive sensitivity were associated with maternal internalizing and there was evidence for a possible mediation effect of HRV in the relationship between maternal internalizing and child external emotion regulation. This study elucidates the link between cognitive emotion regulation strategies and underlying physiological regulation in adolescents but also indicates a putative influence of maternal internalizing symptoms on emotion regulation in their offspring. PMID:27741261

The Contribution of Inhibitory Control to Preschoolers' Social-Emotional Competence

ERIC Educational Resources Information Center

Rhoades, Brittany L.; Greenberg, Mark T.; Domitrovich, Celene E.

2009-01-01

Social-emotional competence is a key developmental task during early childhood. This study examined concurrent relationships between maternal education and employment status, children's sex, ethnicity, age, receptive vocabulary, emotional knowledge, attention skills, inhibitory control and social-emotional competence in a sample of 146 preschool,…

The attraction of emotions: Irrelevant emotional information modulates motor actions.

PubMed

Ambron, Elisabetta; Foroni, Francesco

2015-08-01

Emotional expressions are important cues that capture our attention automatically. Although a wide range of work has explored the role and influence of emotions on cognition and behavior, little is known about the way that emotions influence motor actions. Moreover, considering how critical detecting emotional facial expressions in the environment can be, it is important to understand their impact even when they are not directly relevant to the task being performed. Our novel approach was to explore this issue from the attention-and-action perspective, using a task-irrelevant distractor paradigm in which participants are asked to reach for a target while a nontarget stimulus is also presented. We tested whether the movement trajectory would be influenced by irrelevant stimuli-faces with or without emotional expressions. The results showed that reaching paths veered toward faces with emotional expressions, in particular happiness, but not toward neutral expressions. This reinforces the view of emotions as attention-capturing stimuli that are, however, also potential sources of distraction for motor actions.

How trust and emotions influence policy acceptance: The case of the Irish water charges.

PubMed

Rodriguez-Sanchez, Carla; Schuitema, Geertje; Claudy, Marius; Sancho-Esper, Franco

2018-02-01

The introduction of new policies can evoke strong emotional reactions by the public. Yet, social-psychological research has paid little attention to affective determinants of individual-level policy acceptance. Building on recent theoretical and empirical advances around emotions and decision-making, we evaluate how people's trust and integral emotions function as important antecedents of cognitive evaluations, and subsequent acceptance of policies. We test our hypotheses within a sample of Irish citizens (n = 505), who were subject to the introduction of water charges in 2015. In line with our hypotheses, results show that general trust in government shapes emotions regarding water charges, which in turn, directly and via expected costs and benefits, influence policy acceptance. Additionally, we find that negative emotions have a larger direct effect on policy acceptance than positive emotions. Specifically, 'anger' was the main negative emotion that influenced the acceptance of the water charge. We conclude by discussing directions for future research around emotions and policy acceptance. © 2018 The British Psychological Society.

Threatening joy: approach and avoidance reactions to emotions are influenced by the group membership of the expresser.

PubMed

Paulus, Andrea; Wentura, Dirk

2014-01-01

It has been repeatedly stated that approach and avoidance reactions to emotional faces are triggered by the intention signalled by the emotion. This line of thought suggests that each emotion signals a specific intention triggering a specific behavioural reaction. However, empirical results examining this assumption are inconsistent, suggesting that it might be too short-sighted. We hypothesise that the same emotional expression can signal different social messages and, therefore, trigger different reactions; which social message is signalled by an emotional expression should be influenced by moderating variables, such as the group membership of the expresser. In two experiments, we show that group membership influences approach and avoidance reactions to emotional expressions: Emotions (fear and happiness) expressed by in-group members elicited concordant behaviour, whereas emotions expressed by out-group members activated the reverse pattern. A third experiment, in which participants directly evaluated smiling and fearful individuals resembling in-group and out-group members supported this result.

The correlation between ostomy knowledge and self-care ability with psychosocial adjustment in Chinese patients with a permanent colostomy: a descriptive study .

PubMed

Cheng, Fang; Meng, Ai-feng; Yang, Li-Fang; Zhang, Yi-nan

2013-07-01

A colostomy can have a negative impact on patient quality of life. Research suggests that psychosocial adaptation is positively associated with quality of life, but few reports address this adaptation and its related factors in patients with a permanent colostomy. A 4-month, descriptive study was conducted to assess the impact of ostomy knowledge and ability to self-care on the psychosocial adjustment of 54 Chinese outpatients (47 men, 14 participants 40 to 50 years old, 40 participants 50 to 70 years old) with a permanent colostomy to investigate the correlation between stoma knowledge, self-care ability, and psychosocial adjustment. Assessment instruments included a sociodemographic data questionnaire and a Chinese translation of the Ostomy Adjustment Inventory-23 that comprises 20 items in three domains (positive emotions, negative emotions, and social life). Participants rated statements on a scale from 0 (totally disagree) to 4 (totally agree); a score of 40 indicates a low level of psychosocial adjustment. Participants also completed the Stoma-related Knowledge Scale, comprising 14 5-point Likert scale questions where low scores indicate low knowledge, and they answered one question regarding self-care ability. Data were analyzed using statistical software for social science. The average stoma-related knowledge score suggested moderate levels of knowledge (45.112 ± 13.358). Twenty (20) participants managed all stoma care aspects independently, 30 required some assistance, and four (4) required care by someone else. The three domains of psychosocial adjustment scores (positive emotions, negative emotions, and social life) were 17.60 ± 4.093,12.92 ± 3.440, and 19.15 ± 6.316, respectively. Knowledge and the three domains of psychosocial adjustment were positively correlated with positive emotion (r = .610, P = 0.001), negative emotion (r = .696, P = 0.000), and social life adjustment (r = .617, P = 0.001). A significant difference in psychosocial adjustment scores was found between persons who did (57.37 ± 9.81) and those that did not (47.83 ± 8.18) independently care for their own stoma (P = 0.005). Persons with high levels of knowledge and independence had a high level of psychosocial adjustment. Providing knowledge and emphasizing/teaching self-care may help persons with a colostomy make the necessary daily and social life adaptations.

How Emotional Pictures Influence Visuospatial Binding in Short-Term Memory in Ageing and Alzheimer's Disease?

ERIC Educational Resources Information Center

Borg, Celine; Leroy, Nicolas; Favre, Emilie; Laurent, Bernard; Thomas-Anterion, Catherine

2011-01-01

The present study examines the prediction that emotion can facilitate short-term memory. Nevertheless, emotion also recruits attention to process information, thereby disrupting short-term memory when tasks involve high attentional resources. In this way, we aimed to determine whether there is a differential influence of emotional information on…

Influence of Conflict between Adults on the Emotions and Aggression of Young Children.

ERIC Educational Resources Information Center

Cummings, E. Mark; And Others

1985-01-01

Influence of others' emotions on the emotions and aggression of 2-year-olds was examined. Dyads of familiar peers were exposed during play to a sequence of experimental manipulations of background emotions of warmth and anger. Theoretical and practical implications of sensitivity to others' conflicts and interpersonal problems in toddlers are also…

Contact high: Mania proneness and positive perception of emotional touches.

PubMed

Piff, Paul K; Purcell, Amanda; Gruber, June; Hertenstein, Matthew J; Keltner, Dacher

2012-01-01

How do extreme degrees of positive emotion-such as those characteristic of mania-influence emotion perception? The present study investigated how mania proneness, assessed using the Hypomanic Personality Scale, influences the perception of emotion via touch. Using a validated dyadic interaction paradigm for communicating emotion through touch (Hertenstein, Keltner, App, Bulleit, & Jaskolka, 2006), participants (N=53) received eight different touches to their forearm from a stranger and then identified the emotion via forced-choice methodology. Mania proneness predicted increased overall accuracy in touch perception, particularly for positive emotion touches, as well as the over-attribution of positive and under-attribution of negative emotions across all touches. These findings highlight the effects of positive emotion extremes on the perception of emotion in social interactions.

Emotion Metaphors and Emotional Labor in Science Teaching

ERIC Educational Resources Information Center

Zembylas, Michalinos

2004-01-01

An understanding of the importance of metaphors and beliefs in the development of teachers' practical knowledge has already been explored in science education research. However, the significance of "emotion metaphors" and the consequences of "emotional labor" as part of being a science teacher have been little addressed. This study describes the…

Family environment influences emotion recognition following paediatric traumatic brain injury

PubMed Central

SCHMIDT, ADAM T.; ORSTEN, KIMBERLEY D.; HANTEN, GERRI R.; LI, XIAOQI; LEVIN, HARVEY S.

2011-01-01

Objective This study investigated the relationship between family functioning and performance on two tasks of emotion recognition (emotional prosody and face emotion recognition) and a cognitive control procedure (the Flanker task) following paediatric traumatic brain injury (TBI) or orthopaedic injury (OI). Methods A total of 142 children (75 TBI, 67 OI) were assessed on three occasions: baseline, 3 months and 1 year post-injury on the two emotion recognition tasks and the Flanker task. Caregivers also completed the Life Stressors and Resources Scale (LISRES) on each occasion. Growth curve analysis was used to analyse the data. Results Results indicated that family functioning influenced performance on the emotional prosody and Flanker tasks but not on the face emotion recognition task. Findings on both the emotional prosody and Flanker tasks were generally similar across groups. However, financial resources emerged as significantly related to emotional prosody performance in the TBI group only (p = 0.0123). Conclusions Findings suggest family functioning variables—especially financial resources—can influence performance on an emotional processing task following TBI in children. PMID:21058900

The Influence of Emotion on Fairness-Related Decision Making: A Critical Review of Theories and Evidence.

PubMed

Zheng, Ya; Yang, Zhong; Jin, Chunlan; Qi, Yue; Liu, Xun

2017-01-01

Fairness-related decision making is an important issue in the field of decision making. Traditional theories emphasize the roles of inequity aversion and reciprocity, whereas recent research increasingly shows that emotion plays a critical role in this type of decision making. In this review, we summarize the influences of three types of emotions (i.e., the integral emotion experienced at the time of decision making, the incidental emotion aroused by a task-unrelated dispositional or situational source, and the interaction of emotion and cognition) on fairness-related decision making. Specifically, we first introduce three dominant theories that describe how emotion may influence fairness-related decision making (i.e., the wounded pride/spite model, affect infusion model, and dual-process model). Next, we collect behavioral and neural evidence for and against these theories. Finally, we propose that future research on fairness-related decision making should focus on inducing incidental social emotion, avoiding irrelevant emotion when regulating, exploring the individual differences in emotional dispositions, and strengthening the ecological validity of the paradigm.

The Influence of Emotion on Fairness-Related Decision Making: A Critical Review of Theories and Evidence

PubMed Central

Zheng, Ya; Yang, Zhong; Jin, Chunlan; Qi, Yue; Liu, Xun

2017-01-01

Fairness-related decision making is an important issue in the field of decision making. Traditional theories emphasize the roles of inequity aversion and reciprocity, whereas recent research increasingly shows that emotion plays a critical role in this type of decision making. In this review, we summarize the influences of three types of emotions (i.e., the integral emotion experienced at the time of decision making, the incidental emotion aroused by a task-unrelated dispositional or situational source, and the interaction of emotion and cognition) on fairness-related decision making. Specifically, we first introduce three dominant theories that describe how emotion may influence fairness-related decision making (i.e., the wounded pride/spite model, affect infusion model, and dual-process model). Next, we collect behavioral and neural evidence for and against these theories. Finally, we propose that future research on fairness-related decision making should focus on inducing incidental social emotion, avoiding irrelevant emotion when regulating, exploring the individual differences in emotional dispositions, and strengthening the ecological validity of the paradigm. PMID:28974937

Looking on the bright side: children's knowledge about the benefits of positive versus negative thinking.

PubMed

Bamford, Christi; Lagattuta, Kristin Hansen

2012-01-01

Five- to 10-year-olds (N = 90) listened to 6 illustrated scenarios featuring 2 characters that jointly experience the same positive event (and feel good), negative event (and feel bad), or ambiguous event (and feel okay). Afterward, one character thinks a positive thought and the other thinks a negative thought. Children predicted and explained each character's emotions. Results showed significant development between 5 and 10 years in children's understanding that thinking positively improves emotions and thinking negatively makes one feel worse, with earliest knowledge demonstrated when reasoning about ambiguous and positive events. Individual differences in child and parental optimism and hope predicted children's knowledge about thought-emotion connections on some measures, including their beliefs about the emotional benefits of thinking positively in negative situations. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

Understanding patients' decisions. Cognitive and emotional perspectives.

PubMed

Redelmeier, D A; Rozin, P; Kahneman, D

1993-07-07

To describe ways in which intuitive thought processes and feelings may lead patients to make suboptimal medical decisions. Review of past studies from the psychology literature. Intuitive decision making is often appropriate and results in reasonable choices; in some situations, however, intuitions lead patients to make choices that are not in their best interests. People sometimes treat safety and danger categorically, undervalue the importance of a partial risk reduction, are influenced by the way in which a problem is framed, and inappropriately evaluate an action by its subsequent outcome. These strategies help explain examples where risk perceptions conflict with standard scientific analyses. In the domain of emotions, people tend to consider losses as more significant than the corresponding gains, are imperfect at predicting future preferences, distort their memories of past personal experiences, have difficulty resolving inconsistencies between emotions and rationality, and worry with an intensity disproportionate to the actual danger. In general, such intangible aspects of clinical care have received little attention in the medical literature. We suggest that an awareness of how people reason is an important clinical skill that can be promoted by knowledge of selected past studies in psychology.

Effects of news frames on perceived risk, emotions, and learning.

PubMed

Otieno, Christine; Spada, Hans; Renkl, Alexander

2013-01-01

The media play a key role in forming opinions by influencing people´s understanding and perception of a topic. People gather information about topics of interest from the internet and print media, which employ various news frames to attract attention. One example of a common news frame is the human-interest frame, which emotionalizes and dramatizes information and often accentuates individual affectedness. Our study investigated effects of human-interest frames compared to a neutral-text condition with respect to perceived risk, emotions, and knowledge acquisition, and tested whether these effects can be "generalized" to common variants of the human-interest frame. Ninety-one participants read either one variant of the human-interest frame or a neutrally formulated version of a newspaper article describing the effects of invasive species in general and the Asian ladybug (an invasive species) in particular. The framing was achieved by varying the opening and concluding paragraphs (about invasive species), as well as the headline. The core text (about the Asian ladybug) was the same across all conditions. All outcome variables on framing effects referred to this common core text. We found that all versions of the human-interest frame increased perceived risk and the strength of negative emotions compared to the neutral text. Furthermore, participants in the human-interest frame condition displayed better (quantitative) learning outcomes but also biased knowledge, highlighting a potential dilemma: Human-interest frames may increase learning, but they also lead to a rather unbalanced view of the given topic on a "deeper level".

The dead center of the dental curriculum: changing attitudes of dental students during dissection.

PubMed

Redwood, Christopher J; Townsend, Grant C

2011-10-01

The purpose of this study was to investigate changes in dental students' perceptions of professionalism, knowledge, and emotion over the period of dissection in a human anatomy course. Whether human dissection needs to be a part of the modern dental curriculum is often called into question, particularly with the plethora of electronic and other aids available to support the learning of anatomy. The influence of the dissection process on development of professional attitudes and emotional maturity has been studied in medical students, but how dental students react to this part of their education is less well known. To investigate this question, a survey was administered before and after the dissection course to two sequential year groups of dental students. It was found that these students had high levels of understanding of professional values before commencing dissection and continued to value the role of teamwork in aiding their learning over the survey period. The majority of students coped well with the assimilation of knowledge and developed coping mechanisms to handle the emotional aspects of dissection. The students remained excited by and interested in dissection, and the majority valued it as the most positive aspect of their anatomy course. The students increasingly valued the use of prosected specimens as an aid to learning. This study confirmed that significant changes occur in dental students' attitudes during the period of dissection, which we believe contribute to the development of more empathetic and caring practitioners.

“The Bitter Laughter”. When Parody Is a Moral and Affective Priming in Political Persuasion

PubMed Central

D’Errico, Francesca; Poggi, Isabella

2016-01-01

Research on socially aware systems requires fine-grained knowledge of the mechanisms of persuasion in order to promote civic knowledge and aware political participation. Within humor studies, political parody is generally considered a simple pleasant weapon for political evaluation, currently explained by referring to the so called “just a joke effect” (Nabi et al., 2007). Indeed the funny side of parody can induce positive emotions, but it also includes a discrediting act that sometimes produces a “bitter laughter.” The present study aims to understand the role played by negative and moral emotions aroused by parody. A parody is defined as a communicative behavior (a discourse, text, body movement, song) that imitates a communicative behavior or trait displayed by some Target by reproducing it in a distorted way, with the aim of making fun of the Target. Based on a socio-cognitive approach, a distinction is made between “surface” and “deep” parody (Poggi and D’Errico, 2013), with the former simply imitating behaviors actually displayed by the Target, and the latter implying a (humorous) re-categorization of the Target. The paper studies the effect of these two different types of parody on persuasion processes. Results show that the deep parody, as opposed to surface parody, triggers more negative emotions, and in particular indignation, that in turn lead to more negative evaluations of the Target. Moreover, the moral priming of parody is influenced by the Target politician’s gender. PMID:27555825

A systematic review including meta-analysis of work environment and burnout symptoms.

PubMed

Aronsson, Gunnar; Theorell, Töres; Grape, Tom; Hammarström, Anne; Hogstedt, Christer; Marteinsdottir, Ina; Skoog, Ingmar; Träskman-Bendz, Lil; Hall, Charlotte

2017-03-16

Practitioners and decision makers in the medical and insurance systems need knowledge on the relationship between work exposures and burnout. Many burnout studies - original as well as reviews - restricted their analyses to emotional exhaustion or did not report results on cynicism, personal accomplishment or global burnout. To meet this need we carried out this review and meta-analyses with the aim to provide systematically graded evidence for associations between working conditions and near-future development of burnout symptoms. A wide range of work exposure factors was screened. Inclusion criteria were: 1) Study performed in Europe, North America, Australia and New Zealand 1990-2013. 2) Prospective or comparable case control design. 3) Assessments of exposure (work) and outcome at baseline and at least once again during follow up 1-5 years later. Twenty-five articles met the predefined relevance and quality criteria. The GRADE-system with its 4-grade evidence scale was used. Most of the 25 studies focused emotional exhaustion, fewer cynicism and still fewer personal accomplishment. Moderately strong evidence (grade 3) was concluded for the association between job control and reduced emotional exhaustion and between low workplace support and increased emotional exhaustion. Limited evidence (grade 2) was found for the associations between workplace justice, demands, high work load, low reward, low supervisor support, low co-worker support, job insecurity and change in emotional exhaustion. Cynicism was associated with most of these work factors. Reduced personal accomplishment was only associated with low reward. There were few prospective studies with sufficient quality on adverse chemical, biological and physical factors and burnout. While high levels of job support and workplace justice were protective for emotional exhaustion, high demands, low job control, high work load, low reward and job insecurity increased the risk for developing exhaustion. Our approach with a wide range of work exposure factors analysed in relation to the separate dimensions of burnout expanded the knowledge of associations, evidence as well as research needs. The potential of organizational interventions is illustrated by the findings that burnout symptoms are strongly influenced by structural factors such as job demands, support and the possibility to exert control.

Emotion regulation through listening to music in everyday situations.

PubMed

Thoma, Myriam V; Ryf, Stefan; Mohiyeddini, Changiz; Ehlert, Ulrike; Nater, Urs M

2012-01-01

Music is a stimulus capable of triggering an array of basic and complex emotions. We investigated whether and how individuals employ music to induce specific emotional states in everyday situations for the purpose of emotion regulation. Furthermore, we wanted to examine whether specific emotion-regulation styles influence music selection in specific situations. Participants indicated how likely it would be that they would want to listen to various pieces of music (which are known to elicit specific emotions) in various emotional situations. Data analyses by means of non-metric multidimensional scaling revealed a clear preference for pieces of music that were emotionally congruent with an emotional situation. In addition, we found that specific emotion-regulation styles might influence the selection of pieces of music characterised by specific emotions. Our findings demonstrate emotion-congruent music selection and highlight the important role of specific emotion-regulation styles in the selection of music in everyday situations.

Neural correlates of emotion–cognition interactions: A review of evidence from brain imaging investigations

PubMed Central

Dolcos, Florin; Iordan, Alexandru D.; Dolcos, Sanda

2011-01-01

Complex dynamic behaviour involves reciprocal influences between emotion and cognition. On the one hand, emotion is a “double-edged sword” that may affect various aspects of our cognition and behaviour, by enhancing or hindering them and exerting both transient and long-term influences. On the other hand, emotion processing is also susceptible to cognitive influences, typically exerted in the form of emotion regulation. Noteworthy, both of these reciprocal influences are subjective to individual differences that may affect the way we perceive, experience, and eventually remember emotional experiences, or respond to emotionally challenging situations. Understanding these relationships is critical, as unbalanced emotion–cognition interactions may lead to devastating effects, such as those observed in mood and anxiety disorders. The present review analyses the reciprocal relationships between emotion and cognition, based on evidence derived from brain imaging investigations focusing on three main topics: (1) the impact of emotion on cognition, (2) the impact of cognition on emotion, and (3) the role of individual differences in emotion–cognition interactions. This evidence will be discussed in the context of identifying aspects that are fundamental to understanding the mechanisms underlying emotion–cognition interactions in healthy functioning, and to understanding changes associated with affective disorders. PMID:22059115

Positive and negative emotion enhances the processing of famous faces in a semantic judgment task.

PubMed

Bate, Sarah; Haslam, Catherine; Hodgson, Timothy L; Jansari, Ashok; Gregory, Nicola; Kay, Janice

2010-01-01

Previous work has consistently reported a facilitatory influence of positive emotion in face recognition (e.g., D'Argembeau, Van der Linden, Comblain, & Etienne, 2003). However, these reports asked participants to make recognition judgments in response to faces, and it is unknown whether emotional valence may influence other stages of processing, such as at the level of semantics. Furthermore, other evidence suggests that negative rather than positive emotion facilitates higher level judgments when processing nonfacial stimuli (e.g., Mickley & Kensinger, 2008), and it is possible that negative emotion also influences latter stages of face processing. The present study addressed this issue, examining the influence of emotional valence while participants made semantic judgments in response to a set of famous faces. Eye movements were monitored while participants performed this task, and analyses revealed a reduction in information extraction for the faces of liked and disliked celebrities compared with those of emotionally neutral celebrities. Thus, in contrast to work using familiarity judgments, both positive and negative emotion facilitated processing in this semantic-based task. This pattern of findings is discussed in relation to current models of face processing. Copyright 2009 APA, all rights reserved.

The etiology of associations between negative emotionality and childhood externalizing disorders.

PubMed

Singh, Amber L; Waldman, Irwin D

2010-05-01

Despite consistent documentation of associations between childhood negative emotionality and externalizing psychopathology, few genetically informative studies have investigated the etiology of that association. The goal of the current study was to delineate the etiology of the covariation of negative emotionality and childhood externalizing problems (e.g., oppositional defiant disorder, conduct disorder, inattention, and hyperactivity/impulsivity). Twin families were recruited from Georgia state birth records and completed parental report questionnaires of negative emotionality and common Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev.; American Psychiatric Association, 2000) child psychiatric disorders. Results suggest both genetic and environmental influences underlying negative emotionality and each externalizing symptom dimension, with additional evidence for sibling competition/rater contrast effects for inattention and hyperactivity/impulsivity. Bivariate model-fitting analyses indicated that a portion of the additive (43%-75%) and nonadditive (26%-100%) genetic influences underlying each symptom dimension was accounted for by the genetic influences underlying negative emotionality. Finally, an independent pathways model examining the etiology of the association between negative emotionality and the externalizing dimensions indicated that a substantial portion of the additive genetic, nonadditive genetic, and nonshared environmental influences underlying externalizing behavior is shared with negative emotionality.

The Influence of Negative Emotion on Cognitive and Emotional Control Remains Intact in Aging

PubMed Central

Zinchenko, Artyom; Obermeier, Christian; Kanske, Philipp; Schröger, Erich; Villringer, Arno; Kotz, Sonja A.

2017-01-01

Healthy aging is characterized by a gradual decline in cognitive control and inhibition of interferences, while emotional control is either preserved or facilitated. Emotional control regulates the processing of emotional conflicts such as in irony in speech, and cognitive control resolves conflict between non-affective tendencies. While negative emotion can trigger control processes and speed up resolution of both cognitive and emotional conflicts, we know little about how aging affects the interaction of emotion and control. In two EEG experiments, we compared the influence of negative emotion on cognitive and emotional conflict processing in groups of younger adults (mean age = 25.2 years) and older adults (69.4 years). Participants viewed short video clips and either categorized spoken vowels (cognitive conflict) or their emotional valence (emotional conflict), while the visual facial information was congruent or incongruent. Results show that negative emotion modulates both cognitive and emotional conflict processing in younger and older adults as indicated in reduced response times and/or enhanced event-related potentials (ERPs). In emotional conflict processing, we observed a valence-specific N100 ERP component in both age groups. In cognitive conflict processing, we observed an interaction of emotion by congruence in the N100 responses in both age groups, and a main effect of congruence in the P200 and N200. Thus, the influence of emotion on conflict processing remains intact in aging, despite a marked decline in cognitive control. Older adults may prioritize emotional wellbeing and preserve the role of emotion in cognitive and emotional control. PMID:29163132

The Influence of Negative Emotion on Cognitive and Emotional Control Remains Intact in Aging.

PubMed

Zinchenko, Artyom; Obermeier, Christian; Kanske, Philipp; Schröger, Erich; Villringer, Arno; Kotz, Sonja A

2017-01-01

Healthy aging is characterized by a gradual decline in cognitive control and inhibition of interferences, while emotional control is either preserved or facilitated. Emotional control regulates the processing of emotional conflicts such as in irony in speech, and cognitive control resolves conflict between non-affective tendencies. While negative emotion can trigger control processes and speed up resolution of both cognitive and emotional conflicts, we know little about how aging affects the interaction of emotion and control. In two EEG experiments, we compared the influence of negative emotion on cognitive and emotional conflict processing in groups of younger adults (mean age = 25.2 years) and older adults (69.4 years). Participants viewed short video clips and either categorized spoken vowels (cognitive conflict) or their emotional valence (emotional conflict), while the visual facial information was congruent or incongruent. Results show that negative emotion modulates both cognitive and emotional conflict processing in younger and older adults as indicated in reduced response times and/or enhanced event-related potentials (ERPs). In emotional conflict processing, we observed a valence-specific N100 ERP component in both age groups. In cognitive conflict processing, we observed an interaction of emotion by congruence in the N100 responses in both age groups, and a main effect of congruence in the P200 and N200. Thus, the influence of emotion on conflict processing remains intact in aging, despite a marked decline in cognitive control. Older adults may prioritize emotional wellbeing and preserve the role of emotion in cognitive and emotional control.

Collective Emotions Online and Their Influence on Community Life

PubMed Central

Chmiel, Anna; Sienkiewicz, Julian; Thelwall, Mike; Paltoglou, Georgios; Buckley, Kevan; Kappas, Arvid; Hołyst, Janusz A.

2011-01-01

Background E-communities, social groups interacting online, have recently become an object of interdisciplinary research. As with face-to-face meetings, Internet exchanges may not only include factual information but also emotional information – how participants feel about the subject discussed or other group members. Emotions in turn are known to be important in affecting interaction partners in offline communication in many ways. Could emotions in Internet exchanges affect others and systematically influence quantitative and qualitative aspects of the trajectory of e-communities? The development of automatic sentiment analysis has made large scale emotion detection and analysis possible using text messages collected from the web. However, it is not clear if emotions in e-communities primarily derive from individual group members' personalities or if they result from intra-group interactions, and whether they influence group activities. Methodology/Principal Findings Here, for the first time, we show the collective character of affective phenomena on a large scale as observed in four million posts downloaded from Blogs, Digg and BBC forums. To test whether the emotions of a community member may influence the emotions of others, posts were grouped into clusters of messages with similar emotional valences. The frequency of long clusters was much higher than it would be if emotions occurred at random. Distributions for cluster lengths can be explained by preferential processes because conditional probabilities for consecutive messages grow as a power law with cluster length. For BBC forum threads, average discussion lengths were higher for larger values of absolute average emotional valence in the first ten comments and the average amount of emotion in messages fell during discussions. Conclusions/Significance Overall, our results prove that collective emotional states can be created and modulated via Internet communication and that emotional expressiveness is the fuel that sustains some e-communities. PMID:21818302

Emotion Knowledge and Autobiographical Memory across the Preschool Years: A Cross-Cultural Longitudinal Investigation

ERIC Educational Resources Information Center

Wang, Qi

2008-01-01

Knowledge of emotion situations facilitates the interpretation, processing, and organization of significant personal event information and thus may be an important contributor to the development of autobiographical memory. This longitudinal study tested the hypothesis in a cross-cultural context. The participants were native Chinese children,…

"I Just Have to Tell You": Pedagogical Encounters into the Emotional Terrain of Learning

ERIC Educational Resources Information Center

Tarc, Aparna Mishra

2013-01-01

Student engagements with difficult knowledge can produce strange effects. When learning from traumatic human histories students can become personally confronted by unthinkable knowledge of the other's existence. My inquiry situates itself in the emotional space of student disclosure that references particular conflicts with learning from…

School Psychologists' Knowledge and Use of Evidence-Based, Social-Emotional Learning Interventions

ERIC Educational Resources Information Center

McKevitt, Brian C.

2012-01-01

This article describes the results of a national survey pertaining to school psychologists' knowledge and use of evidence-based, social-emotional learning (SEL) interventions. For the study, 331 school psychologists responded to a survey that listed (a) techniques for identifying SEL interventions, (b) 16 SEL programs that have been identified by…

Emotional labour: learning from the past, understanding the present.

PubMed

Elliott, Chris

2017-10-26

The number of nurses considering leaving the profession has continued to rise, and in many areas there is a nursing shortfall. For many of those leaving the profession, the decision results from workplace stress. This article examines the concept of emotional labour, which has been linked to compassion fatigue and subsequent burnout. Emotional labour is the term used to describe the process of displaying outward emotion that may not match our internal emotion; this dissonance can lead to highly stressful situations. The concept is explored from a genealogical perspective, specifically focusing on how gender, socio-political and health cultures have influenced the evolution of the discourse that defines how emotional labour is perceived, understood and valued. This article will identify what has shaped the discourse and how the historical influences have influenced perceptions. The article identifies that emotional labour has traditionally been viewed as women's work and has been undervalued. The influence of male nurses and the gradual decline of heavy industry has served to improve the understanding and value of the concept. Lessons from the past can inform the management of the stresses of emotional labour. Emotional labour is a recognised component of workplace stress and this article makes a number of recommendations for further research or management strategies, which may assist in the recognition and management of the stresses nurses face when delivering emotionally demanding care.

A Study of Emotions in Requirements Engineering

NASA Astrophysics Data System (ADS)

Colomo-Palacios, Ricardo; Hernández-López, Adrián; García-Crespo, Ángel; Soto-Acosta, Pedro

Requirements engineering (RE) is a crucial activity in software development projects. This phase in the software development cycle is knowledge intensive, and thus, human capital intensive. From the human point of view, emotions play an important role in behavior and can even act as behavioral motivators. Thus, if we consider that RE represents a set of knowledge-intensive tasks, which include acceptance and negotiation activities, then the emotional factor represents a key element in these issues. However, the emotional factor in RE has not received the attention it deserves. This paper aims to integrate the stakeholder's emotions into the requirement process, proposing to catalogue them like any other factor in the process such as clarity or stability. Results show that high arousal and low pleasure levels are predictors of high versioning requirements.

Social anxiety and romantic relationships: the costs and benefits of negative emotion expression are context-dependent.

PubMed

Kashdan, Todd B; Volkmann, Jeffrey R; Breen, William E; Han, Susan

2007-01-01

In general, expressing emotions is beneficial and withholding emotions has personal and social costs. Yet, to serve social functions there are situations when emotions are withheld strategically. We examined whether social anxiety influenced when and how emotion expressiveness influences interpersonal closeness in existing romantic relationships. For people with greater social anxiety, withholding the expression of negative emotions was proposed to preserve romantic relationships and their benefits. We examined whether social anxiety and emotion expressiveness interacted to predict prospective changes in romantic relationship closeness over a 12-week period. For people with less social anxiety, relationship closeness was enhanced over time when negative emotions were openly expressed whereas relationship deterioration was found for those more likely to withhold emotions. The reverse pattern was found for people with greater social anxiety such that relationship closeness was enhanced over time for those more likely to withhold negative emotions. Related social anxiety findings were found for discrepancies between desired and actual feelings of closeness over time. Findings were not attributable to depressive symptoms. These results suggest that the costs and benefits of emotion expression are influenced by a person's degree of social anxiety.

Follow the heart or the head? The interactive influence model of emotion and cognition

PubMed Central

Luo, Jiayi; Yu, Rongjun

2015-01-01

The experience of emotion has a powerful influence on daily-life decision making. Following Plato’s description of emotion and reason as two horses pulling us in opposite directions, modern dual-system models of decision making endorse the antagonism between reason and emotion. Decision making is perceived as the competition between an emotion system that is automatic but prone to error and a reason system that is slow but rational. The reason system (in “the head”) reins in our impulses (from “the heart”) and overrides our snap judgments. However, from Darwin’s evolutionary perspective, emotion is adaptive, guiding us to make sound decisions in uncertainty. Here, drawing findings from behavioral economics and neuroeconomics, we provide a new model, labeled “The interactive influence model of emotion and cognition,” to elaborate the relationship of emotion and reason in decision making. Specifically, in our model, we identify factors that determine when emotions override reason and delineate the type of contexts in which emotions help or hurt decision making. We then illustrate how cognition modulates emotion and how they cooperate to affect decision making. PMID:25999889

Human and animal sounds influence recognition of body language.

PubMed

Van den Stock, Jan; Grèzes, Julie; de Gelder, Beatrice

2008-11-25

In naturalistic settings emotional events have multiple correlates and are simultaneously perceived by several sensory systems. Recent studies have shown that recognition of facial expressions is biased towards the emotion expressed by a simultaneously presented emotional expression in the voice even if attention is directed to the face only. So far, no study examined whether this phenomenon also applies to whole body expressions, although there is no obvious reason why this crossmodal influence would be specific for faces. Here we investigated whether perception of emotions expressed in whole body movements is influenced by affective information provided by human and by animal vocalizations. Participants were instructed to attend to the action displayed by the body and to categorize the expressed emotion. The results indicate that recognition of body language is biased towards the emotion expressed by the simultaneously presented auditory information, whether it consist of human or of animal sounds. Our results show that a crossmodal influence from auditory to visual emotional information obtains for whole body video images with the facial expression blanked and includes human as well as animal sounds.

Cultural differences in gaze and emotion recognition: Americans contrast more than Chinese.

PubMed

Stanley, Jennifer Tehan; Zhang, Xin; Fung, Helene H; Isaacowitz, Derek M

2013-02-01

We investigated the influence of contextual expressions on emotion recognition accuracy and gaze patterns among American and Chinese participants. We expected Chinese participants would be more influenced by, and attend more to, contextual information than Americans. Consistent with our hypothesis, Americans were more accurate than Chinese participants at recognizing emotions embedded in the context of other emotional expressions. Eye-tracking data suggest that, for some emotions, Americans attended more to the target faces, and they made more gaze transitions to the target face than Chinese. For all emotions except anger and disgust, Americans appeared to use more of a contrasting strategy where each face was individually contrasted with the target face, compared with Chinese who used less of a contrasting strategy. Both cultures were influenced by contextual information, although the benefit of contextual information depended upon the perceptual dissimilarity of the contextual emotions to the target emotion and the gaze pattern employed during the recognition task. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Cultural Differences in Gaze and Emotion Recognition: Americans Contrast More than Chinese

PubMed Central

Tehan Stanley, Jennifer; Zhang, Xin; Fung, Helene H.; Isaacowitz, Derek M.

2014-01-01

We investigated the influence of contextual expressions on emotion recognition accuracy and gaze patterns among American and Chinese participants. We expected Chinese participants would be more influenced by, and attend more to, contextual information than Americans. Consistent with our hypothesis, Americans were more accurate than Chinese participants at recognizing emotions embedded in the context of other emotional expressions. Eye tracking data suggest that, for some emotions, Americans attended more to the target faces and made more gaze transitions to the target face than Chinese. For all emotions except anger and disgust, Americans appeared to use more of a contrasting strategy where each face was individually contrasted with the target face, compared with Chinese who used less of a contrasting strategy. Both cultures were influenced by contextual information, although the benefit of contextual information depended upon the perceptual dissimilarity of the contextual emotions to the target emotion and the gaze pattern employed during the recognition task. PMID:22889414

Are leftists more emotion-driven than rightists? The interactive influence of ideology and emotions on support for policies.

PubMed

Pliskin, Ruthie; Bar-Tal, Daniel; Sheppes, Gal; Halperin, Eran

2014-12-01

Although emotions and ideology are important factors guiding policy support in conflict, their interactive influence remains unclear. Based on prior findings that ideological leftists' beliefs are more susceptible to change than rightists' beliefs, we tested a somewhat counterintuitive extension that leftists would be more susceptible to influence by their emotional reactions than rightists. In three laboratory studies, inducing positive and negative emotions affected Jewish-Israeli leftists', but not rightists', support for conciliatory policies toward an adversarial (Studies 1 and 3) and a non-adversarial (Study 2) outgroup. Three additional field studies showed that positive and negative emotions were related to leftists', but not rightists', policy support in positive as well as highly negative conflict-related contexts, among both Jewish (Studies 4 and 5) and Palestinian (Study 6) citizens of Israel. Across different conflicts, emotions, conflict-related contexts, and even populations, leftists' policy support changed in accordance with emotional reactions more than rightists' policy support. © 2014 by the Society for Personality and Social Psychology, Inc.

Effectiveness of a knowledge-contact program in improving nursing students' attitudes and emotional competence in serving people living with HIV/AIDS.

PubMed

Yiu, Jessie W; Mak, Winnie W S; Ho, Winnie S; Chui, Ying Yu

2010-07-01

This study compared the effectiveness of an AIDS knowledge-only program (knowledge) with a combined program of AIDS knowledge and contact with people having HIV/AIDS (PHA) (knowledge-contact) in reducing nursing students' stigma and discrimination towards PHA and in enhancing their emotional competence to serve PHA. Eighty-nine nursing students from two universities in Hong Kong were randomly assigned to either the knowledge or the knowledge-contact condition. All participants completed measures of AIDS knowledge, stigmatizing attitudes, fear of contagion, willingness to treat, positive affect, and negative affect at pre-test, post-test, and six-week follow-up. Findings showed that in both groups, significant improvement in AIDS knowledge, stigmatizing attitudes, fear of contagion, willingness to treat, and negative affect were found at post-test. The effects on AIDS knowledge, fear of contagion, willingness to treat, and negative affect were sustained at follow-up for both groups. Intergroup comparisons at post-test showed that the effectiveness of knowledge-contact program was significantly greater than knowledge program in improving stigmatizing attitudes. No significant difference between the two groups was found at follow-up. Findings showed the short-term effect of contact in improving nursing students' attitudes and emotional competence in serving PHA. Implications for research and training of nursing staff were discussed. Copyright (c) 2010 Elsevier Ltd. All rights reserved.

Patterns of Attachment and Emotional Competence in Middle Childhood

ERIC Educational Resources Information Center

Colle, Livia; Del Giudice, Marco

2011-01-01

The study investigated the relationship between patterns of attachment and emotional competence at the beginning of middle childhood in a sample of 122 seven-year-olds. A new battery of tasks was developed in order to assess two facets of emotional competence (emotion recognition and knowledge of regulation strategies). Attachment was related to…

Mapping the Sensitivity of the Public Emotion to the Movement of STOCK Market Value: a Case Study of Manhattan

NASA Astrophysics Data System (ADS)

Kang, Y.; Wang, J.; Wang, Y.; Angsuesser, S.; Fei, T.

2017-09-01

We examined whether emotion expressed by users in social media can be influenced by stock market index or can predict the fluctuation of the stock market index. We collected the emotion data by using face detection technology and emotion cognition services for photos uploaded to Flickr. Each face's emotion was described in 8 dimensions the location was also recorded. An emotion score index was defined based on the combination of all 8 dimensions of emotion calculated by principal component analysis. The correlation coefficients between the stock market values and emotion scores are significant (R > 0.59 with p < 0.01). Using Granger Causality analysis for cause and effect detection, we found that users' emotion is influenced by stock market value change. A multiple linear regression model was established (R-square = 0.76) to explore the potential factors that influence the emotion score. Finally, a sensitivity map was created to show sensitive areas where human emotion is easily affected by the stock market changes. We concluded that in Manhattan region: (1) there is an obvious relationship between human emotion and stock market fluctuation; (2) emotion change follows the movements of the stock market; (3) the Times Square and Broadway Theatre are the most sensitive regions in terms of public emotional reaction to the economy represented by stock value.

Emotional availability, understanding emotions, and recognition of facial emotions in obese mothers with young children.

PubMed

Bergmann, Sarah; von Klitzing, Kai; Keitel-Korndörfer, Anja; Wendt, Verena; Grube, Matthias; Herpertz, Sarah; Schütz, Astrid; Klein, Annette M

2016-01-01

Recent research has identified mother-child relationships of low quality as possible risk factors for childhood obesity. However, it remains open how mothers' own obesity influences the quality of mother-child interaction, and particularly emotional availability (EA). Also unclear is the influence of maternal emotional competencies, i.e. understanding emotions and recognizing facial emotions. This study aimed to (1) investigate differences between obese and normal-weight mothers regarding mother-child EA, maternal understanding emotions and recognition of facial emotions, and (2) explore how maternal emotional competencies and maternal weight interact with each other in predicting EA. A better understanding of these associations could inform strategies of obesity prevention especially in children at risk. We assessed EA, understanding emotions and recognition of facial emotions in 73 obese versus 73 normal-weight mothers, and their children aged 6 to 47 months (Mchild age=24.49, 80 females). Obese mothers showed lower EA and understanding emotions. Mothers' normal weight and their ability to understand emotions were positively associated with EA. The ability to recognize facial emotions was positively associated with EA in obese but not in normal-weight mothers. Maternal weight status indirectly influenced EA through its effect on understanding emotions. Maternal emotional competencies may play an important role for establishing high EA in interaction with the child. Children of obese mothers experience lower EA, which may contribute to overweight development. We suggest including elements that aim to improve maternal emotional competencies and mother-child EA in prevention or intervention programmes targeting childhood obesity. Copyright © 2015 Elsevier Inc. All rights reserved.

Non-genetic health professionals' attitude towards, knowledge of and skills in discussing and ordering genetic testing for hereditary cancer.

PubMed

Douma, Kirsten F L; Smets, Ellen M A; Allain, Dawn C

2016-04-01

Non-genetic health professionals (NGHPs) have insufficient knowledge of cancer genetics, express educational needs and are unprepared to counsel their patients regarding their genetic test results. So far, it is unclear how NGHPs perceive their own communication skills. This study was undertaken to gain insight in their perceptions, attitudes and knowledge. Two publically accessible databases were used to invite NGHPs providing cancer genetic services to complete a questionnaire. The survey assessed: sociodemographic attributes, experience in ordering hereditary cancer genetic testing, attitude, knowledge, perception of communication skills (e.g. information giving, decision-making) and educational needs. Of all respondents (N = 49, response rate 11%), most have a positive view of their own information giving (mean = 53.91, range 13-65) and decision making skills (64-77% depending on topic). NGHPs feel responsible for enabling disease and treatment related behavior (89-91%). However, 20-30% reported difficulties managing patients' emotions and did not see management of long-term emotions as their responsibility. Correct answers on knowledge questions ranged between 41 and 96%. Higher knowledge was associated with more confidence in NGHPs' own communication skills (r(s) = .33, p = 0.03). Although NGHPs have a positive view of their communication skills, they perceive more difficulties managing emotions. The association between less confidence in communication skills and lower knowledge level suggests awareness of knowledge gaps affects confidence. NGHPs might benefit from education about managing client emotions. Further research using observation of actual counselling consultations is needed to investigate the skills of this specific group of providers.

A cognitive developmental approach to variability in the psychotherapeutic process with adolescents.

PubMed

Gunning, C; Verheij, F

1990-01-01

Formulated from a cognitive frame of reference, psychodynamic therapy can be viewed as acting on one of the three aspects (feeling, thought, action) in order to influence or change the client's action and thought schemes. In this paper the consequences of the interaction of cognition and emotion for psychotherapeutic practice with adolescents are explored. Knowledge of cognitive development is supposed to be important for the therapist because, from Piaget's viewpoint, the structures of affect are cognitive structures. Moreover a great variability exists in cognitive development between adolescents. This variability is due to individual, family and social variables. The cognitive structural developmental model, the relation between emotional and cognitive development and the afore-mentioned variables are discussed. Consequences are psychotherapeutic practice with adolescents are described and short case histories are given. The authors conclude that in psychotherapeutic practice psychodynamic theory and cognitive structural theory can complete each other.

“Cause That’s the Only Skills in School You Need”: A Qualitative Analysis of Revenge Goals in Poor Urban Youth

PubMed Central

Jäggi, Lena; Kliewer, Wendy

2018-01-01

Revenge goals are correlated with maladjustment, and retaliation is a factor driving youth violence. However, revenge might be an important social tool adolescents use to achieve (self-)justice in environments where institutionalized interventions from authorities such as teachers or police are limited. This qualitative secondary analysis of 50 revenge scenarios from a larger study (N = 358 youth-caregiver dyads) expands one-dimensional knowledge from closed-answer vignettes to the rich real-world experiences of youth (aged 10–16; 30 boys, 20 girls), from an urban community sample. Ten patterns of qualitative differences in cognition and emotion of revenge scenarios emerged and are discussed within the revised model of social information processing (SIP). Importance of reputation, confidence in non-violent solutions, and the influence of intense emotions were among the themes. Gender differences and implications for prevention are discussed. PMID:29503501

ENDOCANNABINOID INFLUENCE IN DRUG REINFORCEMENT, DEPENDENCE AND ADDICTION-RELATED BEHAVIORS

PubMed Central

Serrano, Antonia; Parsons, Loren H.

2011-01-01

The endogenous cannabinoid system is an important regulatory system involved in physiological homeostasis. Endocannabinoid signaling is known to modulate neural development, immune function, metabolism, synaptic plasticity and emotional state. Accumulating evidence also implicates brain endocannabinoid signaling in the etiology of drug addiction which is characterized by compulsive drug seeking, loss of control in limiting drug intake, emergence of a negative emotional state in the absence of drug use and a persistent vulnerability toward relapse to drug use during protracted abstinence. In this review we discuss the effects of drug intake on brain endocannabinoid signaling, evidence implicating the endocannabinoid system in the motivation for drug consumption, and drug-induced alterations in endocannabinoid function that may contribute to various aspects of addiction including dysregulated synaptic plasticity, increased stress responsivity, negative affective states, drug craving and relapse to drug taking. Current knowledge of genetic variants in endocannabinoid signaling associated with addiction is also discussed. PMID:21798285

Prefer feeling bad? Subcultural differences in emotional preferences between Han Chinese and Mongolian Chinese.

PubMed

Deng, Xinmei; Cheng, Chen; Chow, Hiu Mei; Ding, Xuechen

2018-03-01

As a multi-ethnic country that is comprised of diverse cultural systems, there has been little research on the subcultural differences in emotional preferences in China. Also, little attention has been paid to examine how explicit and implicit attitudes towards emotions influence emotional preferences interactively. In this study, we manipulated explicit attitudes towards emotions among Han (N = 62) and Mongolian Chinese individuals (N = 70). We assessed participants' implicit attitudes towards emotions to explore their contributions to emotional preferences. (a) Han Chinese had lower preferences for pleasant emotions than Mongolian Chinese after inducing contra-hedonic attitudes towards emotions, and (b) after priming contra-hedonic attitudes towards emotions, the more Han Chinese participants evaluated pleasant emotions as negative implicitly, the less they preferred to engage in pleasant emotional activities. These findings contribute to the growing literature of subcultural differences and demonstrate that explicit and implicit attitudes towards emotions interactively influence individuals' emotional preferences between different subculture groups. © 2018 International Union of Psychological Science.

Neural representations of emotion are organized around abstract event features.

PubMed

Skerry, Amy E; Saxe, Rebecca

2015-08-03

Research on emotion attribution has tended to focus on the perception of overt expressions of at most five or six basic emotions. However, our ability to identify others' emotional states is not limited to perception of these canonical expressions. Instead, we make fine-grained inferences about what others feel based on the situations they encounter, relying on knowledge of the eliciting conditions for different emotions. In the present research, we provide convergent behavioral and neural evidence concerning the representations underlying these concepts. First, we find that patterns of activity in mentalizing regions contain information about subtle emotional distinctions conveyed through verbal descriptions of eliciting situations. Second, we identify a space of abstract situation features that well captures the emotion discriminations subjects make behaviorally and show that this feature space outperforms competing models in capturing the similarity space of neural patterns in these regions. Together, the data suggest that our knowledge of others' emotions is abstract and high dimensional, that brain regions selective for mental state reasoning support relatively subtle distinctions between emotion concepts, and that the neural representations in these regions are not reducible to more primitive affective dimensions such as valence and arousal. Copyright © 2015 Elsevier Ltd. All rights reserved.

Neural Representations of Emotion Are Organized around Abstract Event Features

PubMed Central

Skerry, Amy E.; Saxe, Rebecca

2016-01-01

Summary Research on emotion attribution has tended to focus on the perception of overt expressions of at most five or six basic emotions. However, our ability to identify others' emotional states is not limited to perception of these canonical expressions. Instead, we make fine-grained inferences about what others feel based on the situations they encounter, relying on knowledge of the eliciting conditions for different emotions. In the present research, we provide convergent behavioral and neural evidence concerning the representations underlying these concepts. First, we find that patterns of activity in mentalizing regions contain information about subtle emotional distinctions conveyed through verbal descriptions of eliciting situations. Second, we identify a space of abstract situation features that well captures the emotion discriminations subjects make behaviorally and show that this feature space outperforms competing models in capturing the similarity space of neural patterns in these regions. Together, the data suggest that our knowledge of others' emotions is abstract and high dimensional, that brain regions selective for mental state reasoning support relatively subtle distinctions between emotion concepts, and that the neural representations in these regions are not reducible to more primitive affective dimensions such as valence and arousal. PMID:26212878

Study of acoustic correlates associate with emotional speech

NASA Astrophysics Data System (ADS)

Yildirim, Serdar; Lee, Sungbok; Lee, Chul Min; Bulut, Murtaza; Busso, Carlos; Kazemzadeh, Ebrahim; Narayanan, Shrikanth

2004-10-01

This study investigates the acoustic characteristics of four different emotions expressed in speech. The aim is to obtain detailed acoustic knowledge on how a speech signal is modulated by changes from neutral to a certain emotional state. Such knowledge is necessary for automatic emotion recognition and classification and emotional speech synthesis. Speech data obtained from two semi-professional actresses are analyzed and compared. Each subject produces 211 sentences with four different emotions; neutral, sad, angry, happy. We analyze changes in temporal and acoustic parameters such as magnitude and variability of segmental duration, fundamental frequency and the first three formant frequencies as a function of emotion. Acoustic differences among the emotions are also explored with mutual information computation, multidimensional scaling and acoustic likelihood comparison with normal speech. Results indicate that speech associated with anger and happiness is characterized by longer duration, shorter interword silence, higher pitch and rms energy with wider ranges. Sadness is distinguished from other emotions by lower rms energy and longer interword silence. Interestingly, the difference in formant pattern between [happiness/anger] and [neutral/sadness] are better reflected in back vowels such as /a/(/father/) than in front vowels. Detailed results on intra- and interspeaker variability will be reported.

Transportation into narrative worlds: implications for entertainment media influences on tobacco use.

PubMed

Green, Melanie C; Clark, Jenna L

2013-03-01

A growing body of research suggests that smoking portrayals in movies influence adolescent tobacco use. However, the mechanism for this influence remains unclear. The aim of this paper is to provide an overview of research on narrative transportation theory, particularly as applied to movies and smoking. We propose that this theory can provide a valuable framework for guiding research on the role of entertainment media in smoking and other addictive behaviors. We review empirical work on transportation theory and highlight the psychological mechanisms underlying transportation effects. 'Transportation into narrative worlds' refers to cognitive, emotional and imagery engagement into a narrative (including movies and entertainment media). We link this work with research on the effects of movie smoking. Research suggests that individuals who are more highly transported into narratives show greater attitude, belief and behavior change. Transportation effects work through reducing counterarguing, creating connections (identification and liking) with characters and increasing perceptions of realism and emotional involvement. We propose several future directions and research challenges for applying a transportation framework to the issue of entertainment media effects on smoking and tobacco disparities. Understanding factors contributing to transportation may provide a more nuanced view of who will be affected by movie smoking, and understanding the psychological processes underlying narrative persuasion may guide intervention efforts. Narrative transportation theory suggests that individuals' cognitive, emotional and imagery immersion in a narrative is a key mechanism of attitude, belief and behavior change. This theory provides a potentially generative and psychologically grounded framework for increasing knowledge about the boundary conditions and processes underlying the effects of entertainment media on tobacco use. © 2012 The Authors, Addiction © 2012 Society for the Study of Addiction.

Beliefs about emotional residue: the idea that emotions leave a trace in the physical environment.

PubMed

Savani, Krishna; Kumar, Satishchandra; Naidu, N V R; Dweck, Carol S

2011-10-01

Drawing upon the literatures on beliefs about magical contagion and property transmission, we examined people's belief in a novel mechanism of human-to-human contagion, emotional residue. This is the lay belief that people's emotions leave traces in the physical environment, which can later influence others or be sensed by others. Studies 1-4 demonstrated that Indians are more likely than Americans to endorse a lay theory of emotions as substances that move in and out of the body, and to claim that they can sense emotional residue. However, when the belief in emotional residue is measured implicitly, both Indians and American believe to a similar extent that emotional residue influences the moods and behaviors of those who come into contact with it (Studies 5-7). Both Indians and Americans also believe that closer relationships and a larger number of people yield more detectable residue (Study 8). Finally, Study 9 demonstrated that beliefs about emotional residue can influence people's behaviors. Together, these finding suggest that emotional residue is likely to be an intuitive concept, one that people in different cultures acquire even without explicit instruction. 2011 APA, all rights reserved

Preschool-Aged Children's Understanding of Gratitude: Relations with Emotion and Mental State Knowledge

ERIC Educational Resources Information Center

Nelson, Jackie A.; de Lucca Freitas, Lia Beatriz; O'Brien, Marion; Calkins, Susan D.; Leerkes, Esther M.; Marcovitch, Stuart

2013-01-01

Developmental precursors to children's early understanding of gratitude were examined. A diverse group of 263 children was tested for emotion and mental state knowledge at ages 3 and 4, and their understanding of gratitude was measured at age 5. Children varied widely in their understanding of gratitude, but most understood some aspects of…

The Impact of Speedometry on Student Knowledge, Interest, and Emotions

ERIC Educational Resources Information Center

Polikoff, Morgan; Le, Q. Tien; Danielson, Robert W.; Sinatra, Gale M.; Marsh, Julie A.

2018-01-01

Given the dearth of high-quality curriculum materials aligned with the new standards (NGSS and CCSS) and low student persistence in STEM fields, we sought to develop and test a STEM curriculum that would improve student knowledge, interest, and emotions. A cluster randomized control trial was conducted to assess the impact of Speedometry, a…

Emotion Knowledge and Self-Regulation as Predictors of Preschoolers' Cognitive Ability, Classroom Behavior, and Social Competence

ERIC Educational Resources Information Center

Garner, Pamela W.; Waajid, Badiyyah

2012-01-01

The development of children's cognitive and social skills is a topic of considerable importance and interest in education and educational psychology. The current study examines whether emotion knowledge and self-regulation predict cognitive competence, social competence, and classroom behavior problems among a sample of 74 preschoolers (40 boys).…

Exploring the Emotions in Pedagogical Content Knowledge about the Electric Field

ERIC Educational Resources Information Center

Melo, Lina; Cañada, Florentina; Mellado, Vicente

2017-01-01

The objective of this study was to characterise the changes in the Pedagogical Content Knowledge (PCK) about electric fields of two Colombian physics teachers (Isabel and Alejandro) at the high school level (pupils of ages 17-19), the emotions and their relationship with PCK. The research was conducted during two consecutive years, before and…

Adults' Autonomic and Subjective Emotional Responses to Infant Vocalizations: The Role of Secure Base Script Knowledge

ERIC Educational Resources Information Center

Groh, Ashley M.; Roisman, Glenn I.

2009-01-01

This article examines the extent to which secure base script knowledge--as reflected in an adult's ability to generate narratives in which attachment-related threats are recognized, competent help is provided, and the problem is resolved--is associated with adults' autonomic and subjective emotional responses to infant distress and nondistress…

Cultural and temperamental variation in emotional response.

PubMed

Tsai, Jeanne L; Levenson, Robert W; McCoy, Kimberly

2006-08-01

To examine the relative influence of cultural and temperamental factors on emotional response, we compared the emotional behavior, reports of emotional experience, and autonomic responses of 50 European American (EA) and 48 Chinese American (CA) college-age dating couples during conversations about conflicts in their relationships. EA couples showed more positive and less negative emotional behavior than did CA couples, despite similarities in reports of emotional experience and autonomic reactivity. Group differences in emotional behavior were mediated by cultural (values and practices) but not temperamental factors (neuroticism and extraversion). Collapsing across groups, cultural factors accounted for greater variance in emotional behavior but lesser variance in reports of emotional experience compared with temperamental factors. Together, these findings suggest that the relative influence of cultural and temperamental factors on emotion varies by response component. (c) 2006 APA, all rights reserved

Incidental emotions influence risk preference and outcome evaluation.

PubMed

Zhao, Ding; Gu, Ruolei; Tang, Ping; Yang, Qiwei; Luo, Yue-Jia

2016-10-01

Incidental emotions, which are irrelevant to the current decision, play a significant role in the decision-making process. In this study, to investigate the influence of incidental emotions on behavioral, psychological, and electrophysiological responses in the process of decision making, participants were required to perform a monetary gambling task. During the selection stage, an emotional picture, which was chosen from the Chinese Affective Picture System and fell into one of three categories: negative, neutral, and positive, was presented between two alternatives (small/large amount of bet). The pictures were provided to induce incidental emotions. ERPs and self-rating emotional experiences to outcome feedback were recorded during the task. Behavioral results showed that positive incidental emotions elicited risk preference, but emotional experiences to outcome feedback were not influenced by incidental emotions. The feedback-related negativity amplitudes were larger in the positive emotion condition than in the negative and neutral emotion conditions for small outcomes (including wins and losses), whereas there was no difference between the three conditions for large outcomes. In addition, the amplitudes of P3 were reduced overall in the negative emotion condition. We suggest that incidental emotions have modulated both the option assessment stage (manifested in behavioral choices) and the outcome evaluation stage (manifested in ERP amplitudes) of decision making unconsciously (indicated by unchanged subjective emotional experiences). The current findings have expanded our understanding of the role of incidental emotion in decision making. © 2016 Society for Psychophysiological Research.

The relationship between critical thinking and emotional intelligence in nursing students: A longitudinal study.

PubMed

Kaya, Hülya; Şenyuva, Emine; Bodur, Gönül

2018-06-01

Emotional Intelligence and critical thinking are regarded as important traits that nurses have which may influence the quality of their work including clinical decision-making and reasoning ability and adoption of evidence-based practice and practice-based knowledge. The aim of this study is to investigate nursing students' critical thinking dispositions and emotional intelligence as an essential skill, over the course of the undergraduate nursing program. A longitudinal design. The research study was conducted as a longitudinal design. The target group of this study consists of 182 students studying at the faculty of nursing. Asymmetrical cluster sampling method has been applied to select the sample group and all students in their first academic year were included in the study. Information Form, California Critical Thinking Disposition Scale and Emotional Intelligence Assessment Scale were used in order to collect data. The data was analyzed by using frequency, standard deviation, Kruskal Wallis and Bonferroni test. There was no relationship between sub-dimensions of emotional intelligence respectively; awareness of emotions, empathy, social skills in the first academic year and critical thinking disposition and the end of academic year. A moderate correlation was found in the positive direction between the self-motivation at the beginning of the academic year and critical thinking disposition at the end of the final academic year. It is recommended that the nursing scholarship investigates the current issues on the subjects of emotional intelligence and critical thinking in detail, discuss different aspects of the subjects and debate over the criticisms. Briefly, the discussion should go beyond the scope of nursing and include different aspects. Copyright © 2018. Published by Elsevier Ltd.

Beyond emotional benefits: physical activity and sedentary behaviour affect psychosocial resources through emotions.

PubMed

Hogan, Candice L; Catalino, Lahnna I; Mata, Jutta; Fredrickson, Barbara L

2015-01-01

Physical activity is known to improve emotional experiences, and positive emotions have been shown to lead to important life outcomes, including the development of psychosocial resources. In contrast, time spent sedentary may negatively impact emotional experiences and, consequently, erode psychosocial resources. Two studies tested whether activity independently influenced emotions and psychosocial resources, and whether activity indirectly influenced psychosocial resources through emotional experiences. Using cross-sectional (Study 1a) and longitudinal (Study 1b) methods, we found that time spent physically active independently predicted emotions and psychosocial resources. Mediation analyses suggested that emotions may account for the relation between activity and psychosocial resources. The improved emotional experiences associated with physical activity may help individuals build psychosocial resources known to improve mental health. Study 1a provided first indicators to suggest that, in contrast, sedentary behaviour may reduce positive emotions, which could in turn lead to decrements in psychosocial resources.

Linking children's neuropsychological processing of emotion with their knowledge of emotion expression regulation.

PubMed

Watling, Dawn; Bourne, Victoria J

2007-09-01

Understanding of emotions has been shown to develop between the ages of 4 and 10 years; however, individual differences exist in this development. While previous research has typically examined these differences in terms of developmental and/or social factors, little research has considered the possible impact of neuropsychological development on the behavioural understanding of emotions. Emotion processing tends to be lateralised to the right hemisphere of the brain in adults, yet this pattern is not as evident in children until around the age of 10 years. In this study 136 children between 5 and 10 years were given both behavioural and neuropsychological tests of emotion processing. The behavioural task examined expression regulation knowledge (ERK) for prosocial and self-presentational hypothetical interactions. The chimeric faces test was given as a measure of lateralisation for processing positive facial emotion. An interaction between age and lateralisation for emotion processing was predictive of children's ERK for only the self-presentational interactions. The relationships between children's ERK and lateralisation for emotion processing changes across the three age groups, emerging as a positive relationship in the 10-year-olds. The 10-years-olds who were more lateralised to the right hemisphere for emotion processing tended to show greater understanding of the need for regulating negative emotions during interactions that would have a self-presentational motivation. This finding suggests an association between the behavioural and neuropsychological development of emotion processing.

Laterality of facial expressions of emotion: Universal and culture-specific influences.

PubMed

Mandal, Manas K; Ambady, Nalini

2004-01-01

Recent research indicates that (a) the perception and expression of facial emotion are lateralized to a great extent in the right hemisphere, and, (b) whereas facial expressions of emotion embody universal signals, culture-specific learning moderates the expression and interpretation of these emotions. In the present article, we review the literature on laterality and universality, and propose that, although some components of facial expressions of emotion are governed biologically, others are culturally influenced. We suggest that the left side of the face is more expressive of emotions, is more uninhibited, and displays culture-specific emotional norms. The right side of face, on the other hand, is less susceptible to cultural display norms and exhibits more universal emotional signals. Copyright 2004 IOS Press

The four key characteristics of interpersonal emotion regulation.

PubMed

Niven, Karen

2017-10-01

Emotion researchers are increasingly interested in processes by which people influence others' feelings. Although one such process, interpersonal emotion regulation, has received particular attention in recent years, there remains confusion about exactly how to define this process. The present article aims to distinguish interpersonal emotion regulation from other, related processes by outlining its four key characteristics. Specifically, interpersonal emotion regulation is presented as a process of (i) regulation, that (ii) has an affective target, (iii) is deliberate, and (iv) has a social target. Considering these characteristics raises questions for future research concerning factors that may influence the process of interpersonal emotion regulation, why interpersonal emotion regulation sometimes fails, and whether interventions can improve people's use of interpersonal emotion regulation. Copyright © 2017 Elsevier Ltd. All rights reserved.

Use of the theoretical domains framework to further understanding of what influences application of fluoride varnish to children's teeth: a national survey of general dental practitioners in Scotland.

PubMed

Gnich, Wendy; Bonetti, Debbie; Sherriff, Andrea; Sharma, Shilpi; Conway, David I; Macpherson, Lorna M D

2015-06-01

Despite recent improvements in the oral health of Scotland's population, the persistence of childhood dental caries underscores a need to reduce the disease burden experienced by children living in Scotland. Application of fluoride varnish (FV) to children's teeth provides an evidence-based approach to achieving this goal. Despite policy, health service targets and professional recommendations supporting application, not all children receive FV in line with guidance. The objective of this study was to use the theoretical domains framework (TDF) to further an understanding of what may influence fluoride varnish application (FVA) in General Dental Practice in Scotland. A postal questionnaire assessing current behaviour (frequency of FVA) and theoretical domains (TDs) was sent to all General Dental Practitioners (GDPs) in Scotland. Correlations and linear regression models were used to examine the association between FVA and the TDs. One thousand and ninety (53.6%) eligible GDPs responded. Respondents reported applying FV more frequently to increased risk and younger children (aged 2-5 years). Higher scores in eight TDs (Knowledge, Social/professional role and identity, Beliefs about consequences, Motivation and goals, Environmental context and resources, Social influences, Emotion and Behavioural regulation) were associated with greater frequency of FVA. Four beliefs in particular appear to be driving GDPs' decision to apply FV (recognizing that FVA is a guideline recommended behaviour (Knowledge), that FVA is perceived as an important part of the GDPs' professional role (Professional role/identity), that FV is something parents want for their children (Social influences) and that FV is something GDPs really wanted to do (Emotion). The findings of this study support the use of the TDF as a tool to understand GDPs application of FV and suggest that a multifaceted intervention, targeting dental professionals and families, and more specifically those domains and items associated with FVA may have the greatest likelihood of influencing the evidence-based behaviour. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Socialization of emotion: who influences whom and how?

PubMed

Zahn-Waxler, Carolyn

2010-01-01

Emotion socialization begins within the family setting and extends outward as children transition into expanded social worlds. Children contribute to their socialization from the first years of life, so the dynamics between parents and children are reciprocal in nature. Because socialization influences are best inferred from patterns that unfold over time, longitudinal research can help to untangle these processes. Laboratory observations of emotion exchanges and discussions or experimental manipulations of environmental processes also provide valuable information about causal influences and direction of effects. Parents and children must be studied within the same research designs to understand emotion socialization. (c) Wiley Periodicals, Inc.

The influence of clinician emotion on decisions in child and adolescent eating disorder treatment: a survey of self and others.

PubMed

Lafrance Robinson, Adele; Kosmerly, Stacey

2015-01-01

Eating disorder clinicians from various disciplines participated in one of two surveys: the "self" group (n = 143) completed a survey assessing the negative influence of emotions on their own clinical decisions, while the "other" group (n = 145) completed a parallel version of the survey that assessed their perceptions of the negative influence of emotion in their colleagues. Both groups endorsed this phenomenon to some degree, although differences in reporting were noted between groups. The perceived negative influence of emotion with regards to specific treatment decisions fell within three categories: decisions regarding food and weight, decisions regarding the involvement of the family in treatment, and decisions related to autonomy and control. Decisions regarding the involvement of the family were perceived to be the most emotionally charged, in particular the involvement of a critical or dismissive parent.

The Influence of School Socioeconomic Status on First-Year Teachers' Emotions

ERIC Educational Resources Information Center

Darby, Alexa; Mihans, Richard; Gonzalez, Kirsten; Lyons, Mary; Goldstein, Julie; Anderson, Kelly

2011-01-01

This study examined first-year teachers' (FYTs) experiences at high poverty and non-high poverty schools, exploring their emotional responses to critical incidents. Twenty-eight FYTs were interviewed. The results highlighted the influence of FYT's interactions with students, coworkers, administrators, and parents on their emotions. FYTs at high…

Family Abduction Outcomes: Factors Associated with Duration and Emotional Trauma to Children.

ERIC Educational Resources Information Center

Plass, Peggy S.; And Others

1996-01-01

Examines influences surrounding two specific outcomes of family abduction events: duration of the episode and the likelihood of emotional trauma to children involved. Findings indicate duration is influenced by preparedness, planning and intent, and with difficulty in physically locating the child. Emotional harm is associated with child…

Mindlessly Polite: A Conceptual Replication of the Emotional Seesaw Effect on Compliance and Information Processing

PubMed Central

Kaczmarek, Magdalena C.; Steffens, Melanie C.

2017-01-01

Recent studies demonstrated that the sequential induction of contrasting negative and positive emotions can be used as a social influence technique. The original field experiments found that whenever a sudden change in the emotional dynamic occurs – from negative to positive or vice versa – an increase in compliant behavior and an impairment in cognitive functioning can be observed. The goal of the present experiments was a conceptual replication and extension of the results in a more controlled and counterbalanced fashion. To this aim a novel emotion induction technique was created using an outcome related expectancy violation to induce and change emotions. In a first experiment, the influence of contrasting emotions (vs. only one emotion) on compliance, message processing and information recall was assessed among 80 undergraduate students. We were able to show that a positive, then negative experience, and vice versa, led to losses in processing efficacy, not only leaving individuals momentarily vulnerable to social influence attempts, but also impairing information recall. We replicated this pattern of findings in a second experiment (N = 41). The implications of this innovative induction technique and its findings for theory and future research on the emerging field on contrasting emotions as social-influence techniques are discussed. PMID:28270788

Do doctors' attachment styles and emotional intelligence influence patients' emotional expressions in primary care consultations? An exploratory study using multilevel analysis.

PubMed

Cherry, M Gemma; Fletcher, Ian; Berridge, Damon; O'Sullivan, Helen

2018-04-01

To investigate whether and how doctors' attachment styles and emotional intelligence (EI) might influence patients' emotional expressions in general practice consultations. Video recordings of 26 junior doctors consulting with 173 patients were coded using the Verona Coding Definition of Emotional Sequences (VR-CoDES). Doctors' attachment style was scored across two dimensions, avoidance and anxiety, using the Experiences in Close Relationships: Short Form questionnaire. EI was assessed with the Mayer-Salovey-Caruso Emotional Intelligence Test. Multilevel Poisson regressions modelled the probability of patients' expressing emotional distress, considering doctors' attachment styles and EI and demographic and contextual factors. Both attachment styles and EI were significantly associated with frequency of patients' cues, with patient- and doctor-level explanatory variables accounting for 42% of the variance in patients' cues. The relative contribution of attachment styles and EI varied depending on whether patients' presenting complaints were physical or psychosocial in nature. Doctors' attachment styles and levels of EI are associated with patients' emotional expressions in primary care consultations. Further research is needed to investigate how these two variables interact and influence provider responses and patient outcomes. Understanding how doctors' psychological characteristics influence PPC may help to optimise undergraduate and postgraduate medical education. Copyright © 2017 Elsevier B.V. All rights reserved.

Children Facial Expression Production: Influence of Age, Gender, Emotion Subtype, Elicitation Condition and Culture

PubMed Central

Grossard, Charline; Chaby, Laurence; Hun, Stéphanie; Pellerin, Hugues; Bourgeois, Jérémy; Dapogny, Arnaud; Ding, Huaxiong; Serret, Sylvie; Foulon, Pierre; Chetouani, Mohamed; Chen, Liming; Bailly, Kevin; Grynszpan, Ouriel; Cohen, David

2018-01-01

The production of facial expressions (FEs) is an important skill that allows children to share and adapt emotions with their relatives and peers during social interactions. These skills are impaired in children with Autism Spectrum Disorder. However, the way in which typical children develop and master their production of FEs has still not been clearly assessed. This study aimed to explore factors that could influence the production of FEs in childhood such as age, gender, emotion subtype (sadness, anger, joy, and neutral), elicitation task (on request, imitation), area of recruitment (French Riviera and Parisian) and emotion multimodality. A total of one hundred fifty-seven children aged 6–11 years were enrolled in Nice and Paris, France. We asked them to produce FEs in two different tasks: imitation with an avatar model and production on request without a model. Results from a multivariate analysis revealed that: (1) children performed better with age. (2) Positive emotions were easier to produce than negative emotions. (3) Children produced better FE on request (as opposed to imitation); and (4) Riviera children performed better than Parisian children suggesting regional influences on emotion production. We conclude that facial emotion production is a complex developmental process influenced by several factors that needs to be acknowledged in future research. PMID:29670561

Mindlessly Polite: A Conceptual Replication of the Emotional Seesaw Effect on Compliance and Information Processing.

PubMed

Kaczmarek, Magdalena C; Steffens, Melanie C

2017-01-01

Recent studies demonstrated that the sequential induction of contrasting negative and positive emotions can be used as a social influence technique. The original field experiments found that whenever a sudden change in the emotional dynamic occurs - from negative to positive or vice versa - an increase in compliant behavior and an impairment in cognitive functioning can be observed. The goal of the present experiments was a conceptual replication and extension of the results in a more controlled and counterbalanced fashion. To this aim a novel emotion induction technique was created using an outcome related expectancy violation to induce and change emotions. In a first experiment, the influence of contrasting emotions (vs. only one emotion) on compliance, message processing and information recall was assessed among 80 undergraduate students. We were able to show that a positive, then negative experience, and vice versa, led to losses in processing efficacy, not only leaving individuals momentarily vulnerable to social influence attempts, but also impairing information recall. We replicated this pattern of findings in a second experiment ( N = 41). The implications of this innovative induction technique and its findings for theory and future research on the emerging field on contrasting emotions as social-influence techniques are discussed.

Face Age and Eye Gaze Influence Older Adults' Emotion Recognition.

PubMed

Campbell, Anna; Murray, Janice E; Atkinson, Lianne; Ruffman, Ted

2017-07-01

Eye gaze has been shown to influence emotion recognition. In addition, older adults (over 65 years) are not as influenced by gaze direction cues as young adults (18-30 years). Nevertheless, these differences might stem from the use of young to middle-aged faces in emotion recognition research because older adults have an attention bias toward old-age faces. Therefore, using older face stimuli might allow older adults to process gaze direction cues to influence emotion recognition. To investigate this idea, young and older adults completed an emotion recognition task with young and older face stimuli displaying direct and averted gaze, assessing labeling accuracy for angry, disgusted, fearful, happy, and sad faces. Direct gaze rather than averted gaze improved young adults' recognition of emotions in young and older faces, but for older adults this was true only for older faces. The current study highlights the impact of stimulus face age and gaze direction on emotion recognition in young and older adults. The use of young face stimuli with direct gaze in most research might contribute to age-related emotion recognition differences. © The Author 2015. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

States, Traits, and Dispositions: The Impact of Emotion on Writing Development and Writing Transfer across College Courses and Beyond

ERIC Educational Resources Information Center

Driscoll, Dana Lynn; Powell, Roger

2016-01-01

Drawing from a five-year longitudinal data set following thirteen college writers through undergraduate writing and beyond, we explore the impact of students' emotions and emotional dispositions on their ability to transfer writing knowledge and on their overall writing development. Participants experienced a range of emotions concerning their…

Effects of Emotional Experience for Abstract Words in the Stroop Task

ERIC Educational Resources Information Center

Siakaluk, Paul D.; Knol, Nathan; Pexman, Penny M.

2014-01-01

In this study, we examined the effects of emotional experience, a relatively new dimension of emotional knowledge that gauges the ease with which words evoke emotional experience, on abstract word processing in the Stroop task. In order to test the context-dependency of these effects, we accentuated the saliency of this dimension in Experiment 1A…

Emotional Leadership: How Students Make Meaning of Emotion in Their Undergraduate Leadership Experience

ERIC Educational Resources Information Center

Frye, David A.

2011-01-01

The purpose of this study was to explore the ways that students make meaning of emotion in their leadership experiences in order to understand their preparedness in and perspectives on the skills claimed to be needed in the knowledge economy. The researcher developed a Conceptual Model of Emotional Leadership which established a set of…

Using Emotional Intervention to Teach Arabic as a Foreign Language: Instructional Design Perspective

ERIC Educational Resources Information Center

Faryadi, Qais

2012-01-01

This appraisal argues that emotional interventions in learning a foreign Language are vital. Emotions generate desire and desire initiates motivation. Emotion is crucial in creating knowledge and meaning as thus, affecting how learners learn a language. The prime purpose of this assessment is to investigate the effects of positive and negative…

Examining the Link between Preschool Social-Emotional Competence and First Grade Academic Achievement: The Role of Attention Skills

ERIC Educational Resources Information Center

Rhoades, Brittany L.; Warren, Heather K.; Domitrovich, Celene E.; Greenberg, Mark T.

2011-01-01

Recently, research has begun to identify cognitive and social-emotional predictors of early academic success. Yet few studies have examined the mechanisms by which children's social-emotional skills are associated with later academic success. The present study examines the associations between preschool emotion knowledge, kindergarten attention…

The development of display rule knowledge: linkages with family expressiveness and social competence.

PubMed

Jones, D C; Abbey, B B; Cumberland, A

1998-08-01

The development of display rule knowledge and its associations with family expressiveness (Study 1) and peer competence (Study 2) were investigated among elementary school children. In Study 1, the display rule knowledge of 121 kindergartners and third graders was assessed using validated hypothetical scenarios. There were significant grade differences in display rule knowledge such that third graders compared to kindergartners more frequently combined expression regulation with prosocial reasoning, norm-maintenance, and self-protective motives. Maternal reports of family emotional climates indicated that aspects of negative expressiveness were related positively to self-protective display rules and negatively to prosocial display rules. Study 2 included 93 third and fifth graders who reported on their display rule knowledge and on their emotional reactions and strategies to resolve peer conflict. Classmates and teachers provided ratings on social competence. Age differences for display rule knowledge were not documented, but prosocial display rules were most consistently related to hypothetical peer conflict responses and social competence. The findings confirm that display rule knowledge is related in consistent and systematic ways to what children learn within the family emotional context, how they propose to resolve peer conflict, and how they are perceived by peers and teachers.

Head movements encode emotions during speech and song.

PubMed

Livingstone, Steven R; Palmer, Caroline

2016-04-01

When speaking or singing, vocalists often move their heads in an expressive fashion, yet the influence of emotion on vocalists' head motion is unknown. Using a comparative speech/song task, we examined whether vocalists' intended emotions influence head movements and whether those movements influence the perceived emotion. In Experiment 1, vocalists were recorded with motion capture while speaking and singing each statement with different emotional intentions (very happy, happy, neutral, sad, very sad). Functional data analyses showed that head movements differed in translational and rotational displacement across emotional intentions, yet were similar across speech and song, transcending differences in F0 (varied freely in speech, fixed in song) and lexical variability. Head motion specific to emotional state occurred before and after vocalizations, as well as during sound production, confirming that some aspects of movement were not simply a by-product of sound production. In Experiment 2, observers accurately identified vocalists' intended emotion on the basis of silent, face-occluded videos of head movements during speech and song. These results provide the first evidence that head movements encode a vocalist's emotional intent and that observers decode emotional information from these movements. We discuss implications for models of head motion during vocalizations and applied outcomes in social robotics and automated emotion recognition. (c) 2016 APA, all rights reserved).

The differential influences of parenting and child narrative coherence on the development of emotion recognition.

PubMed

Berzenski, Sara R; Yates, Tuppett M

2017-10-01

The ability to recognize and label emotions serves as a building block by which children make sense of the world and learn how to interact with social partners. However, the timing and salience of influences on emotion recognition development are not fully understood. Path analyses evaluated the contributions of parenting and child narrative coherence to the development of emotion recognition across ages 4 through 8 in a diverse (50% female; 46% Hispanic, 18.4% Black, 11.2% White, .4% Asian, 24.0% multiracial) longitudinally followed sample of 250 caregiver-child dyads. Parenting behaviors during interactions (i.e., support, instructional quality, intrusiveness, and hostility) and children's narrative coherence during the MacArthur Story Stem Battery were observed at ages 4 and 6. Emotion recognition increased from age 4 to 8. Parents' supportive presence at age 4 and instructional quality at age 6 predicted increased emotion recognition at 8, beyond initial levels of emotion recognition and child cognitive ability. There were no significant effects of negative parenting (i.e., intrusiveness or hostility) at 4 or 6 on emotion recognition. Child narrative coherence at ages 4 and 6 predicted increased emotion recognition at 8. Emotion recognition at age 4 predicted increased parent instructional quality and decreased intrusiveness at 6. These findings clarify whether and when familial and child factors influence emotion recognition development. Influences on emotion recognition development emerged as differentially salient across time periods, such that there is a need to develop and implement targeted interventions to promote positive parenting skills and children's narrative coherence at specific ages. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Barriers to effective management of type 2 diabetes in primary care: qualitative systematic review

PubMed Central

Rushforth, Bruno; McCrorie, Carolyn; Glidewell, Liz; Midgley, Eleanor; Foy, Robbie

2016-01-01

Background Despite the availability of evidence-based guidance, many patients with type 2 diabetes do not achieve treatment goals. Aim To guide quality improvement strategies for type 2 diabetes by synthesising qualitative evidence on primary care physicians’ and nurses’ perceived influences on care. Design and setting Systematic review of qualitative studies with findings organised using the Theoretical Domains Framework. Method Databases searched were MEDLINE, Embase, CINAHL, PsycInfo, and ASSIA from 1980 until March 2014. Studies included were English-language qualitative studies in primary care of physicians’ or nurses’ perceived influences on treatment goals for type 2 diabetes. Results A total of 32 studies were included: 17 address general diabetes care, 11 glycaemic control, three blood pressure, and one cholesterol control. Clinicians struggle to meet evolving treatment targets within limited time and resources, and are frustrated with resulting compromises. They lack confidence in knowledge of guidelines and skills, notably initiating insulin and facilitating patient behaviour change. Changing professional boundaries have resulted in uncertainty about where clinical responsibility resides. Accounts are often couched in emotional terms, especially frustrations over patient compliance and anxieties about treatment intensification. Conclusion Although resources are important, many barriers to improving care are amenable to behaviour change strategies. Improvement strategies need to account for differences between clinical targets and consider tailored rather than ‘one size fits all’ approaches. Training targeting knowledge is necessary but insufficient to bring about major change; approaches to improve diabetes care need to delineate roles and responsibilities, and address clinicians’ skills and emotions around treatment intensification and facilitation of patient behaviour change. PMID:26823263

Barriers to effective management of type 2 diabetes in primary care: qualitative systematic review.

PubMed

Rushforth, Bruno; McCrorie, Carolyn; Glidewell, Liz; Midgley, Eleanor; Foy, Robbie

2016-02-01

Despite the availability of evidence-based guidance, many patients with type 2 diabetes do not achieve treatment goals. To guide quality improvement strategies for type 2 diabetes by synthesising qualitative evidence on primary care physicians' and nurses' perceived influences on care. Systematic review of qualitative studies with findings organised using the Theoretical Domains Framework. Databases searched were MEDLINE, Embase, CINAHL, PsycInfo, and ASSIA from 1980 until March 2014. Studies included were English-language qualitative studies in primary care of physicians' or nurses' perceived influences on treatment goals for type 2 diabetes. A total of 32 studies were included: 17 address general diabetes care, 11 glycaemic control, three blood pressure, and one cholesterol control. Clinicians struggle to meet evolving treatment targets within limited time and resources, and are frustrated with resulting compromises. They lack confidence in knowledge of guidelines and skills, notably initiating insulin and facilitating patient behaviour change. Changing professional boundaries have resulted in uncertainty about where clinical responsibility resides. Accounts are often couched in emotional terms, especially frustrations over patient compliance and anxieties about treatment intensification. Although resources are important, many barriers to improving care are amenable to behaviour change strategies. Improvement strategies need to account for differences between clinical targets and consider tailored rather than 'one size fits all' approaches. Training targeting knowledge is necessary but insufficient to bring about major change; approaches to improve diabetes care need to delineate roles and responsibilities, and address clinicians' skills and emotions around treatment intensification and facilitation of patient behaviour change. © British Journal of General Practice 2016.

Wine consumers' subjective responses to wine mouthfeel and understanding of wine body.

PubMed

Niimi, Jun; Danner, Lukas; Li, Luxing; Bossan, Hélène; Bastian, Susan E P

2017-09-01

Wine mouthfeel is considered important for wine quality by experts, while consumers understanding of mouthfeel and the role of wine body in their wine choice is unknown. One experiment determined the influence of intrinsic wine mouthfeel on consumers' wine liking and emotions, and the other, how consumers understand the term wine body. The first experiment used a 2 astringency level×2 body level experimental design. The samples were base wine with; nothing added (control), added xanthan gum (for increased body), added grape seed extract (GSE, for increased astringency), and with both added xanthan gum and GSE. The consumer taste trial (n=112) indicated that wine with increased body did not influence wine liking and emotions; while increased astringency decreased liking and elicited more intense negative emotions. The second experiment examined consumers' knowledge of wine body through an online survey (n=136). Consumers described wine body most frequently using words such as flavour, fullness, and strength. Wine body was therefore understood by consumers predominantly as a holistic multi-sensory perception of flavour. Wine flavour was indicated by consumers to be the most important factor driving purchase decisions followed by balance of flavours and wine body. It is crucial that wine professionals carefully communicate wine characteristics to consumers to prevent possible misunderstandings such as the meaning of wine body and as a result better meet consumer expectations. In future, the term body may benefit from a clearer definition for academic research as well as industry. Copyright © 2017. Published by Elsevier Ltd.

Sources of self-efficacy in academic contexts: A longitudinal perspective.

PubMed

Phan, Huy P; Ngu, Bing H

2016-12-01

The formation of self-efficacy, according to Bandura's (1997) social-cognitive theory, is an important area of inquiry. This theoretical tenet posits the importance of enactive learning experience, followed by lesser influences of vicarious experience, verbal persuasion, and emotional and physiological states. Quantitative research, predominantly, has produced clear and consistent evidence that supports this position. We argue that the elementary school years may indicate differently, whereby children's limited cognitive maturity and learning experiences could compel them to rely on other psychosocial informational sources. To date and to our knowledge, very few studies, if any, have explored the sustained influence of enactive learning experience across time. In this study, consequently, we tested a sequential predictive model that involved the differential influences of the 4 major informational sources on self-efficacy and then self-efficacy on academic achievement. Three time points of data (N = 328, Year 6) were collected across the calendar year, and Mplus 7.3 (Muthén & Muthén, 1998-2012) was used to assist us in our structural modeling testing. At Time 1, only enactive learning experience and vicarious experience positively influenced self-efficacy. At Time 2, after controlling for prior variance of Time 1 corresponding factors, only enactive learning experience remained significant. At Time 3, after controlling for autoregressive paths, enactive learning experience remained significant, and both verbal persuasion and emotional and physiological states positively influenced self-efficacy. The impact of self-efficacy on academic achievement was significant across the 3 occasions (βs = .20-.46). (PsycINFO Database Record (c) 2016 APA, all rights reserved).

A population based twin study of DSM-5 maladaptive personality domains.

PubMed

South, Susan C; Krueger, Robert F; Knudsen, Gun Peggy; Ystrom, Eivind; Czajkowski, Nikolai; Aggen, Steven H; Neale, Michael C; Gillespie, Nathan A; Kendler, Kenneth S; Reichborn-Kjennerud, Ted

2017-10-01

Personality disorders (PDs) can be partly captured by dimensional traits, a viewpoint reflected in the most recent Diagnostic and Statistical Manual of Mental Disorders-Fifth Edition (DSM-5) Alternative (Section III) Model for PD classification. The current study adds to the literature on the Alternative Model by examining the magnitude of genetic and environmental influences on 6 domains of maladaptive personality: negative emotionality, detachment, antagonism, disinhibition, compulsivity, and psychoticism. In a large, population-based sample (N = 2,293) of Norwegian male and female twin pairs, we investigated (a) if the domains demonstrated measurement invariance across gender at the phenotypic level, meaning that the relationships between the items and the latent factor were equivalent in men and women; and (b) if genetic and environmental influences on variation in these domains were equivalent across gender. Multiple group confirmatory factor modeling provided evidence that all 6 domain scale measurement models were gender-invariant. The best fitting biometric model for 4 of the 6 domains (negative emotionality, detachment, disinhibition, and compulsivity) was one in which genetic and environmental influences could be set invariant across gender. Evidence for sex differences in psychoticism was mixed, but the only clear evidence for quantitative sex differences was for the antagonism scale, with greater genetic influences found for men than women. Genetic influences across domains were moderate overall (19-37%), in line with previous research using symptom-based measures of PDs. This study adds to the very limited knowledge currently existing on the etiology of maladaptive personality traits. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Influence of emotional content and context on memory in mild Alzheimer's disease.

PubMed

Perrin, Margaux; Henaff, Marie-Anne; Padovan, Catherine; Faillenot, Isabelle; Merville, Adrien; Krolak-Salmon, Pierre

2012-01-01

Healthy subjects remember emotional stimuli better than neutral, as well as stimuli embedded in an emotional context. This better memory of emotional messages is linked to an amygdalo-hippocampal cooperation taking place in a larger fronto-temporal network particularly sensitive to pathological aging. Amygdala is mainly involved in gist memory of emotional messages. Whether emotional content or context enhances memory in mild Alzheimer's disease (AD) patients is still debated. The aim of the present study is to examine the influence of emotional content and emotional context on the memory in mild AD, and whether this influence is linked to amygdala volume. Fifteen patients affected by mild AD and 15 age-matched controls were submitted to series of negative, positive, and neutral pictures. Each series was embedded in an emotional or neutral sound context. At the end of each series, participants had to freely recall pictures, and answer questions about each picture. Amygdala volumes were measured on patient 3D-MRI scans. In the present study, emotional content significantly favored memory of gist but not of details in healthy elderly and in AD patients. Patients' amygdala volume was positively correlated to emotional content memory effect, implying a reduced memory benefit from emotional content when amygdala was atrophied. A positive context enhanced memory of pictures in healthy elderly, but not in AD, corroborating early fronto-temporal dysfunction and early working memory limitation in this disease.

[Knowledge about the relationship through protagonist-director interactions in psychodrama groups].

PubMed

Erdélyi, Ildikó

2005-01-01

This report follows emotional behavior in two psychodrama groups from the "present moment" until "moment of contact" using the Consensus Rorschach method. In the analysis of verbal and nonverbal material of protagonist-director dyads the following patterns were distinguished: a) early relationship patterns; b) affective attunement; c) fit of knowledge about the relationship. The author describes the relationship between the concept of "present moment" in therapy and the role of eye contact. Eye contact produces emotional tension in the context of the "present moment". Moments of contact, however, require implicit and explicit knowledge about the relationship to be constructed simultaneously as well as development of affective interactions. Emotional impulses are stored in implicit memory, which has no immediate availability. However, therapy--including psychodrama--attaches words to behaviors that are beyond the verbal levels as well, and therefore it extends the domain of memory. This is the way in which non-symbolized emotional behavior (including eye contact) and the play's verbal level with symbolic representations of memories are interconnected.

Emotion regulation and emotion coherence: evidence for strategy-specific effects.

PubMed

Dan-Glauser, Elise S; Gross, James J

2013-10-01

One of the central tenets of emotion theory is that emotions involve coordinated changes across experiential, behavioral, and physiological response domains. Surprisingly little is known, however, about how the strength of this emotion coherence is altered when people try to regulate their emotions. To address this issue, we recorded experiential, behavioral, and physiological responses while participants watched negative and positive pictures. Cross-correlations were used to quantify emotion coherence. Study 1 tested how two types of suppression (expressive and physiological) influence coherence. Results showed that both strategies decreased the response coherence measured in negative and positive contexts. Study 2 tested how multichannel suppression (simultaneously targeting expressive and physiological responses) and acceptance influence emotion coherence. Results again showed that suppression decreased coherence. By contrast, acceptance was not significantly different from the unregulated condition. These findings help to clarify the nature of emotion response coherence by showing how different forms of emotion regulation may differentially affect it.

The Impact of Experiential Avoidance on the Inference of Characters' Emotions: Evidence for an Emotional Processing Bias.

PubMed

Pickett, Scott M; Kurby, Christopher A

2010-12-01

Experiential avoidance is a functional class of maladaptive strategies that contribute to the development and maintenance of psychopathology. Although previous research has demonstrated group differences in the interpretation of aversive stimuli, there is limited work on the influence of experiential avoidance during the online processing of emotion. An experimental design investigated the influence of self-reported experiential avoidance during emotion processing by assessing emotion inferences during the comprehension of narratives that imply different emotions. Results suggest that experiential avoidance is partially characterized by an emotional information processing bias. Specifically, individuals reporting higher experiential avoidance scores exhibited a bias towards activating negative emotion inferences, whereas individuals reporting lower experiential avoidance scores exhibited a bias towards activating positive emotion inferences. Minimal emotional inference was observed for the non-bias affective valence. Findings are discussed in terms of the implications of experiential avoidance as a cognitive vulnerability for psychopathology.

Do emotions related to alcohol consumption differ by alcohol type? An international cross-sectional survey of emotions associated with alcohol consumption and influence on drink choice in different settings

PubMed Central

Ashton, Kathryn; Bellis, Mark A; Davies, Alisha R; Hughes, Karen; Winstock, Adam

2017-01-01

Objectives To examine the emotions associated with drinking different types of alcohol, explore whether these emotions differ by sociodemographics and alcohol dependency and whether the emotions associated with different drink types influence people’s choice of drinks in different settings. Design International cross-sectional opportunistic survey (Global Drug Survey) using an online anonymous questionnaire in 11 languages promoted through newspapers, magazines and social media from November 2015 to January 2016. Study population Individuals aged 18–34 years who reported consumption of beer, spirits, red and white wine in the previous 12 months and were resident in countries with more than 200 respondents (n=21 countries; 29 836 respondents). Main outcome measures Positive and negative emotions associated with consumption of different alcoholic beverages (energised, relaxed, sexy, confident, tired, aggressive, ill, restless and tearful) over the past 12 months in different settings. Results Alcoholic beverages vary in the types of emotions individuals report they elicit, with spirits more frequently eliciting emotional changes of all types. Overall 29.8% of respondents reported feeling aggressive when drinking spirits, compared with only 7.1% when drinking red wine (p<0.001). Women more frequently reported feeling all emotions when drinking alcohol, apart from feelings of aggression. Respondents’ level of alcohol dependency was strongly associated with feeling all emotions, with the likelihood of aggression being significantly higher in possible dependent versus low risk drinkers (adjusted OR 6.4; 95% CI 5.79 to 7.09; p<0.001). The odds of feeling the majority of positive and negative emotions also remained highest among dependent drinkers irrespective of setting. Conclusion Understanding emotions associated with alcohol consumption is imperative to addressing alcohol misuse, providing insight into what emotions influence drink choice between different groups in the population. The differences identified between sociodemographic groups and influences on drink choice within different settings will aid future public health practice to further comprehend individuals’ drinking patterns and influence behaviour change. PMID:29158427

Do emotions related to alcohol consumption differ by alcohol type? An international cross-sectional survey of emotions associated with alcohol consumption and influence on drink choice in different settings.

PubMed

Ashton, Kathryn; Bellis, Mark A; Davies, Alisha R; Hughes, Karen; Winstock, Adam

2017-11-20

To examine the emotions associated with drinking different types of alcohol, explore whether these emotions differ by sociodemographics and alcohol dependency and whether the emotions associated with different drink types influence people's choice of drinks in different settings. International cross-sectional opportunistic survey (Global Drug Survey) using an online anonymous questionnaire in 11 languages promoted through newspapers, magazines and social media from November 2015 to January 2016. Individuals aged 18-34 years who reported consumption of beer, spirits, red and white wine in the previous 12 months and were resident in countries with more than 200 respondents (n=21 countries; 29 836 respondents). Positive and negative emotions associated with consumption of different alcoholic beverages (energised, relaxed, sexy, confident, tired, aggressive, ill, restless and tearful) over the past 12 months in different settings. Alcoholic beverages vary in the types of emotions individuals report they elicit, with spirits more frequently eliciting emotional changes of all types. Overall 29.8% of respondents reported feeling aggressive when drinking spirits, compared with only 7.1% when drinking red wine (p<0.001). Women more frequently reported feeling all emotions when drinking alcohol, apart from feelings of aggression. Respondents' level of alcohol dependency was strongly associated with feeling all emotions, with the likelihood of aggression being significantly higher in possible dependent versus low risk drinkers (adjusted OR 6.4; 95% CI 5.79 to 7.09; p<0.001). The odds of feeling the majority of positive and negative emotions also remained highest among dependent drinkers irrespective of setting. Understanding emotions associated with alcohol consumption is imperative to addressing alcohol misuse, providing insight into what emotions influence drink choice between different groups in the population. The differences identified between sociodemographic groups and influences on drink choice within different settings will aid future public health practice to further comprehend individuals' drinking patterns and influence behaviour change. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

The effect of toddler emotion regulation on maternal emotion socialization: Moderation by toddler gender.

PubMed

Premo, Julie E; Kiel, Elizabeth J

2014-08-01

Although developmental research continues to connect parenting behaviors with child outcomes, it is critical to examine how child behaviors influence parenting behaviors. Given the emotional, cognitive, and social costs of maladaptive parenting, it is vital to understand the factors that influence maternal socialization behaviors. The current study examined children's observed emotion regulatory behaviors in two contexts (low-threat and high-threat novelty) as one influence. Mother-child dyads (n = 106) with toddlers of 24 months of age participated in novelty episodes from which toddler emotion regulation behaviors (i.e., caregiver-focused, attention, and self-soothing) were coded, and mothers reported their use of emotion socialization strategies when children were 24 and 36 months. We hypothesized that gender-specific predictive relations would occur, particularly from regulatory behaviors in the low-threat contexts. Gender moderated the relation between caregiver-focused emotion regulation in low-threat contexts and nonsupportive emotion socialization. Results from the current study inform the literature on the salience of child-elicited effects on the parent-child relationship. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

The Effect of Toddler Emotion Regulation on Maternal Emotion Socialization: Moderation by Toddler Gender

PubMed Central

Premo, Julie E.; Kiel, Elizabeth J.

2014-01-01

Although developmental research continues to connect parenting behaviors with child outcomes, it is critical to examine how child behaviors influence parenting behaviors. Given the emotional, cognitive, and social costs of maladaptive parenting, it is vital to understand the factors that influence maternal socialization behaviors. The current study examines children’s observed emotion regulatory behaviors in two contexts (low-threat and high-threat novelty) as one influence. Mother-child dyads (n = 106) with toddlers of 24 months of age participated in novelty episodes from which toddler emotion regulation behaviors (caregiver-focused, attention, and self-soothing) were coded, and mothers reported their use of emotion socialization strategies when children were 24 and 36 months. We hypothesized that gender-specific predictive relations would occur, particularly from regulatory behaviors in the low-threat contexts. Gender moderated the relation between caregiver-focused emotion regulation in low-threat contexts and non-supportive emotion socialization. Results from the current study inform the literature on the salience of child-elicited effects on the parent-child relationship. PMID:24821395

Social construction of physical knowledge of shadows: A study of five preoperational children's perceptions, collaborative experiences, and activities across knowledge domains

NASA Astrophysics Data System (ADS)

Smith, Amy M.

The first purpose of this qualitative case study was to understand the process of social construction of physical knowledge of shadows among preoperational thinkers by examining collaborative behaviors that may lead to new knowledge. The second purpose was to understand children's perspectives concerning the connection between social interaction and learning. The study focused on group collaboration and physical knowledge building as they relate to preoperational thought, a phase of cognitive development in early childhood. The case study consisted of five kindergarten children enrolled in a private, laboratory school at a southern, urban university. Across the eight-week data collection period, the children explored shadows through planned activities on 10 occasions and were interviewed three times in a focus group context. Primary methods for collecting data included videotaping the interviews and participant observations. Data were transcribed and coded inductively to discover emerging patterns while relating these patterns to existing constructivist theories. In addition, field notes, artifacts, and interviews with the children's teacher served to verify the findings. The findings revealed four major themes. Firstly, in terms of collaborative learning, children, while exhibiting a focus on the self, were attracted to learning with each other. Secondly, interactions seldom involved dialogic complexity, revealing minimal rationale, even during conflict. Thirdly, negative behaviors, such as tattling and exclusion, and prosocial behaviors, such as helping, were perceived as integral to the success of social construction of knowledge. The children considered each of these moral behaviors from the personal standpoint of how it affected them emotionally and in accomplishing a learning-related task. Fourthly, in terms of knowledge building, the findings indicated children's knowledge of shadows evolved over time as they participated in a developing scientific community. They experimented in partnerships to answer questions, test theories, solve problems, and communicate their growing understandings to others about such topics as objects "blocking" light, the origin of shadows, and the comparison between the concepts of shadow and reflection. The influence of socio-moral-emotional classroom climates on physical knowledge construction is suggested for future research as well as motivation as it relates to learning in early childhood group contexts.

Family Day Care Educators' Knowledge, Confidence and Skills in Promoting Children's Social and Emotional Wellbeing: Baseline Data from Thrive

ERIC Educational Resources Information Center

Davis, Elise; Corr, Lara; Ummer-Christian, Rahila; Gilson, Kim-Michelle; Waters, Elizabeth; Mihalopoulos, Cathrine; Marshall, Bernie; Cook, Kay; Herman, Helen; Mackinnon, Andrew; Harrsion, Linda; Sims, Margaret

2014-01-01

This paper presents baseline data from Thrive, a capacity-building program for family day care educators. Educators completed a self-report survey assessing knowledge and confidence in promoting children's social and emotional wellbeing. An in-home observation was used to assess care quality. Twenty-four educators responded to the survey (40 per…

Are You Ready to Assess Social and Emotional Development? SEL Solutions Brief

ERIC Educational Resources Information Center

American Institutes for Research, 2015

2015-01-01

Education in the 21st century is awakening to a call for students who are not only proficient with academic content but who also have developed the social and emotional (SE) knowledge, attitudes, and skills that are necessary for success in college and careers. This brief refers to that combination of knowledge, attitudes, and skills as SE…

Gender differences in the socialization of preschoolers' emotional competence.

PubMed

Denham, Susanne A; Bassett, Hideko Hamada; Wyatt, Todd M

2010-01-01

Preschoolers' socialization of emotion and its contribution to emotional competence is likely to be highly gendered. In their work, the authors have found that mothers often take on the role of emotional gatekeeper in the family, and fathers act as loving playmates, but that parents' styles of socialization of emotion do not usually differ for sons and daughters. They also found several themes in the prediction of preschoolers' emotion knowledge and regulation. For example, sometimes mother-father differences in emotional style actually seem to promote such competence, and girls seem particularly susceptible to parental socialization of emotion. (c) Wiley Periodicals, Inc.

Cognitive Control Mechanisms, Emotion & Memory: A neural perspective with implications for psychopathology

PubMed Central

Banich, Marie T.; Mackiewicz, Kristen L.; Depue, Brendan E.; Whitmer, Anson; Miller, Gregory A.; Heller, Wendy

2009-01-01

In this paper we provide a focused review of the literature examining neural mechanisms involved in cognitive control over memory processes that can influence, and in turn are influenced, by emotional processes. The review is divided into two parts, the first focusing on working memory and the second on long-term memory. With regard to working memory, we discuss the neural bases of 1) control mechanisms that can select against distracting emotional information, 2) mechanisms that can regulate emotional reactions or responses, 3) how mood state influences cognitive control, and 4) individual differences in control mechanisms. For long-term memory, we briefly review 1) the neural substrates of emotional memory, 2) the cognitive and neural mechanisms that are involved in controlling emotional memories and 3) how these systems are altered in post-traumatic stress disorder. Finally, we consider tentative generalizations that can be drawn from this relatively unexplored conjunction of research endeavors. PMID:18948135

The influence of emotion regulation on social interactive decision-making.

PubMed

van't Wout, Mascha; Chang, Luke J; Sanfey, Alan G

2010-12-01

Although adequate emotion regulation is considered to be essential in every day life, it is especially important in social interactions. However, the question as to what extent two different regulation strategies are effective in changing decision-making in a consequential socially interactive context remains unanswered. We investigated the effect of expressive suppression and emotional reappraisal on strategic decision-making in a social interactive task, that is, the Ultimatum Game. As hypothesized, participants in the emotional reappraisal condition accepted unfair offers more often than participants in the suppression and no-regulation condition. Additionally, the effect of emotional reappraisal influenced the amount of money participants proposed during a second interaction with partners that had treated them unfairly in a previous interaction. These results support and extend previous findings that emotional reappraisal as compared to expressive suppression, is a powerful regulation strategy that influences and changes how we interact with others even in the face of inequity.

The influence of emotion regulation on social interactive decision-making

PubMed Central

van ’t Wout, Mascha; Chang, Luke J.; Sanfey, Alan G.

2010-01-01

Although adequate emotion regulation is considered to be essential in every day life, it is especially important in social interactions. However, the question as to what extent two different regulation strategies are effective in changing decision-making in a consequential socially interactive context remains unanswered. We investigated the effect of expressive suppression and emotional reappraisal on strategic decision-making in a social interactive task, i.e. the Ultimatum Game. As hypothesized, participants in the emotional reappraisal condition accepted unfair offers more often than participants in the suppression and no-regulation condition. Additionally, the effect of emotional reappraisal influenced the amount of money participants proposed during a second interaction with partners that had treated them unfairly in a previous interaction. These results support and extend previous findings that emotional reappraisal as compared to expressive suppression, is a powerful regulation strategy that influences and changes how we interact with others even in the face of inequity. PMID:21171756

Iron and Mechanisms of Emotional Behavior

PubMed Central

Kim, Jonghan; Wessling-Resnick, Marianne

2014-01-01

Iron is required for appropriate behavioral organization. Iron deficiency results in poor brain myelination and impaired monoamine metabolism. Glutamate and GABA homeostasis is modified by changes in brain iron status. Such changes not only produce deficits in memory/learning capacity and motor skills, but also emotional and psychological problems. An accumulating body of evidence indicates that both energy metabolism and neurotransmitter homeostasis influence emotional behavior, and both functions are influenced by brain iron status. Like other neurobehavioral aspects, the influence of iron metabolism on mechanisms of emotional behavior are multifactorial: brain region-specific control of behavior, regulation of neurotransmitters and associated proteins, temporal and regional differences in iron requirements, oxidative stress responses to excess iron, sex differences in metabolism, and interactions between iron and other metals. To better understand the role that brain iron plays in emotional behavior and mental health, this review discusses the pathologies associated with anxiety and other emotional disorders with respect to body iron status. PMID:25154570

Promoting social-emotional learning in adolescent Latino ELLs: a study of the culturally adapted Strong Teens program.

PubMed

Castro-Olivo, Sara M

2014-12-01

The current study evaluated the effects of the culturally adapted Jóvenes Fuertes (Strong Teens) Social-Emotional Learning (SEL) program on the social-emotional outcomes of Latino English language learners (ELLs). A quasi-experimental design with random assignment by classrooms was used to assess the intervention's effects on students' knowledge of SEL and resiliency. A sample of 102 Spanish-dominant Latino ELLs enrolled in middle or high school participated in this study. The results indicated significant intervention effects on SEL knowledge and social-emotional resiliency. The findings are discussed in terms of their implications for preventive, culturally responsive SEL programs in school settings. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Emotion and persuasion: cognitive and meta-cognitive processes impact attitudes.

PubMed

Petty, Richard E; Briñol, Pablo

2015-01-01

This article addresses the multiple ways in which emotions can influence attitudes and persuasion via primary and secondary (meta-) cognition. Using the elaboration likelihood model of persuasion as a guide, we review evidence for five fundamental processes that occur at different points along the elaboration continuum. When the extent of thinking is constrained to be low, emotions influence attitudes by relatively simple processes that lead them to change in a manner consistent with the valence of the emotion. When thinking is constrained to be high, emotions can serve as arguments in favour of a proposal if they are relevant to the merits of the advocacy or they can bias thinking if the emotion precedes the message. If thinking is high and emotions become salient after thinking, they can lead people to rely or not rely on the thoughts generated either because the emotion leads people to like or dislike their thoughts (affective validation) or feel more confident or doubtful in their thoughts (cognitive validation). When thinking is unconstrained, emotions influence the extent of thinking about the persuasive communication. Although prior theories have addressed one or more of these fundamental processes, no other approach has integrated them into one framework.

Disadvantaged Youth Report Less Negative Emotion to Minor Stressors When with Peers: An Experience Sampling Study

ERIC Educational Resources Information Center

Uink, Bep Norma; Modecki, Kathryn Lynn; Barber, Bonnie L.

2017-01-01

Previous Experience Sampling Method (ESM) studies demonstrate that adolescents' daily emotional states are heavily influenced by their immediate social context. However, despite adolescence being a risk period for exposure to daily stressors, research has yet to examine the influence of peers on adolescents' emotional responses to stressors…

Teachers' Sense-Making about Comprehensive School Reform: The Influence of Emotions

ERIC Educational Resources Information Center

Schmidt, Michele; Datnow, Amanda

2005-01-01

The paper examines teachers' emotions in the process of making sense of educational reforms. We draw upon concepts from sociological theory and education to inform our framework for understanding how emotions, as a social construct, directly and indirectly, influence teachers' understandings. Using qualitative data gathered in a study of…

Influence of Emotional Intelligence and Need for Achievement on Interpersonal Relations and Academic Achievement of Undergraduates

ERIC Educational Resources Information Center

Afolabi, Olukayode Ayooluwa; Ogunmwonyi, Edosa; Okediji, Abayomi

2009-01-01

This study examined influence of emotional intelligence and need for achievement on interpersonal relations and academic achievement of undergraduates. Questionnaires were administered to one hundred and ten (110) subjects. The independent variables are emotional intelligence and need for achievement, while the dependent variables are…

When the Wedding March becomes sad: Semantic memory impairment for music in the semantic variant of primary progressive aphasia.

PubMed

Macoir, Joël; Berubé-Lalancette, Sarah; Wilson, Maximiliano A; Laforce, Robert; Hudon, Carol; Gravel, Pierre; Potvin, Olivier; Duchesne, Simon; Monetta, Laura

2016-12-01

Music can induce particular emotions and activate semantic knowledge. In the semantic variant of primary progressive aphasia (svPPA), semantic memory is impaired as a result of anterior temporal lobe (ATL) atrophy. Semantics is responsible for the encoding and retrieval of factual knowledge about music, including associative and emotional attributes. In the present study, we report the performance of two individuals with svPPA in three experiments. NG with bilateral ATL atrophy and ND with atrophy largely restricted to the left ATL. Experiment 1 assessed the recognition of musical excerpts and both patients were unimpaired. Experiment 2 studied the emotions conveyed by music and only NG showed impaired performance. Experiment 3 tested the association of semantic concepts to musical excerpts and both patients were impaired. These results suggest that the right ATL seems essential for the recognition of emotions conveyed by music and that the left ATL is involved in binding music to semantics. They are in line with the notion that the ATLs are devoted to the binding of different modality-specific properties and suggest that they are also differentially involved in the processing of factual and emotional knowledge associated with music.

Hereditary melanoma and predictive genetic testing: why not?

PubMed

Riedijk, S R; de Snoo, F A; van Dijk, S; Bergman, W; van Haeringen, A; Silberg, S; van Elderen, T M T; Tibben, A

2005-09-01

Since p16-Leiden presymptomatic testing for hereditary melanoma has become available in the Netherlands, the benefits and risks of offering such testing are evaluated. The current paper investigated why the non-participants were reluctant to participate in genetic testing. Sixty six eligible individuals, who were knowledgeable about the test but had not participated in genetic testing by January 2003, completed a self-report questionnaire assessing motivation, anxiety, family dynamics, risk knowledge and causal attributions. Non-participants reported anxiety levels below clinical significance. A principal components analysis on reasons for non-participation distinguished two underlying motives: emotional and rational motivation. Rational motivation for non-participation was associated with more accurate risk knowledge, the inclination to preselect mutation carriers within the family and lower scores on anxiety. Emotional motivation for non-participation was associated with disease misperceptions, hesitation to communicate unfavourable test results within the family and higher scores on anxiety. Rational and emotional motivation for non-participation in the genetic test for hereditary melanoma was found. Emotionally motivated individuals may be reluctant to disseminate genetic risk information. Rationally motivated individuals were better informed than emotionally motivated individuals. It is suggested that a leaflet is added to the invitation letter to enhance informed decision-making about genetic testing.

Age Differences in the Influence of Induced Negative Emotion on Decision-Making: The Role of Emotion Regulation.

PubMed

You, Xuqun; Ju, Chengting; Wang, Mo; Zhang, Baoshan; Liu, Pei

2017-11-19

In this study, we hypothesized that there is an age difference in the influence of negative emotion on decision-making and that this age difference is related to emotion regulation strategies. We carried out two studies. In the first, the older and younger adults completed the ultimatum game (UG) while in either an induced negative emotional or a neutral context. In the second, both the older and younger adults completed the UG while in an induced negative emotion while using either emotion reappraisal or expressive suppression to regulate their emotions during the task. The first study showed that, unlike younger adults, the older adults made similar choices in the neutral and negative induction groups. In addition, the older adults predominantly used a reappraisal strategy in both the negative and neutral emotional states, whereas the younger adults predominantly used a suppression strategy in the negative emotional state. In the second study, after the emotion regulation strategies were experimentally manipulated so that both age groups used the same strategy, we found no age difference in decision-making. Our findings indicated that the influence of negative emotion on decision-making differs between older and younger adults and that this age difference was associated with their different emotion regulation processes. © The Author 2017. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

What we want is what we get: Group-based emotional preferences and conflict resolution.

PubMed

Porat, Roni; Halperin, Eran; Tamir, Maya

2016-02-01

Imagine yourself facing someone who might attack your group--if you could control your emotions, how would you want to feel toward that person? We argue that the goals people have for their group dictate how they want to feel on behalf of their group. We further propose that these group-based emotional preferences, in turn, influence how people actually feel as group members and how they react to political events. We conducted 9 studies to test our proposed model. In a pilot study, we showed that political ideology is related to how people want to feel toward outgroup members, even when controlling for how they want to feel in general, or how they actually feel toward outgroup members. In Studies A1-A3, we demonstrated that group-based emotional preferences are linked to emotional experience and that both mediate links between political ideology and political reactions. In Study A4, we showed that political ideology influences emotional preferences, emotional experiences and political reactions. Next, in Studies B1-B4, we demonstrated that changing group-based emotional preferences can shape group-based emotional experiences and consequently influence political reactions. By suggesting that group-based emotions are motivated, our findings point to new directions for advancing conflict resolution. (c) 2016 APA, all rights reserved).

What are the qualities of dilemmas experienced when prescribing opioids in general practice?

PubMed

Bendtsen, P; Hensing, G; Ebeling, C; Schedin, A

1999-07-01

The decision process preceding prescribing analgesics is complex and the physician is often struggling to balance several disparate considerations in order to work out what is rational. Several factors--medical, intellectual, emotional and logistic--influence the decision whether or not to prescribe, and the decision itself influences how the physicians feel about themselves. In this study the 'critical incident technique' was used for exploring the qualities of dilemmas among general physicians prior to prescribing analgesics to patients in primary health care. The study displayed two main types of problems in connection with prescription of opioids. The first main problem was a concern about abuse and addiction with no proper indication for the drug. The second main type of problem was related to the appropriateness of the drug, although the indication as such might be correct, i.e. acute or chronic pain. An important consequence of the dilemmas experienced influenced the physicians' self-esteem negatively, including failures in the patient-physician relationship. This results in emotional strain and is often experienced as a personal defeat. Only a few physicians denied prescription despite the experience of a dilemma, which might indicate an ambivalence or lack of knowledge among physicians with regard to proper indications for opioid prescription. However, it may also suggest that physicians need more training in saying no, or skills in deciding proper indications for opioids, which needs to be addressed during educational programmes.

Neurally and mathematically motivated architecture for language and thought.

PubMed

Perlovsky, L I; Ilin, R

2010-01-01

Neural structures of interaction between thinking and language are unknown. This paper suggests a possible architecture motivated by neural and mathematical considerations. A mathematical requirement of computability imposes significant constraints on possible architectures consistent with brain neural structure and with a wealth of psychological knowledge. How language interacts with cognition. Do we think with words, or is thinking independent from language with words being just labels for decisions? Why is language learned by the age of 5 or 7, but acquisition of knowledge represented by learning to use this language knowledge takes a lifetime? This paper discusses hierarchical aspects of language and thought and argues that high level abstract thinking is impossible without language. We discuss a mathematical technique that can model the joint language-thought architecture, while overcoming previously encountered difficulties of computability. This architecture explains a contradiction between human ability for rational thoughtful decisions and irrationality of human thinking revealed by Tversky and Kahneman; a crucial role in this contradiction might be played by language. The proposed model resolves long-standing issues: how the brain learns correct words-object associations; why animals do not talk and think like people. We propose the role played by language emotionality in its interaction with thought. We relate the mathematical model to Humboldt's "firmness" of languages; and discuss possible influence of language grammar on its emotionality. Psychological and brain imaging experiments related to the proposed model are discussed. Future theoretical and experimental research is outlined.

Neurally and Mathematically Motivated Architecture for Language and Thought

PubMed Central

Perlovsky, L.I; Ilin, R

2010-01-01

Neural structures of interaction between thinking and language are unknown. This paper suggests a possible architecture motivated by neural and mathematical considerations. A mathematical requirement of computability imposes significant constraints on possible architectures consistent with brain neural structure and with a wealth of psychological knowledge. How language interacts with cognition. Do we think with words, or is thinking independent from language with words being just labels for decisions? Why is language learned by the age of 5 or 7, but acquisition of knowledge represented by learning to use this language knowledge takes a lifetime? This paper discusses hierarchical aspects of language and thought and argues that high level abstract thinking is impossible without language. We discuss a mathematical technique that can model the joint language-thought architecture, while overcoming previously encountered difficulties of computability. This architecture explains a contradiction between human ability for rational thoughtful decisions and irrationality of human thinking revealed by Tversky and Kahneman; a crucial role in this contradiction might be played by language. The proposed model resolves long-standing issues: how the brain learns correct words-object associations; why animals do not talk and think like people. We propose the role played by language emotionality in its interaction with thought. We relate the mathematical model to Humboldt’s “firmness” of languages; and discuss possible influence of language grammar on its emotionality. Psychological and brain imaging experiments related to the proposed model are discussed. Future theoretical and experimental research is outlined. PMID:21673788

Selective attention modulates early human evoked potentials during emotional face-voice processing.

PubMed

Ho, Hao Tam; Schröger, Erich; Kotz, Sonja A

2015-04-01

Recent findings on multisensory integration suggest that selective attention influences cross-sensory interactions from an early processing stage. Yet, in the field of emotional face-voice integration, the hypothesis prevails that facial and vocal emotional information interacts preattentively. Using ERPs, we investigated the influence of selective attention on the perception of congruent versus incongruent combinations of neutral and angry facial and vocal expressions. Attention was manipulated via four tasks that directed participants to (i) the facial expression, (ii) the vocal expression, (iii) the emotional congruence between the face and the voice, and (iv) the synchrony between lip movement and speech onset. Our results revealed early interactions between facial and vocal emotional expressions, manifested as modulations of the auditory N1 and P2 amplitude by incongruent emotional face-voice combinations. Although audiovisual emotional interactions within the N1 time window were affected by the attentional manipulations, interactions within the P2 modulation showed no such attentional influence. Thus, we propose that the N1 and P2 are functionally dissociated in terms of emotional face-voice processing and discuss evidence in support of the notion that the N1 is associated with cross-sensory prediction, whereas the P2 relates to the derivation of an emotional percept. Essentially, our findings put the integration of facial and vocal emotional expressions into a new perspective-one that regards the integration process as a composite of multiple, possibly independent subprocesses, some of which are susceptible to attentional modulation, whereas others may be influenced by additional factors.

Hereditary family signature of facial expression

PubMed Central

Peleg, Gili; Katzir, Gadi; Peleg, Ofer; Kamara, Michal; Brodsky, Leonid; Hel-Or, Hagit; Keren, Daniel; Nevo, Eviatar

2006-01-01

Although facial expressions of emotion are universal, individual differences create a facial expression “signature” for each person; but, is there a unique family facial expression signature? Only a few family studies on the heredity of facial expressions have been performed, none of which compared the gestalt of movements in various emotional states; they compared only a few movements in one or two emotional states. No studies, to our knowledge, have compared movements of congenitally blind subjects with their relatives to our knowledge. Using two types of analyses, we show a correlation between movements of congenitally blind subjects with those of their relatives in think-concentrate, sadness, anger, disgust, joy, and surprise and provide evidence for a unique family facial expression signature. In the analysis “in-out family test,” a particular movement was compared each time across subjects. Results show that the frequency of occurrence of a movement of a congenitally blind subject in his family is significantly higher than that outside of his family in think-concentrate, sadness, and anger. In the analysis “the classification test,” in which congenitally blind subjects were classified to their families according to the gestalt of movements, results show 80% correct classification over the entire interview and 75% in anger. Analysis of the movements' frequencies in anger revealed a correlation between the movements' frequencies of congenitally blind individuals and those of their relatives. This study anticipates discovering genes that influence facial expressions, understanding their evolutionary significance, and elucidating repair mechanisms for syndromes lacking facial expression, such as autism. PMID:17043232

Effects of News Frames on Perceived Risk, Emotions, and Learning

PubMed Central

Otieno, Christine; Spada, Hans; Renkl, Alexander

2013-01-01

The media play a key role in forming opinions by influencing people´s understanding and perception of a topic. People gather information about topics of interest from the internet and print media, which employ various news frames to attract attention. One example of a common news frame is the human-interest frame, which emotionalizes and dramatizes information and often accentuates individual affectedness. Our study investigated effects of human-interest frames compared to a neutral-text condition with respect to perceived risk, emotions, and knowledge acquisition, and tested whether these effects can be "generalized" to common variants of the human-interest frame. Ninety-one participants read either one variant of the human-interest frame or a neutrally formulated version of a newspaper article describing the effects of invasive species in general and the Asian ladybug (an invasive species) in particular. The framing was achieved by varying the opening and concluding paragraphs (about invasive species), as well as the headline. The core text (about the Asian ladybug) was the same across all conditions. All outcome variables on framing effects referred to this common core text. We found that all versions of the human-interest frame increased perceived risk and the strength of negative emotions compared to the neutral text. Furthermore, participants in the human-interest frame condition displayed better (quantitative) learning outcomes but also biased knowledge, highlighting a potential dilemma: Human-interest frames may increase learning, but they also lead to a rather unbalanced view of the given topic on a “deeper level”. PMID:24223999

Core affect and the psychological construction of emotion.

PubMed

Russell, James A

2003-01-01

At the heart of emotion, mood, and any other emotionally charged event are states experienced as simply feeling good or bad, energized or enervated. These states--called core affect--influence reflexes, perception, cognition, and behavior and are influenced by many causes internal and external, but people have no direct access to these causal connections. Core affect can therefore be experienced as free-floating (mood) or can be attributed to some cause (and thereby begin an emotional episode). These basic processes spawn a broad framework that includes perception of the core-affect-altering properties of stimuli, motives, empathy, emotional meta-experience, and affect versus emotion regulation; it accounts for prototypical emotional episodes, such as fear and anger, as core affect attributed to something plus various nonemotional processes.

Unpacking the neural associations of emotion and judgment in emotion-congruent judgment

PubMed Central

Beer, Jennifer S.

2012-01-01

The current study takes a new approach to understand the neural systems that support emotion-congruent judgment. The bulk of previous neural research has inferred emotional influences on judgment from disadvantageous judgments or non-random individual differences. The current study manipulated the influence of emotional information on judgments of stimuli that were equivocally composed of positive and negative attributes. Emotion-congruent processing was operationalized in two ways: neural activation significantly associated with primes that lead to emotionally congruent judgments and neural activation significantly associated with judgments that were preceded by emotionally congruent primes. Distinct regions of medial orbitofrontal cortex were associated with these patterns of emotion-congruent processing. Judgments that were incongruent with preceding primes were associated with dorsomedial prefrontal cortex, ventrolateral prefrontal cortex and lateral orbitofrontal cortex activity. The current study demonstrates a new approach to investigate the neural systems associated with emotion-congruent judgment. The findings suggest that medial OFC may support attentional processes that underlie emotion-congruent judgment. PMID:21511825

Face Recognition, Musical Appraisal, and Emotional Crossmodal Bias.

PubMed

Invitto, Sara; Calcagnì, Antonio; Mignozzi, Arianna; Scardino, Rosanna; Piraino, Giulia; Turchi, Daniele; De Feudis, Irio; Brunetti, Antonio; Bevilacqua, Vitoantonio; de Tommaso, Marina

2017-01-01

Recent research on the crossmodal integration of visual and auditory perception suggests that evaluations of emotional information in one sensory modality may tend toward the emotional value generated in another sensory modality. This implies that the emotions elicited by musical stimuli can influence the perception of emotional stimuli presented in other sensory modalities, through a top-down process. The aim of this work was to investigate how crossmodal perceptual processing influences emotional face recognition and how potential modulation of this processing induced by music could be influenced by the subject's musical competence. We investigated how emotional face recognition processing could be modulated by listening to music and how this modulation varies according to the subjective emotional salience of the music and the listener's musical competence. The sample consisted of 24 participants: 12 professional musicians and 12 university students (non-musicians). Participants performed an emotional go/no-go task whilst listening to music by Albeniz, Chopin, or Mozart. The target stimuli were emotionally neutral facial expressions. We examined the N170 Event-Related Potential (ERP) and behavioral responses (i.e., motor reaction time to target recognition and musical emotional judgment). A linear mixed-effects model and a decision-tree learning technique were applied to N170 amplitudes and latencies. The main findings of the study were that musicians' behavioral responses and N170 is more affected by the emotional value of music administered in the emotional go/no-go task and this bias is also apparent in responses to the non-target emotional face. This suggests that emotional information, coming from multiple sensory channels, activates a crossmodal integration process that depends upon the stimuli emotional salience and the listener's appraisal.

[Influence of home nurture environment on language development and social emotion in children with developmental language disorder].

PubMed

Li, Guo-Kai; Liu, Gui-Hua; Qian, Qin-Fang; Ge, Pin; Xie, Yan-Qin; Yang, Min-Yan; Wang, Zhang-Qiong; Ou, Ping

2017-05-01

To investigate the influence of home nurture environment on language development and social emotion in children with developmental language disorder (DLD). The 1-3 Years Child Home Nurture Environment Scale, Gesell Developmental Scale, and Infant-Toddler Social and Emotional Assessment Scale were used for the evaluation of 125 children with DLD. A total of 130 children with normal language development matched for age and sex were enrolled as control group. Compared with the control group, the DLD group had a significantly higher proportion of children in a bad home nurture environment and significantly lower scores of all domains of home nurture environment (P<0.05). In children with DLD, the home nurture environment score was positively correlated with the level of language development (r=0.536, P<0.01) and the score of ability domain in social emotion (r=0.397, P<0.01) and was negatively correlated with the scores of the domains of explicit behavior, covert behavior, and imbalance in social emotion (r=-0.455, -0.438, and -0.390 respectively, P<0.01). Home nurture environment had direct influence on language development in children with DLD and affected their language development via the mediating effect of social emotion. Home nurture environment influences language development and social emotion in children with DLD, and social emotion has a partial mediating effect between home nurture environment and language development.

Regulating Emotion in the Context of Interpersonal Decisions: The Role of Anticipated Pride and Regret

PubMed Central

van der Schalk, Job; Bruder, Martin; Manstead, Antony

2012-01-01

Recent theories about the relation between emotion and behavior hold that social behavior is influenced not only by the experience of emotion, but also by the anticipation of emotion. We argue that anticipating future emotional states is an emotion regulation strategy when it leads to a change in behavior. In the current studies we examined how construal of a fair or an unfair situation in terms of positive or negative anticipated emotions influences the fairness of subsequent behavior. We used the Ultimatum Bargaining Game – an experimental game in which participants divide a resource between themselves and another person – as a social situation that offers the opportunity to engage in fair and unfair behavior. In Study 1 we used an autobiographical recall task to manipulate anticipated emotions. Although the task did not influence anticipated emotions directly, results showed that anticipated pride about fair behavior increased levels of fairness, whereas anticipated pride about unfair behavior decreased levels of fairness. Similarly, anticipated regret about fair behavior decreased levels of fairness, whereas anticipated regret about unfair behavior increased levels of fairness. In Study 2 we replicated this pattern of findings, and found that participants who thought about their anticipated emotions (pride or regret) in relation to unfair behavior behaved more fairly. We discuss these findings in relation to theories of emotion regulation and economic decision-making. PMID:23293615

Decentralised water systems: emotional influences on resource decision making.

PubMed

Mankad, Aditi

2012-09-01

The study of emotion has gathered momentum in the field of environmental science, specifically in the context of community resource decision-making. Of particular interest in this review is the potential influence of emotion, risk and threat perception on individuals' decisions to acceptance and adopt decentralised water systems, such as rainwater tanks and greywater systems. The role of message framing is also considered in detail, as well as the influences that different types of framing can have on decision making. These factors are considered as possible predictors for analysing community acceptance of decentralised water in urban environments. Concepts believed to be influenced by emotion, such as trust and framing, are also discussed as potentially meaningful contributors to an overall model of community acceptance of decentralised water. Recommendations are made for how emotion-based concepts, such as risk and threat, can be targeted to facilitate widespread adoption of decentralised systems and how researchers can explore different types of emotions that influence decision making in distinct ways. This review is an important theoretical step in advancing the psycho-social understanding of acceptance and adoption of on-site water sources. Avenues for future research are recommended, including the need for greater theoretical development to encourage future social science research on decentralised systems. Crown Copyright © 2012. Published by Elsevier Ltd. All rights reserved.

Emotion regulation choice: the role of environmental affordances.

PubMed

Suri, Gaurav; Sheppes, Gal; Young, Gerald; Abraham, Damon; McRae, Kateri; Gross, James J

2017-09-01

Which emotion regulation strategy one uses in a given context can have profound affective, cognitive, and social consequences. It is therefore important to understand the determinants of emotion regulation choice. Many prior studies have examined person-specific, internal determinants of emotion regulation choice. Recently, it has become clear that external variables that are properties of the stimulus can also influence emotion regulation choice. In the present research, we consider whether reappraisal affordances, defined as the opportunities for re-interpretation of a stimulus that are inherent in that stimulus, can shape individuals' emotion regulation choices. We show that reappraisal affordances have stability across people and across time (Study 1), and are confounded with emotional intensity for a standardised set of picture stimuli (Study 2). Since emotional intensity has been shown to drive emotion regulation choice, we construct a context in which emotional intensity is separable from reappraisal affordances (Study 3) and use this context to show that reappraisal affordances powerfully influence emotion regulation choice even when emotional intensity and discrete emotions are taken into account (Study 4).

Exploring the emotions in Pedagogical Content Knowledge about the electric field

NASA Astrophysics Data System (ADS)

Melo, Lina; Cañada, Florentina; Mellado, Vicente

2017-05-01

The objective of this study was to characterise the changes in the Pedagogical Content Knowledge (PCK) about electric fields of two Colombian physics teachers (Isabel and Alejandro) at the high school level (pupils of ages 17-19), the emotions and their relationship with PCK. The research was conducted during two consecutive years, before and after their participation in a project of innovation on teaching electric fields. The method proposed corresponds to the descriptive type of case study. The PCK-related categories were grouped into two basic tendencies - traditional teacher-centred (TT) and pupil-centred or innovative tendency (TC) - plus an intermediate tendency (TI). The results indicated that, for Isabel, the PCK components that show the greatest progression over time are curricular knowledge and teaching strategies, evolving from a teacher-centred PCK to another which does not have a defined tendency. Alejandro, whose starting point was a PCK corresponding to an intermediate tendency in curricular knowledge, was less willing to change, especially with regard to his knowledge about teaching strategies. Finally, the causes of both the positive and the negative emotions are mostly related to the curricular knowledge and the content being taught.

Two Different Approaches to Automated Mark Up of Emotions in Text

NASA Astrophysics Data System (ADS)

Francisco, Virginia; Hervás, Raqucl; Gervás, Pablo

This paper presents two different approaches to automated marking up of texts with emotional labels. For the first approach a corpus of example texts previously annotated by human evaluators is mined for an initial assignment of emotional features to words. This results in a List of Emotional Words (LEW) which becomes a useful resource for later automated mark up. The mark up algorithm in this first approach mirrors closely the steps taken during feature extraction, employing for the actual assignment of emotional features a combination of the LEW resource and WordNet for knowledge-based expansion of words not occurring in LEW. The algorithm for automated mark up is tested against new text samples to test its coverage. The second approach mark up texts during their generation. We have a knowledge base which contains the necessary information for marking up the text. This information is related to actions and characters. The algorithm in this case employ the information of the knowledge database and decides the correct emotion for every sentence. The algorithm for automated mark up is tested against four different texts. The results of the two approaches are compared and discussed with respect to three main issues: relative adequacy of each one of the representations used, correctness and coverage of the proposed algorithms, and additional techniques and solutions that may be employed to improve the results.

Maternal Discussions of Mental States and Behaviors: Relations to Emotion Situation Knowledge in European American and Immigrant Chinese Children

ERIC Educational Resources Information Center

Doan, Stacey N.; Wang, Qi

2010-01-01

This study examined in a cross-cultural context mothers' discussions of mental states and external behaviors in a story-telling task with their 3-year-old children and the relations of such discussions to children's emotion situation knowledge (ESK). The participants were 71 European American and 60 Chinese immigrant mother-child pairs in the…

[Knowlege about breast feeding advantages among primiparas].

PubMed

Klejewski, Andrzej; Urbaniak, Tomasz; Baczyk, Grazyna; Cichocka, Ewelina

2012-01-01

Breastfeeding is the only way to nourish newborns and toddlers and it enables them to have an optimal health condition and growth. Both a child and a mother draw a lot of profits from breastfeeding. Woman's milk is perfectly balanced as far as quantity and quality is concerned. It has specific generic nourishment that ensures optimal psychological emotional and physical development of a child. Breastfeeding also protects infants from immunological problems and infections. Having the skills and knowledge about breastfeeding is the main factor that enables a smooth process of lactation. All the medical staff and midwives especially are obliged to promote breastfeeding and they should provide information as well as emotional and technical support for mums through the whole period of lactation. The aim of this thesis was to examine the level of knowledge about breastfeeding among first-time mothers. The research was carried out from August till October 2011 in birthing rooms of Obstetrics and Gynecology Clinic Hospital for Medical University by the name of K. Marcinkowskiego in Poznań and Obstetrician Wing in Provincial Complex Hospital in Leszno. 101 randomly chosen pregnant women in labor were questioned. An anonymous survey was used as an analytic tool. The survey was specifically created for this research and it contained 30 questions. Majority of responders (98%) declared a will for breastfeeding. Also majority of women (94%) knew that their milk contains all the needed ingredients for proper development of their young. According to the pregnant women in labor (98%) breastfeeding is a key element in establishing an emotional connection with the child. Most of the responders knew the influence of breastfeeding on child's health. Minority of the questioned women (14%) attended birthing courses. The responders were equipped in knowledge on various levels. It proves the necessity of sys- tematic and planned education for women. The system of lactation counseling should be an integral part of post-labor care in obstetrician clinics.

The Influence of Emotions and Learning Preferences on Learning Strategy Use before Transition into High-Achiever Track Secondary School

ERIC Educational Resources Information Center

Obergriesser, Stefanie; Stoeger, Heidrun

2016-01-01

Research on the relationships between students' achievement emotions and their (self-regulated) learning behavior is growing. However, little is known about the relationships between students' learning preferences and achievement emotions and the extent to which these influence learning strategies. In this study we, first, looked at the…

Parafoveal-on-Foveal Effects of Emotional Word Semantics in Reading Chinese Sentences: Evidence from Eye Movements

ERIC Educational Resources Information Center

Yan, Ming; Sommer, Werner

2015-01-01

Despite the well-known influence of emotional meaning on cognition, relatively less is known about its effects on reading behavior. We investigated whether fixation behavior during the reading of Chinese sentences is influenced by emotional word meaning in the parafovea. Two-character target words embedded into the same sentence frames provided…

Protein Kinase C Overactivity Impairs Prefrontal Cortical Regulation of Working Memory

NASA Astrophysics Data System (ADS)

Birnbaum, S. G.; Yuan, P. X.; Wang, M.; Vijayraghavan, S.; Bloom, A. K.; Davis, D. J.; Gobeske, K. T.; Sweatt, J. D.; Manji, H. K.; Arnsten, A. F. T.

2004-10-01

The prefrontal cortex is a higher brain region that regulates thought, behavior, and emotion using representational knowledge, operations often referred to as working memory. We tested the influence of protein kinase C (PKC) intracellular signaling on prefrontal cortical cognitive function and showed that high levels of PKC activity in prefrontal cortex, as seen for example during stress exposure, markedly impair behavioral and electrophysiological measures of working memory. These data suggest that excessive PKC activation can disrupt prefrontal cortical regulation of behavior and thought, possibly contributing to signs of prefrontal cortical dysfunction such as distractibility, impaired judgment, impulsivity, and thought disorder.

Protein kinase C overactivity impairs prefrontal cortical regulation of working memory.

PubMed

Birnbaum, S G; Yuan, P X; Wang, M; Vijayraghavan, S; Bloom, A K; Davis, D J; Gobeske, K T; Sweatt, J D; Manji, H K; Arnsten, A F T

2004-10-29

The prefrontal cortex is a higher brain region that regulates thought, behavior, and emotion using representational knowledge, operations often referred to as working memory. We tested the influence of protein kinase C (PKC) intracellular signaling on prefrontal cortical cognitive function and showed that high levels of PKC activity in prefrontal cortex, as seen for example during stress exposure, markedly impair behavioral and electrophysiological measures of working memory. These data suggest that excessive PKC activation can disrupt prefrontal cortical regulation of behavior and thought, possibly contributing to signs of prefrontal cortical dysfunction such as distractibility, impaired judgment, impulsivity, and thought disorder.

Thinking about Thinking and Emotion: The Metacognitive Approach to the Medical Humanities that Integrates the Humanities with the Basic and Clinical Sciences

PubMed Central

Eichbaum, Quentin G

2014-01-01

Medical knowledge in recent decades has grown prodigiously and has outstripped the capacity of the human brain to absorb and understand it all. This burgeoning of knowledge has created a dilemma for medical educators. We can no longer expect students to continue memorizing this large body of increasingly complex knowledge. Instead, our efforts should be redirected at developing in students a competency as flexible thinkers and agile learners so they can adeptly deal with new knowledge, complexity, and uncertainty in a rapidly changing world. Such a competency would entail not only cognitive but also emotional skills essential for the holistic development of their professional identity. This article will argue that metacognition—“thinking about thinking (and emotion)”—offers the most viable path toward developing this competency. The overwhelming volume of medical knowledge has driven some medical schools to reduce the time allocated in their curricula to the “soft-option” humanities as they tend to consider them an expendable “luxury.” Vanderbilt University School of Medicine, Nashville, TN, has moved away from the traditional conception of the medical humanities as “the arts,” composed of art, music, and literature, toward an approach that integrates the humanities with the basic and clinical sciences, based on metacognition. This metacognitive approach to the humanities, described in this article, has three goals: 1) to develop students as flexible thinkers and agile learners and to provide them with essential cognitive and emotional skills for navigating medical complexity and uncertainty; 2) to elicit in students empathy and tolerance by making them aware of the immense diversity in human cognition (and emotion); and 3) to integrate the humanities with the basic and clinical sciences. Through this metacognitive approach, students come to understand their patterns of cognition and emotions, and in the group setting, they learn to mindfully calibrate their thinking and emotions. They gain a humbling appreciation of the fallibility of the human mind/brain and how cognitive biases and misperceptions can lead to medical error. They come to appreciate the complex interplay between cognition and emotion, and the importance of cognitive monitoring and emotional regulation. In the group setting, students also gain a sense of perspective of their thinking patterns and emotions in relation to those of their peers. Perspective taking and mindfulness engender tolerance and empathy, which ultimately serves as a platform for working collaboratively in teams as medical professionals. Students become aware of the social context in which thinking and learning occur, and this further shapes their professional identity. Thinking, learning, and interacting in the group setting ultimately induces a shift from self-preoccupation and an individualistic approach to knowledge toward an appreciation of collective cognition and empathy towards others. In this article, I describe the metacognitive approach to the medical humanities at Vanderbilt University School of Medicine and how it is designed to develop students as agile learners and flexible thinkers with the mindful capacity for cognitive and emotional monitoring and regulation. Thinking and learning in the group setting of the colloquium ultimately also fosters the student’s professional identity. PMID:25662528

Thinking about thinking and emotion: the metacognitive approach to the medical humanities that integrates the humanities with the basic and clinical sciences.

PubMed

Eichbaum, Quentin G

2014-01-01

Medical knowledge in recent decades has grown prodigiously and has outstripped the capacity of the human brain to absorb and understand it all. This burgeoning of knowledge has created a dilemma for medical educators. We can no longer expect students to continue memorizing this large body of increasingly complex knowledge. Instead, our efforts should be redirected at developing in students a competency as flexible thinkers and agile learners so they can adeptly deal with new knowledge, complexity, and uncertainty in a rapidly changing world. Such a competency would entail not only cognitive but also emotional skills essential for the holistic development of their professional identity. This article will argue that metacognition--“thinking about thinking (and emotion)”--offers the most viable path toward developing this competency. The overwhelming volume of medical knowledge has driven some medical schools to reduce the time allocated in their curricula to the “soft-option” humanities as they tend to consider them an expendable “luxury.” Vanderbilt University School of Medicine, Nashville, TN, has moved away from the traditional conception of the medical humanities as “the arts,” composed of art, music, and literature, toward an approach that integrates the humanities with the basic and clinical sciences, based on metacognition. This metacognitive approach to the humanities, described in this article, has three goals: 1) to develop students as flexible thinkers and agile learners and to provide them with essential cognitive and emotional skills for navigating medical complexity and uncertainty; 2) to elicit in students empathy and tolerance by making them aware of the immense diversity in human cognition (and emotion); and 3) to integrate the humanities with the basic and clinical sciences. Through this metacognitive approach, students come to understand their patterns of cognition and emotions, and in the group setting, they learn to mindfully calibrate their thinking and emotions. They gain a humbling appreciation of the fallibility of the human mind/brain and how cognitive biases and misperception can lead to medical error. They come to appreciate the complex interplay between cognition and emotion, and the importance of cognitive monitoring and emotional regulation. In the group setting, students also gain a sense of perspective of their thinking patterns and emotions in relation to those of their peers. Perspective taking and mindfulness engender tolerance and empathy, which ultimately serves as a platform for working collaboratively in teams as medical professionals. Students become aware of the social context in which thinking and learning occur, and this further shapes their professional identity. Thinking, learning, and interacting in the group setting ultimately induces a shift from self-preoccupation and an individualistic approach to knowledge toward an appreciation of collective cognition and empathy towards others. In this article, I describe the metacognitive approach to the medical humanities at Vanderbilt University School of Medicine and how it is designed to develop students as agile learners and flexible thinkers with the mindful capacity for cognitive and emotional monitoring and regulation. Thinking and learning in the group setting of the colloquium ultimately also fosters the student’s professional identity.

Emotion Words Shape Emotion Percepts

PubMed Central

Gendron, Maria; Lindquist, Kristen A.; Barsalou, Lawrence; Barrett, Lisa Feldman

2015-01-01

People believe they see emotion written on the faces of other people. In an instant, simple facial actions are transformed into information about another's emotional state. The present research examined whether a perceiver unknowingly contributes to emotion perception with emotion word knowledge. We present 2 studies that together support a role for emotion concepts in the formation of visual percepts of emotion. As predicted, we found that perceptual priming of emotional faces (e.g., a scowling face) was disrupted when the accessibility of a relevant emotion word (e.g., anger) was temporarily reduced, demonstrating that the exact same face was encoded differently when a word was accessible versus when it was not. The implications of these findings for a linguistically relative view of emotion perception are discussed. PMID:22309717

Psychobiotics and the Manipulation of Bacteria-Gut-Brain Signals.

PubMed

Sarkar, Amar; Lehto, Soili M; Harty, Siobhán; Dinan, Timothy G; Cryan, John F; Burnet, Philip W J

2016-11-01

Psychobiotics were previously defined as live bacteria (probiotics) which, when ingested, confer mental health benefits through interactions with commensal gut bacteria. We expand this definition to encompass prebiotics, which enhance the growth of beneficial gut bacteria. We review probiotic and prebiotic effects on emotional, cognitive, systemic, and neural variables relevant to health and disease. We discuss gut-brain signalling mechanisms enabling psychobiotic effects, such as metabolite production. Overall, knowledge of how the microbiome responds to exogenous influence remains limited. We tabulate several important research questions and issues, exploration of which will generate both mechanistic insights and facilitate future psychobiotic development. We suggest the definition of psychobiotics be expanded beyond probiotics and prebiotics to include other means of influencing the microbiome. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Mentalizing about emotion and its relationship to empathy.

PubMed

Hooker, Christine I; Verosky, Sara C; Germine, Laura T; Knight, Robert T; D'Esposito, Mark

2008-09-01

Mentalizing involves the ability to predict someone else's behavior based on their belief state. More advanced mentalizing skills involve integrating knowledge about beliefs with knowledge about the emotional impact of those beliefs. Recent research indicates that advanced mentalizing skills may be related to the capacity to empathize with others. However, it is not clear what aspect of mentalizing is most related to empathy. In this study, we used a novel, advanced mentalizing task to identify neural mechanisms involved in predicting a future emotional response based on a belief state. Subjects viewed social scenes in which one character had a False Belief and one character had a True Belief. In the primary condition, subjects were asked to predict what emotion the False Belief Character would feel if they had a full understanding about the situation. We found that neural regions related to both mentalizing and emotion were involved when predicting a future emotional response, including the superior temporal sulcus, medial prefrontal cortex, temporal poles, somatosensory related cortices (SRC), inferior frontal gyrus and thalamus. In addition, greater neural activity in primarily emotion-related regions, including right SRC and bilateral thalamus, when predicting emotional response was significantly correlated with more self-reported empathy. The findings suggest that predicting emotional response involves generating and using internal affective representations and that greater use of these affective representations when trying to understand the emotional experience of others is related to more empathy.

The role of attention and relatedness in emotionally enhanced memory.

PubMed

Talmi, Deborah; Schimmack, Ulrich; Paterson, Theone; Moscovitch, Morris

2007-02-01

Examining the positive and negative pictures separately revealed that emotionally enhanced memory (EEM) for positive pictures was mediated by attention, with no significant influence of emotional arousal, whereas the reverse was true of negative pictures. Consistent with this finding, in Experiment 2 EEM for negative pictures was found even when task emphasis was manipulated so that equivalent attention was allocated to negative and neutral pictures. The results show that attention and semantic relatedness contribute to EEM, with the extent varying with emotional valence. Negative emotion can influence memory independently of these 2 factors. (c) 2007 APA, all rights reserved.

The Development of Emotional Face Processing during Childhood

ERIC Educational Resources Information Center

Batty, Magali; Taylor, Margot J.

2006-01-01

Our facial expressions give others the opportunity to access our feelings, and constitute an important nonverbal tool for communication. Many recent studies have investigated emotional perception in adults, and our knowledge of neural processes involved in emotions is increasingly precise. Young children also use faces to express their internal…

Promoting Social and Emotional Learning in Preschool

ERIC Educational Resources Information Center

DeMeulenaere, Michelle

2015-01-01

In this article, Michelle DeMeulenaere discusses social/emotional learning (SEL), with a focus on helping preschool children gain knowledge about feelings and getting along with others. SEL is the process in which children are able to acknowledge and recognize the emotions of others, develop empathy, make good decisions, establish friendships, and…

Framing deductive reasoning with emotional content: an fMRI study.

PubMed

Brunetti, M; Perrucci, M G; Di Naccio, M R; Ferretti, A; Del Gratta, C; Casadio, C; Romani, G L

2014-06-01

In the literature concerning the study of emotional effect on cognition, several researches highlight the mechanisms of reasoning ability and the influence of emotions on this ability. However, up to now, no neuroimaging study was specifically devised to directly compare the influence on reasoning performance of visual task-unrelated with semantic task-related emotional information. In the present functional fMRI study, we devised a novel paradigm in which emotionally negative vs. neutral visual stimuli (context) were used as primes, followed by syllogisms composed of propositions with emotionally negative vs. neutral contents respectively. Participants, in the MR scanner, were asked to assess the logical validity of the syllogisms. We have therefore manipulated the emotional state and arousal induced by the visual prime as well as the emotional interference exerted by the syllogism content. fMRI data indicated a medial prefrontal cortex deactivation and lateral/dorsolateral prefrontal cortex activation in conditions with negative context. Furthermore, a lateral/dorsolateral prefrontal cortex modulation caused by syllogism content was observed. Finally, behavioral data confirmed the influence of emotional task-related stimuli on reasoning ability, since the performance was worse in conditions with syllogisms involving negative emotions. Therefore, on the basis of these data, we conclude that emotional states can impair the performance in reasoning tasks by means of the delayed general reactivity, whereas the emotional content of the target may require a larger amount of top-down resources to be processed. Copyright © 2014 Elsevier Inc. All rights reserved.

Structure and functions of internal working models of attachment and their role for emotion regulation.

PubMed

Zimmermann, P

1999-12-01

The concept of organization in the service of adaptation has been applied to attachment theory (Sroufe & Waters, 1977) as well as to a variety of life sciences (Ryan, Kuhi & Deci, 1997). Internal working models (IWMs) are postulated as providing organizing structure to the attachment behavior system controlling attachment behaviors toward caregivers and, with increasing age, autonomous individual adaptation. While many theoretical specifications have been suggested on that topic (e.g. Bretherton, 1987, 1990; Bretherton & Munholland, 1999; Main, Kaplan & Cassidy, 1985; Sroufe & Fleeson, 1986), empirical studies focusing directly on the structure or functions of internal working models are rare. Knowledge about the structure and functioning of IWMs could add to the understanding of the developmental influences of the attachment organization across the life-span. In this paper two topics will be addressed shortly and related to an empirical investigation concerning the relationship between attachment representations during late adolescence and emotion regulation patterns: (1) structure and functions of IWMs in terms of information-processing and emotion and behavior regulation; and (2) the transfer from IWMs of self-with-attachment figures to adaptive personality structures based on autonomous self-regulation.

[Issues and difficulties in the relationship between patients and caregivers in painful sickle cell vaso-occlusive crisis].

PubMed

Dzierzynski, N; Stankovic Stojanovic, K; Georgin-Lavialle, S; Lionnet, F

2016-02-01

Sickle cell patients in acute pain situation experiment cognitive, behavioral and emotional changes that can accentuate their pain and disrupt communication with caregivers. On the other hand, caregivers have to face pain assessment difficulties and their own psychological reactions to their patient's pain. The gap between the patient's experience and caregiver's evaluation can lead to conflict and non-adherence treatment, and have a direct impact on the sickle cell disease prognosis. There is nothing inevitable about these phenomena, whose knowledge allows the action and opens up prospects for improving the management of sickle cell disease pain. This article is a narrative review updating the interactions between acute pain and some configurations, such as the inability to discern emotions, catastrophizing, post-traumatic stress or feeling ostracized. The overestimation of patient's addiction by caregivers also influences the pain itself. Open communication, as well as some treatments, medicated or not, a consistent institutional organization and a multidisciplinary approach altogether have an analgesic role by acting on pain cognitive and emotional components. Copyright © 2015 Société nationale française de médecine interne (SNFMI). Published by Elsevier SAS. All rights reserved.

Emotional Appeals in HIV Prevention Campaigns: Unintended Stigma Effects.

PubMed

Thainiyom, Prawit; Elder, Katherine

2017-07-01

The purpose of this study was to determine whether HIV/AIDS public service announcements (PSAs) that use emotional appeals have unintended effects of creating stigmatizing attitudes in their viewers. We analyzed data for 240 respondents located in the United States who were recruited online. Respondents were randomly assigned to one of 3 conditions, where they viewed a PSA with hope appeals, fear appeals, or non-emotional appeals. Respondents then answered a series of questions about their attitudes about HIV/AIDS; testing behavior; engagement with HIV/AIDS-related people, organizations, and issues; and HIV/AIDS knowledge. We then performed MANOVA analyses and Pearson correlations. There were no significant differences in stigmatizing attitudes and behavior across the 3 conditions. However, once the data were split by sex, men exposed to the hope condition had significantly higher stigmatizing attitudes towards people living with HIV/AIDS than men in the other 2 conditions. This result was unexpected and suggests that further research needs to be conducted with a more robust sample size to account for any moderating influences that might explain why a hopeful message that communicates togetherness would have a negative attitudinal impact on male viewers.

Missed opportunities-adolescents with a chronic condition (insulin-dependent diabetes mellitus) describe their cigarette-smoking trajectories and consider health risks.

PubMed

Regber, Susann; Kelly, Kristina Berg

2007-12-01

To enhance our knowledge on why adolescents with a chronic condition (insulin-dependent diabetes mellitus, IDDM) choose to smoke despite possible awareness of health risks. Twelve patients aged 15-20 with IDDM who smoked cigarettes volunteered to participate in qualitative interviews. The results were analyzed with content analysis according to Miles and Huberman 1994. One set confirmed what is earlier known on cigarette smoking among adolescents, such as plain exploring, needs to conform with group norms, identity needs and denial of risks. Other themes gave new insights. One was the emotional attitudes-or lack of emotions-expressed by important others, which exerted strong influences on the smoking trajectories. These emotions affected both initiation and motivation for quitting cigarette smoking and seemed crucial as means of meaningful communications concerning smoking. One theme was a flow path of cigarette smoking, which demonstrated opportunities for secondary prevention. Finally, developmental reasons for smoking and motivation for quitting could be described. There are several windows of opportunities to lower the risk of adolescents with IDDM and other chronic conditions from becoming and remaining smokers, as reported by young people themselves.

Moment-to-Moment Emotions during Reading

ERIC Educational Resources Information Center

Graesser, Arthur C.; D'Mello, Sidney

2012-01-01

Moment-to-moment emotions are affective states that dynamically change during reading and potentially influence comprehension. Researchers have recently identified these emotions and the emotion trajectories in reading, tutoring, and problem solving. The primary learning-centered emotions are boredom, frustration, confusion, flow (engagement),…

Emotional voice and emotional body postures influence each other independently of visual awareness.

PubMed

Stienen, Bernard M C; Tanaka, Akihiro; de Gelder, Beatrice

2011-01-01

Multisensory integration may occur independently of visual attention as previously shown with compound face-voice stimuli. We investigated in two experiments whether the perception of whole body expressions and the perception of voices influence each other when observers are not aware of seeing the bodily expression. In the first experiment participants categorized masked happy and angry bodily expressions while ignoring congruent or incongruent emotional voices. The onset between target and mask varied from -50 to +133 ms. Results show that the congruency between the emotion in the voice and the bodily expressions influences audiovisual perception independently of the visibility of the stimuli. In the second experiment participants categorized the emotional voices combined with masked bodily expressions as fearful or happy. This experiment showed that bodily expressions presented outside visual awareness still influence prosody perception. Our experiments show that audiovisual integration between bodily expressions and affective prosody can take place outside and independent of visual awareness.

When language gets emotional: irony and the embodiment of affect in discourse.

PubMed

Filik, Ruth; Hunter, Christian Mark; Leuthold, Hartmut

2015-03-01

Although there is increasing evidence to suggest that language is grounded in perception and action, the relationship between language and emotion is less well understood. We investigate the grounding of language in emotion using a novel approach that examines the relationship between the comprehension of a written discourse and the performance of affect-related motor actions (hand movements towards and away from the body). Results indicate that positively and negatively valenced words presented in context influence motor responses (Experiment 1), whilst valenced words presented in isolation do not (Experiment 3). Furthermore, whether discourse context indicates that an utterance should be interpreted literally or ironically can influence motor responding, suggesting that the grounding of language in emotional states can be influenced by discourse-level factors (Experiment 2). In addition, the finding of affect-related motor responses to certain forms of ironic language, but not to non-ironic control sentences, suggests that phrasing a message ironically may influence the emotional response that is elicited. Copyright © 2014. Published by Elsevier B.V.

Factors that influence physical function and emotional well-being among Medicare-Medicaid enrollees

PubMed Central

Wright, Kathy D.; Pepper, Ginette A.; Caserta, Michael; Wong, Bob; Brunker, Cherie P.; Morris, Diana L.; Burant, Christopher J.; Hazelett, Susan; Kropp, Denise; Allen, Kyle R.

2015-01-01

Dually enrolled Medicare-Medicaid older adults are a vulnerable population. We tested House's Conceptual Framework for Understanding Social Inequalities in Health and Aging in Medicare-Medicaid enrollees by examining the extent to which disparities indicators, which included race, age, gender, neighborhood poverty, education, income, exercise (e.g., walking), and physical activity (e.g., housework) influence physical function and emotional well-being. This secondary analysis included 337 Black (31%) and White (69%) older Medicare-Medicaid enrollees. Using path analysis, we determined that race, neighborhood poverty, education, and income did not influence physical function or emotional well-being. However, physical activity (e.g., housework) was associated with an increased self-report of physical function and emotional well-being of β = .23, p< .001; β = .17, p< .01, respectively. Future studies of factors that influence physical function and emotional well-being in this population should take into account health status indicators such as allostatic load, comorbidity, and perceived racism/discrimination. PMID:25784082

Iowa Gambling Task performance and emotional distress interact to predict risky sexual behavior in individuals with dual substance and HIV diagnoses

PubMed Central

Wardle, Margaret C.; Gonzalez, Raul; Bechara, Antoine; Martin-Thormeyer, Eileen M.

2013-01-01

HIV+ substance-dependent individuals (SDIs) show emotional distress and executive impairment, but in isolation these poorly predict sexual risk. We hypothesized that an executive measure sensitive to emotional aspects of judgment (Iowa Gambling Task; IGT) would identify HIV+ SDIs whose sexual risks were influenced by emotional distress. We assessed emotional distress and performance on several executive tasks in 190 HIV+ SDIs. IGT performance interacted significantly with emotional distress, such that only in better performers were distress and risk related. Our results are interpreted using the somatic marker hypothesis and indicate that the IGT identifies HIV+ SDIs for whom psychological distress influences HIV risk. PMID:20480423

Emotion and goal-directed behavior: ERP evidence on cognitive and emotional conflict

PubMed Central

Kanske, Philipp; Obermeier, Christian; Schröger, Erich; Kotz, Sonja A.

2015-01-01

Cognitive control supports goal-directed behavior by resolving conflict among opposing action tendencies. Emotion can trigger cognitive control processes, thus speeding up conflict processing when the target dimension of stimuli is emotional. However, it is unclear what role emotionality of the target dimension plays in the processing of emotional conflict (e.g. in irony). In two EEG experiments, we compared the influence of emotional valence of the target (emotional, neutral) in cognitive and emotional conflict processing. To maximally approximate real-life communication, we used audiovisual stimuli. Participants either categorized spoken vowels (cognitive conflict) or their emotional valence (emotional conflict), while visual information was congruent or incongruent. Emotional target dimension facilitated both cognitive and emotional conflict processing, as shown in a reduced reaction time conflict effect. In contrast, the N100 in the event-related potentials showed a conflict-specific reversal: the conflict effect was larger for emotional compared with neutral trials in cognitive conflict and smaller in emotional conflict. Additionally, domain-general conflict effects were observed in the P200 and N200 responses. The current findings confirm that emotions have a strong influence on cognitive and emotional conflict processing. They also highlight the complexity and heterogeneity of the interaction of emotion with different types of conflict. PMID:25925271

Avenues of Influence Cross-Cultural Implications (Briefing Charts)

DTIC Science & Technology

2012-11-01

cultural , Social Influence, Communication modality, Emotional contagion, Individualistic , Collectivistic , Group orientation, Behavioral influences 16...appeals to take additional training – Culture groups: Individualistic and Collectivistic – Six persuasive appeals will be used in the stimuli: rational...between media type and emotional contagion Does culture influence the impact of social proof? H4: Collectivistic cultures will engage in

Emotion recognition in borderline personality disorder: effects of emotional information on negative bias.

PubMed

Fenske, Sabrina; Lis, Stefanie; Liebke, Lisa; Niedtfeld, Inga; Kirsch, Peter; Mier, Daniela

2015-01-01

Borderline Personality Disorder (BPD) is characterized by severe deficits in social interactions, which might be linked to deficits in emotion recognition. Research on emotion recognition abilities in BPD revealed heterogeneous results, ranging from deficits to heightened sensitivity. The most stable findings point to an impairment in the evaluation of neutral facial expressions as neutral, as well as to a negative bias in emotion recognition; that is the tendency to attribute negative emotions to neutral expressions, or in a broader sense to report a more negative emotion category than depicted. However, it remains unclear which contextual factors influence the occurrence of this negative bias. Previous studies suggest that priming by preceding emotional information and also constrained processing time might augment the emotion recognition deficit in BPD. To test these assumptions, 32 female BPD patients and 31 healthy females, matched for age and education, participated in an emotion recognition study, in which every facial expression was preceded by either a positive, neutral or negative scene. Furthermore, time constraints for processing were varied by presenting the facial expressions with short (100 ms) or long duration (up to 3000 ms) in two separate blocks. BPD patients showed a significant deficit in emotion recognition for neutral and positive facial expression, associated with a significant negative bias. In BPD patients, this emotion recognition deficit was differentially affected by preceding emotional information and time constraints, with a greater influence of emotional information during long face presentations and a greater influence of neutral information during short face presentations. Our results are in line with previous findings supporting the existence of a negative bias in emotion recognition in BPD patients, and provide further insights into biased social perceptions in BPD patients.

Identifying emotional intelligence in professional nursing practice.

PubMed

Kooker, Barbara Molina; Shoultz, Jan; Codier, Estelle E

2007-01-01

The National Center for Health Workforce Analysis projects that the shortage of registered nurses in the United States will double by 2010 and will nearly quadruple to 20% by 2015 (Bureau of Health Professionals Health Resources and Services Administration. [2002]. Projected supply, demand, and shortages of registered nurses, 2000-2020 [On-line]. Available: http:bhpr.hrsa.gov/healthworkforce/reports/rnprojects/report.htm). The purpose of this study was to use the conceptual framework of emotional intelligence to analyze nurses' stories about their practice to identify factors that could be related to improved nurse retention and patient/client outcomes. The stories reflected evidence of the competencies and domains of emotional intelligence and were related to nurse retention and improved outcomes. Nurses recognized their own strengths and limitations, displayed empathy and recognized client needs, nurtured relationships, used personal influence, and acted as change agents. Nurses were frustrated when organizational barriers conflicted with their knowledge/intuition about nursing practice, their communications were disregarded, or their attempts to create a shared vision and teamwork were ignored. Elements of professional nursing practice, such as autonomy, nurse satisfaction, respect, and the professional practice environment, were identified in the excerpts of the stories. The shortage of practicing nurses continues to be a national issue. The use of emotional intelligence concepts may provide fresh insights into ways to keep nurses engaged in practice and to improve nurse retention and patient/client outcomes.

The influence of political ideology and trust on willingness to vaccinate.

PubMed

Baumgaertner, Bert; Carlisle, Juliet E; Justwan, Florian

2018-01-01

In light of the increasing refusal of some parents to vaccinate children, public health strategies have focused on increasing knowledge and awareness based on a "knowledge-deficit" approach. However, decisions about vaccination are based on more than mere knowledge of risks, costs, and benefits. Individual decision making about vaccinating involves many other factors including those related to emotion, culture, religion, and socio-political context. In this paper, we use a nationally representative internet survey in the U.S. to investigate socio-political characteristics to assess attitudes about vaccination. In particular, we consider how political ideology and trust affect opinions about vaccinations for flu, pertussis, and measles. Our findings demonstrate that ideology has a direct effect on vaccine attitudes. In particular, conservative respondents are less likely to express pro-vaccination beliefs than other individuals. Furthermore, ideology also has an indirect effect on immunization propensity. The ideology variable predicts an indicator capturing trust in government medical experts, which in turn helps to explain individual-level variation with regards to attitudes about vaccine choice.

Instructed knowledge shapes feedback-driven aversive learning in striatum and orbitofrontal cortex, but not the amygdala

PubMed Central

Atlas, Lauren Y; Doll, Bradley B; Li, Jian; Daw, Nathaniel D; Phelps, Elizabeth A

2016-01-01

Socially-conveyed rules and instructions strongly shape expectations and emotions. Yet most neuroscientific studies of learning consider reinforcement history alone, irrespective of knowledge acquired through other means. We examined fear conditioning and reversal in humans to test whether instructed knowledge modulates the neural mechanisms of feedback-driven learning. One group was informed about contingencies and reversals. A second group learned only from reinforcement. We combined quantitative models with functional magnetic resonance imaging and found that instructions induced dissociations in the neural systems of aversive learning. Responses in striatum and orbitofrontal cortex updated with instructions and correlated with prefrontal responses to instructions. Amygdala responses were influenced by reinforcement similarly in both groups and did not update with instructions. Results extend work on instructed reward learning and reveal novel dissociations that have not been observed with punishments or rewards. Findings support theories of specialized threat-detection and may have implications for fear maintenance in anxiety. DOI: http://dx.doi.org/10.7554/eLife.15192.001 PMID:27171199

The neural correlates of emotion alignment in social interaction.

PubMed

Prehn, Kristin; Korn, Christoph W; Bajbouj, Malek; Klann-Delius, Gisela; Menninghaus, Winfried; Jacobs, Arthur M; Heekeren, Hauke R

2015-03-01

Talking about emotion and sharing emotional experiences is a key component of human interaction. Specifically, individuals often consider the reactions of other people when evaluating the meaning and impact of an emotional stimulus. It has not yet been investigated, however, how emotional arousal ratings and physiological responses elicited by affective stimuli are influenced by the rating of an interaction partner. In the present study, pairs of participants were asked to rate and communicate the degree of their emotional arousal while viewing affective pictures. Strikingly, participants adjusted their arousal ratings to match up with their interaction partner. In anticipation of the affective picture, the interaction partner's arousal ratings correlated positively with activity in anterior insula and prefrontal cortex. During picture presentation, social influence was reflected in the ventral striatum, that is, activity in the ventral striatum correlated negatively with the interaction partner's ratings. Results of the study show that emotional alignment through the influence of another person's communicated experience has to be considered as a complex phenomenon integrating different components including emotion anticipation and conformity. © The Author (2014). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

The effects of negative emotions on sensory perception: fear but not anger decreases tactile sensitivity.

PubMed

Kelley, Nicholas J; Schmeichel, Brandon J

2014-01-01

Emotions and sensory perceptions are closely intertwined. Of the five senses, sight has been by far the most extensively studied sense in emotion research. Relatively less is known about how emotions influence the other four senses. Touch is essential for nonverbal communication in both humans and other animals. The current investigation tested competing hypotheses about the effect of fear on tactile perception. One hypothesis based on evolutionary considerations predicts that fear enhances sensory perception, including tactile sensitivity. A competing hypothesis based on research on peripheral psychophysiology predicts that fear should decrease tactile sensitivity. Two experiments that induced negative emotional states and measured two-point discrimination ability at the fingertip found that fear reduces tactile sensitivity relative to anger or a neutral control condition (Studies 1 and 2). These findings did not appear to be driven by participants' naïve beliefs about the influence of emotions on touch (Study 3). The results represent the first evidence of the causal impact of emotional states on tactile sensitivity, are consistent with prior evidence for the peripheral physiological effects of fear, and offer novel empirical grounds for developing and advancing theories of emotional influences on sensory perception.

The effects of negative emotions on sensory perception: fear but not anger decreases tactile sensitivity

PubMed Central

Kelley, Nicholas J.; Schmeichel, Brandon J.

2014-01-01

Emotions and sensory perceptions are closely intertwined. Of the five senses, sight has been by far the most extensively studied sense in emotion research. Relatively less is known about how emotions influence the other four senses. Touch is essential for nonverbal communication in both humans and other animals. The current investigation tested competing hypotheses about the effect of fear on tactile perception. One hypothesis based on evolutionary considerations predicts that fear enhances sensory perception, including tactile sensitivity. A competing hypothesis based on research on peripheral psychophysiology predicts that fear should decrease tactile sensitivity. Two experiments that induced negative emotional states and measured two-point discrimination ability at the fingertip found that fear reduces tactile sensitivity relative to anger or a neutral control condition (Studies 1 and 2). These findings did not appear to be driven by participants’ naïve beliefs about the influence of emotions on touch (Study 3). The results represent the first evidence of the causal impact of emotional states on tactile sensitivity, are consistent with prior evidence for the peripheral physiological effects of fear, and offer novel empirical grounds for developing and advancing theories of emotional influences on sensory perception. PMID:25202299

Analyzing How Emotion Awareness Influences Students' Motivation, Engagement, Self-Regulation and Learning Outcome

ERIC Educational Resources Information Center

Arguedas, Marta; Daradoumis, Thanasis; Xhafa, Fatos

2016-01-01

Considering social and emotional competence in learning, "emotion awareness" aims to detect the emotions that students show during their learning interactions and make these emotions explicit to them. Being aware of their emotions, students become more conscious of their situation, what may prompt them to behavioral change. The main goal…

Emotion and autobiographical memory

NASA Astrophysics Data System (ADS)

Holland, Alisha C.; Kensinger, Elizabeth A.

2010-03-01

Autobiographical memory encompasses our recollections of specific, personal events. In this article, we review the interactions between emotion and autobiographical memory, focusing on two broad ways in which these interactions occur. First, the emotional content of an experience can influence the way in which the event is remembered. Second, emotions and emotional goals experienced at the time of autobiographical retrieval can influence the information recalled. We discuss the behavioral manifestations of each of these types of interactions and describe the neural mechanisms that may support those interactions. We discuss how findings from the clinical literature (e.g., regarding depression) and the social psychology literature (e.g., on emotion regulation) might inform future investigations of the interplay between the emotions experienced at the time of retrieval and the memories recalled, and we present ideas for future research in this domain.

Configural and Featural Face Processing Influences on Emotion Recognition in Schizophrenia and Bipolar Disorder.

PubMed

Van Rheenen, Tamsyn E; Joshua, Nicole; Castle, David J; Rossell, Susan L

2017-03-01

Emotion recognition impairments have been demonstrated in schizophrenia (Sz), but are less consistent and lesser in magnitude in bipolar disorder (BD). This may be related to the extent to which different face processing strategies are engaged during emotion recognition in each of these disorders. We recently showed that Sz patients had impairments in the use of both featural and configural face processing strategies, whereas BD patients were impaired only in the use of the latter. Here we examine the influence that these impairments have on facial emotion recognition in these cohorts. Twenty-eight individuals with Sz, 28 individuals with BD, and 28 healthy controls completed a facial emotion labeling task with two conditions designed to separate the use of featural and configural face processing strategies; part-based and whole-face emotion recognition. Sz patients performed worse than controls on both conditions, and worse than BD patients on the whole-face condition. BD patients performed worse than controls on the whole-face condition only. Configural processing deficits appear to influence the recognition of facial emotions in BD, whereas both configural and featural processing abnormalities impair emotion recognition in Sz. This may explain discrepancies in the profiles of emotion recognition between the disorders. (JINS, 2017, 23, 287-291).

Influence of different positive emotions on persuasion processing: a functional evolutionary approach.

PubMed

Griskevicius, Vladas; Shiota, Michelle N; Neufeld, Samantha L

2010-04-01

Much research has found that positive affect facilitates increased reliance on heuristics in cognition. However, theories proposing distinct evolutionary fitness-enhancing functions for specific positive emotions also predict important differences among the consequences of different positive emotion states. Two experiments investigated how six positive emotions influenced the processing of persuasive messages. Using different methods to induce emotions and assess processing, we showed that the positive emotions of anticipatory enthusiasm, amusement, and attachment love tended to facilitate greater acceptance of weak persuasive messages (consistent with previous research), whereas the positive emotions of awe and nurturant love reduced persuasion by weak messages. In addition, a series of mediation analyses suggested that the effects distinguishing different positive emotions from a neutral control condition were best accounted for by different mediators rather than by one common mediator. These findings build upon approaches that link affective valence to certain types of processing, documenting emotion-specific effects on cognition that are consistent with functional evolutionary accounts of discrete positive emotions. Copyright 2010 APA, all rights reserved.

Emotion Regulation and Emotion Coherence: Evidence for Strategy-Specific Effects

PubMed Central

Dan-Glauser, Elise S.; Gross, James J.

2014-01-01

One of the central tenets of emotion theory is that emotions involve coordinated changes across experiential, behavioral, and physiological response domains. Surprisingly little is known, however, on how the strength of this emotion coherence is altered when people try to regulate their emotions. To address this issue, we recorded experiential, behavioral, and physiological responses while participants watched negative and positive pictures. Cross-correlations were used to quantify emotion coherence. Study 1 tested how two types of suppression (expressive and physiological) influence coherence. Results showed that both strategies decreased the response coherence measured in negative and positive contexts. Study 2 tested how multi-channel suppression (simultaneously targeting expressive and physiological responses) and acceptance influence emotion coherence. Results again showed that suppression decreased coherence. By contrast, acceptance was not significantly different from the unregulated condition. These findings help to clarify the nature of emotion response coherence by showing how different forms of emotion regulation may differentially affect it. PMID:23731438

Managing stress: the influence of gender, age and emotion regulation on coping among university students in Botswana

PubMed Central

Monteiro, Nicole M.; Balogun, Shyngle K.; Oratile, Kutlo N.

2014-01-01

This study focused on the influence of gender, age and emotion regulation on coping strategies among university students in Botswana. Sixty-four males and 64 females, ranging in age from 18 to 29 years completed the Difficulty in Emotion Regulation Scale and the Coping Strategy Inventory. Female students used wishful thinking and problem-focused disengagement more than male students; however, there were no other significant gender differences in coping strategies. Older students were more likely to use problem-solving, cognitive restructuring and express emotion coping strategies. In addition, problems in emotion regulation significantly predicted problem-and emotion-focused engagement, problem- and emotion-focused disengagement and coping strategies. There was a unique finding that non-acceptance of emotional responses, a type of emotion suppression, was positively correlated with problem solving, cognitive restructuring, expressing emotion, social support, problem avoidance and wishful thinking coping strategies. Cultural context and implications for student well-being and university support are discussed. PMID:24910491

Informational need of emotional stress

NASA Astrophysics Data System (ADS)

Simonov, P. V.; Frolov, M. V.

According to the informational theory of emotions[1], emotions in humans depend on the power of some need (motivation) and the estimation by the subject of the probability (possibility) of the need staisfaction (the goal achievement). Low probability of need satisfaction leads to negative emotions, actively minimized by the subject. Increased probability of satisfaction, as compared to earlier forecast, generates positive emotions, which the subject tries to maximize, i.e. to enhance, to prolong, to repeat. The informational theory of emotions encompasses their reflective function, the laws of their appearance, the regulatory significance of emotions, and their role in organization of behavior. The level of emotional stress influences the operator's performance. A decrease in the emotional tonus leads to drowsiness, lack of vigilance, missing of significant signals and to slower reactions. An extremely high stress level disorganizes the activity, complicates it with a trend toward incorrect actions and reactions to insignificant signals (false alarms). The neurophysiological mechanisms of the influence of emotions on perceptual activity and operator performance as well as the significance of individuality are discussed.

Implicit emotion regulation affects outcome evaluation

PubMed Central

Yang, Qiwei; Tang, Ping; Luo, Wenbo; Luo, Yue-jia

2015-01-01

Efficient implicit emotion regulation processes, which run without awareness, are important for human well-being. In this study, to investigate the influence of implicit emotion regulation on psychological and electrophysiological responses to gains and losses, participants were required to select between two Chinese four-character idioms to match the meaning of the third one before they performed a monetary gambling task. According to whether their meanings were related to emotion regulation, the idioms fell into two categories. Event-related potentials and self-rating emotional experiences to outcome feedback were recorded during the task. Priming emotion regulation reduced subjective emotional experience to both gains and losses and the amplitudes of the feedback-related negativity, while the P3 component was not influenced. According to these results, we suggest that the application of implicit emotion regulation effectively modulated the subjective emotional experience and the motivational salience of current outcomes without the cost of cognitive resources. This study implicates the potential significance of implicit emotion regulation in decision-making processes. PMID:25332404

Influences of parent and child negative emotionality on young children's everyday behaviors.

PubMed

Slatcher, Richard B; Trentacosta, Christopher J

2012-10-01

Negative emotionality is linked to unfavorable life outcomes, but studies have yet to examine negative emotionality of parents and children as predictors of children's problem behaviors and negative emotion word use in everyday life. This study used a novel naturalistic recording device called the Electronically Activated Recorder to investigate the separate and interactive influences of parent and child negative emotionality on daily child behaviors in a sample of 35 preschool-aged children over two time points separated by 1 year. Fathers' negative emotionality predicted children's whining at Time 1; mothers' negative emotionality predicted children's negative emotion word use at Time 1 and increases in children's arguing/fighting from Time 1 to Time 2. Parents' ratings of child negative emotionality also were associated with increases in children's arguing/fighting from Time 1 to Time 2, and child negative emotionality moderated the association between mothers' negative emotionality and children's arguing/fighting. Further, children with mothers high in negative emotionality displayed higher levels of problem behaviors when their mothers self-reported low levels of positive emotional expressiveness and/or high levels of negative emotional expressiveness. These findings offer preliminary evidence linking parent and child negative emotionality to everyday child behaviors and suggest that emotional expressiveness may play a key role in moderating the links between maternal negative emotionality and child behavioral problems.

Narrative versus Non-narrative: The Role of Identification, Transportation and Emotion in Reducing Health Disparities

PubMed Central

Murphy, Sheila T.; Frank, Lauren B.; Chatterjee, Joyee S.; Baezconde-Garbanati, Lourdes

2013-01-01

This research empirically tests whether using a fictional narrative produces a greater impact on health-related knowledge, attitudes, and behavioral intention than presenting the identical information in a more traditional, nonfiction, non-narrative format. European American, Mexican American, and African American women (N = 758) were surveyed before and after viewing either a narrative or non-narrative cervical cancer-related film. The narrative was more effective in increasing cervical cancer-related knowledge and attitudes. Moreover, in response to the narrative featuring Latinas, Mexican Americans were most transported, identified most with the characters, and experienced the strongest emotions. Regressions revealed that transportation, identification with specific characters, and emotion each contributed to shifts in knowledge, attitudes, and behavioral intentions. Thus, narrative formats may provide a valuable tool in reducing health disparities. PMID:24347679

Context-Inappropriate Anger, Emotion Knowledge Deficits, and Negative Social Experiences in Preschool

PubMed Central

Locke, Robin L.; Miller, Alison L.; Seifer, Ronald; Heinze, Justin E.

2015-01-01

This study examined contextually-inappropriate (CI) anger in relation to emotion recognition and situation knowledge, negative social experiences, and externalizing behavior among low-income 4-year-olds attending Head Start (n=134). Approximately one-quarter of children (23%) showed anger when presented with positive/neutral slides and videos (valence-incongruent CI anger), whereas 2/5 of children (40%) showed anger when presented with negative slides and videos (valence-congruent CI anger). Valence-incongruent CI anger was associated with lower emotion situation knowledge (for boys only), more self-reported peer rejection and loneliness, and greater negative nominations by teachers and peers. Both valence-incongruent and (for boys only) valence-congruent CI anger were positively associated with externalizing behavior. Overall, valence-incongruent CI anger was more strongly associated with negative child outcomes than valence-congruent CI anger. PMID:26376288

Parent-child discussions of anger and sadness: the importance of parent and child gender during middle childhood.

PubMed

Zeman, Janice; Perry-Parrish, Carisa; Cassano, Michael

2010-01-01

This chapter provides conceptual background and empirical evidence that parental emotion socialization continues well into middle childhood and is influenced by the social context. Data are presented to illustrate the influence of parent and child gender on parental socialization of emotion in 113 Caucasian, middle-class children. Mothers and fathers discussed historical sadness- and anger-eliciting events with their sons and daughters. Fathers appear to play a unique role in sadness socialization whereas mothers' influence seems distinctive for the socialization of anger. Socialization of emotion is a transactional process in which parents and children are both socializing agents and emotion regulators. (c) Wiley Periodicals, Inc.

Death attitudes and positive coping in Spanish nursing undergraduates: a cross-sectional and correlational study.

PubMed

Edo-Gual, Montserrat; Monforte-Royo, Cristina; Aradilla-Herrero, Amor; Tomás-Sábado, Joaquín

2015-09-01

To analyse the relationship between death attitudes, emotional intelligence, resilience and self-esteem in a sample of nursing undergraduates. The death attitudes held by nursing students may influence the care they offer to end-of-life patients and their families. Emotional intelligence, resilience and self-esteem are important social and emotional competencies for coping positively with death and dying. Cross-sectional and correlational study. Participants were 760 nursing undergraduates from four nursing schools in Spain. Data were collected in 2013-2014. The students responded anonymously to a self-report questionnaire that gathered socio-demographic data and which assessed the following aspects: fear of death (Collett-Lester Fear of Death Scale), death anxiety (Death Anxiety Inventory-Revised), perceived emotional intelligence (Trait Meta-Mood Scale, with its three dimensions: attention, clarity and repair), resilience (Brief Resilient Coping Scale) and self-esteem (Rosenberg Self-Esteem Scale). In addition to descriptive statistics, analyses of variance, mean differences, correlations and regression analyses were computed. Linear regression analysis indicated that attention to feelings, resilience and self-esteem are the significant predictors of death anxiety. The results show that death anxiety and fear of death are modulated by social and emotional competencies associated with positive coping. The training offered to future nurses should include not only scientific knowledge and technical skills but also strategies for developing social and emotional competencies. In this way, they will be better equipped to cope positively and constructively with the suffering and death they encounter at work, thus helping them to offer compassionate patient-centred care and minimising the distress they experience in the process. © 2015 John Wiley & Sons Ltd.

Don't bet on it! Wagering as a measure of awareness in decision making under uncertainty.

PubMed

Konstantinidis, Emmanouil; Shanks, David R

2014-12-01

Can our decisions be guided by unconscious or implicit influences? According to the somatic marker hypothesis, emotion-based signals can guide our decisions in uncertain environments outside awareness. Postdecision wagering, in which participants make wagers on the outcomes of their decisions, has been recently proposed as an objective and sensitive measure of conscious content. In 5 experiments we employed variations of a classic decision-making assessment, the Iowa Gambling Task, in combination with wagering in order to investigate the role played by unconscious influences. We examined the validity of postdecision wagering by comparing it with alternative measures of conscious knowledge, specifically confidence ratings and quantitative questions. Consistent with a putative role for unconscious influences, in Experiments 2 and 3 we observed a lag between choice accuracy and the onset of advantageous wagering. However, the lag was eliminated by a change in the wagering payoff matrix (Experiment 2) and by a switch from a binary wager response to either a binary or a 4-point confidence response (Experiment 3), and wagering underestimated awareness compared to explicit quantitative questions (Experiments 1 and 4). Our results demonstrate the insensitivity of postdecision wagering as a direct measure of conscious knowledge and challenge the claim that implicit processes influence decision making under uncertainty. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Correlates of parental feeding practices with pre-schoolers: Parental body image and eating knowledge, attitudes, and behaviours.

PubMed

Damiano, Stephanie R; Hart, Laura M; Paxton, Susan J

2016-06-01

Parental feeding practices have been linked to eating and weight status in young children; however, more research is needed to understand what influences these feeding practices. The aim of this study was to examine how parental feeding practices that are linked to unhealthy eating patterns in young children, are related to parental body image and eating knowledge, attitudes, and behaviours . Participants were 330 mothers of a 2- to 6-year-old child. Mothers completed measures of knowledge of child body image and eating patterns, overvaluation of weight and shape, internalization of general media and athletic ideals, dieting, and parental feeding practices. Higher maternal knowledge of strategies to promote positive child body image and eating patterns predicted lower weight restriction, instrumental, emotional, and pushing to eat feeding practices. Overvaluation of weight and shape predicted use of fat restriction. Maternal internalization of the athletic ideal predicted instrumental and pushing to eat feeding practices. As these feeding practices have been associated with long-term risk of children's weight gain and/or disordered eating, these findings highlight the need for prevention interventions to target knowledge, attitudes, and behaviours of parents of pre-schoolers. Copyright © 2016 Elsevier Ltd. All rights reserved.

Expert Knowledge Influences Decision-Making for Couples Receiving Positive Prenatal Chromosomal Microarray Testing Results.

PubMed

Rubel, M A; Werner-Lin, A; Barg, F K; Bernhardt, B A

2017-09-01

To assess how participants receiving abnormal prenatal genetic testing results seek information and understand the implications of results, 27 US female patients and 12 of their male partners receiving positive prenatal microarray testing results completed semi-structured phone interviews. These interviews documented participant experiences with chromosomal microarray testing, understanding of and emotional response to receiving results, factors affecting decision-making about testing and pregnancy termination, and psychosocial needs throughout the testing process. Interview data were analyzed using a modified grounded theory approach. In the absence of certainty about the implications of results, understanding of results is shaped by biomedical expert knowledge (BEK) and cultural expert knowledge (CEK). When there is a dearth of BEK, as in the case of receiving results of uncertain significance, participants rely on CEK, including religious/spiritual beliefs, "gut instinct," embodied knowledge, and social network informants. CEK is a powerful platform to guide understanding of prenatal genetic testing results. The utility of culturally situated expert knowledge during testing uncertainty emphasizes that decision-making occurs within discourses beyond the biomedical domain. These forms of "knowing" may be integrated into clinical consideration of efficacious patient assessment and counseling.

The Differential Influences of Parenting and Child Narrative Coherence on the Development of Emotion Recognition

ERIC Educational Resources Information Center

Berzenski, Sara R.; Yates, Tuppett M.

2017-01-01

The ability to recognize and label emotions serves as a building block by which children make sense of the world and learn how to interact with social partners. However, the timing and salience of influences on emotion recognition development are not fully understood. Path analyses evaluated the contributions of parenting and child narrative…

'Sometimes people let love conquer them': how love, intimacy, and trust in relationships between men who have sex with men influence perceptions of sexual risk and sexual decision-making.

PubMed

Goldenberg, Tamar; Finneran, Catherine; Andes, Karen L; Stephenson, Rob

2015-01-01

Men who have sex with men account for a disproportionate burden of HIV incidence in the USA. Although much research has examined the drivers of sexual risk-taking, the emotional contexts in which men make sexual decisions has received little attention. In this three-phase, 10-week longitudinal qualitative study involving 25 gay and bisexual men, we used timeline-based interviews and quantitative web-based diaries about sexual and/or dating partners to examine how emotions influence HIV risk perceptions and sexual decision-making. Participants described love, intimacy, and trust as reducing HIV risk perceptions and facilitating engagement in condomless anal intercourse. Lust was not as linked with risk perceptions, but facilitated non condom-use through an increased willingness to engage in condomless anal intercourse, despite perceptions of risk. Results indicate that gay and bisexual men do not make sexual decisions in an emotional vacuum. Emotions influence perceptions of risk so that they do not necessarily align with biological risk factors. Emotional influences, especially the type and context of emotions, are important to consider to improve HIV prevention efforts among gay and bisexual men.

How does context affect assessments of facial emotion? The role of culture and age

PubMed Central

Ko, Seon-Gyu; Lee, Tae-Ho; Yoon, Hyea-Young; Kwon, Jung-Hye; Mather, Mara

2010-01-01

People from Asian cultures are more influenced by context in their visual processing than people from Western cultures. In this study, we examined how these cultural differences in context processing affect how people interpret facial emotions. We found that younger Koreans were more influenced than younger Americans by emotional background pictures when rating the emotion of a central face, especially those younger Koreans with low self-rated stress. In contrast, among older adults, neither Koreans nor Americans showed significant influences of context in their face emotion ratings. These findings suggest that cultural differences in reliance on context to interpret others' emotions depend on perceptual integration processes that decline with age, leading to fewer cultural differences in perception among older adults than among younger adults. Furthermore, when asked to recall the background pictures, younger participants recalled more negative pictures than positive pictures, whereas older participants recalled similar numbers of positive and negative pictures. These age differences in the valence of memory were consistent across culture. PMID:21038967

A New Program in pain medicine for medical students: Integrating core curriculum knowledge with emotional and reflective development

PubMed Central

Murinson, Beth B.; Nenortas, Elizabeth; Mayer, R. Sam; Mezei, Lina; Kozachik, Sharon; Nesbit, Suzanne; Haythornthwaite, Jennifer A.; Campbell, James N.

2010-01-01

Objective Improvements in clinical pain care have not matched advances in scientific knowledge, and innovations in medical education are needed. Several streams of evidence indicate that pain education needs to address both the affective and cognitive dimensions of pain. Our aim was to design and deliver a new course in pain establishing foundation-level knowledge while comprehensively addressing the emotional development needs in this area. Setting 118 first year medical students at Johns Hopkins School of Medicine. Outcome measures Performance was measured by multiple choice tests of pain knowledge, attendance, reflective pain portfolios and satisfaction measures. Results Domains of competence in pain knowledge included central and peripheral pain signaling, pharmacological management of pain with standard analgesic medications, neuromodulating agents and opioids; cancer pain, musculoskeletal pain, nociceptive, inflammatory, neuropathic, geriatric, and pediatric pain. Socio-emotional development (portfolio) work focused on increasing awareness of pain affect in self and others and enhancing the commitment to excellence in pain care. Reflections included observations on a brief pain experience (cold pressor test), the multi-dimensionality of pain, the role of empathy and compassion in medical care, the positive characteristics of pain-care role models, the complex feelings engendered by pain and addiction including frustration and disappointment, and aspirations and commitments in clinical medicine. The students completing feedback expressed high levels of interest in pain medicine as a result of the course. Discussion We conclude that a four-day pain course incorporating sessions with pain- specialists, pain medicine knowledge, and design-built elements to strengthen emotional skills is an effective educational approach. PMID:21276187

The Relations of Preschool Children's Emotion Knowledge and Socially Appropriate Behaviors to Peer Likability

ERIC Educational Resources Information Center

Sette, Stefania; Spinrad, Tracy L.; Baumgartner, Emma

2017-01-01

The purpose of the present study was to examine the relations of children's emotion knowledge (and its components) and socially appropriate behavior to peer likability in a sample of Italian preschool children at two time-points. At both Time 1 (T1; n = 46 boys, 42 girls) and a year later at Time 2 (T2; n = 26 boys, 22 girls), children's emotion…

The effect of emotion and physician communication behaviors on surrogates' life-sustaining treatment decisions: a randomized simulation experiment.

PubMed

Barnato, Amber E; Arnold, Robert M

2013-07-01

Surrogate decision makers for critically ill patients experience strong negative emotional states. Emotions influence risk perception, risk preferences, and decision making. We sought to explore the effect of emotional state and physician communication behaviors on surrogates' life-sustaining treatment decisions. 5 × 2 between-subject randomized factorial experiment. Web-based simulated interactive video meeting with an intensivist to discuss code status. Community-based participants 35 and older who self-identified as the surrogate for a parent or spouse recruited from eight U.S. cities through public advertisements. Block random assignment to emotion arousal manipulation and each of the four physician communication behaviors. Surrogate's code status decision (cardiopulmonary resuscitation vs do not resuscitate/allow natural death). Two hundred fifty-six of 373 respondents (69%) logged-in and were randomized: average age was 50; 70% were surrogates for a parent; 63.5% were women; 76% were white, 11% black, and 9% Asian; and 81% were college educated. When asked about code status, 56% chose cardiopulmonary resuscitation. The emotion arousal manipulation increased the score on depression-dejection scale (β = 1.76 [0.58 - 2.94]) but did not influence cardiopulmonary resuscitation choice. Physician attending to emotion and framing the decision as the patient's rather than the surrogate's did not influence cardiopulmonary resuscitation choice. Framing no cardiopulmonary resuscitation as the norm rather than cardiopulmonary resuscitation resulted in fewer surrogates choosing cardiopulmonary resuscitation (48% vs 64%, odds ratio, 0.52 [95% CI, 0.32-0.87]), as did framing the alternative to cardiopulmonary resuscitation as "allow natural death" rather than do not resuscitate (49% vs 61%, odds ratio, 0.58 [95% CI, 0.35-0.96]). Experimentally induced emotional state did not influence code status decisions, although small changes in physician communication behaviors substantially influenced this decision.

Irony comprehension: social conceptual knowledge and emotional response.

PubMed

Akimoto, Yoritaka; Sugiura, Motoaki; Yomogida, Yukihito; Miyauchi, Carlos Makoto; Miyazawa, Shiho; Kawashima, Ryuta

2014-04-01

Verbal irony conveys various emotional messages, from criticism to humor, that differ from the meaning of the actual words. To understand irony, we need conceptual knowledge of irony in addition to an understanding of context. We investigated the neural mechanism of irony comprehension, focusing on two overlooked issues: conceptual knowledge and emotional response. We studied 35 healthy subjects who underwent functional MRI. During the scan, the subject examined first-person-view stories describing verbal interactions, some of which included irony directed toward the subject. After MRI, the subject viewed the stories again and rated the degree of irony, humor, and negative emotion evoked by the statements. We identified several key findings about irony comprehension: (1) the right anterior superior temporal gyrus may be responsible for representing social conceptual knowledge of irony, (2) activation in the medial prefrontal cortex and the right anterior inferior temporal gyrus might underlie the understanding of context, (3) modulation of activity in the right amygdala, hippocampus, and parahippocampal gyrus is associated with the degree of irony perceived, and (4) modulation of activity in the right dorsolateral prefrontal cortex varies with the degree of humor perceived. Our results clarified the differential contributions of the neural loci of irony comprehension, enriching our understanding of pragmatic language communication from a social behavior point of view. Copyright © 2013 Wiley Periodicals, Inc.

Extending emotion and decision-making beyond the laboratory: The promise of palliative care contexts.

PubMed

Ferrer, Rebecca A; Padgett, Lynne; Ellis, Erin M

2016-08-01

Although laboratory-based research on emotion and decision-making holds the distinct advantage of rigorous experimental control conditions that allow causal inferences, the question of how findings in a laboratory generalize to real-world settings remains. Identifying ecologically valid, real-world opportunities to extend laboratory findings is a valuable means of advancing this field. Palliative care-or care intended to provide relief from serious illness and aging-related complications during treatment or at the end of life-provides a particularly rich opportunity for such work. Here, we present an overview of palliative care, summarize existing research on emotion and palliative care decision-making, highlight challenges associated with conducting such research, outline examples of collaborative projects leveraging palliative care as a context for generating fundamental knowledge about emotion and decision-making, and describe the resources and collaborations necessary to conduct this type of research. In sum, palliative care holds unique promise as an emotionally laden context in which to answer fundamental questions about emotion and decision-making that extends our theoretical understanding of the role of emotion in high-stakes decision-making while simultaneously generating knowledge that can improve palliative care implementation. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Child cortisol moderates the association between family routines and emotion regulation in low-income children

PubMed Central

Miller, Alison L.; Song, Ju-Hyun; Sturza, Julie; Lumeng, Julie C.; Rosenblum, Katherine; Kaciroti, Niko; Vazquez, Delia M.

2018-01-01

Biological and social influences both shape emotion regulation. In 380 low-income children, we tested whether biological stress profile (cortisol) moderated the association among positive and negative home environment factors (routines; chaos) and emotion regulation (negative lability; positive regulation). Children (M age = 50.6, SD = 6.4 months) provided saliva samples to assess diurnal cortisol parameters across 3 days. Parents reported on home environment and child emotion regulation. Structural equation modeling was used to test whether cortisol parameters moderated associations between home environment and child emotion regulation. Results showed that home chaos was negatively associated with emotion regulation outcomes; cortisol did not moderate the association. Child cortisol level moderated the routines-emotion regulation association such that lack of routine was most strongly associated with poor emotion regulation among children with lower cortisol output. Findings suggest that underlying child stress biology may shape response to environmental influences. PMID:27594200

The Case for Using Personally Relevant and Emotionally Stimulating Gambling Messages as a Gambling Harm-Minimisation Strategy.

PubMed

Harris, Andrew; Parke, Adrian; Griffiths, Mark D

2018-01-01

Emotions typically exert powerful, enduring, and often predictable influences over decision-making. However, emotion-based decision-making is seen as a mediator of impulsive and reckless gambling behaviour, where emotion may be seen as the antithesis of controlled and rational decision-making, a proposition supported by recent neuroimaging evidence. The present paper argues that the same emotional mechanisms can be used to influence a gambler to cease gambling, by focusing their emotional decision-making on positive external and personally relevant factors, such as familial impact or longer term financial factors. Emotionally stimulating messages may also have the advantage of capturing attention above and beyond traditionally responsible gambling messaging. This is important given the highly emotionally aroused states often experienced by both gamblers and problem gamblers, where attentional activation thresholds for external stimuli such as messages may be increased.

Opening the Eyes of Counselors to the Emotional Abuse of Men: An Overlooked Dynamic in Dysfunctional Families

ERIC Educational Resources Information Center

Gold, Joshua M.; Pitariu, Gabriela V.

2004-01-01

The authors suggest that counselors should expand their awareness of emotional abuse within heterosexual relationships, offering definitions of emotional abuse and statistics that confirm the victimization of men. The implications of this knowledge for counselors" personal growth and therapeutic practice are discussed. The statistics on the…

The Importance of Social Emotional Learning for All Students across All Grades. Backgrounder

ERIC Educational Resources Information Center

National Education Association, 2018

2018-01-01

Social and Emotional Learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, establish and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships and make responsible decisions.…

The Adaptation and Validation of the Emotion Matching Task for Preschool Children in Spain

ERIC Educational Resources Information Center

Alonso-Alberca, Natalia; Vergara, Ana I.; Fernandez-Berrocal, Pablo; Johnson, Stacy R.; Izard, Carroll E.

2012-01-01

The Emotion Matching Task (EMT; Izard, Haskins, Schultz, Trentacosta, & King, 2003) was developed to assess emotion knowledge in preschoolers and was demonstrated to show adequate convergent and predictive validity in an American sample (Morgan, Izard, & King, 2010). In light of the need for valid measures for assessing emotion…

Cultural Integrity and Social and Emotional Competence Promotion: Work Notes on Moral Competence.

ERIC Educational Resources Information Center

Jagers, Robert J.

2001-01-01

Describes evolving efforts to promote African American children's social and emotional competencies, examining moral competence. Proposes a cultural psychology framework to highlight the theme of communalism and morality of care. Identifies various moral events, offering knowledge of moral emotions and moral self-efficacy as key constructs.…

Music as Emotional Self-Regulation throughout Adulthood

ERIC Educational Resources Information Center

Saarikallio, Suvi

2011-01-01

Emotional self-regulation is acknowledged as one of the most important reasons for musical engagement at all ages. Yet there is little knowledge on how this self-regulatory use of music develops across the life span. A qualitative study was conducted to initially explore central processes and strategies of the emotional self-regulation during…

Emotional Experiences Among Siblings of Children With Rare Disorders.

PubMed

Haukeland, Yngvild B; Fjermestad, Krister W; Mossige, Svein; Vatne, Torun M

2015-08-01

This research aimed to provide new knowledge about the emotional experiences of siblings of children with rare disorders. Qualitative thematic analysis was conducted based on videotapes of 11 support groups for 58 siblings aged 7-17 years (Mage = 11.4 years, SD = 2.4) of children with rare disorders. Participants described contradictory emotions in three main contexts: (1) implications of the disorder (knowledge, medical issues, prognosis); (2) consequences for family life (practical implications, limitations of the child with disorder, perspectives on the sibling relationship); and (3) consequences for social life (reflections about (ab)normality, reactions from others). Passive coping strategies were frequently described relative to active coping strategies. An emerging dilemma for participants was hiding versus sharing emotional experiences. Siblings' emotional experiences are characterized by diverse and contradictory feelings. Interventions to promote emotional health in siblings of children with rare disorder should address this complexity. © The Author 2015. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Theory of Mind Predicts Emotion Knowledge Development in Head Start Children

PubMed Central

Seidenfeld, Adina M.; Johnson, Stacy R.; Cavadel, Elizabeth Woodburn; Izard, Carroll E.

2014-01-01

Research Findings Emotion knowledge (EK) enables children to identify emotions in themselves and others and its development facilitates emotion recognition in complex social situations. Social-cognitive processes, such as theory of mind (ToM), may contribute to developing EK by helping children realize the inherent variability associated with emotion expression across individuals and situations. The present study explored how ToM, particularly false belief understanding, in preschool predicts children’s developing EK in kindergarten. Participants were 60 3- to 5-year-old Head Start children. ToM and EK measures were obtained from standardized child tasks. ToM scores were positively related to performance on an EK task in kindergarten after controlling for preschool levels of EK and verbal ability. Exploratory analyses provided preliminary evidence that ToM serves as an indirect effect between verbal ability and EK. Practice or Policy Early intervention programs may benefit from including lessons on ToM to help promote socio-emotional learning, specifically EK. This consideration may be the most fruitful when the targeted population is at-risk. PMID:25364212

Categorization abilities for emotional and nonemotional stimuli in patients with alcohol-related Korsakoff syndrome.

PubMed

Labudda, Kirsten; von Rothkirch, Nadine; Pawlikowski, Mirko; Laier, Christian; Brand, Matthias

2010-06-01

To investigate whether patients with alcohol-related Korsakoff syndrome (KR) have emotion-specific or general deficits in multicategoric classification performance. Earlier studies have shown reduced performance in classifying stimuli according to their emotional valence in patients with KS. However, it is unclear whether such classification deficits are of emotion-specific nature or whether they can also occur when nonemotional classifications are demanded. In this study, we examined 35 patients with alcoholic KS and 35 healthy participants with the Emotional Picture Task (EPT) to assess valence classification performance, the Semantic Classification Task (SCT) to assess nonemotional categorizations, and an extensive neuropsychologic test battery. KS patients exhibited lower classification performance in both tasks compared with the healthy participants. EPT and SCT performance were related to each other. EPT and SCT performance correlated with general knowledge and EPT performance in addition with executive functions. Our results indicate a common underlying mechanism of the patients' reductions in emotional and nonemotional classification performance. These deficits are most probably based on problems in retrieving object and category knowledge and, partially, on executive functioning.

Factors influencing social distance toward people with mental illness.

PubMed

Lauber, Christoph; Nordt, Carlos; Falcato, Luis; Rössler, Wulf

2004-06-01

When identifying ways to reduce stigmatization because of mental illness it is crucial to understand contributing factors. Social distance-the willingness to engage in relationships of varying intimacy with a person--is an indicator of public attitudes toward persons with mental illness. Multiple linear regression analysis of the results of a vignette-based opinion survey conducted on a representative population sample in Switzerland (n = 594). The level of social distance increases if situations imply 'social closeness.' The vignette describing a person with schizophrenia, attitudes to general aspects of mental health (lay helping, community psychiatry), emotions toward those affected, and the attitude toward consequences of mental illness (medical treatment, medication side effects, negative sanctions, e.g. withdrawal of the driver license) were found to predict social distance. Demographic factors such as age, gender, and the cultural background influence social distance. The explained variance (R2) is 44.8%. Social distance is a multifaceted concept influenced by, e.g., socio-economic and cultural factors, but also by the respondent's general attitude toward (mental) health issues. These results suggest that more knowledge about mental illnesses, especially schizophrenia, may increase social distance. The findings presented here may help to focus anti-stigma campaigns not only on transmission of knowledge, but on integrating different approaches.

Emotions and leadership. Reasons and impact of emotions in organizational context.

PubMed

Siebert-Adzic, Meike

2012-01-01

Emotions as reasons for dissatisfaction, decreasing job performance or physical and mental strain at work are becoming more and more important. Especially psycho-social interactions with conflicts between employees and managers, caused by leadership behavior, as a source of negative emotions are relevant in this context. Which relevance emotions can have in order to influence human behavior and in order to influence work climate will be demonstrated by two qualitative field surveys in the automotive and the energy sector. The study in the energy sector will explain which leadership behavior fosters an improved employee behavior concerning occupational health and safety. A second study in the automotive industry shows that leadership behavior which causes positive emotions is essential for successful teamwork.

Meta-analysis of the effects of intranasal oxytocin on interpretation and expression of emotions.

PubMed

Leppanen, Jenni; Ng, Kah Wee; Tchanturia, Kate; Treasure, Janet

2017-07-01

Accurate interpretation and appropriate expression of emotions are key aspects of social-cognition. Several mental disorders are characterised by transdiagnostic difficulties in these areas and, recently, there has been increasing interest in exploring the effects of oxytocin on social-emotional functioning. This review consists of 33 studies. Fifteen of the studies included people with autism spectrum disorder, schizophrenia, borderline personality disorder, frontotemporal dementia, anorexia nervosa, bulimia nervosa, post-traumatic stress disorder, depression, and opioid and alcohol dependence. We conducted ten meta-analyses examining the effects of intranasal oxytocin on expression of emotions, emotional theory of mind, sensitivity to recognise basic emotions, and recognition of basic emotions. A single dose of intranasal oxytocin significantly improved the recognition of basic emotions, particularly fear, and increased the expression of positive emotions among the healthy individuals. Oxytocin did not significantly influence theory of mind or the expression of negative emotions among the healthy individuals. Finally, intranasal oxytocin did not significantly influence interpretation or expression of emotions among the clinical populations. Copyright © 2017. Published by Elsevier Ltd.

Are positive emotions just as "positive" across cultures?

PubMed

Leu, Janxin; Wang, Jennifer; Koo, Kelly

2011-08-01

Whereas positive emotions and feeling unequivocally good may be at the heart of well-being among Westerners, positive emotions often carry negative associations within many Asian cultures. Based on a review of East-West cultural differences in dialectical emotions, or co-occurring positive and negative feelings, we predicted culture to influence the association between positive emotions and depression, but not the association between negative emotions and depression. As predicted, in a survey of over 600 European-, immigrant Asian-, and Asian American college students, positive emotions were associated with depression symptoms among European Americans and Asian Americans, but not immigrant Asians. Negative emotions were associated with depression symptoms among all three groups. We also found initial evidence that acculturation (i.e., nativity) may influence the role of positive emotions in depression: Asian Americans fell "in between" the two other groups. These findings suggest the importance of studying the role of culture in positive emotions and in positive psychology. The use of interventions based on promoting positive emotions in clinical psychology among Asian clients is briefly discussed. 2011 APA, all rights reserved

Development of response inhibition in the context of relevant versus irrelevant emotions.

PubMed

Schel, Margot A; Crone, Eveline A

2013-01-01

The present study examined the influence of relevant and irrelevant emotions on response inhibition from childhood to early adulthood. Ninety-four participants between 6 and 25 years of age performed two go/nogo tasks with emotional faces (neutral, happy, and fearful) as stimuli. In one go/nogo task emotion formed a relevant dimension of the task and in the other go/nogo task emotion was irrelevant and participants had to respond to the color of the faces instead. A special feature of the latter task, in which emotion was irrelevant, was the inclusion of free choice trials, in which participants could freely decide between acting and inhibiting. Results showed a linear increase in response inhibition performance with increasing age both in relevant and irrelevant affective contexts. Relevant emotions had a pronounced influence on performance across age, whereas irrelevant emotions did not. Overall, participants made more false alarms on trials with fearful faces than happy faces, and happy faces were associated with better performance on go trials (higher percentage correct and faster RTs) than fearful faces. The latter effect was stronger for young children in terms of accuracy. Finally, during the free choice trials participants did not base their decisions on affective context, confirming that irrelevant emotions do not have a strong impact on inhibition. Together, these findings suggest that across development relevant affective context has a larger influence on response inhibition than irrelevant affective context. When emotions are relevant, a context of positive emotions is associated with better performance compared to a context with negative emotions, especially in young children.

Insight, working through, and practice: the role of procedural knowledge.

PubMed

Rosenblatt, Allan

2004-01-01

A conception of insight is proposed, based on a systems and information-processing framework and using current neuroscience concepts, as an integration of information that results in a new symbolization of experience with a significant change in self-image and a transformation of non-declarative procedural knowledge into declarative knowledge. Since procedural memory and knowledge, seen to include emotional and relationship issues, is slow to change, durable emotional and behavioral change often requires repeated practice, a need not explicitly addressed in standard psychoanalytic technique. Working through is thus seen as also encompassing nondynamic factors. The application of these ideas to therapeutic technique suggests possible therapeutic interventions beyond interpretation. An illustrative clinical vignette is presented.

Emotion Management in Online Groupwork Reported by Chinese Students

ERIC Educational Resources Information Center

Xu, Jianzhong; Du, Jianxia; Fan, Xitao

2014-01-01

Emotion and emotion regulation are increasingly viewed as critical issues in online learning environments. Online collaborative environments in particular create novel challenges for emotion regulation. Few studies, however, have focused on a range of factors that may influence students' efforts to manage their emotion in online collaborative…

Emotion and goal-directed behavior: ERP evidence on cognitive and emotional conflict.

PubMed

Zinchenko, Artyom; Kanske, Philipp; Obermeier, Christian; Schröger, Erich; Kotz, Sonja A

2015-11-01

Cognitive control supports goal-directed behavior by resolving conflict among opposing action tendencies. Emotion can trigger cognitive control processes, thus speeding up conflict processing when the target dimension of stimuli is emotional. However, it is unclear what role emotionality of the target dimension plays in the processing of emotional conflict (e.g. in irony). In two EEG experiments, we compared the influence of emotional valence of the target (emotional, neutral) in cognitive and emotional conflict processing. To maximally approximate real-life communication, we used audiovisual stimuli. Participants either categorized spoken vowels (cognitive conflict) or their emotional valence (emotional conflict), while visual information was congruent or incongruent. Emotional target dimension facilitated both cognitive and emotional conflict processing, as shown in a reduced reaction time conflict effect. In contrast, the N100 in the event-related potentials showed a conflict-specific reversal: the conflict effect was larger for emotional compared with neutral trials in cognitive conflict and smaller in emotional conflict. Additionally, domain-general conflict effects were observed in the P200 and N200 responses. The current findings confirm that emotions have a strong influence on cognitive and emotional conflict processing. They also highlight the complexity and heterogeneity of the interaction of emotion with different types of conflict. © The Author (2015). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

[The influence of conscious and unconcious perception of emotional acoustic stimuli on time characteristics of respiration].

PubMed

Vaisertreiger, A S-R; Ivanova, V Iu

2014-12-01

A set of physiological studies proves that conscious perception of affective stimuli influence on respiratory activity. Less is known about the effect of unconscious perception of emotional information on human breathing. The aim of current research is to compare time characteristics of respiration during unconscious and conscious perception of emotional stimuli. As emotionally provocative stimuli we used natural vocalizations of 3-month-old infants in different emotional state. Both ways of acoustic presentation--first-order unconscious and second-order conscious stimuli--were applied to the one subject within one experiment with a brief inter-trial interval. A comparative data analysis revealed significant changes in time characteristics of respiration in response to acoustic emotional stimuli perceived either consciously or unconsciously. The differences in respiratory dynamics during two conditions of emotional stimuli perception are discussed.

Emotion and Autobiographical Memory

PubMed Central

Holland, Alisha C.; Kensinger, Elizabeth A.

2010-01-01

Autobiographical memory encompasses our recollections of specific, personal events. In this article, we review the interactions between emotion and autobiographical memory, focusing on two broad ways in which these interactions occur. First, the emotional content of an experience can influence the way in which the event is remembered. Second, emotions and emotional goals experienced at the time of autobiographical retrieval can influence the information recalled. We discuss the behavioral manifestations of each of these types of interactions and describe the neural mechanisms that may support those interactions. We discuss how findings from the clinical literature (e.g., regarding depression) and the social psychology literature (e.g., on emotion regulation) might inform future investigations of the interplay between the emotions experienced at the time of retrieval and the memories recalled, and we present ideas for future research in this domain. PMID:20374933

Emotional Learning and Identity Development in Medicine: A Cross-Cultural Qualitative Study Comparing Taiwanese and Dutch Medical Undergraduates.

PubMed

Helmich, Esther; Yeh, Huei-Ming; Yeh, Chi-Chuan; de Vries, Joy; Fu-Chang Tsai, Daniel; Dornan, Tim

2017-06-01

Current knowledge about the interplay between emotions and professional identity formation is limited and largely based on research in Western settings. This study aimed to broaden understandings of professional identity formation cross-culturally. In fall 2014, the authors purposively sampled 22 clinical students from Taiwan and the Netherlands and asked them to keep audio diaries, narrating emotional experiences during clerkships using three prompts: What happened? What did you feel/think/do? How does this interplay with your development as a doctor? Dutch audio diaries were supplemented with follow-up interviews. The authors analyzed participants' narratives using a critical discourse analysis informed by Figured Worlds theory and Bakhtin's concept of dialogism, according to which people's spoken words create identities in imagined future worlds. Participants talked vividly, but differently, about their experiences. Dutch participants' emotions related to individual achievement and competence. Taiwanese participants' rich, emotional language reflected on becoming both a good person and a good doctor. These discourses constructed doctors' and patients' autonomy in culturally specific ways. The Dutch construct centered on "hands-on" participation, which developed the identity of a technically skilled doctor, but did not address patients' self-determination. The Taiwanese construct located physicians' autonomy within moral values more than practical proficiency, and gave patients agency to influence doctor-patient relationships. Participants' cultural constructs of physician and patient autonomy led them to construct different professional identities within different imagined worlds. The contrasting discourses show how medical students learn about different meanings of becoming doctors in culturally specific contexts.

Stress Sensitivity and Stress Generation in Social Anxiety Disorder: A Temporal Process Approach

PubMed Central

Farmer, Antonina S.; Kashdan, Todd B.

2015-01-01

Dominant theoretical models of social anxiety disorder (SAD) suggest that people who suffer from function-impairing social fears are likely to react more strongly to social stressors. Researchers have examined the reactivity of people with SAD to stressful laboratory tasks, but there is little knowledge about how stress affects their daily lives. We asked 79 adults from the community, 40 diagnosed with SAD and 39 matched healthy controls, to self-monitor their social interactions, social events, and emotional experiences over two weeks using electronic diaries. These data allowed us to examine associations of social events and emotional well-being both within-day and from one day to the next. Using hierarchical linear modeling, we found all participants to report increases in negative affect and decreases in positive affect and self-esteem on days when they experienced more stressful social events. However, people with SAD displayed greater stress sensitivity, particularly in negative emotion reactions to stressful social events, compared to healthy controls. Groups also differed in how previous days’ events influenced sensitivity to current days’ events. Moreover, we found evidence of stress generation in that the SAD group reported more frequent interpersonal stress, though temporal analyses did not suggest greater likelihood of social stress on days following intense negative emotions. Our findings support the role of heightened social stress sensitivity in SAD, highlighting rigidity in reactions and occurrence of stressful experiences from one day to the next. These findings also shed light on theoretical models of emotions and self-esteem in SAD and present important clinical implications. PMID:25688437

The influence of context on distinct facial expressions of disgust.

PubMed

Reschke, Peter J; Walle, Eric A; Knothe, Jennifer M; Lopez, Lukas D

2018-06-11

Face perception is susceptible to contextual influence and perceived physical similarities between emotion cues. However, studies often use structurally homogeneous facial expressions, making it difficult to explore how within-emotion variability in facial configuration affects emotion perception. This study examined the influence of context on the emotional perception of categorically identical, yet physically distinct, facial expressions of disgust. Participants categorized two perceptually distinct disgust facial expressions, "closed" (i.e., scrunched nose, closed mouth) and "open" (i.e., scrunched nose, open mouth, protruding tongue), that were embedded in contexts comprising emotion postures and scenes. Results demonstrated that the effect of nonfacial elements was significantly stronger for "open" disgust facial expressions than "closed" disgust facial expressions. These findings provide support that physical similarity within discrete categories of facial expressions is mutable and plays an important role in affective face perception. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Emotion Decoding and Incidental Processing Fluency as Antecedents of Attitude Certainty.

PubMed

Petrocelli, John V; Whitmire, Melanie B

2017-07-01

Previous research demonstrates that attitude certainty influences the degree to which an attitude changes in response to persuasive appeals. In the current research, decoding emotions from facial expressions and incidental processing fluency, during attitude formation, are examined as antecedents of both attitude certainty and attitude change. In Experiment 1, participants who decoded anger or happiness during attitude formation expressed their greater attitude certainty, and showed more resistance to persuasion than participants who decoded sadness. By manipulating the emotion decoded, the diagnosticity of processing fluency experienced during emotion decoding, and the gaze direction of the social targets, Experiment 2 suggests that the link between emotion decoding and attitude certainty results from incidental processing fluency. Experiment 3 demonstrated that fluency in processing irrelevant stimuli influences attitude certainty, which in turn influences resistance to persuasion. Implications for appraisal-based accounts of attitude formation and attitude change are discussed.

The Lived Experiences of Secondary School Principals with Respect to Their Perceptions of the Influence of Emotional Intelligence on Their Leadership: A Phenomenological Study

ERIC Educational Resources Information Center

Keith, Marc A.

2009-01-01

In the realm of educational leadership little attention has been given to emotional intelligence. This phenomenological narrative study was designed to explore the lived experiences of school principals with respect to their perceptions of the influence of emotional intelligence on their leadership. Research indicates that principals have an…

The influence of discrete emotions on judgement and decision-making: a meta-analytic review.

PubMed

Angie, Amanda D; Connelly, Shane; Waples, Ethan P; Kligyte, Vykinta

2011-12-01

During the past three decades, researchers interested in emotions and cognition have attempted to understand the relationship that affect and emotions have with cognitive outcomes such as judgement and decision-making. Recent research has revealed the importance of examining more discrete emotions, showing that same-valence emotions (e.g., anger and fear) differentially impact judgement and decision-making outcomes. Narrative reviews of the literature (Lerner & Tiedens, 2006 ; Pham, 2007 ) have identified some under-researched topics, but provide a limited synthesis of findings. The purpose of this study was to review the research examining the influence of discrete emotions on judgement and decision-making outcomes and provide an assessment of the observed effects using a meta-analytic approach. Results, overall, show that discrete emotions have moderate to large effects on judgement and decision-making outcomes. However, moderator analyses revealed differential effects for study-design characteristics and emotion-manipulation characteristics by emotion type. Implications are discussed.

Subliminal presentation of emotionally negative vs positive primes increases the perceived beauty of target stimuli.

PubMed

Era, Vanessa; Candidi, Matteo; Aglioti, Salvatore Maria

2015-11-01

Emotions have a profound influence on aesthetic experiences. Studies using affective priming procedures demonstrate, for example, that inducing a conscious negative emotional state biases the perception of abstract stimuli towards the sublime (Eskine et al. Emotion 12:1071-1074, 2012. doi: 10.1037/a0027200). Moreover, subliminal happy facial expressions have a positive impact on the aesthetic evaluation of abstract art (Flexas et al. PLoS ONE 8:e80154, 2013). Little is known about how emotion influences aesthetic perception of non-abstract, representational stimuli, especially those that are particularly relevant for social behaviour, like human bodies. Here, we explore whether the subliminal presentation of emotionally charged visual primes modulates the explicit subjective aesthetic judgment of body images. Using a forward/backward masking procedure, we presented subliminally positive and negative, arousal-matched, emotional or neutral primes and measured their effect on the explicit evaluation of perceived beauty (high vs low) and emotion (positive vs negative) evoked by abstract and body images. We found that negative primes increased subjective aesthetic evaluations of target bodies or abstract images in comparison with positive primes. No influence of primes on the emotional dimension of the targets was found, thus ruling out an unspecific arousal effect and strengthening the link between emotional valence and aesthetic appreciation. More specifically, that subliminal negative primes increase beauty ratings compared to subliminal positive primes indicates a clear link between negative emotions and positive aesthetic evaluations and vice versa, suggesting a possible link between negative emotion and the experience of sublime in art. The study expands previous research by showing the effect of subliminal negative emotions on the subjective aesthetic evaluation not only of abstract but also of body images.

Parental influences on children's self-regulation of energy intake: Insights from developmental literature on emotion regulation

USDA-ARS?s Scientific Manuscript database

This article examines the role of parents in the development of children's self-regulation of energy intake. Various paths of parental influence are offered based on the literature on parental influences on children's emotion self-regulation. The parental paths include modeling, responses to childre...

Design of Learning Spaces: Emotional and Cognitive Effects of Learning Environments in Relation to Child Development

ERIC Educational Resources Information Center

Arndt, Petra A.

2012-01-01

The design of learning spaces is rightly gaining more and more pedagogical attention, as they influence the learning climate and learning results in multiple ways. General structural characteristics influence the willingness to learn through emotional well-being and a sense of security. Specific structural characteristics influence cognitive…

Emotion, decision making, and the amygdala.

PubMed

Seymour, Ben; Dolan, Ray

2008-06-12

Emotion plays a critical role in many contemporary accounts of decision making, but exactly what underlies its influence and how this is mediated in the brain remain far from clear. Here, we review behavioral studies that suggest that Pavlovian processes can exert an important influence over choice and may account for many effects that have traditionally been attributed to emotion. We illustrate how recent experiments cast light on the underlying structure of Pavlovian control and argue that generally this influence makes good computational sense. Corresponding neuroscientific data from both animals and humans implicate a central role for the amygdala through interactions with other brain areas. This yields a neurobiological account of emotion in which it may operate, often covertly, to optimize rather than corrupt economic choice.

[Keeping company in an emotional trip. Emotional intelligence applied to the help relationship].

PubMed

Conangla Marín, M Mercè

2004-03-01

In order to be a good professional and caretaker, it is essential to work on one's capacity to manage one's own feelings and emotions in an adaptable, intelligent manner. This set of abilities form part of the concept known as Emotional Intelligence. One can only give to another what one is and one knows how to give to oneself. The five ability groups which make up affective or emotional intelligence are: self-knowledge, self-control, self-motivation, empathy and relationship abilities. All are necessary in order to carry out good management of our feelings and emotions.

Influences of Parent and Child Negative Emotionality on Young Children’s Everyday Behaviors

PubMed Central

Slatcher, Richard B.; Trentacosta, Christopher J.

2012-01-01

Negative emotionality is linked to unfavorable life outcomes, but studies have yet to examine negative emotionality of parents and children as predictors of children’s problem behaviors and negative emotion word use in everyday life. This study used a novel naturalistic recording device called the Electronically Activated Recorder (EAR) to investigate the separate and interactive influences of parent and child negative emotionality on daily child behaviors in a sample of 35 preschool-aged children over two time points separated by one year. Fathers’ negative emotionality predicted children’s whining at Time 1; mothers’ negative emotionality predicted children’s negative emotion word use at Time 1 and increases in children’s arguing/fighting from Time 1 to Time 2. Parents’ ratings of child negative emotionality also were associated with increases in children’s arguing/fighting from Time 1 to Time 2, and child negative emotionality moderated the association between mothers’ negative emotionality and children’s arguing/fighting. Further, children with mothers high in negative emotionality displayed higher levels of problem behaviors when their mothers self-reported low levels of positive emotional expressiveness and/or high levels of negative emotional expressiveness. These findings offer preliminary evidence linking parent and child negative emotionality to everyday child behaviors, and suggest that emotional expressiveness may play a key role in moderating the links between maternal negative emotionality and child behavioral problems. PMID:22390707

Theory of Mind and Emotion Recognition Skills in Children with Specific Language Impairment, Autism Spectrum Disorder and Typical Development: Group Differences and Connection to Knowledge of Grammatical Morphology, Word-Finding Abilities and Verbal Working Memory

ERIC Educational Resources Information Center

Loukusa, Soile; Mäkinen, Leena; Kuusikko-Gauffin, Sanna; Ebeling, Hanna; Moilanen, Irma

2014-01-01

Background: Social perception skills, such as understanding the mind and emotions of others, affect children's communication abilities in real-life situations. In addition to autism spectrum disorder (ASD), there is increasing knowledge that children with specific language impairment (SLI) also demonstrate difficulties in their social…

Using concurrent think-aloud and protocol analysis to explore student nurses' social learning information communication technology knowledge and skill development.

PubMed

Todhunter, Fern

2015-06-01

Observations obtained through concurrent think-aloud and protocol analysis offer new understanding about the influence of social learning on student nurses' acquisition of Information and Communication Technology (ICT) knowledge and skills. The software used provides a permanent record of the underpinning study method, events and analyses. The emerging themes reflect the dimensions of social engagement, and the characteristics of positive and negative reactions to ICT. The evidence shows that given the right conditions, stronger learners will support and guide their peers. To explore the use of concurrent think-aloud and protocol analysis as a method to examine how student nurses approach ICT. To identify the benefits and challenges of using observational technology to capture learning behaviours. To show the influence of small group arrangement and student interactions on their ICT knowledge and skills development. Previous studies examining social interaction between students show how they work together and respond to interactive problem solving. Social interaction has been shown to enhance skills in both ICT and collaborative decision making. Structured observational analysis using concurrent think-aloud and protocol analysis. Students displayed varying degrees of pastoral support and emotional need, leadership, reflection, suggestion and experimentation skills. Encouraging student nurses to work in small mixed ability groups can be conducive for social and ICT skill and knowledge development. Observational software gives a permanent record of the proceedings. Copyright © 2015 Elsevier Ltd. All rights reserved.

HIV/STD Stigmatization Fears as Health Seeking Barriers in China

PubMed Central

Lieber, Eli; Li, Li; Wu, Zunyou; Rotheram-Borus, Mary Jane; Guan, Jihui

2005-01-01

Internationally, stigma prohibits effective HIV/STD identification, prevention, and care. Interviews with 106 persons in an urban center in Eastern China, some know to have engaged in stigmatized risk acts (sex workers, STD clinic patients) and some vulnerable for stigmatization fears to influence health seeking behaviors (market employees, rural-to-urban migrants). Interviews focused on community norms, values, beliefs, and emotional and behavioral reactions to HIV/STD stigmatization related events. Attributions for infection were found to: mark individual's failure to adhere to sexuality norms; define a condition warranting the avoidance of infected persons and dismissal by medical professionals; and promote anticipation of negative emotions (i.e., shame, fear, and embarrassment) and devalued social roles and status. Strategies reported to avoid stigmatization include: avoiding HIV/STD knowledge; avoiding health care professionals, particularly in public settings; and conforming to community norms of shunning those suspected of risky behaviors. Results have direct implications for community marketing campaigns in China. PMID:16374668

The secure base script and the task of caring for elderly parents: implications for attachment theory and clinical practice.

PubMed

Chen, Cory K; Waters, Harriet Salatas; Hartman, Marilyn; Zimmerman, Sheryl; Miklowitz, David J; Waters, Everett

2013-01-01

This study explores links between adults' attachment representations and the task of caring for elderly parents with dementia. Participants were 87 adults serving as primary caregivers of a parent or parent-in-law with dementia. Waters and Waters' ( 2006 ) Attachment Script Assessment was adapted to assess script-like attachment representation in the context of caring for their elderly parent. The quality of adult-elderly parent interactions was assessed using the Level of Expressed Emotions Scale (Cole & Kazarian, 1988 ) and self-report measures of caregivers' perception of caregiving as difficult. Caregivers' secure base script knowledge predicted lower levels of negative expressed emotion. This effect was moderated by the extent to which participants experienced caring for elderly parents as difficult. Attachment representations played a greater role in caregiving when caregiving tasks were perceived as more difficult. These results support the hypothesis that attachment representations influence the quality of care that adults provide their elderly parents. Clinical implications are discussed.

Caring for dying infants: experiences of neonatal intensive care nurses in Hong Kong.

PubMed

Yam, B M; Rossiter, J C; Cheung, K Y

2001-09-01

Ten registered nurses working in a neonatal intensive care unit in Hong Kong were interviewed to explore their experiences of caring for infants whose disease is not responsive to curative treatment, their perceptions of palliative care, and factors influencing their care. Eight categories emerged from the content analysis of the interviews: disbelieving; feeling ambivalent and helpless; protecting emotional self; providing optimal physical care to the infant; providing emotional support to the family; expressing empathy; lack of knowledge and counselling skills; and conflicting values in care. The subtle cultural upbringing and socialization in nurse training and workplace environment also contributed to their moral distress. Hospital and nurse administrators should consider different ways of facilitating palliative care in their acute care settings. For example, by culture-specific death education, peer support groups, bereavement teams, modification of departmental policies, and a supportive work environment. Future research could include the identification of family needs and coping as well as ethical decision-making among nurses.

Emotional processing in patients with mild cognitive impairment: the influence of the valence and intensity of emotional stimuli: the valence and intensity of emotional stimuli influence emotional processing in patients with mild cognitive impairment.

PubMed

Sarabia-Cobo, Carmen M; García-Rodríguez, Beatriz; Navas, M José; Ellgring, Heiner

2015-10-15

We studied the ability of individuals with mild cognitive impairment (MCI) to process emotional facial expressions (EFEs). To date, no systematic study has addressed how variation in intensity affects recognition of the different type of EFEs in such subjects. Two groups of 50 elderly subjects, 50 healthy individuals and 50 with MCI, completed a task that involved identifying 180 EFEs prepared using virtual models. Two features of the EFEs were contemplated, their valence (operationalized in six basic emotions) and five levels of intensity. At all levels of intensity, elderly individuals with MCI were significantly worse at identifying each EFE than healthy subjects. Some emotions were easier to identify than others, with happiness proving to be the easiest to identify and disgust the hardest, and intensity influenced the identification of the EFEs (the stronger the intensity, the greater the number of correct identifications). Overall, elderly individuals with MCI had a poorer capacity to process EFEs, suggesting that cognitive ability modulates the processing of emotions, where features of such stimuli also seem to play a prominent role (e.g., valence and intensity). Thus, the neurological substrates involved in emotional processing appear to be affected by MCI. Copyright © 2015 Elsevier B.V. All rights reserved.

Influence of impulsiveness on emotional modulation of response inhibition: An ERP study.

PubMed

Messerotti Benvenuti, Simone; Sarlo, Michela; Buodo, Giulia; Mento, Giovanni; Palomba, Daniela

2015-10-01

To examine how impulsiveness influences the emotional modulation of behavioral and neural correlates of response inhibition. Twenty-nine healthy individuals scoring high (HI, N=16) or low (LI, N=13) on motor impulsiveness performed an emotional Go/Nogo task, including the presentation of pleasant, neutral and unpleasant pictures. Behavioral [reaction times (RTs), accuracy to Go and Nogo trials] and neural (Nogo-N2 and Nogo-P3) correlates of response inhibition were compared between HI and LI groups. Larger Nogo-P3 was found for emotional than neutral stimuli in HI relative to LI group. Faster RTs to Go stimuli and lower accuracy to Nogo stimuli were correlated with larger Nogo-P3 in HI, but not LI, group. No significant interactions between emotion content and impulsiveness for Nogo-N2 and behavioral measures were noted. Impulsiveness influences the emotional modulation of response inhibition by potentiating the response tendencies evoked by the emotional stimuli. Accordingly, high impulsive individuals may need an increased and/or more effortful response inhibition in order to counteract the prepotent tendency to respond elicited by the combination of high trait impulsiveness and high emotional arousal. The present study suggests the importance to examine how pathological impulsiveness may interact with emotional arousal in modulating response inhibition. Copyright © 2014 International Federation of Clinical Neurophysiology. Published by Elsevier Ireland Ltd. All rights reserved.

Anatomical insights into the interaction of emotion and cognition in the prefrontal cortex

PubMed Central

Ray, Rebecca; Zald, David H.

2011-01-01

Ray, R. and D. Zald. Anatomical insights into the interaction of emotion and cognition in the prefrontal cortex. NEUROSCI BIOBEHAV REV 36(X) XXX-XXX, 2011. -Psychological research increasingly indicates that emotional processes interact with other aspects of cognition. Studies have demonstrated both the ability of emotional stimuli to influence a broad range of cognitive operations, and the ability of humans to use top-down cognitive control mechanisms to regulate emotional responses. Portions of the prefrontal cortex appear to play a significant role in these interactions. However, the manner in which these interactions are implemented remains only partially elucidated. In the present review we describe the anatomical connections between ventral and dorsal prefrontal areas as well as their connections with limbic regions. Only a subset of prefrontal areas are likely to directly influence amygdalar processing, and as such models of prefrontal control of emotions and models of emotional regulation should be constrained to plausible pathways of influence. We also focus on how the specific pattern of feedforward and feedback connections between these regions may dictate the nature of information flow between ventral and dorsal prefrontal areas and the amygdala. These patterns of connections are inconsistent with several commonly expressed assumptions about the nature of communications between emotion and cognition. PMID:21889953

Frequency, characteristics, and perceived functions of emotional future thinking in daily life.

PubMed

Barsics, Catherine; Van der Linden, Martial; D'Argembeau, Arnaud

2016-01-01

While many thoughts and mental images that people form about their personal future refer to emotionally significant events, there is still little empirical data on the frequency and nature of emotional future-oriented thoughts (EmoFTs) that occur in natural settings. In the present study, participants recorded EmoFTs occurring in daily life and rated their characteristics, emotional properties, and perceived functions. The results showed that EmoFTs are frequent, occur in various contexts, and are perceived to fulfil important functions, mostly related to goal pursuit and emotion regulation. When distinguishing between anticipatory and anticipated emotions (i.e., emotions experienced in the present versus emotions expected to occur in the future), a positivity bias in the frequency of EmoFTs was found to be restricted to anticipated emotions. The representational format and perceived function of EmoFTs varied according to their affective valence, and the intensity of anticipatory and anticipated emotions were influenced by the personal importance and amount of visual imagery of EmoFTs. Mood states preceding EmoFTs influenced their emotional components, which, in turn, impacted ensuing mood states. Overall, these findings shed further light on the emotional properties of future-oriented thoughts that are experienced in daily life.

The influence of emotional interference on cognitive control: A meta-analysis of neuroimaging studies using the emotional Stroop task.

PubMed

Song, Sensen; Zilverstand, Anna; Song, Hongwen; d'Oleire Uquillas, Federico; Wang, Yongming; Xie, Chao; Cheng, Li; Zou, Zhiling

2017-05-18

The neural correlates underlying the influence of emotional interference on cognitive control remain a topic of discussion. Here, we assessed 16 neuroimaging studies that used an emotional Stroop task and that reported a significant interaction effect between emotion (stimulus type) and cognitive conflict. There were a total of 330 participants, equaling 132 foci for an activation likelihood estimation (ALE) analysis. Results revealed consistent brain activation patterns related to emotionally-salient stimuli (as compared to emotionally-neutral trials) during cognitive conflict trials [incongruent trials (with task-irrelevant information interfering), versus congruent/baseline trials (less disturbance from task-irrelevant information)], that span the lateral prefrontal cortex (dorsolateral prefrontal cortex and inferior frontal gyrus), the medial prefrontal cortex, and the dorsal anterior cingulate cortex. Comparing mild emotional interference trials (without semantic conflict) versus intense emotional interference trials (with semantic conflict), revealed that while concurrent activation in similar brain regions as mentioned above was found for intense emotional interference trials, activation for mild emotional interference trials was only found in the precentral/postcentral gyrus. These data provide evidence for the potential neural mechanisms underlying emotional interference on cognitive control, and further elucidate an important distinction in brain activation patterns for different levels of emotional conflict across emotional Stroop tasks.

'I don't need an eye for an eye': Women's responses to intimate partner violence in Sierra Leone and Liberia.

PubMed

Horn, Rebecca; Puffer, Eve S; Roesch, Elisabeth; Lehmann, Heidi

2016-01-01

This paper explores the possibilities for agency in intimate partner violence (IPV) situations from the perspective of women in Sierra Leone and Liberia using focus group discussions (N groups = 14, N participants = 110) and individual interviews (N = 20). Findings identify multiple interrelated factors influencing the decision-making of women experiencing IPV. At the individual level, emotional factors and women's knowledge of their rights and options influence their decision-making. At the relational level, the role of neighbours, family and friends is crucial, both for emotional support and practical assistance. At the community level, more formal structures play a role, such as chiefs and women's groups, though their effectiveness varies. At the structural level are barriers to effective responses, including a poorly functioning criminal justice system and a social system in which children often stay with fathers following separation or divorce. Strong cultural beliefs operate to keep women in abusive relationships. We identify implications for prevention and response services and make practice recommendations. Since the desire of most women experiencing IPV was to live in peace with their husbands, interventions should respect women's priorities by focusing more on prevention and interventions to end the violence, rather than solely assisting women to leave violent relationships.

Use of context in emotion perception: The role of top-down control, cue type, and perceiver's age.

PubMed

Ngo, Nhi; Isaacowitz, Derek M

2015-06-01

Although context is crucial to emotion perception, there are various factors that can modulate contextual influence. The current research investigated how cue type, top-down control, and the perceiver's age influence attention to context in facial emotion perception. In 2 experiments, younger and older adults identified facial expressions contextualized by other faces, isolated objects, and scenes. In the first experiment, participants were instructed to ignore face, object, and scene contexts. Face context was found to influence perception the least, whereas scene context produced the most contextual effect. Older adults were more influenced by context than younger adults, but both age groups were similarly influenced by different types of contextual cues, even when they were instructed to ignore the context. In the second experiment, when explicitly instructed that the context had no meaningful relationship to the target, younger and older adults both were less influenced by context than when they were instructed that the context was relevant to the target. Results from both studies indicate that contextual influence on emotion perception is not constant, but can vary based on the type of contextual cue, cue relevance, and the perceiver's age. (c) 2015 APA, all rights reserved).

Cognitive and Emotional Processes as Predictors of a Successful Transition into School

ERIC Educational Resources Information Center

Blankson, A. Nayena; Weaver, Jennifer Miner; Leerkes, Esther M.; O'Brien, Marion; Calkins, Susan D.; Marcovitch, Stuart

2017-01-01

Research Findings: The aim of this research was to delineate developmental processes that contribute to early school success. To achieve this aim, we examined emotion regulation, executive functioning, emotion knowledge, and metacognition at ages 3 and 4 as distal and proximal predictors of age 5 achievement and school adjustment in a sample of…

Emotional Intelligence and Job Satisfaction among Lecturers of Universities in Kano State: Empirical Evidence

ERIC Educational Resources Information Center

Kassim, Sulaiman Ibrahim; Bambale, Abdu Jafaru; Jakada, Balarabe A.

2016-01-01

Emotional intelligence and job satisfaction are two concepts of high interest in modern work environment. They serve as a competitive edge in personal and organizational life. The educational system or lecturing profession is one of those within which the individuals could reap great advantage from the knowledge of emotional intelligence owing to…

Early Childhood Preservice Teachers' Knowledge and Application of Social Emotional Assessment and Intervention Practices

ERIC Educational Resources Information Center

Pribble, Lois Marie

2013-01-01

Social emotional competence is an essential developmental skill recognized as the most critical for school and later success. Rising rates in behavioral referrals and preschool expulsion have brought increased attention to the importance of helping children develop social-emotional skills in the early years. In early childhood education a central…

Family Day Care Educators: An Exploration of Their Understanding and Experiences Promoting Children's Social and Emotional Wellbeing

ERIC Educational Resources Information Center

Davis, Elise; Priest, Naomi; Davies, Belinda; Smyth, Lisa; Waters, Elizabeth; Herrman, Helen; Sims, Margaret; Harrison, Linda; Cook, Kay; Marshall, Bernie; Williamson, Lara

2012-01-01

This study aimed to explore family day care (FDC) educators' knowledge of child social and emotional wellbeing and mental health problems, the strategies used to promote children's wellbeing, and barriers and opportunities for promoting children's social and emotional wellbeing. Thirteen FDC educators participated in individual semi-structured…

Changes in Emotional-Social Intelligence, Caring, Leadership and Moral Judgment during Health Science Education Programs

ERIC Educational Resources Information Center

Larin, Helene; Benson, Gerry; Wessel, Jean; Martin, Lynn; Ploeg, Jenny

2014-01-01

In addition to having academic knowledge and clinical skills, health professionals need to be caring, ethical practitioners able to understand the emotional concerns of their patients and to effect change. The purpose of this study was to determine whether emotional-social intelligence, caring, leadership and moral judgment of health science…

Does Self-Reported Bullying and Victimization Relate to Social, Emotional Problems in Adolescents with and without Criminal History

ERIC Educational Resources Information Center

Zach-Vanhorn, Sara M.

2013-01-01

This research was conducted to explore predictors and moderators of bullying involvement, social and emotional problems, vocabulary knowledge, and crimes. There was one main research question: (1) Is there a the relationship between adolescents with social and emotional problems as measured by the SDQ (Goodman, 1997) and adolescents'…

Academic Self-Efficacy in Study-Related Skills and Behaviours: Relations with Learning-related Emotions and Academic Success

ERIC Educational Resources Information Center

Putwain, Dave; Sander, Paul; Larkin, Derek

2013-01-01

Background: Academic self-efficacy, when operationalized as mastery over domain-specific knowledge, has been found to be a predictor of academic achievement and emotions. Although academic emotions are also a predictor of academic achievement, there is limited evidence for reciprocal relations with academic achievement. Aims: To examine whether…

Self-Awareness Emotional Learning during Mediation Procedures in the School Context

ERIC Educational Resources Information Center

Ibarrola-García, Sara; Iriarte, Concha; Aznárez-Sanado, Maite

2017-01-01

Introduction: Studies stress the importance of emotions in conflict, describing how they influence any mediation process. Resolving conflicts requires emotional abilities and it usually implies emotional learning. One of the main objectives of this paper is to better understand the role of emotions in mediation processes: how they impact this…

Attachment Security and Child's Empathy: The Mediating Role of Emotion Regulation

ERIC Educational Resources Information Center

Panfile, Tia M.; Laible, Deborah J.

2012-01-01

The current study examined the influence of multiple factors on individual differences in empathy; namely, attachment, negative emotionality, and emotion regulation. A total of 63 mothers completed the Attachment Q-set and questionnaires about their children's empathy, negative emotionality, and emotion regulation when children were 3 years old.…

Personal and Professional Emotional Characteristics of Early Childhood Teachers and Their Proneness to Communicate with Parents and Colleagues about Children's Emotions

ERIC Educational Resources Information Center

Ciucci, Enrica; Baroncelli, Andrea; Toselli, Monica; Denham, Susanne A.

2018-01-01

Background: Early childhood teachers represent important socializers of children's emotions providing professional practices, such as communication about children's emotions, influencing children's development. According to an ecological framework, early childhood teachers' emotional practices are guided by both their personal and professional…

Shared genetic influences on negative emotionality and major depression/conduct disorder comorbidity.

PubMed

Tackett, Jennifer L; Waldman, Irwin D; Van Hulle, Carol A; Lahey, Benjamin B

2011-08-01

To investigate whether genetic contributions to major depressive disorder and conduct disorder comorbidity are shared with genetic influences on negative emotionality. Primary caregivers of 2,022 same- and opposite-sex twin pairs 6 to 18 years of age comprised a population-based sample. Participants were randomly selected across five regions in Tennessee, with stratification by age and geographic location. Face-to-face structured interviews were conducted with the primary caregiver of a representative sample of twins. After accounting for genetic influences on negative emotionality, genetic influences on major depressive disorder/conduct disorder comorbidity were nonsignficant, but only in male twins. Specifically, 19% of the variance in the two disorders was accounted for by genetic factors shared with negative emotionality in male twins. Although the full hypothesis could not be tested in female twins, 10% to 11% of the variance in the two disorders was also accounted for by genetic factors shared with negative emotionality. Common shared environmental and nonshared environmental influences were found for major depressive disorder/conduct disorder comorbidity in male and female twins. Negative emotionality represents an important dispositional trait that may explain genetic influences on major depressive disorder/conduct disorder comorbidity, at least for boys. Models of major depressive disorder/conduct disorder comorbidity must simultaneously measure common and specific genetic and environmental factors for a full understanding of this phenomenon. Gender differences require specific research attention in dispositional factors and developmental progression. Copyright © 2011 American Academy of Child and Adolescent Psychiatry. Published by Elsevier Inc. All rights reserved.

The neural dynamics underlying the interpersonal effects of emotional expression on decision making.

PubMed

Chen, Xuhai; Zheng, Tingting; Han, Lingzi; Chang, Yingchao; Luo, Yangmei

2017-04-20

Although numerous studies explore the effects of emotion on decision-making, the existing research has mainly focused on the influence of intrapersonal emotions, leaving the influence of one person's emotions on another's decisions underestimated. To specify how interpersonal emotions shape decision-making and delineate the underlying neural dynamics involved, the present study examined brain responses to utilitarian feedback combined with angry or happy faces in competitive and cooperative contexts. Behavioral results showed that participants responded slower following losses than wins when competitors express happiness but responded faster following losses than wins when cooperators express anger. Importantly, angry faces in competitive context reversed the differentiation pattern of feedback-related negativity (FRN) between losses and wins and diminished the difference between losses and wins on both P300 and theta power, but only diminished the difference on FRN between losses and wins in cooperative context. However, when partner displays happiness, losses versus wins elicited larger FRN and theta power in competitive context but smaller P300 in both contexts. These results suggest that interpersonal emotions shape decisions during both automatic motivational salience valuation (FRN) and conscious cognitive appraisal (P300) stages of processing, in which different emotional expressions exert interpersonal influence through different routes.

Implicit emotion regulation affects outcome evaluation.

PubMed

Yang, Qiwei; Tang, Ping; Gu, Ruolei; Luo, Wenbo; Luo, Yue-jia

2015-06-01

Efficient implicit emotion regulation processes, which run without awareness, are important for human well-being. In this study, to investigate the influence of implicit emotion regulation on psychological and electrophysiological responses to gains and losses, participants were required to select between two Chinese four-character idioms to match the meaning of the third one before they performed a monetary gambling task. According to whether their meanings were related to emotion regulation, the idioms fell into two categories. Event-related potentials and self-rating emotional experiences to outcome feedback were recorded during the task. Priming emotion regulation reduced subjective emotional experience to both gains and losses and the amplitudes of the feedback-related negativity, while the P3 component was not influenced. According to these results, we suggest that the application of implicit emotion regulation effectively modulated the subjective emotional experience and the motivational salience of current outcomes without the cost of cognitive resources. This study implicates the potential significance of implicit emotion regulation in decision-making processes. © The Author (2014). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

Polymorphisms of the OXTR gene explain why sales professionals love to help customers

PubMed Central

Verbeke, Willem; Bagozzi, Richard P.; van den Berg, Wouter E.; Lemmens, Aurelie

2013-01-01

Polymorphisms of the OXTR gene affect people's social interaction styles in various social encounters: carriers of the OXTR GG, compared to the OXTR AA/AG in general, are more motivated to interact socially and detect social salience. We focus on sales professionals operating in knowledge intensive organizations. Study 1, with a sample of 141 sales people, shows that carriers of the OXTR GG allele, compared to the OXTR AA/AG allele, are more motivated to help customers than to manipulatively impose goods/services on them. Study 2, using genomic functional magnetic resonance imaging (fMRI) on a sample of 21 sales professionals processing facial pictures with different emotional valences, investigates key nuclei of social brain regions (SBRs). Compared to OXTR AA/AG carriers, OXTR GG carriers experience greater effective connectivity between SBRs of interest measured by Granger causality tests using univariate Haugh tests. In addition, the multivariate El-Himdi and Roy tests demonstrate that the amygdala, prefrontal cortex, and pars opercularis (inferior frontal gyrus) play key roles when processing emotional expressions. The bilateral amygdala and medial prefrontal cortex (mPFC) show significantly greater clout—influence on other brain regions—for GG allele carriers than non-carriers; likewise, the bilateral pars opercularis, left amygdala, and left mPFC are more receptive to activity in other brain regions among GG allele carriers than AG/AA allele carriers are. Thus, carriers of the OXTR GG allele are more sensitive to changes in emotional cues, enhancing social salience. To our knowledge, this is the first study on how insights from imaging genetics help understanding of the social motivation of people operating in a professional setting. PMID:24348351

Polymorphisms of the OXTR gene explain why sales professionals love to help customers.

PubMed

Verbeke, Willem; Bagozzi, Richard P; van den Berg, Wouter E; Lemmens, Aurelie

2013-01-01

Polymorphisms of the OXTR gene affect people's social interaction styles in various social encounters: carriers of the OXTR GG, compared to the OXTR AA/AG in general, are more motivated to interact socially and detect social salience. We focus on sales professionals operating in knowledge intensive organizations. Study 1, with a sample of 141 sales people, shows that carriers of the OXTR GG allele, compared to the OXTR AA/AG allele, are more motivated to help customers than to manipulatively impose goods/services on them. Study 2, using genomic functional magnetic resonance imaging (fMRI) on a sample of 21 sales professionals processing facial pictures with different emotional valences, investigates key nuclei of social brain regions (SBRs). Compared to OXTR AA/AG carriers, OXTR GG carriers experience greater effective connectivity between SBRs of interest measured by Granger causality tests using univariate Haugh tests. In addition, the multivariate El-Himdi and Roy tests demonstrate that the amygdala, prefrontal cortex, and pars opercularis (inferior frontal gyrus) play key roles when processing emotional expressions. The bilateral amygdala and medial prefrontal cortex (mPFC) show significantly greater clout-influence on other brain regions-for GG allele carriers than non-carriers; likewise, the bilateral pars opercularis, left amygdala, and left mPFC are more receptive to activity in other brain regions among GG allele carriers than AG/AA allele carriers are. Thus, carriers of the OXTR GG allele are more sensitive to changes in emotional cues, enhancing social salience. To our knowledge, this is the first study on how insights from imaging genetics help understanding of the social motivation of people operating in a professional setting.

Influence of Suboptimally and Optimally Presented Affective Pictures and Words on Consumption-Related Behavior

PubMed Central

Winkielman, Piotr; Gogolushko, Yekaterina

2018-01-01

Affective stimuli can influence immediate reactions as well as spontaneous behaviors. Much evidence for such influence comes from studies of facial expressions. However, it is unclear whether these effects hold for other affective stimuli, and how the amount of stimulus processing changes the nature of the influence. This paper addresses these issues by comparing the influence on consumption behaviors of emotional pictures and valence-matched words presented at suboptimal and supraliminal durations. In Experiment 1, both suboptimal and supraliminal emotional facial expressions influenced consumption in an affect-congruent, assimilative way. In Experiment 2, pictures of both high- and low-frequency emotional objects congruently influenced consumption. In comparison, words tended to produce incongruent effects. We discuss these findings in light of privileged access theories, which hold that pictures better convey affective meaning than words, and embodiment theories, which hold that pictures better elicit somatosensory and motor responses. PMID:29434556

Expected Emotional Usefulness and Emotional Preference in Individuals with Major Depressive Disorder

PubMed Central

Yoon, Sunkyung; Lee, Seung-Hwan; Kim, Hyang Sook

2016-01-01

Objective Previous studies indicate that emotion regulation problems in major depressive disorder (MDD) may be caused by difficulties in preferring useful emotions according to their goals. We investigated expected emotional usefulness and emotional preference in individuals with MDD (MDDs) and healthy controls (HCs). Methods Participants were given an interpersonal scenario with two different goals (confrontation and collaboration) and rated their willingness to participate in emotion-provoking activities and the expected usefulness of a particular emotion. Results MDDs were similar to HCs in expected emotional usefulness but showed different patterns of emotional preference. HCs preferred happiness to negative emotions across goals whereas MDDs did not show such pattern. In addition, HCs displayed goal-appropriate preferences whereas MDDs did not prefer certain emotions for specific goals. Conclusion Although MDDs seemed to understand how useful an emotion can be, they did not show preference for goal-appropriate emotions. Interventions should address why MDDs have difficulty engaging in goal-appropriate emotions despite having full knowledge of the utility of emotions in achieving goals. PMID:27121431

‘Sometimes people let love conquer them’: how love, intimacy, and trust in relationships between men who have sex with men influence perceptions of sexual risk and sexual decision-making

PubMed Central

Goldenberg, Tamar; Finneran, Catherine; Andes, Karen L.; Stephenson, Rob

2015-01-01

Men who have sex with men account for a disproportionate burden of HIV incidence in the USA. Although much research has examined the drivers of sexual risk-taking, the emotional contexts in which men make sexual decisions has received little attention. In this three-phase, 10-week longitudinal qualitative study involving 25 gay and bisexual men, we used timeline-based interviews and quantitative web-based diaries about sexual and/or dating partners to examine how emotions influence HIV risk perceptions and sexual decision-making. Participants described love, intimacy, and trust as reducing HIV risk perceptions and facilitating engagement in condomless anal intercourse. Lust was not as linked with risk perceptions, but facilitated non condom-use through an increased willingness to engage in condomless anal intercourse, despite perceptions of risk. Results indicate that gay and bisexual men do not make sexual decisions in an emotional vacuum. Emotions influence perceptions of risk so that they do not necessarily align with biological risk factors. Emotional influences, especially the type and context of emotions, are important to consider to improve HIV prevention efforts among gay and bisexual men. PMID:25465292

A biased activation theory of the cognitive and attentional modulation of emotion.

PubMed

Rolls, Edmund T

2013-01-01

Cognition can influence emotion by biasing neural activity in the first cortical region in which the reward value and subjective pleasantness of stimuli is made explicit in the representation, the orbitofrontal cortex (OFC). The same effect occurs in a second cortical tier for emotion, the anterior cingulate cortex (ACC). Similar effects are found for selective attention, to for example the pleasantness vs. the intensity of stimuli, which modulates representations of reward value and affect in the orbitofrontal and anterior cingulate cortices. The mechanisms for the effects of cognition and attention on emotion are top-down biased competition and top-down biased activation. Affective and mood states can in turn influence memory and perception, by backprojected biasing influences. Emotion-related decision systems operate to choose between gene-specified rewards such as taste, touch, and beauty. Reasoning processes capable of planning ahead with multiple steps held in working memory in the explicit system can allow the gene-specified rewards not to be selected, or to be deferred. The stochastic, noisy, dynamics of decision-making systems in the brain may influence whether decisions are made by the selfish-gene-specified reward emotion system, or by the cognitive reasoning system that explicitly calculates reward values that are in the interests of the individual, the phenotype.

Exploring Factors that Influence Informal Caregiving in Medication Management for Home Hospice Patients

PubMed Central

Berman, Rebecca; Halpern, Leslie; Pickard, A. Simon; Schrauf, Robert; Witt, Whitney

2010-01-01

Abstract Objective To explore factors that influence how informal caregivers manage medications as part of caring for hospice patients. Methods : Semistructured, open-ended interviews were conducted with 23 informal caregivers and 22 hospice providers from 4 hospice programs in the Chicago metropolitan areas. Qualitative analysis was conducted consistent with the grounded theory approach. Results : In general, informal caregivers and hospice providers identified similar key factors that facilitated or impeded caregivers' process in managing medications. Caregivers' life experience and self-confidence were considered assets that facilitated medication management. Limitations impeding the process included caregivers' negative emotional states, cognitive and physical impairments, low literacy, other competing responsibilities, as well as patients' negative emotional states and complex medication needs. Furthermore, the social context of medication management emerged as a salient theme: caregivers' good interpersonal relations with patients facilitated medication management, whereas poor communication/relations among caregivers within a support network impeded the process. While both study groups discussed the positive attributes of good caregiver–patient relations and support from multiple caregivers, hospice providers were cautious about the potential adverse influence of close relations with patients on caregivers' decision making about medications and discussed poor communication/relations among informal and privately hired caregivers that often resulted from family conflicts and/or a lack of long-standing leadership. Conclusion Our findings suggest additional intervention points, beyond knowledge and skill building, that could be addressed to support caregivers in executing medication responsibilities at home for hospice patients. PMID:20836633

Emotional, behavioral, and developmental features indicative of neglect or emotional abuse in preschool children: a systematic review.

PubMed

Naughton, Aideen Mary; Maguire, Sabine Ann; Mann, Mala Kanthi; Lumb, Rebecca Caroline; Tempest, Vanessa; Gracias, Shirley; Kemp, Alison Mary

2013-08-01

Early intervention for neglect or emotional abuse in preschoolers may mitigate lifelong consequences, yet practitioners lack confidence in recognizing these children. To define the emotional, behavioral, and developmental features of neglect or emotional abuse in preschoolers. A literature search of 18 databases, 6 websites, and supplementary searching performed from January 1, 1960, to February 1, 2011, identified 22 669 abstracts. Standardized critical appraisal of 164 articles was conducted by 2 independent, trained reviewers. Inclusion criteria were children aged 0 to 6 years with confirmed neglect or emotional abuse who had emotional, behavioral, and developmental features recorded or for whom the carer-child interaction was documented. Twenty-eight case-control (matched for socioeconomic, educational level, and ethnicity), 1 cross-sectional, and 13 cohort studies were included. Key features in the child included the following: aggression (11 studies) exhibited as angry, disruptive behavior, conduct problems, oppositional behavior, and low ego control; withdrawal or passivity (12 studies), including negative self-esteem, anxious or avoidant behavior, poor emotional knowledge, and difficulties in interpreting emotional expressions in others; developmental delay (17 studies), particularly delayed language, cognitive function, and overall development quotient; poor peer interaction (5 studies), showing poor social interactions, unlikely to act to relieve distress in others; and transition (6 studies) from ambivalent to avoidant insecure attachment pattern and from passive to increasingly aggressive behavior and negative self-representation. Emotional knowledge, cognitive function, and language deteriorate without intervention. Poor sensitivity, hostility, criticism, or disinterest characterize maternal-child interactions. Preschool children who have been neglected or emotionally abused exhibit a range of serious emotional and behavioral difficulties and adverse mother-child interactions that indicate that these children require prompt evaluation and interventions.

Emotion elicitor or emotion messenger? Subliminal priming reveals two faces of facial expressions.

PubMed

Ruys, Kirsten I; Stapel, Diederik A

2008-06-01

Facial emotional expressions can serve both as emotional stimuli and as communicative signals. The research reported here was conducted to illustrate how responses to both roles of facial emotional expressions unfold over time. As an emotion elicitor, a facial emotional expression (e.g., a disgusted face) activates a response that is similar to responses to other emotional stimuli of the same valence (e.g., a dirty, nonflushed toilet). As an emotion messenger, the same facial expression (e.g., a disgusted face) serves as a communicative signal by also activating the knowledge that the sender is experiencing a specific emotion (e.g., the sender feels disgusted). By varying the duration of exposure to disgusted, fearful, angry, and neutral faces in two subliminal-priming studies, we demonstrated that responses to faces as emotion elicitors occur prior to responses to faces as emotion messengers, and that both types of responses may unfold unconsciously.

Parental Influences on Children's Self-Regulation of Energy Intake: Insights from Developmental Literature on Emotion Regulation

PubMed Central

Frankel, Leslie A.; Hughes, Sheryl O.; O'Connor, Teresia M.; Power, Thomas G.; Fisher, Jennifer O.; Hazen, Nancy L.

2012-01-01

The following article examines the role of parents in the development of children's self-regulation of energy intake. Various paths of parental influence are offered based on the literature on parental influences on children's emotion self-regulation. The parental paths include modeling, responses to children's behavior, assistance in helping children self-regulate, and motivating children through rewards and punishments. Additionally, sources of variation in parental influences on regulation are examined, including parenting style, child temperament, and child-parent attachment security. Parallels in the nature of parents' role in socializing children's regulation of emotions and energy intake are examined. Implications for future research are discussed. PMID:22545206

Emotional organization of autobiographical memory.

PubMed

Schulkind, Matthew D; Woldorf, Gillian M

2005-09-01

The emotional organization of autobiographical memory was examined by determining whether emotional cues would influence autobiographical retrieval in younger and older adults. Unfamiliar musical cues that represented orthogonal combinations of positive and negative valence and high and low arousal were used. Whereas cue valence influenced the valence of the retrieved memories, cue arousal did not affect arousal ratings. However, high-arousal cues were associated with reduced response latencies. A significant bias to report positive memories was observed, especially for the older adults, but neither the distribution of memories across the life span nor response latencies varied across memories differing in valence or arousal. These data indicate that emotional information can serve as effective cues for autobiographical memories and that autobiographical memories are organized in terms of emotional valence but not emotional arousal. Thus, current theories of autobiographical memory must be expanded to include emotional valence as a primary dimension of organization.

Negative emotion does not enhance recall skills in adults with autistic spectrum disorders.

PubMed

Deruelle, C; Hubert, B; Santos, A; Wicker, B

2008-04-01

Recent empirical findings suggest a significant influence of emotion on memory processes. Surprisingly, although emotion-processing difficulties appear to be a hallmark feature in autism spectrum disorders (ASD), their impact on higher-level cognitive functions, such as memory, has not been directly studied in this population. The aim of this study was to address this issue by assessing whether the emotional valence of visual scenes affects recall skills in high-functioning individuals with ASD. To this purpose, their recall performance of neutral and emotional pictures was compared with that of typically developing adults (control group). Results revealed that while typically developing individuals showed enhanced recall skills for negative relative to positive and neutral pictures, individuals with ASD recalled the neutral pictures as well as the emotional ones. Findings of this study thus point to reduced influence of emotion on memory processes in ASD than in typically developing individuals, possibly owing to amygdala dysfunctions.

Emotional metacontrol of attention: Top-down modulation of sensorimotor processes in a robotic visual search task.

PubMed

Belkaid, Marwen; Cuperlier, Nicolas; Gaussier, Philippe

2017-01-01

Emotions play a significant role in internal regulatory processes. In this paper, we advocate four key ideas. First, novelty detection can be grounded in the sensorimotor experience and allow higher order appraisal. Second, cognitive processes, such as those involved in self-assessment, influence emotional states by eliciting affects like boredom and frustration. Third, emotional processes such as those triggered by self-assessment influence attentional processes. Last, close emotion-cognition interactions implement an efficient feedback loop for the purpose of top-down behavior regulation. The latter is what we call 'Emotional Metacontrol'. We introduce a model based on artificial neural networks. This architecture is used to control a robotic system in a visual search task. The emotional metacontrol intervenes to bias the robot visual attention during active object recognition. Through a behavioral and statistical analysis, we show that this mechanism increases the robot performance and fosters the exploratory behavior to avoid deadlocks.

Genetic and environmental influences on individual differences in emotion regulation and its relation to working memory in toddlerhood.

PubMed

Wang, Manjie; Saudino, Kimberly J

2013-12-01

This is the first study to explore genetic and environmental contributions to individual differences in emotion regulation in toddlers, and the first to examine the genetic and environmental etiology underlying the association between emotion regulation and working memory. In a sample of 304 same-sex twin pairs (140 MZ, 164 DZ) at age 3, emotion regulation was assessed using the Behavior Rating Scale of the Bayley Scales of Infant Development (BRS; Bayley, 1993), and working memory was measured by the visually cued recall (VCR) task (Zelazo, Jacques, Burack, & Frye, 2002) and several memory tasks from the Mental Scale of the BSID. Based on model-fitting analyses, both emotion regulation and working memory were significantly influenced by genetic and nonshared environmental factors. Shared environmental effects were significant for working memory, but not for emotion regulation. Only genetic factors significantly contributed to the covariation between emotion regulation and working memory.

Genetic and Environmental Influences on Individual Differences in Emotion Regulation and Its Relation to Working Memory in Toddlerhood

PubMed Central

Wang, Manjie; Saudino, Kimberly J.

2014-01-01

This is the first study to explore genetic and environmental contributions to individual differences in emotion regulation in toddlers, and the first to examine the genetic and environmental etiology underlying the association between emotion regulation and working memory. In a sample of 304 same-sex twin pairs (140 MZ, 164 DZ) at age 3, emotion regulation was assessed using the Behavior Rating Scale of the Bayley Scales of Infant Development (BRS; Bayley, 1993), and working memory was measured by the visually cued recall (VCR) task (Zelazo et al., 2002) and several memory tasks from the Mental Scale of BSID. Based on model-fitting analyses, both emotion regulation and working memory were significantly influenced by genetic and nonshared environmental factors. Shared environmental effects were significant for working memory, but not for emotion regulation. Only genetic factors significantly contributed to the covariation between emotion regulation and working memory. PMID:24098922

[The effect of unconscious color hue saturation on emotional state of human].

PubMed

Khoroshikh, V V; Ivanova, V Iu; Kulikov, G A

2012-01-01

The aim of the study was to investigate influence of color hue saturation on emotional state of human. We use frontal EEG asymmetry to determine subject's emotional state. Our emotional stimuli summon opposite dynamics of frontal EEG asymmetry. Negative stimuli elicits decreasing of the value of frontal EEG asymmetry and positive stimuli increases the value of frontal EEG asymmetry in fronto-polar and frontal leads. Such dynamics of frontal EEG asymmetry point the emotional experience in accordance the stimulus modality. Blue and red color modification of stimuli leads changes in dynamics of frontal EEG asymmetry during presentation of emotional stimuli and after. In fact, that no one subject gave a report about color difference between stimuli during an experiment, we conclude that influence of color modification was unconscious. Our result shows the possibility of unconscious perception color modification to emotional state of human.