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Sample records for influence emotion knowledge

  1. How Neglect and Punitiveness Influence Emotion Knowledge

    ERIC Educational Resources Information Center

    Sullivan, Margaret Wolan; Carmody, Dennis P.; Lewis, Michael

    2010-01-01

    To explore whether punitive parenting styles contribute to early-acquired emotion knowledge deficits observable in neglected children, we observed 42 preschool children's emotion knowledge, expression recognition time, and IQ. The children's mothers completed the Parent-Child Conflict Tactics Scales to assess the recent use of three types of…

  2. How Neglect and Punitiveness Influence Emotion Knowledge

    PubMed Central

    Sullivan, Margaret Wolan; Carmody, Dennis P.

    2010-01-01

    To explore whether punitive parenting styles contribute to early-acquired emotion knowledge deficits observable in neglected children, we observed 42 preschool children’s emotion knowledge, expression recognition time, and IQ. The children’s mothers completed the Parent–Child Conflict Tactics Scales to assess the recent use of three types of discipline strategies (nonviolent, physically punitive, and psychological aggression), as well as neglectful parenting. Fifteen of the children were identified as neglected by Child Protective Services (CPS) reports; 27 children had no record of CPS involvement and served as the comparison group. There were no differences between the neglect and comparison groups in the demographic factors of gender, age, home language, minority status, or public assistance, nor on IQ. Hierarchical multiple regression modeling showed that neglect significantly predicted emotion knowledge. The addition of IQ contributed a significant amount of additional variance to the model and maintained the fit. Adding parental punitiveness in the final stage contributed little additional variance and did not significantly improve the fit. Thus, deficits in children’s emotion knowledge may be due primarily to lower IQ or neglect. IQ was unrelated to speed of emotion recognition. Punitiveness did not directly contribute to emotion knowledge deficits but appeared in exploratory analysis to be related to speed of emotion recognition. PMID:20099078

  3. How neglect and punitiveness influence emotion knowledge.

    PubMed

    Sullivan, Margaret Wolan; Carmody, Dennis P; Lewis, Michael

    2010-06-01

    To explore whether punitive parenting styles contribute to early-acquired emotion knowledge deficits observable in neglected children, we observed 42 preschool children's emotion knowledge, expression recognition time, and IQ. The children's mothers completed the Parent-Child Conflict Tactics Scales to assess the recent use of three types of discipline strategies (nonviolent, physically punitive, and psychological aggression), as well as neglectful parenting. Fifteen of the children were identified as neglected by Child Protective Services (CPS) reports; 27 children had no record of CPS involvement and served as the comparison group. There were no differences between the neglect and comparison groups in the demographic factors of gender, age, home language, minority status, or public assistance, nor on IQ. Hierarchical multiple regression modeling showed that neglect significantly predicted emotion knowledge. The addition of IQ contributed a significant amount of additional variance to the model and maintained the fit. Adding parental punitiveness in the final stage contributed little additional variance and did not significantly improve the fit. Thus, deficits in children's emotion knowledge may be due primarily to lower IQ or neglect. IQ was unrelated to speed of emotion recognition. Punitiveness did not directly contribute to emotion knowledge deficits but appeared in exploratory analysis to be related to speed of emotion recognition.

  4. 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

  5. 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…

  6. 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

  7. 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…

  8. Preschoolers' emotion knowledge and the differential effects of harsh punishment.

    PubMed

    Berzenski, Sara R; Yates, Tuppett M

    2013-06-01

    This study examined the influence of caregiver-reported harsh physical and verbal punishment on children's behavioral and self-system adjustment. Children's emotion knowledge was evaluated as a heretofore unrecognized moderator of these relations. We assessed 250 preschool-aged children (50% female; Mage = 49.06 months) from diverse backgrounds (50% Hispanic, 18% African American, 10.4% Caucasian, 21.6% multiracial/other) using various instruments through teacher, caregiver, self, and observer report in the domains of harsh punishment, conduct problems, self-concept, and emotion knowledge. Emotion knowledge moderated the relation between harsh punishment and child adjustment. Harsh physical punishment was associated with conduct problems for children with higher emotion knowledge, especially for boys. Harsh verbal punishment was associated with self-concept deficits among children with higher emotion knowledge, especially for girls. These relations were also specifically applicable to non-Hispanic children. These results highlight the importance of investigating hypothesis-driven interactive effects and the specificity of experience to understand the psychosocial sequelae of parenting practices broadly, and to clarify the mixed evidence in the punishment literature specifically. Clinical implications point to the salience of emotion processes in parent-child disciplinary interventions for understanding the prevalence and pattern of child behavioral adjustment and self-concept, as well as more broadly to the role of individual differences in children's responses to adversity and subsequent therapeutic needs.

  9. Preschoolers’ Emotion Knowledge and the Differential Effects of Harsh Punishment

    PubMed Central

    Berzenski, Sara R.; Yates, Tuppett M.

    2013-01-01

    This study examined the influence of caregiver-reported harsh physical and verbal punishment on children’s behavioral and self-system adjustment. Children’s emotion knowledge was evaluated as a heretofore unrecognized moderator of these relations. Two hundred fifty preschool age children (50% female; Mage=49.06 months) from diverse backgrounds (50% Hispanic, 18% African American, 10.4% Caucasian, 21.6% Multiracial/Other) were assessed through teacher, caregiver, self, and observer report in the domains of harsh punishment (Parent Child Conflict Tactics Scale), conduct problems (Teacher Report Form, California Child Q-Sort), self concept (Self Description Questionnaire for Preschoolers, California Child Q-Sort), and emotion knowledge (Kuschè Emotion Inventory). Emotion knowledge moderated the relation between harsh punishment and child adjustment. Harsh physical punishment was associated with conduct problems for children with higher emotion knowledge, especially for boys. Harsh verbal punishment was associated with self concept deficits among children with higher emotion knowledge, especially for girls. These relations were also specifically applicable to non-Hispanic children. These results highlight the importance of investigating hypothesis driven interactive effects and the specificity of experience to understand the psychosocial sequelae of parenting practices broadly, and to clarify the mixed evidence in the punishment literature specifically. Clinical implications point to the salience of emotion processes in parent-child disciplinary interventions for understanding the prevalence and pattern of child behavioral adjustment and self concept, as well as more broadly to the role of individual differences in children’s responses to adversity and subsequent therapeutic needs. PMID:23750528

  10. 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.

  11. 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…

  12. Follow your heart: Emotion adaptively influences perception

    PubMed Central

    Stefanucci, Jeanine K.; Gagnon, Kyle T.; Lessard, David A.

    2011-01-01

    The current review introduces a new program of research that suggests the perception of spatial layout is influenced by emotions. Though perceptual systems are often described as closed and insulated, this review presents research suggesting that a variety of induced emotions (e.g., fear, disgust, sadness) can produce changes in vision and audition. Thus, the perceptual system may be highly interconnected, allowing emotional information to influence perceptions that, in turn, influence cognition. The body of work presented here also suggests that emotion-based changes in perception help us solve particular adaptive problems because emotion does not change all perceptions of the world. Taking the adaptive significance of emotion into account allows us to make predictions about when and how emotion influences perception. PMID:21731579

  13. [Knowledge of Emotion Regulation Strategies, Problem Behavior, and Prosocial Behavior in Preschool Age].

    PubMed

    Gust, Nicole; Koglin, Ute; Petermann, Franz

    2015-01-01

    The present study examines the relation between knowledge of emotion regulation strategies and social behavior in preschoolers. Knowledge of emotion regulation strategies of 210 children (mean age 55 months) was assessed. Teachers rated children's social behavior with SDQ. Linear regression analysis examined how knowledge of emotion regulation strategies influenced social behavior of children. Significant effects of gender on SDQ scales "prosocial behavior", "hyperactivity", "behavior problems", and SDQ total problem scale were identified. Age was a significant predictor of SDQ scales "prosocial behavior", "hyperactivity", "problems with peers" and SDQ total problem scale. Knowledge of emotion regulation strategies predicted SDQ total problem scores. Results suggest that deficits in knowledge of emotion regulation strategies are linked with increased problem behavior.

  14. Associations of Emotion-Related Regulation with Language Skills, Emotion Knowledge, and Academic Outcomes

    ERIC Educational Resources Information Center

    Eisenberg, Nancy; Sadovsky, Adrienne; Spinrad, Tracy L.

    2005-01-01

    Research suggests that the development of emotional regulation in early childhood is interrelated with emotional understanding and language skills. Heuristic models are proposed on how these factors influence children's emerging academic motivation and skills. (Contains 2 figures.)

  15. 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…

  16. The Components of Young Children's Emotion Knowledge: Which Are Enhanced by Adult Emotion Talk?

    ERIC Educational Resources Information Center

    Salmon, Karen; Evans, Ian M.; Moskowitz, Sophie; Grouden, Melissa; Parkes, Fiona; Miller, Emily

    2013-01-01

    This research adopted observational and experimental paradigms to investigate the relationships between components of emotion knowledge in three- to four-year-old children. In Study 1, 88 children were assessed on the Emotion Matching Task (Morgan, Izard, & King), and two tasks requiring the generation of emotion labels and causes. Most tasks…

  17. The Influence of Emotions on Information Processing.

    ERIC Educational Resources Information Center

    Persson, Lars-Olof; Sjoberg, Lennart

    1978-01-01

    This report on the influence of emotional factors on cognitive processes and their importance to the design of man-machine systems intended to function under conditions of threat reviews the literature on stress and human performance, coping strategies, emotion theory, and individual differences in response to stress. A framework for relating…

  18. 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.

  19. 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.

  20. 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.

  1. Perceiving emotions in neutral faces: expression processing is biased by affective person knowledge

    PubMed Central

    Rabovsky, Milena; Abdel Rahman, Rasha

    2015-01-01

    According to a widely held view, basic emotions such as happiness or anger are reflected in facial expressions that are invariant and uniquely defined by specific facial muscle movements. Accordingly, expression perception should not be vulnerable to influences outside the face. Here, we test this assumption by manipulating the emotional valence of biographical knowledge associated with individual persons. Faces of well-known and initially unfamiliar persons displaying neutral expressions were associated with socially relevant negative, positive or comparatively neutral biographical information. The expressions of faces associated with negative information were classified as more negative than faces associated with neutral information. Event-related brain potential modulations in the early posterior negativity, a component taken to reflect early sensory processing of affective stimuli such as emotional facial expressions, suggest that negative affective knowledge can bias the perception of faces with neutral expressions toward subjectively displaying negative emotions. PMID:24948155

  2. Forewarning of a Threat and Prior Knowledge of Outcome: Effects on Children's Emotional Responses to a Film Sequence.

    ERIC Educational Resources Information Center

    Hoffner, Cynthia; Cantor, Joanne

    1990-01-01

    Examines the influence of prior information on children's emotional responses to a frightening program. Finds that forewarning of the threat increased anticipatory fear but did not affect emotional responses, and that prior knowledge of the happy outcome reduced anticipatory fear but had an inconsistent effect on fear during the threatening scene.…

  3. Emotion regulation meets emotional attention: the influence of emotion suppression on emotional attention depends on the nature of the distracters.

    PubMed

    Vogt, Julia; De Houwer, Jan

    2014-10-01

    Recent evidence has suggested a crucial role of people's current goals in attention to emotional information. This asks for research investigating how and what kinds of goals shape emotional attention. The present study investigated how the goal to suppress a negative emotional state influences attention to emotion-congruent events. After inducing disgust, we instructed participants to suppress all feelings of disgust during a subsequent dot probe task. Attention to disgusting images was modulated by the sort of distracter that was presented in parallel with disgusting imagery. When disgusting images were presented together with neutral images, emotion suppression was accompanied by a tendency to attend to disgusting images. However, when disgusting images were shown with positive images that allow coping with disgust (i.e., images representing cleanliness), attention tended away from disgusting images and toward images representing cleanliness. These findings show that emotion suppression influences the allocation of attention but that the successful avoidance of emotion-congruent events depends on the availability of effective distracters.

  4. 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.

  5. "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.…

  6. 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.

  7. 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…

  8. Emotion Situation Knowledge and Autobiographical Memory in Chinese, Immigrant Chinese, and European American 3-Year-Olds

    ERIC Educational Resources Information Center

    Wang, Qi; Hutt, Rachel; Kulkofsky, Sarah; McDermott, Melissa; Wei, Ruohong

    2006-01-01

    This study examined the influence of children's emotion situation knowledge (EK) on their autobiographical memory ability at both group and individual levels. Native Chinese, Chinese immigrant, and European American 3-year-old children participated (N = 189). During a home visit, children recounted 2 personal memories of recent, 1-time events with…

  9. Emotion Talk: Helping Caregivers Facilitate Emotion Understanding and Emotion Regulation

    ERIC Educational Resources Information Center

    Brinton, Bonnie; Fujiki, Martin

    2011-01-01

    This article focuses on two aspects of emotional intelligence, emotion understanding and emotion regulation. These abilities are important because of their impact on social communication and the way in which they influence a child's access to knowledge. Caregivers who engage their children in emotion talk may strengthen the ability of their…

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

    PubMed

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

    2015-01-01

    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.

  11. 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…

  12. 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…

  13. Does Emotional Arousal Influence Swearing Fluency?

    PubMed

    Stephens, Richard; Zile, Amy

    2017-01-16

    This study assessed the effect of experimentally manipulated emotional arousal on swearing fluency. We hypothesised that swear word generation would be increased with raised emotional arousal. The emotional arousal of 60 participants was manipulated by having them play a first-person shooter video game or, as a control, a golf video game, in a randomised order. A behavioural measure of swearing fluency based on the Controlled Oral Word Association Test was employed. Successful experimental manipulation was indicated by raised State Hostility Questionnaire scores after playing the shooter game. Swearing fluency was significantly greater after playing the shooter game compared with the golf game. Validity of the swearing fluency task was demonstrated via positive correlations with self-reported swearing fluency and daily swearing frequency. In certain instances swearing may represent a form of emotional expression. This finding will inform debates around the acceptability of using taboo language.

  14. 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.

  15. 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…

  16. Can emotions influence level-1 visual perspective taking?

    PubMed

    Bukowski, Henryk; Samson, Dana

    2016-01-01

    Emotions and perspective-taking are ubiquitous in our daily social interactions, but little is known about the relation between the two. This study examined whether and how emotions can influence even the most basic forms of perspective-taking. Experiment 1 showed that guilt made participants more other-centered in a simple visual perspective-taking task while anger tended to make them more self-centered. These two emotions had, however, no effect on the ability to handle conflicting perspectives. Since the guilt induction method used in Experiment 1 also induced feelings of self-incompetence and shame, Experiment 2 aimed at isolating the effects of these concomitant feelings. Self-incompetence/shame reduced participants' ability to handle conflicting perspectives but did not influence attention allocation. In sum, these results highlight that emotions can affect even the simplest form of perspective-taking and that such influence can be brought about by the modulation of different cognitive mechanisms.

  17. Influence of Emotional Processing on Working Memory in Schizophrenia

    PubMed Central

    Becerril, Karla; Barch, Deanna

    2011-01-01

    Research on emotional processing in schizophrenia suggests relatively intact subjective responses to affective stimuli “in the moment.” However, neuroimaging evidence suggests diminished activation in brain regions associated with emotional processing in schizophrenia. We asked whether given a more vulnerable cognitive system in schizophrenia, individuals with this disorder would show increased or decreased modulation of working memory (WM) as a function of the emotional content of stimuli compared with healthy control subjects. In addition, we examined whether higher anhedonia levels were associated with a diminished impact of emotion on behavioral and brain activation responses. In the present study, 38 individuals with schizophrenia and 32 healthy individuals completed blocks of a 2-back WM task in a functional magnetic resonance imaging scanning session. Blocks contained faces displaying either only neutral stimuli or neutral and emotional stimuli (happy or fearful faces), randomly intermixed and occurring both as targets and non-targets. Both groups showed higher accuracy but slower reaction time for negative compared to neutral stimuli. Individuals with schizophrenia showed intact amygdala activity in response to emotionally evocative stimuli, but demonstrated altered dorsolateral prefrontal cortex (DLPFC) and hippocampal activity while performing an emotionally loaded WM-task. Higher levels of social anhedonia were associated with diminished amygdala responses to emotional stimuli and increased DLPFC activity in individuals with schizophrenia. Emotional arousal may challenge dorsal-frontal control systems, which may have both beneficial and detrimental influences. Our findings suggest that disturbances in emotional processing in schizophrenia relate to alterations in emotion-cognition interactions rather than to the perception and subjective experience of emotion per se. PMID:20176860

  18. Influence of emotional processing on working memory in schizophrenia.

    PubMed

    Becerril, Karla; Barch, Deanna

    2011-09-01

    Research on emotional processing in schizophrenia suggests relatively intact subjective responses to affective stimuli "in the moment." However, neuroimaging evidence suggests diminished activation in brain regions associated with emotional processing in schizophrenia. We asked whether given a more vulnerable cognitive system in schizophrenia, individuals with this disorder would show increased or decreased modulation of working memory (WM) as a function of the emotional content of stimuli compared with healthy control subjects. In addition, we examined whether higher anhedonia levels were associated with a diminished impact of emotion on behavioral and brain activation responses. In the present study, 38 individuals with schizophrenia and 32 healthy individuals completed blocks of a 2-back WM task in a functional magnetic resonance imaging scanning session. Blocks contained faces displaying either only neutral stimuli or neutral and emotional stimuli (happy or fearful faces), randomly intermixed and occurring both as targets and non-targets. Both groups showed higher accuracy but slower reaction time for negative compared to neutral stimuli. Individuals with schizophrenia showed intact amygdala activity in response to emotionally evocative stimuli, but demonstrated altered dorsolateral prefrontal cortex (DLPFC) and hippocampal activity while performing an emotionally loaded WM-task. Higher levels of social anhedonia were associated with diminished amygdala responses to emotional stimuli and increased DLPFC activity in individuals with schizophrenia. Emotional arousal may challenge dorsal-frontal control systems, which may have both beneficial and detrimental influences. Our findings suggest that disturbances in emotional processing in schizophrenia relate to alterations in emotion-cognition interactions rather than to the perception and subjective experience of emotion per se.

  19. Emotions in context: pictorial influences on affective attributions.

    PubMed

    Marian, Diane E; Shimamura, Arthur P

    2012-04-01

    The visual illusion Terror Subterra, by Roger Shepard (1990), depicts a seemingly large creature chasing another in a tunnel, yet both creatures are physically identical. In addition to this visual illusion, the two creatures also appear to exhibit different emotions, as the background creature (the pursuer) appears angry whereas the foreground creature (the pursued) appears fearful. We explored this context effect by first establishing the magnitude of the emotional bias effect. We then modified the original drawing in various ways, such as equating for perceived size, removing one creature from the scene, and removing the pictorial context altogether. Findings suggest that the emotional bias is due to the pictorial setting and to the perceived social-emotional relationship between the two creatures. These results highlight the importance of both perceptual and social-emotional influences in driving affective attributions.

  20. Emotion Framing: Does It Relate to Children's Emotion Knowledge and Social Behavior?

    ERIC Educational Resources Information Center

    Colwell, Malinda J.; Hart, Sybil

    2006-01-01

    This study examined the associations between maternal emotion framing and mother--child relationship quality and children's emotional and social competence. Sixty-one mothers and their preschool children (33 boys) completed dyadic and individual measures. Observations were made of mother--child synchrony and maternal emotion framing. Children's…

  1. Instrumental music influences recognition of emotional body language.

    PubMed

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

    2009-05-01

    In everyday life, emotional events are perceived by multiple sensory systems. Research has shown that recognition of emotions in one modality is biased towards the emotion expressed in a simultaneously presented but task irrelevant modality. In the present study, we combine visual and auditory stimuli that convey similar affective meaning but have a low probability of co-occurrence in everyday life. Dynamic face-blurred whole body expressions of a person grasping an object while expressing happiness or sadness are presented in combination with fragments of happy or sad instrumental classical music. Participants were instructed to categorize the emotion expressed by the visual stimulus. The results show that recognition of body language is influenced by the auditory stimuli. These findings indicate that crossmodal influences as previously observed for audiovisual speech can also be obtained from the ignored auditory to the attended visual modality in audiovisual stimuli that consist of whole bodies and music.

  2. When action meets emotions: how facial displays of emotion influence goal-related behavior.

    PubMed

    Ferri, Francesca; Stoianov, Ivilin Peev; Gianelli, Claudia; D'Amico, Luigi; Borghi, Anna M; Gallese, Vittorio

    2010-10-01

    Many authors have proposed that facial expressions, by conveying emotional states of the person we are interacting with, influence the interaction behavior. We aimed at verifying how specific the effect is of the facial expressions of emotions of an individual (both their valence and relevance/specificity for the purpose of the action) with respect to how the action aimed at the same individual is executed. In addition, we investigated whether and how the effects of emotions on action execution are modulated by participants' empathic attitudes. We used a kinematic approach to analyze the simulation of feeding others, which consisted of recording the "feeding trajectory" by using a computer mouse. Actors could express different highly arousing emotions, namely happiness, disgust, anger, or a neutral expression. Response time was sensitive to the interaction between valence and relevance/specificity of emotion: disgust caused faster response. In addition, happiness induced slower feeding time and longer time to peak velocity, but only in blocks where it alternated with expressions of disgust. The kinematic profiles described how the effect of the specificity of the emotional context for feeding, namely a modulation of accuracy requirements, occurs. An early acceleration in kinematic relative-to-neutral feeding profiles occurred when actors expressed positive emotions (happiness) in blocks with specific-to-feeding negative emotions (disgust). On the other hand, the end-part of the action was slower when feeding happy with respect to neutral faces, confirming the increase of accuracy requirements and motor control. These kinematic effects were modulated by participants' empathic attitudes. In conclusion, the social dimension of emotions, that is, their ability to modulate others' action planning/execution, strictly depends on their relevance and specificity to the purpose of the action. This finding argues against a strict distinction between social and nonsocial

  3. Emotional Voice and Emotional Body Postures Influence Each Other Independently of Visual Awareness

    PubMed Central

    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. PMID:22003396

  4. 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…

  5. Emotional Intelligence and Empathy: Their Relation to Multicultural Counseling Knowledge and Awareness.

    ERIC Educational Resources Information Center

    Constantine, Madonna G.; Gainor, Kathy A.

    2001-01-01

    Study examines the relationship among school counselors' emotional intelligence, empathy, and self-reported multicultural counseling knowledge and awareness. Findings revealed that school counselors' previous multicultural education, emotional intelligence scores, and personal distress empathy scores accounted for significant variance in their…

  6. 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.

  7. 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.…

  8. 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.

  9. 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

  10. Influence of Tempo and Rhythmic Unit in Musical Emotion Regulation.

    PubMed

    Fernández-Sotos, Alicia; Fernández-Caballero, Antonio; Latorre, José M

    2016-01-01

    This article is based on the assumption of musical power to change the listener's mood. The paper studies the outcome of two experiments on the regulation of emotional states in a series of participants who listen to different auditions. The present research focuses on note value, an important musical cue related to rhythm. The influence of two concepts linked to note value is analyzed separately and discussed together. The two musical cues under investigation are tempo and rhythmic unit. The participants are asked to label music fragments by using opposite meaningful words belonging to four semantic scales, namely "Tension" (ranging from Relaxing to Stressing), "Expressiveness" (Expressionless to Expressive), "Amusement" (Boring to Amusing) and "Attractiveness" (Pleasant to Unpleasant). The participants also have to indicate how much they feel certain basic emotions while listening to each music excerpt. The rated emotions are "Happiness," "Surprise," and "Sadness." This study makes it possible to draw some interesting conclusions about the associations between note value and emotions.

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

    PubMed Central

    FINLON, KRISTY J.; IZARD, CARROLL E.; SEIDENFELD, ADINA; JOHNSON, STACY R.; CAVADEL, ELIZABETH WOODBURN; KRAUTHAMER EWING, E. STEPHANIE; MORGAN, JUDITH K.

    2015-01-01

    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. PMID:26439080

  12. The Case for Emotional Literacy: The Influence of Emotional Intelligence on Problem Behaviours in Malaysian Secondary School Students.

    ERIC Educational Resources Information Center

    Liau, Albert K.; Liau, Agnes W.; Teoh, George B. S.; Liau, Michael T. L.

    2003-01-01

    Identifies a renaissance in civics and moral education in the Asia-Pacific region. Discusses the need to incorporate emotional literacy in these programs and analyze the influence of emotional literacy on problem behaviors in Malaysian secondary school students. Links results of emotional literacy to internalizing and externalizing problem…

  13. Socialization of Emotion: Who Influences Whom and How?

    ERIC Educational Resources Information Center

    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…

  14. The Influence of Emotion on Students' Performance in Dissection Exercises

    ERIC Educational Resources Information Center

    Holstermann, Nina; Grube, Dietmar; Bogeholz, Susanne

    2009-01-01

    This paper investigates the issue of how emotions such as disgust influence students' self-efficacy belief in terms of mastering a dissection task and also how these affect their interest in the biology of the heart. Following models of intrinsic motivation and the development of motivation, we expected disgust to negatively impact on students'…

  15. 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

  16. Aesthetic meanings and aesthetic emotions: how historical and intentional knowledge expand aesthetic experience.

    PubMed

    Silvia, Paul J

    2013-04-01

    This comment proposes that Bullot & Reber's (B&R's) emphasis on historical and intentional knowledge expands the range of emotions that can be properly viewed as aesthetic states. Many feelings, such as anger, contempt, shame, confusion, and pride, come about through complex aesthetic meanings, which integrate conceptual knowledge, beliefs about the work and the artist's intentions, and the perceiver's goals and values.

  17. Mutual influences of pain and emotional face processing

    PubMed Central

    Wieser, Matthias J.; Gerdes, Antje B. M.; Reicherts, Philipp; Pauli, Paul

    2014-01-01

    The perception of unpleasant stimuli enhances whereas the perception of pleasant stimuli decreases pain perception. In contrast, the effects of pain on the processing of emotional stimuli are much less known. Especially given the recent interest in facial expressions of pain as a special category of emotional stimuli, a main topic in this research line is the mutual influence of pain and facial expression processing. Therefore, in this mini-review we selectively summarize research on the effects of emotional stimuli on pain, but more extensively turn to the opposite direction namely how pain influences concurrent processing of affective stimuli such as facial expressions. Based on the motivational priming theory one may hypothesize that the perception of pain enhances the processing of unpleasant stimuli and decreases the processing of pleasant stimuli. This review reveals that the literature is only partly consistent with this assumption: pain reduces the processing of pleasant pictures and happy facial expressions, but does not – or only partly – affect processing of unpleasant pictures. However, it was demonstrated that pain selectively enhances the processing of facial expressions if these are pain-related (i.e., facial expressions of pain). Extending a mere affective modulation theory, the latter results suggest pain-specific effects which may be explained by the perception-action model of empathy. Together, these results underscore the important mutual influence of pain and emotional face processing. PMID:25352817

  18. Emotion knowledge, emotion regulation, and psychosocial adjustment in children with nonverbal learning disabilities.

    PubMed

    Metsala, Jamie L; Galway, Tanya M; Ishaik, Galit; Barton, Veronica E

    2016-07-28

    Nonverbal learning disability is a childhood disorder with basic neuropsychological deficits in visuospatial processing and psychomotor coordination, and secondary impairments in academic and social-emotional functioning. This study examines emotion recognition, understanding, and regulation in a clinic-referred group of young children with nonverbal learning disabilities (NLD). These processes have been shown to be related to social competence and psychological adjustment in typically developing (TD) children. Psychosocial adjustment and social skills are also examined for this young group, and for a clinic-referred group of older children with NLD. The young children with NLD scored lower than the TD comparison group on tasks assessing recognition of happy and sad facial expressions and tasks assessing understanding of how emotions work. Children with NLD were also rated as having less adaptive regulation of their emotions. For both young and older children with NLD, internalizing and externalizing problem scales were rated higher than for the TD comparison groups, and the means of the internalizing, attention, and social problem scales were found to fall within clinically concerning ranges. Measures of attention and nonverbal intelligence did not account for the relationship between NLD and Social Problems. Social skills and NLD membership share mostly overlapping variance in accounting for internalizing problems across the sample. The results are discussed within a framework wherein social cognitive deficits, including emotion processes, have a negative impact on social competence, leading to clinically concerning levels of depression and withdrawal in this population.

  19. An attentional theory of emotional influences on risky decisions.

    PubMed

    Levine, Daniel S; Ramirez, Patrick A

    2013-01-01

    It is well known that choices between gambles can depend not only on the probabilities of gains or losses but also on the emotional richness of the items to be gained or lost. Rottenstreich and Hsee (2001) demonstrated that overweighting of low probabilities is magnified if the possible events are emotionally rich, such as a kiss versus an amount of money. Ramirez (2010) showed that persistence in the face of comparable numerically presented losses is greater when the scenario involves taking care of a pet (emotionally richer) versus a business (emotionally poorer). Much of this phenomenon is captured in a neural network model of the Rottenstreich-Hsee data (Levine, 2012). The model is based on interactions among the orbitofrontal cortex, amygdala, cingulate, striatum, thalamus, and premotor cortex that implement categorization of multiattribute vectors representing choice options, in a manner consistent with the gists of fuzzy trace theory. Before categorization, the vectors are weighted by selective attention to attributes that are either emotionally salient or task relevant, with increasing emotional arousal shifting the attentional weights away from numerical attributes such as precise probabilities. This interpretation is supported by the data of Hsee and Rottenstreich (2004) showing that how much participants would pay to save endangered animals is not influenced by the number to be saved if they see pictures but is influenced by the number if they are given verbal descriptions. The theory suggests a few open questions. How are the selective attentional signals represented in the interactions between prefrontal cortex and subcortical areas? Would the salience of numerical attributes still be reduced with high arousal in highly numerate participants? Would the differences between the pet and business scenarios be altered if the positive or negative feedback participants received were shown via pictures rather than numbers?

  20. 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.

  1. Effects of Emotional and Sensorimotor Knowledge in Semantic Processing of Concrete and Abstract Nouns

    PubMed Central

    Newcombe, P. Ian; Campbell, Cale; Siakaluk, Paul D.; Pexman, Penny M.

    2012-01-01

    There is much empirical evidence that words’ relative imageability and body-object interaction (BOI) facilitate lexical processing for concrete nouns (e.g., Bennett et al., 2011). These findings are consistent with a grounded cognition framework (e.g., Barsalou, 2008), in which sensorimotor knowledge is integral to lexical processing. In the present study, we examined whether lexical processing is also sensitive to the dimension of emotional experience (i.e., the ease with which words evoke emotional experience), which is also derived from a grounded cognition framework. We examined the effects of emotional experience, imageability, and BOI in semantic categorization for concrete and abstract nouns. Our results indicate that for concrete nouns, emotional experience was associated with less accurate categorization, whereas imageability and BOI were associated with faster and more accurate categorization. For abstract nouns, emotional experience was associated with faster and more accurate categorization, whereas BOI was associated with slower and less accurate categorization. This pattern of results was observed even with many other lexical and semantic dimensions statistically controlled. These findings are consistent with Vigliocco et al.’s (2009) theory of semantic representation, which states that emotional knowledge underlies meanings for abstract concepts, whereas sensorimotor knowledge underlies meanings for concrete concepts. PMID:23060778

  2. 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.

  3. Influence of Tempo and Rhythmic Unit in Musical Emotion Regulation

    PubMed Central

    Fernández-Sotos, Alicia; Fernández-Caballero, Antonio; Latorre, José M.

    2016-01-01

    This article is based on the assumption of musical power to change the listener's mood. The paper studies the outcome of two experiments on the regulation of emotional states in a series of participants who listen to different auditions. The present research focuses on note value, an important musical cue related to rhythm. The influence of two concepts linked to note value is analyzed separately and discussed together. The two musical cues under investigation are tempo and rhythmic unit. The participants are asked to label music fragments by using opposite meaningful words belonging to four semantic scales, namely “Tension” (ranging from Relaxing to Stressing), “Expressiveness” (Expressionless to Expressive), “Amusement” (Boring to Amusing) and “Attractiveness” (Pleasant to Unpleasant). The participants also have to indicate how much they feel certain basic emotions while listening to each music excerpt. The rated emotions are “Happiness,” “Surprise,” and “Sadness.” This study makes it possible to draw some interesting conclusions about the associations between note value and emotions. PMID:27536232

  4. Islamic Headdress Influences How Emotion is Recognized from the Eyes

    PubMed Central

    Kret, Mariska Esther; de Gelder, Beatrice

    2012-01-01

    Previous research has shown a negative bias in the perception of whole facial expressions from out-group members. Whether or not emotion recognition from the eyes is already sensitive to contextual information is presently a matter of debate. In three experiments we tested whether emotions can be recognized when just the eyes are visible and whether this recognition is affected by context cues, such as various Islamic headdresses vs. a cap or a scarf. Our results indicate that fear is still well recognized from a briefly flashed (100 ms) image of a women wearing a burqa with less than 20% transparency of the eye region. Moreover, the type of headdress influences how emotions are recognized. In a group of participants from non-Islamic background, fear was recognized better from women wearing a niqāb than from women wearing a cap and a shawl, whereas the opposite was observed for happy and sad expressions. The response patterns showed that fearful and anger labels were more often attributed to women with a niqāb vs. a cap and a shawl and again, an opposite pattern was observed for the happy response. However, there was no general response bias: both correct and incorrect responses were influenced by the facial expression as well. Anxiety levels and/or explicit negative associations with the Islam as measured via questionnaires did not mediate the effects. Consistent with the face literature, we conclude that the recognition of emotions from the eyes is also influenced by context. PMID:22557983

  5. Factors Influencing Knowledge Sharing among Undergraduate Students: A Malaysian Perspective

    ERIC Educational Resources Information Center

    Ong, Hway-Boon; Yeap, Peik-Foong; Tan, Siow-Hooi; Chong, Lee-Lee

    2011-01-01

    Knowledge sharing can enhance learning and help to build the knowledge workforce. This paper reports on a study of knowledge sharing behaviour among undergraduate students in Malaysia. Knowledge sharing was found to be influenced by the mechanisms used, various barriers to communication and the motivations behind knowledge sharing. The mechanisms…

  6. Influence of cosmetics on emotional, autonomous, endocrinological, and immune reactions.

    PubMed

    Pössel, P; Ahrens, S; Hautzinger, M

    2005-12-01

    Recent findings indicate that cosmetics increase positive valence of emotions and thereby influence the autonomous nerve system. Other studies showed the effects of emotions on the endocrinological and the immune system. Based on this preliminary conclusion, the aim of the present study was to prove whether cosmetics are able to decrease the level of the stress hormone cortisol and strengthen the immune system. Four slides of made up or unvarnished women each, integrated in another 16 slides each of equivalent valence and arousal, were presented to 60 women. During stimulus presentation, subjective (valence), autonomous (heart rate), endocrinological (salivary cortisol) as well as immunological reactions [secretory immunoglobulin A (sIgA)] were recorded. As expected subjective ratings concerning the slides of made up women reported more positive valence than those concerning unvarnished women. Furthermore, heart rate decreased under presentation of made up women, which indicates the positive influence of these slides on the autonomous nerve system. Furthermore, in half of the volunteers a decrease of cortisol and an increase of sIgA level while presenting the made up women was measurable in contrast to the presentation of unvarnished women. Maybe this is due to a short presentation time and the endocrinological as well as the immune system can be hardly influenced that quick. Another explanation could be that the volunteers were in part so called psychophysiological non-responders who show no reaction to emotional stimuli in the endocrinological and the immune system. It has to be considered that only the influence of visual stimuli and not the influence of social care (e.g. positive statements of other, etc.), which is normally connected with the use of cosmetics, was assessed, so that these delineated positive results show the lower limit of cosmetic effects.

  7. COMT genotype influences prefrontal response to emotional distraction.

    PubMed

    Bishop, Sonia J; Cohen, Jonathan D; Fossella, John; Casey, B J; Farah, Martha J

    2006-03-01

    Early studies of genetic effects on brain activity have been conducted to investigate primarily either the influence of polymorphisms in dopaminergic genes, especially the catechol-O-methyltransferase (COMT) gene, on prefrontal cognitive processes such as working memory, or that of polymorphisms in the serotonin transporter gene on the amygdala response to threatening stimuli. Here, we address genetic influences on the neural systems underlying cognitive-affective interactions. Specifically, we assess the effect of the CO MT val158met polymorphism onfrontal regulation of attentionunder emotional distraction. Healthy volunteers were scanned while performing a house-matching task with affectively negative versus neutral distractors. Effects of val allele load were examined on frontal regions associated with attentional control and emotion regulation, and on parahippocampal regions associated with perception of houses. As we predicted, val load correlated positively with activity in control- and task-related regions during performance under emotional distraction. These findings provide an initial step toward identifying genetic contributions to interindividual variability in recruitment of mechanisms that regulate affective processing.

  8. The influence of color on emotional perception of natural scenes.

    PubMed

    Codispoti, Maurizio; De Cesarei, Andrea; Ferrari, Vera

    2012-01-01

    Is color a critical factor when processing the emotional content of natural scenes? Under challenging perceptual conditions, such as when pictures are briefly presented, color might facilitate scene segmentation and/or function as a semantic cue via association with scene-relevant concepts (e.g., red and blood/injury). To clarify the influence of color on affective picture perception, we compared the late positive potentials (LPP) to color versus grayscale pictures, presented for very brief (24 ms) and longer (6 s) exposure durations. Results indicated that removing color information had no effect on the affective modulation of the LPP, regardless of exposure duration. These findings imply that the recognition of the emotional content of scenes, even when presented very briefly, does not critically rely on color information.

  9. 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,…

  10. 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…

  11. 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

  12. Critical Pedagogy and Emotion: Working through "Troubled Knowledge" in Posttraumatic Contexts

    ERIC Educational Resources Information Center

    Zembylas, Michalinos

    2013-01-01

    This article critiques some of the existing literature in critical pedagogy and the way it tends to overlook or downplay the strong emotional investments of troubled knowledge in posttraumatic situations. Examining existing literature in critical pedagogy reiterates the argument that the discourse of critical pedagogy constructs and sustains its…

  13. Preservice Teachers' Self Efficacy and Knowledge of Emotional and Behavioural Disorders

    ERIC Educational Resources Information Center

    Shillingford, Shani; Karlin, Nancy

    2014-01-01

    This research examined preservice teachers' knowledge of emotional and behavioural disorders (EBD) and their sense of efficacy. The participants included a convenience sample of 230 undergraduate general education and special education preservice teachers enrolled in teacher education classes. The age of the participants ranged from 19 to 51 with…

  14. 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…

  15. 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…

  16. 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.

  17. 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

  18. Anticipation of a psychosocial stressor differentially influences ghrelin, cortisol and food intake among emotional and non-emotional eaters.

    PubMed

    Raspopow, Kate; Abizaid, Alfonso; Matheson, Kimberly; Anisman, Hymie

    2014-03-01

    Negative emotions trigger eating in some individuals (emotional eaters) possibly by influencing stress hormones that contribute to eating regulation (e.g., cortisol), or eating-related peptides (e.g., ghrelin) signaling food initiation. The present study assessed whether stressor-elicited cortisol and ghrelin changes would differ between emotional and non-emotional eaters, and whether eating would influence these neuroendocrine responses. Undergraduate women (N=103) who completed measures of emotional eating, were assigned to anticipate either a stressful (public speaking) or non-stressful event. During this period, participants were or were not offered food. Blood samples were taken continuously over a 40-min period to assess changes of cortisol and ghrelin levels, and mood was assessed after the anticipation period. Baseline ghrelin levels were lower in emotional than non-emotional eaters, and this relation was mediated by percent body fat. Ghrelin levels were elevated among women anticipating a stressor, compared to those in the control condition. Additionally, the normal decline of ghrelin following food consumption was not apparent among emotional eaters. Although food intake was not tied to hormone responses, reported hunger was associated with greater food intake for women in the stressor condition. It was suggested that emotional eating coupled with subjective feelings of hunger, might contribute to eating in response to an acute stressor. Additionally, feedback mechanisms controlling the normalization of ghrelin levels might be disturbed in emotional eaters. The similarity of the ghrelin profile of emotional eaters to that of binge eaters and obese individuals, raises the possibility that disturbed ghrelin response might be a risk factor for such conditions.

  19. 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…

  20. 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…

  1. 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

  2. Individual differences in emotion-cognition interactions: emotional valence interacts with serotonin transporter genotype to influence brain systems involved in emotional reactivity and cognitive control

    PubMed Central

    Stollstorff, Melanie; Munakata, Yuko; Jensen, Arielle P. C.; Guild, Ryan M.; Smolker, Harry R.; Devaney, Joseph M.; Banich, Marie T.

    2013-01-01

    The serotonin transporter gene (5-HTTLPR) influences emotional reactivity and attentional bias toward or away from emotional stimuli, and has been implicated in psychopathological states, such as depression and anxiety disorder. The short allele is associated with increased reactivity and attention toward negatively-valenced emotional information, whereas the long allele is associated with increased reactivity and attention toward positively-valenced emotional information. The neural basis for individual differences in the ability to exert cognitive control over these bottom-up biases in emotional reactivity and attention is unknown, an issue investigated in the present study. Healthy adult participants were divided into two groups, either homozygous carriers of the 5-HTTLPR long allele or homozygous carriers of the short allele, and underwent functional magnetic resonance imaging (fMRI) while completing an Emotional Stroop-like task that varied in the congruency of task-relevant and task-irrelevant information and the emotional valence of the task-irrelevant information. Behaviorally, participants demonstrated the classic “Stroop effect” (responses were slower for incongruent than congruent trials), which did not differ by 5-HTTLPR genotype. However, fMRI results revealed that genotype influenced the degree to which neural systems were engaged depending on the valence of the conflicting task-irrelevant information. While the “Long” group recruited prefrontal control regions and superior temporal sulcus during conflict when the task-irrelevant information was positively-valenced, the “Short” group recruited these regions during conflict when the task-irrelevant information was negatively-valenced. Thus, participants successfully engaged cognitive control to overcome conflict in an emotional context using similar neural circuitry, but the engagement of this circuitry depended on emotional valence and 5-HTTLPR status. These results suggest that the

  3. How School Climate Influences Teachers’ Emotional Exhaustion: The Mediating Role of Emotional Labor

    PubMed Central

    Yao, Xiuping; Yao, Meilin; Zong, Xiaoli; Li, Yulan; Li, Xiying; Guo, Fangfang; Cui, Guanyu

    2015-01-01

    Currently, in China, improving the quality of teachers’ emotional labor has become an urgent need for most pre-kindergarten through 12th grade (p–12) schools because the new curriculum reform highlights the role of emotion in teaching. A total of 703 primary and high school teachers in Mainland China were investigated regarding their perceptions of school climate, emotional labor strategy and emotional exhaustion via questionnaires. The findings revealed that the teachers’ perceptions of the school climate negatively affected surface acting but positively affected deep acting. Surface acting positively predicted emotional exhaustion, and deep acting had no significant effect on emotional exhaustion. Moreover, emotional labor mediated the relationship between the teachers’ perceptions of the school climate and emotional exhaustion. Programs aimed at improving the school climate and the teachers’ use of appropriate emotional labor strategies should be implemented in schools in Mainland China. PMID:26457713

  4. 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

  5. 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.

  6. Aesthetic Chills: Knowledge-Acquisition, Meaning-Making, and Aesthetic Emotions

    PubMed Central

    Schoeller, Felix; Perlovsky, Leonid

    2016-01-01

    This article addresses the relation between aesthetic emotions, knowledge-acquisition, and meaning-making. We briefly review theoretical foundations and present experimental data related to aesthetic chills. These results suggest that aesthetic chills are inhibited by exposing the subject to an incoherent prime prior to the chill-eliciting stimulation and that a meaningful prime makes the aesthetic experience more pleasurable than a neutral or an incoherent one. Aesthetic chills induced by narrative structures seem to be related to the pinnacle of the story, to have a significant calming effect and subjects describe a strong empathy for the characters. We discuss the relation between meaning-making and aesthetic emotions at the psychological, physiological, narratological, and mathematical levels and propose a series of hypotheses to be tested in future research. PMID:27540366

  7. Influence of Parental Expressed Emotions on Children's Emotional Eating via Children's Negative Urgency.

    PubMed

    Munsch, Simone; Dremmel, Daniela; Kurz, Susanne; De Albuquerque, Jiske; Meyer, Andrea H; Hilbert, Anja

    2017-01-01

    We investigated whether parental expressed emotion (criticism and emotional overinvolvement) is related to children's emotional eating and whether this relationship is mediated by children's negative urgency. One hundred children, aged 8 to 13 years, either healthy or have binge-eating disorder and/or attention-deficit/hyperactivity disorder, completed the questionnaires, along with their parents. Parental criticism and, to a lesser extent, parental emotional overinvolvement were both positively related to children's emotional eating, and this relationship was mediated by children's negative urgency. Further exploratory analyses revealed that the mediating role of children's negative urgency in the relationship between parental criticism and children's emotional eating was pronounced in the clinical group of children with binge-eating disorder and attention-deficit/hyperactivity disorder but almost absent in the healthy control group. Copyright © 2016 John Wiley & Sons, Ltd and Eating Disorders Association.

  8. Neuroticism influences pupillary responses during an emotional interference task.

    PubMed

    Prehn, Kristin; Heekeren, Hauke R; Blasek, Katharina; Lapschies, Katharina; Mews, Isabella; van der Meer, Elke

    2008-10-01

    We used behavioral and pupillary measures during an analogical reasoning task to investigate the processing of conceptual and emotional relations as well as their interaction. In particular, we examined how mental resource consumption is modulated by individual differences in neuroticism in healthy participants during conditions with emotional interference. Two word pairs were presented simultaneously, each with a conceptual and an emotional relation. In one experimental block, participants had to decide whether conceptual relations between the two word pairs were corresponding (conceptual task). In the other block, participants had to decide whether emotional relations were corresponding (emotional task). When participants had to focus on the correspondence of emotional relations, they were faster, more accurate, and showed greater pupillary responses than during the conceptual task. Moreover, participants with comparably higher neuroticism scores showed increased pupillary responses during conditions with emotional interference (i.e., during the conceptual task when they had to ignore incongruent information on the correspondence provided by the task-irrelevant emotional relations). These results demonstrate that affective aspects of stimuli (here: emotional relations) are preferentially selected for information processing. Moreover, increased mental resource consumption due to emotional interference in participants with comparably higher neuroticism scores might reflect a possible mechanism making these individuals more vulnerable to mood or anxiety disorders.

  9. Early visual ERPs are influenced by individual emotional skills

    PubMed Central

    Roux, Sylvie; Batty, Magali

    2014-01-01

    Processing information from faces is crucial to understanding others and to adapting to social life. Many studies have investigated responses to facial emotions to provide a better understanding of the processes and the neural networks involved. Moreover, several studies have revealed abnormalities of emotional face processing and their neural correlates in affective disorders. The aim of this study was to investigate whether early visual event-related potentials (ERPs) are affected by the emotional skills of healthy adults. Unfamiliar faces expressing the six basic emotions were presented to 28 young adults while recording visual ERPs. No specific task was required during the recording. Participants also completed the Social Skills Inventory (SSI) which measures social and emotional skills. The results confirmed that early visual ERPs (P1, N170) are affected by the emotions expressed by a face and also demonstrated that N170 and P2 are correlated to the emotional skills of healthy subjects. While N170 is sensitive to the subject’s emotional sensitivity and expressivity, P2 is modulated by the ability of the subjects to control their emotions. We therefore suggest that N170 and P2 could be used as individual markers to assess strengths and weaknesses in emotional areas and could provide information for further investigations of affective disorders. PMID:23720573

  10. Rationality and emotionality: serotonin transporter genotype influences reasoning bias.

    PubMed

    Stollstorff, Melanie; Bean, Stephanie E; Anderson, Lindsay M; Devaney, Joseph M; Vaidya, Chandan J

    2013-04-01

    Reasoning often occurs under emotionally charged, opinion-laden circumstances. The belief-bias effect indexes the extent to which reasoning is based upon beliefs rather than logical structure. We examined whether emotional content increases this effect, particularly for adults genetically predisposed to be more emotionally reactive. SS/SL(G) carriers of the serotonin transporter genotype (5-HTTLPR) were less accurate selectively for evaluating emotional relational reasoning problems with belief-logic conflict relative to L(A)L(A) carriers. Trait anxiety was positively associated with emotional belief-bias, and the 5-HTTLPR genotype significantly accounted for the variance in this association. Thus, deductive reasoning, a higher cognitive ability, is sensitive to differences in emotionality rooted in serotonin neurotransmitter function.

  11. 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

  12. Emotions Influence Cognition: The Missing Ingredient in School Evaluations.

    PubMed

    Hoffman, Leon; Catapano, Carrie

    2015-01-01

    In this paper we describe an intake evaluation process of elementary schoolchildren who have exhibited difficulties in a more traditional school environment. We show how a dynamic understanding of the child's emotional life and the child's emotions affects his or her behavior, cognitive development, and academic performance. We illustrate how to utilize this understanding in planning an approach in the classroom.

  13. 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…

  14. 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…

  15. The influence of stimulus sex and emotional expression on the attentional blink.

    PubMed

    Stebbins, Hilary E; Vanous, Jesse B

    2015-08-01

    Past studies have demonstrated that angry faces used as the first target (T1) in an attentional blink paradigm interfere with processing of a second, neutral target (T2). However, despite research that suggests that the sex and emotional expression of a face are confounded, no study has investigated whether the sex of a stimulus might interact with emotional expression to influence the attentional blink. In the current study, both the sex and emotional expression of a T1 stimulus were manipulated to assess participants' ability to report the presences of a subsequent neutral target. Although the findings revealed limited evidence to support an interaction between sex and emotion, both the sex and emotional expression of the T1 stimulus were found to independently affect reporting of T2. These findings suggest that both emotional expression and stimulus sex are important in the temporal allocation of attentional resources to faces.

  16. The influence of negative urgency, attentional bias, and emotional dimensions on palatable food consumption.

    PubMed

    Becker, Kendra Davis; Fischer, Sarah; Smith, Gregory T; Miller, Joshua D

    2016-05-01

    We tested a theoretical model concerning the role of attentional bias and negative affect in food consumption that offers important advances. We hypothesized that the effects of negative affect manipulations on food consumption vary as a function of trait levels of negative urgency (NU; tendency to act impulsively when distressed), and attentional bias and that the roles of emotional arousal and negative emotional valence differ and should be studied separately. 190 undergraduate women were randomly assigned to either an anger or neutral mood condition. Women in both conditions completed the Food Stroop, in which the presentation of food and neutral words were counterbalanced. After the task, participants were given the opportunity to eat mandarin oranges and/or chocolate candy while the experimenter was out of the room. The type and quantity of food consumed was counted after the participant departed. As hypothesized, the roles of emotional arousal and valence differed and the effect of the induced emotion was moderated by NU. Women high in NU who experienced emotional arousal were more likely to eat candy and consumed more candy than other women. Emotional valence had no effect on candy consumption. Neither increases in emotional arousal or emotional valence influenced attentional bias to food cues. Attentional bias was also unrelated to food consumption. The impact of negative mood inductions on palatable food consumption appears to operate through emotional arousal and not negative emotional valence, and it may operate primarily for women high in NU.

  17. Intensive meditation training influences emotional responses to suffering.

    PubMed

    Rosenberg, Erika L; Zanesco, Anthony P; King, Brandon G; Aichele, Stephen R; Jacobs, Tonya L; Bridwell, David A; MacLean, Katherine A; Shaver, Phillip R; Ferrer, Emilio; Sahdra, Baljinder K; Lavy, Shiri; Wallace, B Alan; Saron, Clifford D

    2015-12-01

    Meditation practices purportedly help people develop focused and sustained attention, cultivate feelings of compassionate concern for self and others, and strengthen motivation to help others who are in need. We examined the impact of 3 months of intensive meditative training on emotional responses to scenes of human suffering. Sixty participants were assigned randomly to either a 3-month intensive meditation retreat or a wait-list control group. Training consisted of daily practice in techniques designed to improve attention and enhance compassionate regard for others. Participants viewed film scenes depicting human suffering at pre- and posttraining laboratory assessments, during which both facial and subjective measures of emotion were collected. At post-assessment, training group participants were more likely than controls to show facial displays of sadness. Trainees also showed fewer facial displays of rejection emotions (anger, contempt, disgust). The groups did not differ on the likelihood or frequency of showing these emotions prior to training. Self-reported sympathy--but not sadness or distress--predicted sad behavior and inversely predicted displays of rejection emotions in trainees only. These results suggest that intensive meditation training encourages emotional responses to suffering characterized by enhanced sympathetic concern for, and reduced aversion to, the suffering of others.

  18. 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

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

    PubMed

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

    2013-11-01

    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.

  20. Emotion

    NASA Astrophysics Data System (ADS)

    Choi, Sukwoo

    It was widely accepted that emotion such as fear, anger and pleasure could not be studied using a modern scientific tools. During the very early periods of emotion researches, psychologists, but not biologist, dominated in studying emotion and its disorders. Intuitively, one may think that emotion arises from brain first and then bodily responses follow. For example, we are sad first, and then cry. However, groups of psychologists suggested a proposal that our feeling follows bodily responses; that is, we feel sad because we cry! This proposal seems counterintuitive but became a popular hypothesis for emotion. Another example for this hypothesis is as follows. When you accidentally confront a large bear in a mountain, what would be your responses?; you may feel terrified first, and then run, or you may run first, and then feel terrified later on. In fact, the latter explanation is correct! You feel fear after you run (even because you run?). Or, you can imagine that you date with your girl friend who you love so much. Your heart must be beating fast and your body temperature must be elevated! In this situation, if you take a very cold bath, what would you expect? Your hot feeling is usually calmed down after this cold bath; that is, you feel hot because your heart and bodily temperature change. While some evidence supported this hypothesis, others do not. In the case of patients whose cervical vertebrae were severed with an accident, they still retained significant amount of emotion (feelings!) in some cases (but other patients lost most of emotional experience). In addition, one can imagine that there would be a specific set of physical responses for specific emotion if the original hypothesis is correct (e.g. fasten heart beating and redden face for anger etc.). However, some psychologists failed to find any specific set of physical responses for specific emotion, though others insisted that there existed such specific responses. Based on these controversial

  1. Probing emotional influences on cognitive control: an ALE meta-analysis of cognition emotion interactions.

    PubMed

    Cromheeke, Sofie; Mueller, Sven C

    2014-05-01

    Increasing research documents an integration of cognitive control and affective processes. Despite a surge of interest in investigating the exact nature of this integration, no consensus has been reached on the precise neuroanatomical network involved. Using the activation likelihood estimation meta-analysis method, we examined 43 functional magnetic resonance imaging (fMRI) studies (total number of foci = 332; total number of participants, N = 820) from the literature that have reported significant interactions between emotion and cognitive control. Meta-analytic results revealed that concurrent emotion (relative to emotionally neutral trials) consistently increased neural activation during high relative to low cognitive control conditions across studies and paradigms. Specifically, these activations emerged in regions commonly implicated in cognitive control, such as the lateral prefrontal cortex (inferior frontal junction, inferior frontal gyrus), the medial prefrontal cortex, and the basal ganglia. In addition, some areas emerged during the interaction contrast that were not present during one of the main effects and included the subgenual anterior cingulate cortex and the precuneus. These data provide new evidence for a network of cognition emotion interaction within a cognitive control setting. The findings are discussed within current theories of cognitive and attentional control.

  2. The Influence of Secure Emotional Expression on Team Effectiveness

    ERIC Educational Resources Information Center

    Bailey, Emily; Dewitt, Matt

    2014-01-01

    The present study examined the relationship between group effectiveness and secure emotional expression over the course of a 10 week period. The participants consisted of 12 college students who were enrolled in a senior seminar on teamwork. Participants worked in two groups of six and participated in a group meeting each week that consisted of a…

  3. Emotional Competence and Its Influences on Teaching and Learning

    ERIC Educational Resources Information Center

    Garner, Pamela W.

    2010-01-01

    This article provides an interdisciplinary review of theory and research linking aspects of emotional competence to learning and school-related outcomes across childhood. Drawing upon work in developmental psychology, educational psychology, and teacher education, this review also discusses the role of teachers in socializing students' emotions…

  4. Influence of Package Visual Cues of Sweeteners on the Sensory-Emotional Profiles of Their Products.

    PubMed

    Wardy, Wisdom; Chonpracha, Pitchayapat; Chokumnoyporn, Napapan; Sriwattana, Sujinda; Prinyawiwatkul, Witoon; Jirangrat, Wannita

    2017-02-01

    Substantial evidence suggests influence of color, physical state, and other extrinsic features on consumer perception and acceptability of food products. In this study, 560 subjects evaluated liking and emotional responses associated with 5 sweeteners (sucralose, stevia, saccharin, aspartame, and sucrose) under 2 eliciting conditions: control (brand name only) and informed (brand name/packet image), to assess impact of the packet color. For a given condition, 5 identical tea samples each labeled with a sweetener type were rated for sweetness and overall liking (9-point) and emotions (5-point). Nonsignificant interactions between eliciting condition and sweetener type were found for liking attributes and emotions (except peaceful), indicating their independent effects. However, overall differences existed among sweetener types and eliciting conditions based on both hedonic and emotional responses (MANOVA, P < 0.05), suggesting modulating effects of packet color on sweetener type in the sensory-emotion space. The sensory-emotion profile for sucrose was separate from that of nonnutritive sweeteners, with statistically significant Mahalanobis distances among sample centroids. Increases in positive emotion intensities contrasted with a decrease in negative emotion intensities were observed for some sweeteners moving from the control to informed condition. Sweetness liking was strongly correlated with the emotion satisfied (sucralose, saccharin) only in the control condition, whereas it was strongly correlated with the emotions pleased and satisfied (stevia), disgusted (aspartame), and satisfied (sucrose) only in the informed condition. Overall, results suggested that sensory liking and emotions during the consumption experience are related not entirely to the type of sweetener, but also the color of the packet.

  5. 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).…

  6. 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…

  7. Genetic influences in emotional dysfunction and alcoholism-related brain damage

    PubMed Central

    Oscar-Berman, Marlene; Bowirrat, Abdalla

    2005-01-01

    Alcoholism is a complex, multifactorial disorder involving problematic ethanol ingestion; it results from the interplay between genetic and environmental factors. Personality, likewise, is formed from a combination of inherited and acquired influences. Because selected dimensions of emotional temperament are associated with distinct neurochemical substrates contributing to specific personality phenotypes, certain aspects of abnormal emotional traits in alcoholics may be inherited. Emotions involve complex subjective experiences engaging multiple brain regions, most notably the cortex, limbic system, and cerebellum. Results of in vivo magnetic resonance imaging and post-mortem neuropathological studies of alcoholics indicate that the greatest cortical loss occurs in the frontal lobes, with concurrent thinning of the corpus callosum. Additional damage has been documented for the amygdala and hippocampus, as well as in the white matter of the cerebellum. All of the critical areas of alcoholism-related brain damage are important for normal emotional functioning. When changes occur in these brain regions, either as a consequence of chronic ethanol abuse or from a genetic anomaly affecting temperament and/or a vulnerability to alcoholism, corresponding changes in emotional functions are to be expected. In alcoholics, such changes have been observed in their perception and evaluation of emotional facial expressions, interpretation of emotional intonations in vocal utterances, and appreciation of the meaning of emotional materials. PMID:18568071

  8. 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.

  9. What’s in a Face? How Face Gender and Current Affect Influence Perceived Emotion

    PubMed Central

    Harris, Daniel A.; Hayes-Skelton, Sarah A.; Ciaramitaro, Vivian M.

    2016-01-01

    Faces drive our social interactions. A vast literature suggests an interaction between gender and emotional face perception, with studies using different methodologies demonstrating that the gender of a face can affect how emotions are processed. However, how different is our perception of affective male and female faces? Furthermore, how does our current affective state when viewing faces influence our perceptual biases? We presented participants with a series of faces morphed along an emotional continuum from happy to angry. Participants judged each face morph as either happy or angry. We determined each participant’s unique emotional ‘neutral’ point, defined as the face morph judged to be perceived equally happy and angry, separately for male and female faces. We also assessed how current state affect influenced these perceptual neutral points. Our results indicate that, for both male and female participants, the emotional neutral point for male faces is perceptually biased to be happier than for female faces. This bias suggests that more happiness is required to perceive a male face as emotionally neutral, i.e., we are biased to perceive a male face as more negative. Interestingly, we also find that perceptual biases in perceiving female faces are correlated with current mood, such that positive state affect correlates with perceiving female faces as happier, while we find no significant correlation between negative state affect and the perception of facial emotion. Furthermore, we find reaction time biases, with slower responses for angry male faces compared to angry female faces. PMID:27733839

  10. Kurt Lewin's Influence on Social Emotional Climate Research in Germany and the United States.

    ERIC Educational Resources Information Center

    Saldern, Matthias V.

    Believing that an individual's development is strongly influenced by the way the person perceives his or her environment, Kurt Lewin had a strong influence on the theoretical foundations of social-emotional climate research. Lewin's theories may be compared with the following basic theoretical foundations of social climate research: symbolic…

  11. How emotional arousal and valence influence access to awareness.

    PubMed

    Sheth, Bhavin R; Pham, Thuan

    2008-10-01

    The effect of emotion on visual awareness is largely unknown. Pairs of natural images were presented side by side on a screen in a binocular rivalry setup. The amount of time that each image of a pair dominated perception was computed. Our results showed: (A) A main effect of arousal: Dominance durations of the more arousing picture of iso-valence pairs were longer. (B) No effect of valence: Dominance durations of pleasant and unpleasant pictures of iso-arousal pairs were similar. (C) An interaction between arousal and valence: The more pleasant picture of iso-arousal pairs of low arousal level dominated conscious perception. The less pleasant picture of iso-arousal pairs of high arousal level dominated conscious perception. Our findings suggest that the emotional content of a stimulus affects the extent to which it dominates awareness. While arousal and valence interactively affect access to awareness, only arousal exerts an independent control of such access.

  12. Trait emotional intelligence influences on academic achievement and school behaviour.

    PubMed

    Mavroveli, Stella; Sánchez-Ruiz, María José

    2011-03-01

    BACKGROUND. Trait emotional intelligence (trait EI or trait emotional self-efficacy) refers to individuals' emotion-related self-perceptions (Petrides, Furnham, & Mavroveli, 2007). The children's trait EI sampling domain provides comprehensive coverage of their affective personality. Preliminary evidence shows that the construct has important implications for children's psychological and behavioural adjustment. AIMS. This study investigates the associations between trait EI and school outcomes, such as performance in reading, writing, and maths, peer-rated behaviour and social competence, and self-reported bullying behaviours in a sample of primary school children. It also examines whether trait EI scores differentiate between children with and without special educational needs (SEN). SAMPLE. The sample comprised 565 children (274 boys and 286 girls) between the ages of 7 and 12 (M((age)) = 9.12 years, SD= 1.27 years) attending three English state primary schools. METHOD. Pupils completed the Trait Emotional Intelligence Questionnaire-Child Form (TEIQue-CF), the Guess Who peer assessment, the Peer-Victimization Scale, and the Bullying Behaviour Scale. Additional data on achievement and SEN were collected from the school archives. RESULTS. As predicted by trait EI theory, associations between trait EI and academic achievement were modest and limited to Year 3 children. Higher trait EI scores were related to more nominations from peers for prosocial behaviours and fewer nominations for antisocial behaviour as well as lower scores on self-reported bulling behaviours. Furthermore, SEN students scored lower on trait EI compared to students without SEN. CONCLUSIONS. Trait EI holds important and multifaceted implications for the socialization of primary schoolchildren.

  13. The influence of oxytocin on volitional and emotional ambivalence

    PubMed Central

    Preckel, Katrin; Eckstein, Monika; Maier, Wolfgang; Hurlemann, René

    2015-01-01

    Moral decisions and social relationships are often characterized by strong feelings of ambivalence which can be a catalyst for emotional distress and several health-related problems. The anterior cingulate cortex (ACC) has been identified as a key brain region in monitoring conflicting information, but the neurobiological substrates of ambivalence processing are still widely unknown. We have conducted two randomized, double-blind, placebo-controlled, functional magnetic resonance imaging experiments involving 70 healthy male volunteers to investigate the effects of the neuropeptide oxytocin (OXT) on neural and behavioral correlates of ambivalence. We chose moral decision-making and the imagery of partner infidelity as examples to probe volitional and emotional ambivalence. In both experiments, intranasal OXT diminished neural responses in the ACC to ambivalence. Under OXT, moral dilemma vignettes also elicited a reduced activation in the orbitofrontal cortex, and the imagery of partner infidelity was rated as less arousing. Interestingly, the OXT-induced differential activation in the ACC predicted the magnitude of arousal reduction. Taken together, our findings reveal an unprecedented role of OXT in causing a domain-general decrease of neural responses to ambivalence. By alleviating emotional distress, OXT may qualify as a treatment option for psychiatric disorders with heightened ambivalence sensitivity such as schizophrenia or obsessive-compulsive disorder. PMID:25398434

  14. Sexual and emotional variables influencing sexual response to erotica.

    PubMed

    Koukounas, E; McCabe, M

    1997-03-01

    This study was designed to evaluate the relative contribution of attention and emotional responses to the sexual response to erotica. Self reported levels of sexual arousal, attention, and emotional responses were measured after 20 men and 20 women viewed a series of erotic film segments. Men and women reported greater sexual arousal to erotica when they became absorbed in the activities portrayed in the film and when they experienced the erotic encounters as appetitive, than when they were distracted and perceived the encounters as aversive. Subjective sexual arousal also correlated positively with the degree to which subjects experienced entertainment and curiousity to the erotic film segments, but negatively with boredom. The level of sexual arousal reported by subjects did not correlate significantly with trait measures of absorption (as indexed by the Tellegen Absorption Scale) and vividness of imagery (as assessed by the Betts Questionnaire upon Mental Imagery). The multidimensional nature of the sexual response was demonstrated by the fact that the magnitude of subjective sexual arousal was predicted by the separate groupings of state assessed attentional and emotional variables, trait indexed absorption and appetitive feelings, and demographic information. These findings applied to both men and women, with the exception that men experienced greater sexual arousal than women, and women reported more disgust to the stimulus materials. Future directions for studying the basis for differences in sexual arousal between men and women are outlined, with an emphasis on a psychophysiological exploration of these phenomena.

  15. 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.

  16. Determinants of the accuracy of nursing diagnoses: influence of ready knowledge, knowledge sources, disposition toward critical thinking, and reasoning skills.

    PubMed

    Paans, Wolter; Sermeus, Walter; Nieweg, Roos; van der Schans, Cees

    2010-01-01

    The purpose of this study was to determine how knowledge sources, ready knowledge, and disposition toward critical thinking and reasoning skills influence the accuracy of student nurses' diagnoses. A randomized controlled trial was conducted to determine the influence of knowledge sources. We used the following questionnaires: (a) knowledge inventory, (b) California Critical Thinking Disposition Inventory, and (c) Health Science Reasoning Test (HSRT). The use of knowledge sources had very little influence on the accuracy of nursing diagnoses. Accuracy was significantly related to the analysis domain of the HSRT. Students were unable to operationalize knowledge sources to derive accurate diagnoses and did not effectively use reasoning skills.

  17. Perceptions of variability in facial emotion influence beliefs about the stability of psychological characteristics.

    PubMed

    Weisbuch, Max; Grunberg, Rebecca L; Slepian, Michael L; Ambady, Nalini

    2016-10-01

    Beliefs about the malleability versus stability of traits (incremental vs. entity lay theories) have a profound impact on social cognition and self-regulation, shaping phenomena that range from the fundamental attribution error and group-based stereotyping to academic motivation and achievement. Less is known about the causes than the effects of these lay theories, and in the current work the authors examine the perception of facial emotion as a causal influence on lay theories. Specifically, they hypothesized that (a) within-person variability in facial emotion signals within-person variability in traits and (b) social environments replete with within-person variability in facial emotion encourage perceivers to endorse incremental lay theories. Consistent with Hypothesis 1, Study 1 participants were more likely to attribute dynamic (vs. stable) traits to a person who exhibited several different facial emotions than to a person who exhibited a single facial emotion across multiple images. Hypothesis 2 suggests that social environments support incremental lay theories to the extent that they include many people who exhibit within-person variability in facial emotion. Consistent with Hypothesis 2, participants in Studies 2-4 were more likely to endorse incremental theories of personality, intelligence, and morality after exposure to multiple individuals exhibiting within-person variability in facial emotion than after exposure to multiple individuals exhibiting a single emotion several times. Perceptions of within-person variability in facial emotion-rather than perceptions of simple diversity in facial emotion-were responsible for these effects. Discussion focuses on how social ecologies shape lay theories. (PsycINFO Database Record

  18. Music, emotion, and time perception: the influence of subjective emotional valence and arousal?

    PubMed Central

    Droit-Volet, Sylvie; Ramos, Danilo; Bueno, José L. O.; Bigand, Emmanuel

    2013-01-01

    The present study used a temporal bisection task with short (<2 s) and long (>2 s) stimulus durations to investigate the effect on time estimation of several musical parameters associated with emotional changes in affective valence and arousal. In order to manipulate the positive and negative valence of music, Experiments 1 and 2 contrasted the effect of musical structure with pieces played normally and backwards, which were judged to be pleasant and unpleasant, respectively. This effect of valence was combined with a subjective arousal effect by changing the tempo of the musical pieces (fast vs. slow) (Experiment 1) or their instrumentation (orchestral vs. piano pieces). The musical pieces were indeed judged more arousing with a fast than with a slow tempo and with an orchestral than with a piano timbre. In Experiment 3, affective valence was also tested by contrasting the effect of tonal (pleasant) vs. atonal (unpleasant) versions of the same musical pieces. The results showed that the effect of tempo in music, associated with a subjective arousal effect, was the major factor that produced time distortions with time being judged longer for fast than for slow tempi. When the tempo was held constant, no significant effect of timbre on the time judgment was found although the orchestral music was judged to be more arousing than the piano music. Nevertheless, emotional valence did modulate the tempo effect on time perception, the pleasant music being judged shorter than the unpleasant music. PMID:23882233

  19. Abstract conceptual feature ratings: the role of emotion, magnitude, and other cognitive domains in the organization of abstract conceptual knowledge.

    PubMed

    Crutch, Sebastian J; Troche, Joshua; Reilly, Jamie; Ridgway, Gerard R

    2013-01-01

    This study harnessed control ratings of the contribution of different types of information (sensation, action, emotion, thought, social interaction, morality, time, space, quantity, and polarity) to 400 individual abstract and concrete verbal concepts. These abstract conceptual feature (ACF) ratings were used to generate a high dimensional semantic space, from which Euclidean distance measurements between individual concepts were extracted as a metric of the semantic relatedness of those words. The validity of these distances as a marker of semantic relatedness was then tested by evaluating whether they could predict the comprehension performance of a patient with global aphasia on two verbal comprehension tasks. It was hypothesized that if the high-dimensional space generated from ACF control ratings approximates the organization of abstract conceptual space, then words separated by small distances should be more semantically related than words separated by greater distances, and should therefore be more difficult to distinguish for the comprehension-impaired patient, SKO. SKO was significantly worse at identifying targets presented within word pairs with low ACF distances. Response accuracy was not predicted by Latent Semantic Analysis (LSA) cosines, any of the individual feature ratings, or any of the background variables. It is argued that this novel rating procedure provides a window on the semantic attributes of individual abstract concepts, and that multiple cognitive systems may influence the acquisition and organization of abstract conceptual knowledge. More broadly, it is suggested that cognitive models of abstract conceptual knowledge must account for the representation not only of the relationships between abstract concepts but also of the attributes which constitute those individual concepts.

  20. Do sex hormones influence emotional modulation of pain and nociception in healthy women?

    PubMed

    Rhudy, Jamie L; Bartley, Emily J; Palit, Shreela; Kerr, Kara L; Kuhn, Bethany L; Martin, Satin L; Delventura, Jennifer L; Terry, Ellen L

    2013-12-01

    Sex hormones may contribute to inter- and intra-individual differences in pain by influencing emotional modulation of pain and nociception. To study this, a well-validated picture-viewing paradigm was used to assess emotional modulation of pain and the nociceptive flexion reflex (NFR; physiologic measure of nociception) during mid-follicular, ovulatory, and late-luteal phases of the menstrual cycle in healthy normally cycling women (n=40). Salivary estradiol, progesterone, and testosterone were assessed at each testing session. Emotional modulation of pain/NFR did not differ across menstrual phases, but low estradiol was associated with weaker emotional modulation of NFR (during all phases) and emotional modulation of pain (ovulatory and late-luteal phases). Given evidence that a failure to emotionally modulate pain might be a risk factor for chronic pain, low estradiol may promote chronic pain via this mechanism. However, future research is needed to extend these findings to women with disturbances of pain, emotion, and/or sex hormones.

  1. How emotional abilities modulate the influence of early life stress on hippocampal functioning.

    PubMed

    Aust, Sabine; Alkan Härtwig, Elif; Koelsch, Stefan; Heekeren, Hauke R; Heuser, Isabella; Bajbouj, Malek

    2014-07-01

    Early life stress (ELS) is known to have considerable influence on brain development, mental health and affective functioning. Previous investigations have shown that alexithymia, a prevalent personality trait associated with difficulties experiencing and verbalizing emotions, is particularly related to ELS. The aim of the present study was to investigate how neural correlates of emotional experiences in alexithymia are altered in the presence and absence of ELS. Therefore, 50 healthy individuals with different levels of alexithymia were matched regarding ELS and investigated with respect to neural correlates of audio-visually induced emotional experiences via functional magnetic resonance imaging. The main finding was that ELS modulated hippocampal responses to pleasant (>neutral) stimuli in high-alexithymic individuals, whereas there was no such modulation in low-alexithymic individuals matched for ELS. Behavioral and psychophysiological results followed a similar pattern. When considered independent of ELS, alexithymia was associated with decreased responses in insula (pleasant > neutral) and temporal pole (unpleasant > neutral). Our results show that the influence of ELS on emotional brain responses seems to be modulated by an individual's degree of alexithymia. Potentially, protective and adverse effects of emotional abilities on brain responses to emotional experiences are discussed.

  2. Friend influence on early adolescent disruptive behavior in the classroom: Teacher emotional support matters.

    PubMed

    Shin, Huiyoung; Ryan, Allison M

    2017-01-01

    This research investigated how the level of disruptive behavior and friend influence on disruptive behavior varies across classrooms in relation to teacher emotional support. Data were collected from 48 fifth- and sixth-grade classrooms (N = 879 students) and included classroom observations at Wave 1 and student reports of their disruptive behavior and peer nominations of their friends at Waves 1 and 2 (fall and spring of the school year, about 6 months apart). In the fall, there were no differences in the level of disruptive behavior between classes that were low versus high in teacher emotional support. However, by spring, disruptive behavior was higher in classes with low teacher emotional support compared to classes high in teacher emotional support. Social network analyses, conducted with stochastic actor-based models, indicated that students were more likely to become similar to their friends in regards to disruptive behavior in classes low in teacher emotional support compared to classes high in teacher emotional support. Thus, the level of disruptive behavior and students' susceptibility to friend influence on disruptive behavior depend on the nature of the classroom context. This study contributes to a growing body of research showing that teachers play an important role in shaping the nature of peer relationships in the classroom. (PsycINFO Database Record

  3. Dissociable influences of reward motivation and positive emotion on cognitive control.

    PubMed

    Chiew, Kimberly S; Braver, Todd S

    2014-06-01

    It is becoming increasingly appreciated that affective and/or motivational influences contribute strongly to goal-oriented cognition and behavior. An unresolved question is whether emotional manipulations (i.e., direct induction of affectively valenced subjective experience) and motivational manipulations (e.g., delivery of performance-contingent rewards and punishments) have similar or distinct effects on cognitive control. Prior work has suggested that reward motivation can reliably enhance a proactive mode of cognitive control, whereas other evidence is suggestive that positive emotion improves cognitive flexibility, but reduces proactive control. However, a limitation of the prior research is that reward motivation and positive emotion have largely been studied independently. Here, we directly compared the effects of positive emotion and reward motivation on cognitive control with a tightly matched, within-subjects design, using the AX-continuous performance task paradigm, which allows for relative measurement of proactive versus reactive cognitive control. High-resolution pupillometry was employed as a secondary measure of cognitive dynamics during task performance. Robust increases in behavioral and pupillometric indices of proactive control were observed with reward motivation. The effects of positive emotion were much weaker, but if anything, also reflected enhancement of proactive control, a pattern that diverges from some prior findings. These results indicate that reward motivation has robust influences on cognitive control, while also highlighting the complexity and heterogeneity of positive-emotion effects. The findings are discussed in terms of potential neurobiological mechanisms.

  4. How emotional abilities modulate the influence of early life stress on hippocampal functioning

    PubMed Central

    Alkan Härtwig, Elif; Koelsch, Stefan; Heekeren, Hauke R.; Heuser, Isabella; Bajbouj, Malek

    2014-01-01

    Early life stress (ELS) is known to have considerable influence on brain development, mental health and affective functioning. Previous investigations have shown that alexithymia, a prevalent personality trait associated with difficulties experiencing and verbalizing emotions, is particularly related to ELS. The aim of the present study was to investigate how neural correlates of emotional experiences in alexithymia are altered in the presence and absence of ELS. Therefore, 50 healthy individuals with different levels of alexithymia were matched regarding ELS and investigated with respect to neural correlates of audio-visually induced emotional experiences via functional magnetic resonance imaging. The main finding was that ELS modulated hippocampal responses to pleasant (>neutral) stimuli in high-alexithymic individuals, whereas there was no such modulation in low-alexithymic individuals matched for ELS. Behavioral and psychophysiological results followed a similar pattern. When considered independent of ELS, alexithymia was associated with decreased responses in insula (pleasant > neutral) and temporal pole (unpleasant > neutral). Our results show that the influence of ELS on emotional brain responses seems to be modulated by an individual’s degree of alexithymia. Potentially, protective and adverse effects of emotional abilities on brain responses to emotional experiences are discussed. PMID:23685776

  5. The influence of anxiety on the initial selection of emotional faces presented in binocular rivalry.

    PubMed

    Gray, Katie L H; Adams, Wendy J; Garner, Matthew

    2009-10-01

    Neurocognitive theories of anxiety predict that threat-related information can be evaluated before attentional selection, and can influence behaviour differentially in high anxious compared to low anxious individuals. We investigate this further by presenting emotional and neutral faces in an adapted binocular rivalry paradigm. We show that the initial selection of emotional faces presented in binocular rivalry is highly influenced by self-reported state and trait anxiety-level. Heightened anxiety was correlated with increased perception of angry and fearful faces, and decreased perception of happy expressions. These results are consistent with recent evidence of involuntary selection of threat in anxiety.

  6. Emotional Scaffolding: An Exploration of the Teacher Knowledge at the Intersection of Student Emotion and the Subject Matter

    ERIC Educational Resources Information Center

    Rosiek, Jerry

    2003-01-01

    The practical knowledge that enables good teaching has emerged over the past decade as an area of critical interest to educational researchers. This article reports on insights gathered during a series of teacher practical knowledge research projects that took place over a 10-year period with more than 40 teacher interns and experienced teachers.…

  7. Age, sex, and pubertal phase influence mentalizing about emotions and actions in adolescents.

    PubMed

    Keulers, Esther H H; Evers, Elisabeth A T; Stiers, Peter; Jolles, Jelle

    2010-01-01

    This study examined (1) emotional versus cognitive developmental trajectories and (2) the influence of age-extrinsic factors (i.e., sex and puberty). Using a cross-sectional design, adolescents (N = 252) divided into four age-groups (ages 13, 15, 17, 19) performed two versions of a mentalizing task, about emotions and actions, as well as the Tower task. First, performance on all tasks improved linearly into late adolescence (age 19). Thus no differential trajectories were found for emotional versus cognitive development. Second, girls outperformed boys in mentalizing speed regarding both emotions and actions. In boys, a later pubertal phase was associated with increased mentalizing speed after controlling for age-group.

  8. Aetiological influences on stability and change in emotional and behavioural problems across development: a systematic review

    PubMed Central

    Hannigan, L.J.; Walaker, N.; Waszczuk, M.A.; McAdams, T.A.; Eley, T.C.

    2016-01-01

    Emotional and behavioural problems in childhood and adolescence can be chronic and are predictive of future psychiatric problems. Understanding what factors drive the development and maintenance of these problems is therefore crucial. Longitudinal behavioural genetic studies using twin, sibling or adoption data can be used to explore the developmental aetiology of stability and change in childhood and adolescent psychopathology. We present a systematic review of longitudinal, behavioural genetic analyses of emotional and behavioural problems between ages 0 to 18 years. We identified 58 studies, of which 19 examined emotional problems, 30 examined behavioural problems, and 9 examined both. In the majority of studies, stability in emotional and behavioural problems was primarily genetically influenced. Stable environmental factors were also widely found, although these typically played a smaller role. Both genetic and environmental factors were involved in change across development. We discuss the findings in the context of the wider developmental literature and make recommendations for future research. PMID:28337341

  9. Do film soundtracks contain nonlinear analogues to influence emotion?

    PubMed Central

    Blumstein, Daniel T.; Davitian, Richard; Kaye, Peter D.

    2010-01-01

    A variety of vertebrates produce nonlinear vocalizations when they are under duress. By their very nature, vocalizations containing nonlinearities may sound harsh and are somewhat unpredictable; observations that are consistent with them being particularly evocative to those hearing them. We tested the hypothesis that humans capitalize on this seemingly widespread vertebrate response by creating nonlinear analogues in film soundtracks to evoke particular emotions. We used lists of highly regarded films to generate a set of highly ranked action/adventure, dramatic, horror and war films. We then scored the presence of a variety of nonlinear analogues in these film soundtracks. Dramatic films suppressed noise of all types, contained more abrupt frequency transitions and musical sidebands, and fewer noisy screams than expected. Horror films suppressed abrupt frequency transitions and musical sidebands, but had more non-musical sidebands, and noisy screams than expected. Adventure films had more male screams than expected. Together, our results suggest that film-makers manipulate sounds to create nonlinear analogues in order to manipulate our emotional responses. PMID:20504815

  10. Do film soundtracks contain nonlinear analogues to influence emotion?

    PubMed

    Blumstein, Daniel T; Davitian, Richard; Kaye, Peter D

    2010-12-23

    A variety of vertebrates produce nonlinear vocalizations when they are under duress. By their very nature, vocalizations containing nonlinearities may sound harsh and are somewhat unpredictable; observations that are consistent with them being particularly evocative to those hearing them. We tested the hypothesis that humans capitalize on this seemingly widespread vertebrate response by creating nonlinear analogues in film soundtracks to evoke particular emotions. We used lists of highly regarded films to generate a set of highly ranked action/adventure, dramatic, horror and war films. We then scored the presence of a variety of nonlinear analogues in these film soundtracks. Dramatic films suppressed noise of all types, contained more abrupt frequency transitions and musical sidebands, and fewer noisy screams than expected. Horror films suppressed abrupt frequency transitions and musical sidebands, but had more non-musical sidebands, and noisy screams than expected. Adventure films had more male screams than expected. Together, our results suggest that film-makers manipulate sounds to create nonlinear analogues in order to manipulate our emotional responses.

  11. The influence of emotion on keyboard typing: an experimental study using visual stimuli

    PubMed Central

    2014-01-01

    Background Emotion recognition technology plays the essential role of enhancement in Human-Computer Interaction (HCI). In recent years, a novel approach for emotion recognition has been reported, which is by keystroke dynamics. This approach can be considered to be rather desirable in HCI because the data used is rather non-intrusive and easy to obtain. However, there were only limited investigations about the phenomenon itself in previous studies. This study aims to examine the source of variance in keystroke typing patterns caused by emotions. Methods A controlled experiment to collect subjects’ keystroke data in different emotional states induced by International Affective Picture System (IAPS) was conducted. Two-way Valence (3) × Arousal (3) ANOVAs were used to examine the collected dataset. Results The results of the experiment indicate that the effect of emotion is significant (p < .001) in the keystroke duration, keystroke latency, and accuracy rate of the keyboard typing. However, the size of the emotional effect is small, compare to the individual variability. Conclusions Our findings support the conclusion that the keystroke duration, keystroke latency, and also the accuracy rate of typing, are influenced by emotional states. Notably, the finding about the size of effect suggests that the accuracy rate of the emotion recognition could be further improved if personalized models are utilized. On the other hand, the finding also provides an explanation of why real-world applications which authenticate the identity of users by monitoring keystrokes may not be interfered by the emotional states of users. The experiment was conducted using standard instruments and hence is expected to be highly reproducible. PMID:24950715

  12. How does fiction reading influence empathy? An experimental investigation on the role of emotional transportation.

    PubMed

    Bal, P Matthijs; Veltkamp, Martijn

    2013-01-01

    The current study investigated whether fiction experiences change empathy of the reader. Based on transportation theory, it was predicted that when people read fiction, and they are emotionally transported into the story, they become more empathic. Two experiments showed that empathy was influenced over a period of one week for people who read a fictional story, but only when they were emotionally transported into the story. No transportation led to lower empathy in both studies, while study 1 showed that high transportation led to higher empathy among fiction readers. These effects were not found for people in the control condition where people read non-fiction. The study showed that fiction influences empathy of the reader, but only under the condition of low or high emotional transportation into the story.

  13. How Does Fiction Reading Influence Empathy? An Experimental Investigation on the Role of Emotional Transportation

    PubMed Central

    Bal, P. Matthijs; Veltkamp, Martijn

    2013-01-01

    The current study investigated whether fiction experiences change empathy of the reader. Based on transportation theory, it was predicted that when people read fiction, and they are emotionally transported into the story, they become more empathic. Two experiments showed that empathy was influenced over a period of one week for people who read a fictional story, but only when they were emotionally transported into the story. No transportation led to lower empathy in both studies, while study 1 showed that high transportation led to higher empathy among fiction readers. These effects were not found for people in the control condition where people read non-fiction. The study showed that fiction influences empathy of the reader, but only under the condition of low or high emotional transportation into the story. PMID:23383160

  14. Empathy, but not mimicry restriction, influences the recognition of change in emotional facial expressions.

    PubMed

    Kosonogov, Vladimir; Titova, Alisa; Vorobyeva, Elena

    2015-01-01

    The current study addressed the hypothesis that empathy and the restriction of facial muscles of observers can influence recognition of emotional facial expressions. A sample of 74 participants recognized the subjective onset of emotional facial expressions (anger, disgust, fear, happiness, sadness, surprise, and neutral) in a series of morphed face photographs showing a gradual change (frame by frame) from one expression to another. The high-empathy (as measured by the Empathy Quotient) participants recognized emotional facial expressions at earlier photographs from the series than did low-empathy ones, but there was no difference in the exploration time. Restriction of facial muscles of observers (with plasters and a stick in mouth) did not influence the responses. We discuss these findings in the context of the embodied simulation theory and previous data on empathy.

  15. Associations between Emotional Intelligence, Socio-Emotional Adjustment, and Academic Achievement in Childhood: The Influence of Age

    ERIC Educational Resources Information Center

    Brouzos, Andreas; Misailidi, Plousia; Hadjimattheou, Anastasia

    2014-01-01

    This study examined the relationship between trait emotional intelligence (EI) with children's socio-emotional adjustment at school and academic achievement. Children aged 8 to 10 (n = 106) and 11 to 13 years (n = 99) completed the youth version of the Emotional Quotient Inventory (EQ-i: YV). Their socio-emotional adjustment was measured with…

  16. 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…

  17. Influence of negative emotion on the framing effect: evidence from event-related potentials.

    PubMed

    Ma, Qingguo; Pei, Guanxiong; Wang, Kai

    2015-04-15

    The framing effect is the phenomenon in which different descriptions of an identical problem can result in different choices. The influence of negative emotions on the framing effect and its neurocognitive basis are important issues, especially in the domain of saving lives, which is essential and highly risky. In each trial of our experiment, the emotion stimulus is presented to the participants, followed by the decision-making stimulus, which comprises certain and risky options with the same expected value. Each pair of options is positively or negatively framed. The behavioral results indicate a significant interactive effect between negative emotion and frame; thus, the risk preference under the positive frame can be enhanced by negative emotions, whereas this finding is not true under the negative frame. The event-related potential analysis indicates that choosing certain options under the positive frame with negative emotion priming generates smaller P2 and P3 amplitudes and a larger N2 amplitude than with neutral emotion priming. The event-related potential findings indicate that individuals can detect risk faster and experience more conflict and increased decision difficulty if they choose certain options under the positive frame with negative priming compared with neutral priming.

  18. The influence of context on the implementation of adaptive emotion regulation strategies.

    PubMed

    Aldao, Amelia; Nolen-Hoeksema, Susan

    2012-08-01

    Putatively adaptive emotion regulation strategies (e.g., acceptance, problem solving, reappraisal) show weaker associations with psychopathology than putatively maladaptive strategies (e.g., avoidance, self-criticism, hiding expression, suppression of experience, worry, rumination). This is puzzling, given the central role that adaptive strategies play in a wide range of psychotherapeutic approaches. We explored this asymmetry by examining the effects of context (i.e., emotion intensity, type of emotion, social vs. academic circumstances) on the implementation of adaptive and maladaptive strategies. We asked 111 participants to describe 8 emotion-eliciting situations and identify which strategies they used in order to regulate their affect. We found support for a contextual model of emotion regulation, in which adaptive strategies were implemented with more cross-situational variability than maladaptive strategies. In addition, the variability in implementation of two adaptive strategies (acceptance, problem solving) predicted lower levels of psychopathology, suggesting that flexible implementation of such strategies in line with contextual demands is associated with better mental health. We discuss these findings by underscoring the importance of adopting a functional approach to the delineation of contextual factors that influence the implementation of emotion regulation strategies.

  19. Fathers' Influence on Their Children's Cognitive and Emotional Development: From Toddlers to Pre-K

    ERIC Educational Resources Information Center

    Cabrera, Natasha J.; Shannon, Jacqueline D.; Tamis-LeMonda, Catherine

    2007-01-01

    We present findings based on several of our recent studies that have shown that father engagement has significant effects on children's cognition and language at 24 and 36 months and their social and emotional development at 24, 36 months, and pre-Kindergarten. These studies are guided by the Dynamics of Paternal Influences on Children over the…

  20. Relationship between Young Children's Habitual Computer Use and Influencing Variables on Socio-Emotional Development

    ERIC Educational Resources Information Center

    Seo, Hyun Ah; Chun, Hui Young; Jwa, Seung Hwa; Choi, Mi Hyun

    2011-01-01

    This study investigates the relationship between young children's habitual computer use and influencing variables on socio-emotional development. The participants were 179 five-year-old children. The Internet Addiction Scale for Young Children (IASYC) was used to identify children with high and low levels of habituation to computer use. The data…

  1. Friend Influence on Early Adolescent Disruptive Behavior in the Classroom: Teacher Emotional Support Matters

    ERIC Educational Resources Information Center

    Shin, Huiyoung; Ryan, Allison M.

    2017-01-01

    This research investigated how the level of disruptive behavior and friend influence on disruptive behavior varies across classrooms in relation to teacher emotional support. Data were collected from 48 fifth- and sixth-grade classrooms (N = 879 students) and included classroom observations at Wave 1 and student reports of their disruptive…

  2. Shared Genetic Influences on Negative Emotionality and Major Depression/Conduct Disorder Comorbidity

    ERIC Educational Resources Information Center

    Tackett, Jennifer L.; Waldman, Irwin D.; Van Hulle, Carol A.; Lahey, Benjamin B.

    2011-01-01

    Objective: To investigate whether genetic contributions to major depressive disorder and conduct disorder comorbidity are shared with genetic influences on negative emotionality. Method: 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…

  3. The Influence of Anxiety on the Initial Selection of Emotional Faces Presented in Binocular Rivalry

    ERIC Educational Resources Information Center

    Gray, Katie L. H.; Adams, Wendy J.; Garner, Matthew

    2009-01-01

    Neurocognitive theories of anxiety predict that threat-related information can be evaluated before attentional selection, and can influence behaviour differentially in high anxious compared to low anxious individuals. We investigate this further by presenting emotional and neutral faces in an adapted binocular rivalry paradigm. We show that the…

  4. Psychosocial stressor effects on cortisol and ghrelin in emotional and non-emotional eaters: influence of anger and shame.

    PubMed

    Raspopow, Kate; Abizaid, Alfonso; Matheson, Kimberly; Anisman, Hymie

    2010-09-01

    Food consumption in stressful situations vary as a function of individual difference factors (e.g., emotional vs. non-emotional eating), and may be related to hormonal responses elicited by the stressful event. These hormonal responses may be tied to specific emotions elicited by the stressful event. The present investigation examined the emotional and hormonal (cortisol, ghrelin) responses of high and low emotional eaters following a laboratory stressor (Trier Social Stress Test; TSST). Women (n=48) either high or low in emotional eating status were tested in a TSST or served as controls during which blood samples were taken for analysis of cortisol and ghrelin, both of which have been implicated in eating and in response to stressors. The TSST promoted elevated cortisol levels, being somewhat more pronounced in emotional than in non-emotional eaters. Both shame and anger were provoked by the TSST, and although both these emotions were correlated with cortisol levels, only anger significantly mediated the relationship between the stressor and cortisol levels. As well, baseline ghrelin levels in low emotional eaters exceeded that of high emotional eaters, and increased moderately in response to the stressor situation, irrespective of emotional eating status. Interestingly, when provided with food, ghrelin levels declined in the non-emotional eaters, but not in emotional eaters. The possibility is offered that the lack of a decline of ghrelin in emotional eaters may sustain eating in these individuals.

  5. Age, gender, and puberty influence the development of facial emotion recognition.

    PubMed

    Lawrence, Kate; Campbell, Ruth; Skuse, David

    2015-01-01

    Our ability to differentiate between simple facial expressions of emotion develops between infancy and early adulthood, yet few studies have explored the developmental trajectory of emotion recognition using a single methodology across a wide age-range. We investigated the development of emotion recognition abilities through childhood and adolescence, testing the hypothesis that children's ability to recognize simple emotions is modulated by chronological age, pubertal stage and gender. In order to establish norms, we assessed 478 children aged 6-16 years, using the Ekman-Friesen Pictures of Facial Affect. We then modeled these cross-sectional data in terms of competence in accurate recognition of the six emotions studied, when the positive correlation between emotion recognition and IQ was controlled. Significant linear trends were seen in children's ability to recognize facial expressions of happiness, surprise, fear, and disgust; there was improvement with increasing age. In contrast, for sad and angry expressions there is little or no change in accuracy over the age range 6-16 years; near-adult levels of competence are established by middle-childhood. In a sampled subset, pubertal status influenced the ability to recognize facial expressions of disgust and anger; there was an increase in competence from mid to late puberty, which occurred independently of age. A small female advantage was found in the recognition of some facial expressions. The normative data provided in this study will aid clinicians and researchers in assessing the emotion recognition abilities of children and will facilitate the identification of abnormalities in a skill that is often impaired in neurodevelopmental disorders. If emotion recognition abilities are a good model with which to understand adolescent development, then these results could have implications for the education, mental health provision and legal treatment of teenagers.

  6. Age, gender, and puberty influence the development of facial emotion recognition

    PubMed Central

    Lawrence, Kate; Campbell, Ruth; Skuse, David

    2015-01-01

    Our ability to differentiate between simple facial expressions of emotion develops between infancy and early adulthood, yet few studies have explored the developmental trajectory of emotion recognition using a single methodology across a wide age-range. We investigated the development of emotion recognition abilities through childhood and adolescence, testing the hypothesis that children’s ability to recognize simple emotions is modulated by chronological age, pubertal stage and gender. In order to establish norms, we assessed 478 children aged 6–16 years, using the Ekman-Friesen Pictures of Facial Affect. We then modeled these cross-sectional data in terms of competence in accurate recognition of the six emotions studied, when the positive correlation between emotion recognition and IQ was controlled. Significant linear trends were seen in children’s ability to recognize facial expressions of happiness, surprise, fear, and disgust; there was improvement with increasing age. In contrast, for sad and angry expressions there is little or no change in accuracy over the age range 6–16 years; near-adult levels of competence are established by middle-childhood. In a sampled subset, pubertal status influenced the ability to recognize facial expressions of disgust and anger; there was an increase in competence from mid to late puberty, which occurred independently of age. A small female advantage was found in the recognition of some facial expressions. The normative data provided in this study will aid clinicians and researchers in assessing the emotion recognition abilities of children and will facilitate the identification of abnormalities in a skill that is often impaired in neurodevelopmental disorders. If emotion recognition abilities are a good model with which to understand adolescent development, then these results could have implications for the education, mental health provision and legal treatment of teenagers. PMID:26136697

  7. The influence of negative emotion on the Simon effect as reflected by p300.

    PubMed

    Ma, Qingguo; Shang, Qian

    2013-01-01

    The Simon effect refers to the phenomenon that reaction time (RT) is faster when stimulus and response location are congruent than when they are not. This study used the priming-target paradigm to explore the influence of induced negative emotion on the Simon effect with event-related potential techniques (ERPs). The priming stimuli were composed of two kinds of pictures, the negative and neutral pictures, selected from the International Affective Picture System (IAPS). The target stimuli included chessboards of two color types. One was red and black the other one was green and black. Each chessboard was presented on the left or the right of the screen. The participants were asked to press the response keys according to the colors of the chessboards. It was called the congruent condition if the chessboard and the response key were on the same side, otherwise incongruent condition. In this study, the emotion-priming Simon effect was found in terms of RT and P300. Negative emotion compared with neutral emotion significantly enhanced the Simon effect in the cognitive process, reflected by a larger difference of P300 latency between the incongruent and congruent trials. The results suggest that the induced negative emotion influenced the Simon effect at the late stage of the cognitive process, and the P300 latency could be considered as the reference measure. These findings may be beneficial to researches in psychology and industrial engineering in the future.

  8. Modifying action sounds influences people's emotional responses and bodily sensations

    PubMed Central

    Tonetto, Leandro Miletto; Klanovicz, Cristiano Porto; Spence, Charles

    2014-01-01

    We report an experiment designed to investigate the effect of modifying the sound of high-heeled shoes on women's self-reported valence, arousal, and dominance scores, as well as any changes to a variety of measures of bodily sensation. We also assessed whether self-evaluated personality traits and the enjoyment associated with wearing heels were correlated with these effects. Forty-eight women walked down a “virtual runway” while listening to four interaction sounds (leather- and polypropylene-soled high-heeled shoes contacting ceramic flooring or carpet). Analysis of the questionnaires that the participants completed indicated that the type of sonic interaction impacted valence, arousal, and dominance scores, as well as the evaluated bodily sensations. There were also correlations between these scores and both self-evaluated personality traits and the reported enjoyment associated with wearing high heels. These results demonstrate the effect that the sound of a woman's physical interaction with the environment can have, especially when her contact with the ground while walking makes a louder sound. More generally, these results demonstrate that the manipulation of product extrinsic sounds can modify people's evaluation of their emotional outcomes (valence, arousal, and dominance), as well as their bodily sensations. PMID:25469221

  9. The Influence of Self-Regulated Learning and Prior Knowledge on Knowledge Acquisition in Computer-Based Learning Environments

    ERIC Educational Resources Information Center

    Bernacki, Matthew

    2010-01-01

    This study examined how learners construct textbase and situation model knowledge in hypertext computer-based learning environments (CBLEs) and documented the influence of specific self-regulated learning (SRL) tactics, prior knowledge, and characteristics of the learner on posttest knowledge scores from exposure to a hypertext. A sample of 160…

  10. The Seeds of Mobilization: Emotional Frames and Influence

    DTIC Science & Technology

    2013-03-01

    Bertram Price, Regression Analysis by Example, 3rd ed. (New York: John Wiley & Sons, Inc., 2000), 1. 37 Opinion Coefficients t-value S13/9...and Bertram Price. Regression Analysis by Example, 3rd ed. New York: John Wiley & Sons, Inc., 2000. Cialdini, Robert. Influence: Science and

  11. Factors that influence physical function and emotional well-being among Medicare-Medicaid enrollees.

    PubMed

    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.

  12. Physical Education Student Teachers' Perceptions of Applying Knowledge and Skills about Emotional Understanding Studied in PETE in a One-Year Teaching Practicum

    ERIC Educational Resources Information Center

    Klemola, Ulla; Heikinaro-Johansson, Pilvikki; O'Sullivan, Mary

    2013-01-01

    Background: Recently, there has been growing interest in the emotional aspects of teaching and learning in general education and in physical education (PE). Scholars have argued that high-quality teaching and learning depend on a teacher's knowledge of students' emotions (Hargreaves 1998, 2000, 2002; McCaughtry 2004; McCaughtry and Rovegno 2003;…

  13. The influence of graphotactic knowledge on adults' learning of spelling.

    PubMed

    Sobaco, Amélie; Treiman, Rebecca; Peereman, Ronald; Borchardt, Gaëlle; Pacton, Sébastien

    2015-05-01

    Three experiments investigated whether and how the learning of spelling by French university students is influenced by the graphotactic legitimacy of the spellings. Participants were exposed to three types of novel spellings: AB, which do not contain doublets (e.g., guprane); AAB, with a doublet before a single consonant, which is legitimate in French (e.g., gupprane); and ABB, with a doublet after a single consonant, which is illegitimate (e.g., guprrane). In Experiment 1, the nonwords were embedded within texts that participants read for meaning. In Experiment 2, participants read the nonwords in isolation, with or without instruction to memorize their spellings; they copied the nonwords in Experiment 3. In all of these conditions, AB and AAB spellings were learned more readily than ABB spellings. Although participants were highly knowledgeable about the illegitimacy of ABB spellings, the orthographic distinctiveness of these spellings did not make them easier to recall than legitimate spellings. When recalling ABB spellings, participants sometimes made transposition errors, doubling the wrong consonant of a cluster (e.g., spelling gupprane instead of guprrane). Participants almost never transposed the doubling for AAB items. Transposition errors, biased in the direction of replacing illegitimate with legitimate orthographic patterns, show that graphotactic knowledge influences memory for specific items. An analysis of the spellings produced in the copy phase and final recall test of Experiment 3 further suggests that transposition errors resulted not so much from reconstructive processes at the time of recall but from reconstructive processes or inefficient encoding at earlier points.

  14. High and low emotion events influence emotional stress perceptions and are associated with salivary cortisol response changes in a consecutive stress paradigm.

    PubMed

    Nejtek, Vicki A

    2002-04-01

    Numerous studies over the last few decades have successfully utilized "psychological" stressors to examine stress-induced cortisol release as a function of the hypothalamic-pituitary-adrenal (HPA) cascade. In contrast, research examining the effect emotionally-laden stressors may have on cortisol release is scarce. Moreover, the results from the few studies that have examined subjective perceptions of emotional stress and their relationship to cortisol release are mixed. Thus, little is known about the impact an emotionally-charged stressor may have on cortisol responsivity and even less is understood about the relationship between cortisol release and perceived emotional stress. The primary goal of the present research was to investigate the effect of consecutive, emotionally stressful events on cortisol release. The secondary goal was to examine the influence perceptions about emotionally stressful events might have on cortisol responsivity. This is the first study to identify two distinct patterns of cortisol release that were significantly reversed (P=0.006) in response to high and low emotion events presented in a consecutive stress paradigm that were associated with perceptions of emotional stress.

  15. Negative Emotionality and Disconstraint Influence PTSD Symptom Course via Exposure to New Major Adverse Life Events

    PubMed Central

    Sadeh, Naomi; Miller, Mark W.; Wolf, Erika J.; Harkness, Kate L.

    2015-01-01

    Identifying the factors that influence stability and change in chronic posttraumatic stress disorder (PTSD) is important for improving clinical outcomes. Using a cross-lagged design, we analyzed the reciprocal effects of personality and PTSD symptoms over time and their effects on stress exposure in a sample of 222 trauma-exposed veterans (ages 23 – 68; 90.5% male). Personality functioning and PTSD were measured approximately 4 years apart, and self-reported exposure to major adverse life events during the interim was also assessed. Negative emotionality positively predicted future PTSD symptoms, and this effect was partially mediated by exposure to new events. Constraint (negatively) indirectly affected PTSD via its association with exposure to new events. There were no significant effects of positive emotionality nor did PTSD symptom severity exert influences on personality over time. Results indicate that high negative affect and disconstraint influence the course of PTSD symptoms by increasing exposure to stressful life events. PMID:25659969

  16. Influence of emotional valence and arousal on the spread of activation in memory.

    PubMed

    Jhean-Larose, Sandra; Leveau, Nicolas; Denhière, Guy

    2014-11-01

    Controversy still persists on whether emotional valence and arousal influence cognitive activities. Our study sought to compare how these two factors foster the spread of activation within the semantic network. In a lexical decision task, prime words were varied depending on the valence (pleasant or unpleasant) or on the level of emotional arousal (high or low). Target words were carefully selected to avoid semantic priming effects, as well as to avoid arousing specific emotions (neutral). Three SOA durations (220, 420 and 720 ms) were applied across three independent groups. Results indicate that at 220 ms, the effect of arousal is significantly higher than the effect of valence in facilitating spreading activation while at 420 ms, the effect of valence is significantly higher than the effect of arousal in facilitating spreading activation. These findings suggest that affect is a sequential process involving the successive intervention of arousal and valence.

  17. Implicit racial attitudes influence perceived emotional intensity on other-race faces.

    PubMed

    Wang, Qiandong; Chen, Guowei; Wang, Zhaoquan; Hu, Chao S; Hu, Xiaoqing; Fu, Genyue

    2014-01-01

    An ability to accurately perceive and evaluate out-group members' emotions plays a critical role in intergroup interactions. Here we showed that Chinese participants' implicit attitudes toward White people bias their perception and judgment of emotional intensity of White people's facial expressions such as anger, fear and sadness. We found that Chinese participants held pro-Chinese/anti-White implicit biases that were assessed in an evaluative implicit association test (IAT). Moreover, their implicit biases positively predicted the perceived intensity of White people's angry, fearful and sad facial expressions but not for happy expressions. This study demonstrates that implicit racial attitudes can influence perception and judgment of a range of emotional expressions. Implications for intergroup interactions were discussed.

  18. The influence of emotional facial expressions on gaze-following in grouped and solitary pedestrians.

    PubMed

    Gallup, Andrew C; Chong, Andrew; Kacelnik, Alex; Krebs, John R; Couzin, Iain D

    2014-07-23

    The mechanisms contributing to collective attention in humans remain unclear. Research indicates that pedestrians utilise the gaze direction of others nearby to acquire environmentally relevant information, but it is not known which, if any, additional social cues influence this transmission. Extending upon previous field studies, we investigated whether gaze cues paired with emotional facial expressions (neutral, happy, suspicious and fearsome) of an oncoming walking confederate modulate gaze-following by pedestrians moving in a natural corridor. We found that pedestrians walking alone were not sensitive to this manipulation, while individuals traveling together in groups did reliably alter their response in relation to emotional cues. In particular, members of a collective were more likely to follow gaze cues indicative of a potential threat (i.e., suspicious or fearful facial expression). This modulation of visual attention dependent on whether pedestrians are in social aggregates may be important to drive adaptive exploitation of social information, and particularly emotional stimuli within natural contexts.

  19. The Influence of Emotion on Keyboard Typing: An Experimental Study Using Auditory Stimuli

    PubMed Central

    Lee, Po-Ming; Tsui, Wei-Hsuan; Hsiao, Tzu-Chien

    2015-01-01

    In recent years, a novel approach for emotion recognition has been reported, which is by keystroke dynamics. The advantages of using this approach are that the data used is rather non-intrusive and easy to obtain. However, there were only limited investigations about the phenomenon itself in previous studies. Hence, this study aimed to examine the source of variance in keyboard typing patterns caused by emotions. A controlled experiment to collect subjects’ keystroke data in different emotional states induced by International Affective Digitized Sounds (IADS) was conducted. Two-way Valence (3) x Arousal (3) ANOVAs was used to examine the collected dataset. The results of the experiment indicate that the effect of arousal is significant in keystroke duration (p < .05), keystroke latency (p < .01), but not in the accuracy rate of keyboard typing. The size of the emotional effect is small, compared to the individual variability. Our findings support the conclusion that the keystroke duration and latency are influenced by arousal. The finding about the size of the effect suggests that the accuracy rate of emotion recognition technology could be further improved if personalized models are utilized. Notably, the experiment was conducted using standard instruments and hence is expected to be highly reproducible. PMID:26065902

  20. The Influence of Emotion on Keyboard Typing: An Experimental Study Using Auditory Stimuli.

    PubMed

    Lee, Po-Ming; Tsui, Wei-Hsuan; Hsiao, Tzu-Chien

    2015-01-01

    In recent years, a novel approach for emotion recognition has been reported, which is by keystroke dynamics. The advantages of using this approach are that the data used is rather non-intrusive and easy to obtain. However, there were only limited investigations about the phenomenon itself in previous studies. Hence, this study aimed to examine the source of variance in keyboard typing patterns caused by emotions. A controlled experiment to collect subjects' keystroke data in different emotional states induced by International Affective Digitized Sounds (IADS) was conducted. Two-way Valence (3) x Arousal (3) ANOVAs was used to examine the collected dataset. The results of the experiment indicate that the effect of arousal is significant in keystroke duration (p < .05), keystroke latency (p < .01), but not in the accuracy rate of keyboard typing. The size of the emotional effect is small, compared to the individual variability. Our findings support the conclusion that the keystroke duration and latency are influenced by arousal. The finding about the size of the effect suggests that the accuracy rate of emotion recognition technology could be further improved if personalized models are utilized. Notably, the experiment was conducted using standard instruments and hence is expected to be highly reproducible.

  1. [Influence of Teamwork on Wellbeing And Emotional Exhaustion of Staff in German Rehabilitation Clinics].

    PubMed

    Becker, S; Konrad, A; Zimmermann, L; Müller, C; Tomczyk, S; Reichler, L; Körner, M

    2016-06-09

    Aim: In the context of high prevalence rates of mental and psychosomatic disorders in the medical staff, emotional exhaustion and wellbeing are often considered as important indicators. Teamwork can have a positive influence on wellbeing of staff members. In the sector of rehabilitation, however, this is not sufficiently investigated. The aim of this study was to investigate aspects of teamwork as predictors of wellbeing and emotional exhaustion in staff at rehabilitation clinics in Germany. Methods: Data was collected in 10 rehabilitation clinics, 9 of them could be included in the data analysis (n=306, 70% female, 68% age 40-59). Data was analyzed with multiple linear regression analyses. Results: Staff reported moderate rates of emotional exhaustion and good rates of overall wellbeing. Results of the regression analysis show that cohesion (β=0.27, p<0,001), team organization (β=0.19, p<0,01) and age (β=0.13, p<0,05) could predict wellbeing (F[3, 244]=19.38, p<0,05). Emotional exhaustion was predicted by cohesion (β=- 0.37, p<0,001, F[1, 244]=39.19). Conclusion: Consequences of interpersonal andstructural aspects of teamwork are discussed as well as the potential relevance of interventions to improve teamwork, in order to enhance wellbeing and counteract emotional exhaustion of staff members.

  2. Influence of emotional states on inhibitory gating: animals models to clinical neurophysiology.

    PubMed

    Cromwell, Howard C; Atchley, Rachel M

    2015-01-01

    Integrating research efforts using a cross-domain approach could redefine traditional constructs used in behavioral and clinical neuroscience by demonstrating that behavior and mental processes arise not from functional isolation but from integration. Our research group has been examining the interface between cognitive and emotional processes by studying inhibitory gating. Inhibitory gating can be measured via changes in behavior or neural signal processing. Sensorimotor gating of the startle response is a well-used measure. To study how emotion and cognition interact during startle modulation in the animal model, we examined ultrasonic vocalization (USV) emissions during acoustic startle and prepulse inhibition. We found high rates of USV emission during the sensorimotor gating paradigm and revealed links between prepulse inhibition (PPI) and USV emission that could reflect emotional and cognitive influences. Measuring inhibitory gating as P50 event-related potential suppression has also revealed possible connections between emotional states and cognitive processes. We have examined the single unit responses during the traditional gating paradigm and found that acute and chronic stress can alter gating of neural signals in regions such as amygdala, striatum and medial prefrontal cortex. Our findings point to the need for more cross-domain research on how shifting states of emotion can impact basic mechanisms of information processing. Results could inform clinical work with the development of tools that depend upon cross-domain communication, and enable a better understanding and evaluation of psychological impairment.

  3. The Influence of Emotion on Cognitive Control: Relevance for Development and Adolescent Psychopathology

    PubMed Central

    Mueller, Sven C.

    2011-01-01

    The last decade has witnessed an explosion of research into the neural mechanisms underlying emotion processing on the one hand, and cognitive control and executive function on the other hand. More recently, studies have begun to directly examine how concurrent emotion processing influences cognitive control performance but many questions remain currently unresolved. Interestingly, parallel to investigations in healthy adults, research in developmental cognitive neuroscience and developmental affective disorders has provided some intriguing findings that complement the adult literature. This review provides an overview of current research on cognitive control and emotion interactions. It integrates parallel lines of research in adulthood and development and will draw on several lines of evidence ranging from behavioral, neurophysiological, and neuroimaging work in healthy adults and extend these to work in pediatric development and patients with affective disorders. Particular emphasis is given to studies that provide information on the neurobiological underpinnings of emotional and cognitive control processes using functional magnetic resonance imaging. The findings are then summarized and discussed in relation to neurochemical processes and the dopamine hypothesis of prefrontal cortical function. Finally, open areas of research for future study are identified and discussed within the context of cognitive control emotion interactions. PMID:22275904

  4. Influence of emotional balance during a learning and recall test in horses (Equus caballus).

    PubMed

    Mengoli, Manuel; Pageat, Patrick; Lafont-Lecuelle, Céline; Monneret, Philippe; Giacalone, Aline; Sighieri, Claudio; Cozzi, Alessandro

    2014-07-01

    Modern day horse-human relationships entail different types of sport and riding activities, which all require learning. In evaluating the interaction between learning and emotions, studying normal coping strategies or adaptive responses to the surroundings is critical. 34 horses were involved in a cognitive test, in the absence of physical effort, to analyze performance, as well as physiological and behavioral responses related to learning, memorization and recall, associated to the capacity to reverse a learned model. Synthetic Equine Appeasing Pheromone (EAP) was used in 17 horses in order to modulate their emotional state and evaluate differences in cognitive-emotional response during cognitive effort in comparison to the control group (placebo group). Both groups showed statistically significant changes in heart rate during the test, indicating emotional and physio-cognitive activation. The EAP group produced fewer errors and made more correct choices, showing behaviors related to increased attention, with less influence from environmental stimuli. The capacity to learn to learn, as shown in the bibliography, allows animals to establish conceptual learning, when a normal or positive emotional state (in this case modulated by semiochemicals) is used to control limbic system activation and, consequently, decrease stressful/fearful reactions, resulting in better learning capacities during the cognitive test.

  5. Prestimulus default mode activity influences depth of processing and recognition in an emotional memory task.

    PubMed

    Soravia, Leila M; Witmer, Joëlle S; Schwab, Simon; Nakataki, Masahito; Dierks, Thomas; Wiest, Roland; Henke, Katharina; Federspiel, Andrea; Jann, Kay

    2016-03-01

    Low self-referential thoughts are associated with better concentration, which leads to deeper encoding and increases learning and subsequent retrieval. There is evidence that being engaged in externally rather than internally focused tasks is related to low neural activity in the default mode network (DMN) promoting open mind and the deep elaboration of new information. Thus, reduced DMN activity should lead to enhanced concentration, comprehensive stimulus evaluation including emotional categorization, deeper stimulus processing, and better long-term retention over one whole week. In this fMRI study, we investigated brain activation preceding and during incidental encoding of emotional pictures and on subsequent recognition performance. During fMRI, 24 subjects were exposed to 80 pictures of different emotional valence and subsequently asked to complete an online recognition task one week later. Results indicate that neural activity within the medial temporal lobes during encoding predicts subsequent memory performance. Moreover, a low activity of the default mode network preceding incidental encoding leads to slightly better recognition performance independent of the emotional perception of a picture. The findings indicate that the suppression of internally-oriented thoughts leads to a more comprehensive and thorough evaluation of a stimulus and its emotional valence. Reduced activation of the DMN prior to stimulus onset is associated with deeper encoding and enhanced consolidation and retrieval performance even one week later. Even small prestimulus lapses of attention influence consolidation and subsequent recognition performance.

  6. Influence of emotional states on inhibitory gating: Animals models to clinical neurophysiology

    PubMed Central

    Cromwell, Howard C.; Atchley, Rachel M.

    2014-01-01

    Integrating research efforts using a cross-domain approach could redefine traditional constructs used in behavioral and clinical neuroscience by demonstrating that behavior and mental processes arise not from functional isolation but from integration. Our research group has been examining the interface between cognitive and emotional processes by studying inhibitory gating. Inhibitory gating can be measured via changes in behavior or neural signal processing. Sensorimotor gating of the startle response is a well-used measure. To study how emotion and cognition interact during startle modulation in the animal model, we examined ultrasonic vocalization (USV) emissions during acoustic startle and prepulse inhibition. We found high rates of USV emission during the sensorimotor gating paradigm and revealed links between prepulse inhibition (PPI) and USV emission that could reflect emotional and cognitive influences. Measuring inhibitory gating as P50 event-related potential suppression has also revealed possible connections between emotional states and cognitive processes. We have examined the single unit responses during the traditional gating paradigm and found that acute and chronic stress can alter gating of neural signals in regions such as amygdala, striatum and medial prefrontal cortex. Our findings point to the need for more cross-domain research on how shifting states of emotion can impact basic mechanisms of information processing. Results could inform clinical work with the development of tools that depend upon cross-domain communication, and enable a better understanding and evaluation of psychological impairment. PMID:24861710

  7. How does emotion influence different creative performances? The mediating role of cognitive flexibility.

    PubMed

    Lin, Wei-Lun; Tsai, Ping-Hsun; Lin, Hung-Yu; Chen, Hsueh-Chih

    2014-01-01

    Cognitive flexibility is proposed to be one of the factors underlying how positive emotions can improve creativity. However, previous works have seldom set up or empirically measured an independent index to demonstrate its mediating effect, nor have they investigated its mediating role on different types of creative performances, which involve distinct processes. In this study, 120 participants were randomly assigned to positive, neutral or negative affect conditions. Their levels of cognitive flexibility were then measured by a switch task. Finally, their creative performances were calibrated by either an open-ended divergent thinking test or a closed-ended insight problem-solving task. The results showed that positive emotional states could reduce switch costs and enhance both types of creative performances. However, cognitive flexibility exhibited a full mediating effect only on the relationship between positive emotion and insight problem solving, but not between positive emotion and divergent thinking. Divergent thinking was instead more associated with arousal level. These results suggest that emotions might influence different creative performances through distinct mechanisms.

  8. The Influence of Personality Traits on Emotion Expression in Bulimic Spectrum Disorders: A Pilot Study.

    PubMed

    Giner-Bartolomé, Cristina; Steward, Trevor; Wolz, Ines; Jiménez-Murcia, Susana; Granero, Roser; Tárrega, Salomé; Fernández-Formoso, José Antonio; Soriano-Mas, Carles; Menchón, José M; Fernández-Aranda, Fernando

    2016-07-01

    Facial expressions are critical in forming social bonds and in signalling one's emotional state to others. In eating disorder patients, impairments in facial emotion recognition have been associated with eating psychopathology severity. Little research however has been carried out on how bulimic spectrum disorder (BSD) patients spontaneously express emotions. Our aim was to investigate emotion expression in BSD patients and to explore the influence of personality traits. Our study comprised 28 BSD women and 15 healthy controls. Facial expressions were recorded while participants played a serious video game. Expressions of anger and joy were used as outcome measures. Overall, BSD participants displayed less facial expressiveness than controls. Among BSD women, expressions of joy were positively associated with reward dependence, novelty seeking and self-directedness, whereas expressions of anger were associated with lower self-directedness. Our findings suggest that specific personality traits are associated with altered emotion facial expression in patients with BSD. Copyright © 2016 John Wiley & Sons, Ltd and Eating Disorders Association.

  9. Associations between endogenous cortisol levels and emotional memory in young women: influence of encoding instructions.

    PubMed

    Preuss, Diana; Schoofs, Daniela; Wolf, Oliver T

    2009-09-01

    The stress hormone cortisol is known to influence memory. Elevated cortisol levels as a consequence of stress or as a consequence of cortisol administration have been repeatedly shown to enhance encoding and consolidation of (emotional) memory. Whether similar associations exist between basal cortisol levels and emotional memory remains to be established. The present study therefore evaluated if resting cortisol levels are correlated with memory for emotionally arousing and neutral pictures in a sample of young healthy females (n = 56). A second aim of the study was to explore if the relationship between basal cortisol levels and memory might be modulated by encoding instructions (intentional vs. incidental encoding). A significant positive correlation between basal salivary cortisol levels and memory for emotionally arousing pictures in a 24 h delayed free recall test was found. Further analyses revealed that this association only occurred in the group receiving intentional encoding instructions. Results indicate that basal cortisol levels, similarly to stress induced cortisol levels, are associated with emotional memory formation. Moreover this effect seems to be modulated by encoding instructions, suggesting a role of focussed attention or arousal induced by testing in this relationship.

  10. Emotional facial expressions differentially influence predictions and performance for face recognition.

    PubMed

    Nomi, Jason S; Rhodes, Matthew G; Cleary, Anne M

    2013-01-01

    This study examined how participants' predictions of future memory performance are influenced by emotional facial expressions. Participants made judgements of learning (JOLs) predicting the likelihood that they would correctly identify a face displaying a happy, angry, or neutral emotional expression in a future two-alternative forced-choice recognition test of identity (i.e., recognition that a person's face was seen before). JOLs were higher for studied faces with happy and angry emotional expressions than for neutral faces. However, neutral test faces with studied neutral expressions had significantly higher identity recognition rates than neutral test faces studied with happy or angry expressions. Thus, these data are the first to demonstrate that people believe happy and angry emotional expressions will lead to better identity recognition in the future relative to neutral expressions. This occurred despite the fact that neutral expressions elicited better identity recognition than happy and angry expressions. These findings contribute to the growing literature examining the interaction of cognition and emotion.

  11. The Influence of Emotional Labour and Emotional Work on the Occupational Health and Wellbeing of South Australian Hospital Nurses

    ERIC Educational Resources Information Center

    Pisaniello, Sandra L.; Winefield, Helen R.; Delfabbro, Paul H.

    2012-01-01

    Nursing is an emotionally complex occupation, requiring performance of both emotional labour (for the benefit of the organisation and professional role) and emotional work (for the benefit of the nurse-patient relationship). According to the Conservation of Resources Theory, such processes can have a significant effect on psychological wellbeing…

  12. Replay of conditioned stimuli during late REM and stage N2 sleep influences affective tone rather than emotional memory strength.

    PubMed

    Rihm, Julia S; Rasch, Björn

    2015-07-01

    Emotional memories are reprocessed during sleep, and it is widely assumed that this reprocessing occurs mainly during rapid eye movement (REM) sleep. In support for this notion, vivid emotional dreams occur mainly during REM sleep, and several studies have reported emotional memory enhancement to be associated with REM sleep or REM sleep-related parameters. However, it is still unknown whether reactivation of emotional memories during REM sleep strengthens emotional memories. Here, we tested whether re-presentation of emotionally learned stimuli during REM sleep enhances emotional memory. In a split-night design, participants underwent Pavlovian conditioning after the first half of the night. Neutral sounds served as conditioned stimuli (CS) and were either paired with a negative odor (CS+) or an odorless vehicle (CS-). During sound replay in subsequent late REM or N2 sleep, half of the CS+ and half of the CS- were presented again. In contrast to our hypothesis, replay during sleep did not affect emotional memory as measured by the differentiation between CS+ and CS- in expectancy, arousal and valence ratings. However, replay unspecifically decreased subjective arousal ratings of both emotional and neutral sounds and increased positive valence ratings also for both CS+ and CS- sounds, respectively. These effects were slightly more pronounced for replay during REM sleep. Our results suggest that re-exposure to previously conditioned stimuli during late sleep does not affect emotional memory strength, but rather influences the affective tone of both emotional and neutral memories.

  13. Influence of Immunology Knowledge on Healthcare and Healthy Lifestyle

    PubMed Central

    Abu Kassim, Noor Lide; Saleh Huddin, Afiqah Binti; Daoud, Jamal Ibrahim

    2016-01-01

    Completing a course in Immunology is expected to improve health care knowledge (HCK), which in turn is anticipated to influence a healthy lifestyle (HLS), controlled use of health care services (HCS) and an awareness of emerging health care concerns (HCC). This cross-sectional study was designed to determine whether these interrelationships are empirically supported. Participants involved in this study were government servants from two ministries in Malaysia (n = 356) and university students from a local university (n = 147). Participants were selected using the non-random purposive sampling method. Data were collected using a self-developed questionnaire, which had been validated in a pilot study involving similar subjects. The questionnaire items were analyzed using Rasch analysis, SPSS version 21 and AMOS version 22. Results have shown that participants who followed a course in Immunology (CoI) had a higher primary HCK (Mean = 0.69 logit, SD = 1.29 logits) compared with those who had not (Mean = -0.27logit, SD = 1.26 logits). Overall, there were significant correlations among the HLS, the awareness of emerging HCC, and the controlled use of HCS (p <0.001). However, no significant correlations were observed between primary HCK and the other variables. However, significant positive correlation was observed between primary HCK and controlled use of HCS for the group without CoI. Path analysis showed that the awareness of emerging HCC exerted a positive influence on controlled use of HCS (β = 0.156, p < .001) and on HLS (β = 0.224, p < .001). These findings suggest that having CoI helps increase primary HCK which influences controlled use of HCS but does not necessarily influence HLS. Hence, introducing Immunology at various levels of education and increasing the public awareness of emerging HCC might help to improve population health en masse. In addition, further investigations on the factors affecting HLS is required to provide a better understanding on the

  14. Influence of Immunology Knowledge on Healthcare and Healthy Lifestyle.

    PubMed

    Abu Kassim, Noor Lide; Saleh Huddin, Afiqah Binti; Daoud, Jamal Ibrahim; Rahman, Mohammad Tariqur

    2016-01-01

    Completing a course in Immunology is expected to improve health care knowledge (HCK), which in turn is anticipated to influence a healthy lifestyle (HLS), controlled use of health care services (HCS) and an awareness of emerging health care concerns (HCC). This cross-sectional study was designed to determine whether these interrelationships are empirically supported. Participants involved in this study were government servants from two ministries in Malaysia (n = 356) and university students from a local university (n = 147). Participants were selected using the non-random purposive sampling method. Data were collected using a self-developed questionnaire, which had been validated in a pilot study involving similar subjects. The questionnaire items were analyzed using Rasch analysis, SPSS version 21 and AMOS version 22. Results have shown that participants who followed a course in Immunology (CoI) had a higher primary HCK (Mean = 0.69 logit, SD = 1.29 logits) compared with those who had not (Mean = -0.27logit, SD = 1.26 logits). Overall, there were significant correlations among the HLS, the awareness of emerging HCC, and the controlled use of HCS (p <0.001). However, no significant correlations were observed between primary HCK and the other variables. However, significant positive correlation was observed between primary HCK and controlled use of HCS for the group without CoI. Path analysis showed that the awareness of emerging HCC exerted a positive influence on controlled use of HCS (β = 0.156, p < .001) and on HLS (β = 0.224, p < .001). These findings suggest that having CoI helps increase primary HCK which influences controlled use of HCS but does not necessarily influence HLS. Hence, introducing Immunology at various levels of education and increasing the public awareness of emerging HCC might help to improve population health en masse. In addition, further investigations on the factors affecting HLS is required to provide a better understanding on the

  15. 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…

  16. Influence of emotional expression on memory recognition bias in schizophrenia as revealed by fMRI.

    PubMed

    Sergerie, Karine; Armony, Jorge L; Menear, Matthew; Sutton, Hazel; Lepage, Martin

    2010-07-01

    We recently showed that, in healthy individuals, emotional expression influences memory for faces both in terms of accuracy and, critically, in memory response bias (tendency to classify stimuli as previously seen or not, regardless of whether this was the case). Although schizophrenia has been shown to be associated with deficit in episodic memory and emotional processing, the relation between these processes in this population remains unclear. Here, we used our previously validated paradigm to directly investigate the modulation of emotion on memory recognition. Twenty patients with schizophrenia and matched healthy controls completed functional magnetic resonance imaging (fMRI) study of recognition memory of happy, sad, and neutral faces. Brain activity associated with the response bias was obtained by correlating this measure with the contrast subjective old (ie, hits and false alarms) minus subjective new (misses and correct rejections) for sad and happy expressions. Although patients exhibited an overall lower memory performance than controls, they showed the same effects of emotion on memory, both in terms of accuracy and bias. For sad faces, the similar behavioral pattern between groups was mirrored by a largely overlapping neural network, mostly involved in familiarity-based judgments (eg, parahippocampal gyrus). In contrast, controls activated a much larger set of regions for happy faces, including areas thought to underlie recollection-based memory retrieval (eg, superior frontal gyrus and hippocampus) and in novelty detection (eg, amygdala). This study demonstrates that, despite an overall lower memory accuracy, emotional memory is intact in schizophrenia, although emotion-specific differences in brain activation exist, possibly reflecting different strategies.

  17. Elements of Emotional Intelligence that Facilitate Exper-to-Peer Tacit Knowledge Transfer

    ERIC Educational Resources Information Center

    Berry, Catherine M.

    2010-01-01

    The purpose of this quantitative study was to compare the emotional intelligence competencies of a group of technical experts with high skills in problem-solving, leadership and mentoring (Group A) with a group of technical experts with lower skills in problem solving, leadership, and mentoring (Group B) at a semiconductor manufacturing factory in…

  18. Special Educators' Knowledge regarding Psychotropic Interventions for Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Ryan, Joseph B.; Reid, Robert; Ellis, Cynthia

    2008-01-01

    The use of psychotropic interventions to manage the inappropriate behaviors displayed by students with emotional and behavior disorders has become more common over the past several decades. The efficacious use of these medications requires monitoring students for desired behavioral outcomes as well as potential side effects. Educators are in an…

  19. The influence of emotions on cognitive control: feelings and beliefs—where do they meet?

    PubMed Central

    Harlé, Katia M.; Shenoy, Pradeep; Paulus, Martin P.

    2013-01-01

    The influence of emotion on higher-order cognitive functions, such as attention allocation, planning, and decision-making, is a growing area of research with important clinical applications. In this review, we provide a computational framework to conceptualize emotional influences on inhibitory control, an important building block of executive functioning. We first summarize current neuro-cognitive models of inhibitory control and show how Bayesian ideal observer models can help reframe inhibitory control as a dynamic decision-making process. Finally, we propose a Bayesian framework to study emotional influences on inhibitory control, providing several hypotheses that may be useful to conceptualize inhibitory control biases in mental illness such as depression and anxiety. To do so, we consider the neurocognitive literature pertaining to how affective states can bias inhibitory control, with particular attention to how valence and arousal may independently impact inhibitory control by biasing probabilistic representations of information (i.e., beliefs) and valuation processes (e.g., speed-error tradeoffs). PMID:24065901

  20. Herbs versus Trees: Influences on Teenagers' Knowledge of Plant Species

    ERIC Educational Resources Information Center

    Lückmann, Katrin; Menzel, Susanne

    2014-01-01

    The study reports on species knowledge among German adolescents (n = 507) as: (1) self-assessed evaluation of one's species knowledge; and (2) factual knowledge about popular local herbs and trees. Besides assessing species knowledge, we were interested in whether selected demographic factors, environmental attitude (as measured through the New…

  1. Emotional signals from faces, bodies and scenes influence observers' face expressions, fixations and pupil-size

    PubMed Central

    Kret, Mariska E.; Roelofs, Karin; Stekelenburg, Jeroen J.; de Gelder, Beatrice

    2013-01-01

    We receive emotional signals from different sources, including the face, the whole body, and the natural scene. Previous research has shown the importance of context provided by the whole body and the scene on the recognition of facial expressions. This study measured physiological responses to face-body-scene combinations. Participants freely viewed emotionally congruent and incongruent face-body and body-scene pairs whilst eye fixations, pupil-size, and electromyography (EMG) responses were recorded. Participants attended more to angry and fearful vs. happy or neutral cues, independent of the source and relatively independent from whether the face body and body scene combinations were emotionally congruent or not. Moreover, angry faces combined with angry bodies and angry bodies viewed in aggressive social scenes elicited greatest pupil dilation. Participants' face expressions matched the valence of the stimuli but when face-body compounds were shown, the observed facial expression influenced EMG responses more than the posture. Together, our results show that the perception of emotional signals from faces, bodies and scenes depends on the natural context, but when threatening cues are presented, these threats attract attention, induce arousal, and evoke congruent facial reactions. PMID:24391567

  2. Emotional signals from faces, bodies and scenes influence observers' face expressions, fixations and pupil-size.

    PubMed

    Kret, Mariska E; Roelofs, Karin; Stekelenburg, Jeroen J; de Gelder, Beatrice

    2013-01-01

    We receive emotional signals from different sources, including the face, the whole body, and the natural scene. Previous research has shown the importance of context provided by the whole body and the scene on the recognition of facial expressions. This study measured physiological responses to face-body-scene combinations. Participants freely viewed emotionally congruent and incongruent face-body and body-scene pairs whilst eye fixations, pupil-size, and electromyography (EMG) responses were recorded. Participants attended more to angry and fearful vs. happy or neutral cues, independent of the source and relatively independent from whether the face body and body scene combinations were emotionally congruent or not. Moreover, angry faces combined with angry bodies and angry bodies viewed in aggressive social scenes elicited greatest pupil dilation. Participants' face expressions matched the valence of the stimuli but when face-body compounds were shown, the observed facial expression influenced EMG responses more than the posture. Together, our results show that the perception of emotional signals from faces, bodies and scenes depends on the natural context, but when threatening cues are presented, these threats attract attention, induce arousal, and evoke congruent facial reactions.

  3. Learning outside the Laboratory: Ability and Non-Ability Influences on Acquiring Political Knowledge

    ERIC Educational Resources Information Center

    Hambrick, David Z.; Meinz, Elizabeth J.; Pink, Jeffrey E.; Pettibone, Jonathan C.; Oswald, Frederick L.

    2010-01-01

    The purpose of this study was to identify sources of individual differences in knowledge acquired under natural conditions. Through its direct influence on background knowledge, crystallized intelligence (Gc) had a major impact on political knowledge, acquired over a period of more than 2 months, but there were independent influences of…

  4. Discrete Model of Opinion Changes Using Knowledge and Emotions as Control Variables

    PubMed Central

    Sobkowicz, Pawel

    2012-01-01

    We present a new model of opinion changes dependent on the agents emotional state and their information about the issue in question. Our goal is to construct a simple, yet nontrivial and flexible representation of individual attitude dynamics for agent based simulations, that could be used in a variety of social environments. The model is a discrete version of the cusp catastrophe model of opinion dynamics in which information is treated as the normal factor while emotional arousal (agitation level determining agent receptiveness and rationality) is treated as the splitting factor. Both variables determine the resulting agent opinion, which itself can be in favor of the studied position, against it, or neutral. Thanks to the flexibility of implementing communication between the agents, the model is potentially applicable in a wide range of situations. As an example of the model application, we study the dynamics of a set of agents communicating among themselves via messages. In the example, we chose the simplest, fully connected communication topology, to focus on the effects of the individual opinion dynamics, and to look for stable final distributions of agents with different emotions, information and opinions. Even for such simplified system, the model shows complex behavior, including phase transitions due to symmetry breaking by external propaganda. PMID:22984516

  5. The Influence of Mindfulness and Emotion Skills Training on Teachers' Classrooms: The Effects of the Cultivating Emotional Balance Training

    ERIC Educational Resources Information Center

    Jennings, Patricia A.; Foltz, Carol; Snowberg, Karin E.; Sim, Heewon; Kemeny, Margaret E.

    2011-01-01

    Cultivating Emotional Balance (CEB), an emotion skills and mindfulness intervention, improved wellbeing in a sample of teachers. Two studies examined whether such gain is associated with improvements in classrooms. Study 1 examined post-intervention differences in 20 dimensions of classroom climate (N = 21). CEB teachers were rated higher in…

  6. Arousal Rather than Basic Emotions Influence Long-Term Recognition Memory in Humans

    PubMed Central

    Marchewka, Artur; Wypych, Marek; Moslehi, Abnoos; Riegel, Monika; Michałowski, Jarosław M.; Jednoróg, Katarzyna

    2016-01-01

    Emotion can influence various cognitive processes, however its impact on memory has been traditionally studied over relatively short retention periods and in line with dimensional models of affect. The present study aimed to investigate emotional effects on long-term recognition memory according to a combined framework of affective dimensions and basic emotions. Images selected from the Nencki Affective Picture System were rated on the scale of affective dimensions and basic emotions. After 6 months, subjects took part in a surprise recognition test during an fMRI session. The more negative the pictures the better they were remembered, but also the more false recognitions they provoked. Similar effects were found for the arousal dimension. Recognition success was greater for pictures with lower intensity of happiness and with higher intensity of surprise, sadness, fear, and disgust. Consecutive fMRI analyses showed a significant activation for remembered (recognized) vs. forgotten (not recognized) images in anterior cingulate and bilateral anterior insula as well as in bilateral caudate nuclei and right thalamus. Further, arousal was found to be the only subjective rating significantly modulating brain activation. Higher subjective arousal evoked higher activation associated with memory recognition in the right caudate and the left cingulate gyrus. Notably, no significant modulation was observed for other subjective ratings, including basic emotion intensities. These results emphasize the crucial role of arousal for long-term recognition memory and support the hypothesis that the memorized material, over time, becomes stored in a distributed cortical network including the core salience network and basal ganglia. PMID:27818626

  7. Menstrual cycle influence on cognitive function and emotion processing—from a reproductive perspective

    PubMed Central

    Sundström Poromaa, Inger; Gingnell, Malin

    2014-01-01

    The menstrual cycle has attracted research interest ever since the 1930s. For many researchers the menstrual cycle is an excellent model of ovarian steroid influence on emotion, behavior, and cognition. Over the past years methodological improvements in menstrual cycle studies have been noted, and this review summarizes the findings of methodologically sound menstrual cycle studies in healthy women. Whereas the predominant hypotheses of the cognitive field state that sexually dimorphic cognitive skills that favor men are improved during menstrual cycle phases with low estrogen and that cognitive skills that favor women are improved during cycle phases with increased estrogen and/or progesterone, this review has not found sufficient evidence to support any of these hypotheses. Mental rotation has gained specific interest in this aspect, but a meta-analysis yielded a standardized mean difference in error rate of 1.61 (95% CI −0.35 to 3.57), suggesting, at present, no favor of an early follicular phase improvement in mental rotation performance. Besides the sexually dimorphic cognitive skills, studies exploring menstrual cycle effects on tasks that probe prefrontal cortex function, for instance verbal or spatial working memory, have also been reviewed. While studies thus far are few, results at hand suggest improved performance at times of high estradiol levels. Menstrual cycle studies on emotional processing, on the other hand, tap into the emotional disorders of the luteal phase, and may be of relevance for women with premenstrual disorders. Although evidence at present is limited, it is suggested that emotion recognition, consolidation of emotional memories, and fear extinction is modulated by the menstrual cycle in women. With the use of functional magnetic resonance imaging, several studies report changes in brain reactivity across the menstrual cycle, most notably increased amygdala reactivity in the luteal phase. Thus, to the extent that behavioral changes

  8. Emotional intelligence: recognizing and regulating emotions.

    PubMed

    Reeves, Amy

    2005-04-01

    Occupational health nurses are in the unique position to influence health in the work force. To maximize this positive health influence, occupational health nurses should develop the skills of emotional intelligence. Emotional intelligence includes awareness of self and others and empathy. These behaviors are congruent with the mission of nursing because they improve health outcomes. Occupational health nurses who are emotionally intelligent have improved relationships with others, an important aspect of the nursing role. Emotional intelligence can be developed. The process begins with self-awareness, enhanced through self-care behaviors, such as exercise and journaling. Reading popular self-help literature also can improve self-awareness. After a nurse becomes self-aware, the next phase is to develop an awareness of others. This can be learned using the same type of techniques in the self-awareness stage. The final step is the development of empathy. This is the active step using the knowledge developed in the prior two stages. Through discipline and effort, an individual can learn to actively listen to others. This type of listening fosters empathy. By working in a positive, caring environment, personal growth in emotional intelligence can be enhanced (McMullen, 2003). Through the development of emotional intelligence, the nurse can improve personally and professionally, a win-win situation for all involved.

  9. No Influence of Positive Emotion on Orbitofrontal Reality Filtering: Relevance for Confabulation.

    PubMed

    Liverani, Maria Chiara; Manuel, Aurélie L; Guggisberg, Adrian G; Nahum, Louis; Schnider, Armin

    2016-01-01

    Orbitofrontal reality filtering (ORFi) is a mechanism that allows us to keep thought and behavior in phase with reality. Its failure induces reality confusion with confabulation and disorientation. Confabulations have been claimed to have a positive emotional bias, suggesting that they emanate from a tendency to embellish the situation of a handicap. Here we tested the influence of positive emotion on ORFi in healthy subjects using a paradigm validated in reality confusing patients and with a known electrophysiological signature, a frontal positivity at 200-300 ms after memory evocation. Subjects made two continuous recognition tasks ("two runs"), composed of the same set of neutral and positive pictures, but arranged in different order. In both runs, participants had to indicate picture repetitions within, and only within, the ongoing run. The first run measures learning and recognition. The second run, where all items are familiar, requires ORFi to avoid false positive responses. High-density evoked potentials were recorded from 19 healthy subjects during completion of the task. Performance was more accurate and faster on neutral than positive pictures in both runs and for all conditions. Evoked potential correlates of emotion and reality filtering occurred at 260-350 ms but dissociated in terms of amplitude and topography. In both runs, positive stimuli evoked a more negative frontal potential than neutral ones. In the second run, the frontal positivity characteristic of reality filtering was separately, and to the same degree, expressed for positive and neutral stimuli. We conclude that ORFi, the ability to place oneself correctly in time and space, is not influenced by emotional positivity of the processed material.

  10. No Influence of Positive Emotion on Orbitofrontal Reality Filtering: Relevance for Confabulation

    PubMed Central

    Liverani, Maria Chiara; Manuel, Aurélie L.; Guggisberg, Adrian G.; Nahum, Louis; Schnider, Armin

    2016-01-01

    Orbitofrontal reality filtering (ORFi) is a mechanism that allows us to keep thought and behavior in phase with reality. Its failure induces reality confusion with confabulation and disorientation. Confabulations have been claimed to have a positive emotional bias, suggesting that they emanate from a tendency to embellish the situation of a handicap. Here we tested the influence of positive emotion on ORFi in healthy subjects using a paradigm validated in reality confusing patients and with a known electrophysiological signature, a frontal positivity at 200–300 ms after memory evocation. Subjects made two continuous recognition tasks (“two runs”), composed of the same set of neutral and positive pictures, but arranged in different order. In both runs, participants had to indicate picture repetitions within, and only within, the ongoing run. The first run measures learning and recognition. The second run, where all items are familiar, requires ORFi to avoid false positive responses. High-density evoked potentials were recorded from 19 healthy subjects during completion of the task. Performance was more accurate and faster on neutral than positive pictures in both runs and for all conditions. Evoked potential correlates of emotion and reality filtering occurred at 260–350 ms but dissociated in terms of amplitude and topography. In both runs, positive stimuli evoked a more negative frontal potential than neutral ones. In the second run, the frontal positivity characteristic of reality filtering was separately, and to the same degree, expressed for positive and neutral stimuli. We conclude that ORFi, the ability to place oneself correctly in time and space, is not influenced by emotional positivity of the processed material. PMID:27303276

  11. Anger Emotional Stress Influences VEGF/VEGFR2 and Its Induced PI3K/AKT/mTOR Signaling Pathway

    PubMed Central

    Sun, Peng; Wei, Sheng; Wei, Xia; Wang, Jieqiong; Zhang, Yuanyuan; Qiao, Mingqi; Wu, Jibiao

    2016-01-01

    Objective. We discuss the influence of anger emotional stress upon VEGF/VEGFR2 and its induced PI3K/AKT/mTOR signal pathway. Methods. We created a rat model of induced anger (anger-out and anger-in) emotional response using social isolation and resident-intruder paradigms and assessed changes in hippocampus' VEGF content, neuroplasticity, and the PI3K/AKT/mTOR signaling pathway. Results. The resident-intruder method successfully generated anger-out and anger-in models that differed significantly in composite aggression score, aggression incubation, open field behavior, sucrose preference, and weight gain. Anger emotional stress decreased synaptic connections and VEGFR2 expression. Anger emotional stress led to abnormal expression of VEGF/VEGFR2 mRNA and protein and disorderly expression of key factors in the PI3K/AKT/mTOR signal pathway. Fluoxetine administration ameliorated behavioral abnormalities and damage to hippocampal neurons caused by anger emotional stress, as well as abnormal expression of some proteins in VEGF/VEGFR2 and its induced PI3K/AKT/mTOR signal pathway. Conclusion. This research provides a detailed classification of anger emotion and verifies its influence upon VEGF and the VEGF-induced signaling pathway, thus providing circumstantial evidence of mechanisms by which anger emotion damages neurogenesis. As VEGFR2 can promote neurogenesis and vasculogenesis in the hippocampus and frontal lobe, these results suggest that anger emotional stress can result in decreased neurogenesis. PMID:27057362

  12. 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

  13. The Influence of Relational Knowledge and Executive Function on Preschoolers' Repeating Pattern Knowledge

    ERIC Educational Resources Information Center

    Miller, Michael R.; Rittle-Johnson, Bethany; Loehr, Abbey M.; Fyfe, Emily R.

    2016-01-01

    Children's knowledge of repeating patterns (e.g., ABBABB) is a central component of early mathematics, but the developmental mechanisms underlying this knowledge are currently unknown. We sought clarity on the importance of relational knowledge and executive function (EF) to preschoolers' understanding of repeating patterns. One hundred…

  14. 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…

  15. The influence of prior expectations on emotional face perception in adolescence.

    PubMed

    Barbalat, Guillaume; Bazargani, Narges; Blakemore, Sarah-Jayne

    2013-07-01

    Prior expectations influence the way incoming stimuli are processed. A standard, validated way of manipulating prior expectations is to bias participants to perceive a stimulus by instructing them to look out for this type of stimulus. Here, we investigated the influence of prior expectations on the processing of incoming stimuli (emotional faces) in adolescence. Using functional magnetic resonance imaging, we assessed activity and functional connectivity in 13 adolescents and 13 healthy adults (matched for gender and intelligence quotient), while they were presented with sequences of emotional faces (happy, fearful, or angry). A specific instruction at the start of each sequence instructed the participants to look out for fearful or angry faces in the subsequent sequence. Both groups responded more accurately and with shorter reaction times (RTs) to faces that were congruent with the instruction. For anger, this bias was lower in the adolescents (for RTs), and adults demonstrated greater activation than adolescents in the ventro-medial prefrontal cortex (vMPFC) and greater functional connectivity between the vMPFC and the thalamus when the face was congruent with the instruction. Our results demonstrate that the influence of prior expectations (in the form of an instruction) on the subsequent processing of face stimuli is still developing in the adolescent brain.

  16. The influence of culture of honor and emotional intelligence in the acculturation of Moroccan immigrant women.

    PubMed

    Lopez-Zafra, Esther; El Ghoudani, Karima

    2014-01-01

    Migration is a normal process of people seeking new opportunities, work, or leisure in societies. The way people adapt to a new country (acculturation) is a complex process in which immigrants' evaluations about the culture of origin and their perceptions of the host country interact. The combination of these two factors produces four types of acculturation: separation, assimilation, integration, and marginalization. Several variables, such as personality, attitudes, and emotional intelligence, have been studied to help explain this process. However, the impact of a culture of honor and its interaction with other variables remains an open question that may help to explain how migrants can better adjust to their host culture. In this study, we examine the influence of the culture of honor (social) and emotional intelligence (individual) on acculturation. In a sample of 129 Moroccan women (mean age = 29, SD = 9.40) immigrants in Spain (mean time in Spain = 6 years, SD = 3.60), we investigated the relations among the variables of interest. Our results show that no significant differences emerged in the scores given for culture of honor (CH) and the acculturation strategies of the Moroccan immigrant women F(3, 99) = .233; p = .87. However women who preferred the integration strategy scored highest on emotional intelligence (EI), whereas the assimilated immigrants showed the lowest scores for EI F(3, 92) = 4.63; p = .005. Additionally, only in the case of integration does EI mediate between CH and the value given to the immigrant's own and host cultures (p <.001).

  17. The influence of negative emotions on pain: behavioral effects and neural mechanisms.

    PubMed

    Wiech, Katja; Tracey, Irene

    2009-09-01

    The idea that pain can lead to feelings of frustration, worry, anxiety and depression seems obvious, particularly if it is of a chronic nature. However, there is also evidence for the reverse causal relationship in which negative mood and emotion can lead to pain or exacerbate it. Here, we review findings from studies on the modulation of pain by experimentally induced mood changes and clinical mood disorders. We discuss possible neural mechanisms underlying this modulatory influence focusing on the periaqueductal grey (PAG), amygdala, anterior cingulate cortex (ACC) and anterior insula as key players in both, pain and affective processing.

  18. Personal Background Knowledge Influences Cross-Cultural Understanding

    ERIC Educational Resources Information Center

    Lin, Xiaodong; Bransford, John D.

    2010-01-01

    Purpose of the Study: The purpose of the study was to investigate how two types of videos, personal background knowledge (PBK) and general background knowledge (GBK), affect people's interpretation of a classroom problem case that involved a disconnection between a foreign college professor and her students. The PBK video described the professor's…

  19. Modeling Social Influences in a Knowledge Management Network

    ERIC Educational Resources Information Center

    Franco, Giacomo; Maresca, Paolo; Nota, Giancarlo

    2010-01-01

    The issue of knowledge management in a distributed network is receiving increasing attention from both scientific and industrial organizations. Research efforts in this field are motivated by the awareness that knowledge is more and more perceived as a primary economic resource and that, in the context of organization of organizations, the…

  20. Factors Influencing Primary School Children's Knowledge of Wildlife

    ERIC Educational Resources Information Center

    Huxham, Mark; Welsh, Angela; Berry, Alice; Templeton, Stuart

    2006-01-01

    We examined the wildlife knowledge of primary (aged 4-12) schoolchildren. In particular, we examined the effects of children's age and gender, as well as the taxonomy and origin (indigenous versus exotic) of wildlife, on the degree of knowledge about different species. We used illustrated "flashcards" of mammals, birds and arthropods,…

  1. Influencing University Students' Knowledge and Attitudes toward Breastfeeding

    ERIC Educational Resources Information Center

    Froehlich, Jan; Boivin, Meghan; Rice, Desiree.; McGraw, Katie; Munson, Elin; Walter, Katherine Corcoran; Bloch, Mary K. S.

    2013-01-01

    Spending a few minutes reading about the benefits of breastfeeding had a significant, positive effect on university students' knowledge and attitudes toward breastfeeding on post-surveys and follow-up surveys one month later. Since lactation duration is correlated with both knowledge and attitudes toward breastfeeding, implications of these…

  2. 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

  3. Emotion: empirical contribution. Maternal borderline personality pathology and infant emotion regulation: examining the influence of maternal emotion-related difficulties and infant attachment.

    PubMed

    Gratz, Kim L; Kiel, Elizabeth J; Latzman, Robert D; Elkin, T David; Moore, Sarah Anne; Tull, Matthew T

    2014-02-01

    Evidence suggests that maternal borderline personality (BP) pathology increases offspring risk. This study examined the relations between maternal BP pathology and related emotional dysfunction (including emotion regulation [ER] difficulties and emotional intensity/reactivity) and infant ER difficulties. Specifically, we examined both self-focused and caregiver-focused ER behaviors and the modulation of emotional expressions (one indicator of ER in young children) in response to fear- and anger-eliciting stimuli among 101 infants (12 to 23 months old) of mothers with and without clinically relevant BP pathology. The authors also examined the moderating role of mother-infant attachment. Findings of a series of multiple regression mediation analyses revealed an indirect effect of maternal BP pathology on infant ER difficulties through maternal emotional dysfunction, with maternal ER difficulties facilitating an indirect effect of maternal BP pathology on expressivity-related indicators of infant ER difficulties and maternal emotional intensity/reactivity linking maternal BP pathology to lower self-focused ER for infants in insecure-resistant attachment relationships.

  4. Parental influences on children's self-regulation of energy intake: Insights from developmental literature on emotion regulation

    Technology Transfer Automated Retrieval System (TEKTRAN)

    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...

  5. Disentangling Child and Family Influences on Maternal Expressed Emotion toward Children with Attention-Deficit/Hyperactivity Disorder

    ERIC Educational Resources Information Center

    Cartwright, Kim L.; Bitsakou, Paraskevi; Daley, David; Gramzow, Richard H.; Psychogiou, Lamprini; Simonoff, Emily; Thompson, Margaret J.; Sonuga-Barke, Edmund J. S.

    2011-01-01

    Objective: We used multi-level modelling of sibling-pair data to disentangle the influence of proband-specific and more general family influences on maternal expressed emotion (MEE) toward children and adolescents with attention-deficit/hyperactivity disorder (ADHD). Method: MEE was measured using the Five Minute Speech Sample (FMSS) for 60…

  6. Influence of Content Knowledge on Pedagogical Content Knowledge: The Case of Teaching Photosynthesis and Plant Growth

    ERIC Educational Resources Information Center

    Kapyla, Markku; Heikkinen, Jussi-Pekka; Asunta, Tuula

    2009-01-01

    The aim of the research was to investigate the effect of the amount and quality of content knowledge on pedagogical content knowledge (PCK). The biological content photosynthesis and plant growth was used as an example. The research sample consisted of 10 primary and 10 secondary (biology) teacher students. Questionnaires, lesson preparation task…

  7. Effects of a Dialogue-Based Program to Improve Emotion Knowledge in Spanish Roma Preschoolers

    ERIC Educational Resources Information Center

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

    2017-01-01

    Romas are one of the largest minority groups in Spain and Europe, but no specific data on children's socioemotional learning are available. Our goal was to determine the level of socioemotional knowledge of a group of 4- and 5-year-old Roma children and to implement an intervention program at school. Forty-three Roma children participated…

  8. The influence of gender on the relationship between dental anxiety and oral health-related emotional well-being.

    PubMed

    Carrillo-Diaz, Maria; Crego, Antonio; Romero-Maroto, Martin

    2013-05-01

    BACKGROUND AND AIM.  Children's dental fear and/or anxiety (DFA) has been associated with declines in oral health and quality of life. The influence of gender on the relationship between DFA and oral health-related well-being in children is analysed. DESIGN.  The decayed, missing and filled permanent teeth (DMFT) index was obtained from 161 school-aged children (7-14 years old). Data from children's self-assessed oral health, oral health-related emotional well-being and dental anxiety were collected using questionnaires. RESULTS.  Low scores of emotional well-being were associated with negative self-assessment of oral health and high levels of dental anxiety. Females reported decreased oral health-related emotional well-being compared with males. The analysis of possible moderating effects confirmed that gender influenced the relationship between oral health and DFA. The DMFT index was not associated with self-assessed oral health status, emotional well-being or DFA. CONCLUSION.  For girls, high levels of DFA were associated with low levels of oral health-related emotional well-being. In contrast, dental fear and/or anxiety did not influence oral health-related emotional well-being in boys.

  9. Emotional Effects on University Choice Behavior: The Influence of Experienced Narrators and Their Characteristics

    PubMed Central

    Callejas-Albiñana, Ana I.; Callejas-Albiñana, Fernando E.; Martínez-Rodríguez, Isabel

    2016-01-01

    This study analyzes the influence that experienced users of university resources might have as narrative sources of information for other students in the process of choosing their schools. Informative videos about the benefits of studying at the university provide a reference model. In these videos, a group of young people present their views and explain their reasons for choosing the university in which they are pursuing their degrees; the various narrators detail all the resources available. This study investigates whether the individual identifiers of these narrators (e.g., gender, age, physical appearance, nonverbal gestures such as smiling, posture) influence perceptions of the credibility of the information they provide. Among a sample of 150 students in their last year of pre-university training, the results demonstrate that the students' ability to identify with the narrators provides information and arouses emotions that inform their perceptions of reliability and therefore their consumption choices. None of these predictors appear to serve as determinants that can be generalized, but if emotional attitudes in response to narratives about the topic (i.e., the university) are positive, then they prompt a change in attitude toward that reference topic too. PMID:27252664

  10. The Influence of Domain Knowledge on Strategy Use during Simulation-Based Inquiry Learning

    ERIC Educational Resources Information Center

    Lazonder, Ard W.; Wilhelm, Pascal; Hagemans, Mieke G.

    2008-01-01

    This study investigated how students' knowledge of a particular domain influences the type of investigative strategy they utilize in an inquiry learning task within that domain. Students with high domain knowledge were assumed to employ a theory-driven strategy, whereas less knowledgeable students were expected to start off in a data-driven mode…

  11. Pre-Existing Background Knowledge Influences Socioeconomic Differences in Preschoolers' Word Learning and Comprehension

    ERIC Educational Resources Information Center

    Kaefer, Tanya; Neuman, Susan B.; Pinkham, Ashley M.

    2015-01-01

    The goal of the current study is to explore the influence of knowledge on socioeconomic discrepancies in word learning and comprehension. After establishing socioeconomic differences in background knowledge (Study 1), the authors presented children with a storybook that incorporates this knowledge (Study 2). Results indicated that middle-income…

  12. Emotional collectives: How groups shape emotions and emotions shape groups.

    PubMed

    van Kleef, Gerben A; Fischer, Agneta H

    2016-01-01

    Group settings are epicentres of emotional activity. Yet, the role of emotions in groups is poorly understood. How do group-level phenomena shape group members' emotional experience and expression? How are emotional expressions recognised, interpreted and shared in group settings? And how do such expressions influence the emotions, cognitions and behaviours of fellow group members and outside observers? To answer these and other questions, we draw on relevant theoretical perspectives (e.g., intergroup emotions theory, social appraisal theory and emotions as social information theory) and recent empirical findings regarding the role of emotions in groups. We organise our review according to two overarching themes: how groups shape emotions and how emotions shape groups. We show how novel empirical approaches break important new ground in uncovering the role of emotions in groups. Research on emotional collectives is thriving and constitutes a key to understanding the social nature of emotions.

  13. A direct amygdala-motor pathway for emotional displays to influence action: A diffusion tensor imaging study.

    PubMed

    Grèzes, Julie; Valabrègue, Romain; Gholipour, Bahar; Chevallier, Coralie

    2014-12-01

    An important evolutionary function of emotions is to prime individuals for action. Although functional neuroimaging has provided evidence for such a relationship, little is known about the anatomical substrates allowing the limbic system to influence cortical motor-related areas. Using diffusion-weighted magnetic resonance imaging and probabilistic tractography on a cohort of 40 participants, we provide evidence of a structural connection between the amygdala and motor-related areas (lateral and medial precentral, motor cingulate and primary motor cortices, and postcentral gyrus) in humans. We then compare this connection with the connections of the amygdala with emotion-related brain areas (superior temporal sulcus, fusiform gyrus, orbitofrontal cortex, and lateral inferior frontal gyrus) and determine which amygdala nuclei are at the origin of these projections. Beyond the well-known subcortical influences over automatic and stereotypical emotional behaviors, a direct amygdala-motor pathway might provide a mechanism by which the amygdala can influence more complex motor behaviors.

  14. Influence of trait empathy on the emotion evoked by sad music and on the preference for it.

    PubMed

    Kawakami, Ai; Katahira, Kenji

    2015-01-01

    Some people experience pleasant emotion when listening to sad music. Therefore, they can enjoy listening to it. In the current study, we aimed to investigate such apparently paradoxical emotional mechanisms and focused on the influence of individuals' trait empathy, which has been reported to associate with emotional responses to sad music and a preference for it. Eighty-four elementary school children (42 males and 42 females, mean age 11.9 years) listened to two kinds of sad music and rated their emotional state and liking toward them. In addition, trait empathy was assessed using the Interpersonal Reactivity Index scale, which comprises four sub-components: Empathic Concern, Personal Distress, Perspective Taking, and Fantasy (FS). We conducted a path analysis and tested our proposed model that hypothesized that trait empathy and its sub-components would affect the preference for sad music directly or indirectly, mediated by the emotional response to the sad music. Our findings indicated that FS, a sub-component of trait empathy, was directly associated with liking sad music. Additionally, perspective taking ability, another sub-component of trait empathy, was correlated with the emotional response to sad music. Furthermore, the experience of pleasant emotions contributed to liking sad music.

  15. Escalate shamefully, de-escalate angrily or gratefully: the influence of discrete emotions on escalation of commitment.

    PubMed

    Dang, Junhua; Xiao, Shanshan; Liljedahl, Sophie

    2014-08-01

    Decision makers often tend to escalate their commitment when faced with a dilemma of whether to continue a losing course of action. Researchers recently began to investigate the influence of discrete emotions on this decision tendency. However, this work has mainly focused on negative emotions and rarely considered positive emotions, to say nothing of comparing the effects of both of them simultaneously. The current study addresses this need by presenting the results of three experiments that examined the effects of four emotions of both positive and negative valences in escalation situations. Experiment 1 investigated the relationships of three trait emotions (hope, shame, and anger) and escalation of commitment. Experiments 2 and 3 examined the effects of three induced emotions (anger, shame, and gratitude) on escalation of commitment in a student sample and an employee sample, respectively. The results revealed that the effects of discrete emotions in escalation situations are mainly due to their associated differences on the appraisal dimension of responsibility that is related to escalation situations rather than their valence. The theoretical and practical implications are discussed.

  16. Influence of trait empathy on the emotion evoked by sad music and on the preference for it

    PubMed Central

    Kawakami, Ai; Katahira, Kenji

    2015-01-01

    Some people experience pleasant emotion when listening to sad music. Therefore, they can enjoy listening to it. In the current study, we aimed to investigate such apparently paradoxical emotional mechanisms and focused on the influence of individuals’ trait empathy, which has been reported to associate with emotional responses to sad music and a preference for it. Eighty-four elementary school children (42 males and 42 females, mean age 11.9 years) listened to two kinds of sad music and rated their emotional state and liking toward them. In addition, trait empathy was assessed using the Interpersonal Reactivity Index scale, which comprises four sub-components: Empathic Concern, Personal Distress, Perspective Taking, and Fantasy (FS). We conducted a path analysis and tested our proposed model that hypothesized that trait empathy and its sub-components would affect the preference for sad music directly or indirectly, mediated by the emotional response to the sad music. Our findings indicated that FS, a sub-component of trait empathy, was directly associated with liking sad music. Additionally, perspective taking ability, another sub-component of trait empathy, was correlated with the emotional response to sad music. Furthermore, the experience of pleasant emotions contributed to liking sad music. PMID:26578992

  17. Effects of naltrexone are influenced by childhood adversity during negative emotional processing in addiction recovery.

    PubMed

    Savulich, G; Riccelli, R; Passamonti, L; Correia, M; Deakin, J F W; Elliott, R; Flechais, R S A; Lingford-Hughes, A R; McGonigle, J; Murphy, A; Nutt, D J; Orban, C; Paterson, L M; Reed, L J; Smith, D G; Suckling, J; Tait, R; Taylor, E M; Sahakian, B J; Robbins, T W; Ersche, K D

    2017-03-07

    Naltrexone is an opioid receptor antagonist used in the management of alcohol dependence. Although the endogenous opioid system has been implicated in emotion regulation, the effects of mu-opioid receptor blockade on brain systems underlying negative emotional processing are not clear in addiction. Individuals meeting criteria for alcohol dependence alone (n=18, alcohol) and in combination with cocaine and/or opioid dependence (n=21, alcohol/drugs) and healthy individuals without a history of alcohol or drug dependence (n=21) were recruited. Participants were alcohol and drug abstinent before entered into this double-blind, placebo-controlled, randomized, crossover study. Functional magnetic resonance imaging was used to investigate brain response while viewing aversive and neutral images relative to baseline on 50 mg of naltrexone and placebo. We found that naltrexone modulated task-related activation in the medial prefrontal cortex and functional connectivity between the anterior cingulate cortex and the hippocampus as a function of childhood adversity (for aversive versus neutral images) in all groups. Furthermore, there was a group-by-treatment-by-condition interaction in the right amygdala, which was mainly driven by a normalization of response for aversive relative to neutral images under naltrexone in the alcohol/drugs group. We conclude that early childhood adversity is one environmental factor that influences pharmacological response to naltrexone. Pharmacotherapy with naltrexone may also have some ameliorative effects on negative emotional processing in combined alcohol and drug dependence, possibly due to alterations in endogenous opioid transmission or the kappa-opioid receptor antagonist actions of naltrexone.

  18. Judgements about Knowledge: Searching for Factors that Influence Their Validity

    ERIC Educational Resources Information Center

    Mengelkamp, Christoph; Bannert, Maria

    2009-01-01

    Introduction: Research in the field of metacomprehension often uses the accuracy of judgements of own knowledge as a measure of monitoring which is a central component of metacognition. One aim of this study is to investigate if the accuracy above chance usually found in studies using traditional texts can be replicated with hypermedia. More…

  19. Emotion Regulation and Depressive Symptoms: Close Relationships as Social Context and Influence

    PubMed Central

    Marroquín, Brett; Nolen-Hoeksema, Susan

    2015-01-01

    Depression is associated with social dysfunction and maladaptive social environments, but mechanisms through which social relationships affect depressive psychopathology are unclear. We hypothesized that emotion regulation (ER) is such a mechanism, with outcomes of individuals’ ER efforts sensitive to the social context, and individuals’ ER strategy repertoire and use sensitive to social influence. In Study 1, a longitudinal study of community adults (N = 1,319), associations of individuals’ ER strategies with depressive symptoms depended on social connectedness and romantic relationship status (social context hypothesis). Moreover, associations of social connectedness and relationship status with symptoms were accounted for by maladaptive ER concurrently and, for social connectedness, prospectively over 1 year (social influence hypothesis). Study 2a, using a national sample (N = 772), replicated and extended these findings with a broader array of ER strategies, and ruled out alternative explanations regarding social skills and psychological wellbeing. Among participants in romantic relationships (Study 2b; N = 558), intimacy and trust buffered associations of maladaptive ER strategies with symptoms (context), and maladaptive and adaptive ER mediated links between relationship variables and symptoms (influence). Findings suggest that close relationships—and variation in underlying relational processes within relationships— influence the ER strategies people use, and also affect whether individuals’ own ER repertoires contribute to depression when deployed. Results elucidate core social mechanisms of ER in terms of both basic processes and depressive psychopathology, suggest ER is a channel through which social factors affect internal functioning and mental health, and inform relationship pathways for clinical intervention. PMID:26479366

  20. Factors that influence emotional disturbance in adults living in extreme poverty.

    PubMed

    Palomar-Lever, Joaquina; Victorio-Estrada, Amparo

    2012-04-01

    Living in poverty conditions implies exposure to severe circumstances of social disadvantage, associated with greater propensity to contract illnesses. A negative correlation has consistently been observed between health and poverty. The chronic exposure to stress affects people's well-being through the development of symptoms of anxiety and depression. The suffering of these symptoms for a long time period may be considered as part of a more general syndrome of emotional disturbance, in detriment to a person's mental health. The objective of this study is to identify psychological factors that influence emotional disturbance, measured as symptoms of anxiety and depression, in adults living in poverty conditions in Mexico's central region. A total of 913 adults, 65.2% female, were surveyed. The mean age of the participants was 43.71 (±12.58) years and the mean number of years of schooling was 4.04 (±3.36). Variables corresponding to personal characteristics were measured. The results indicate that the most important risk factor for depression is anxiety and vice versa. Additionally, gender, negative self-esteem, lack of adequate strategies for confronting and resolving difficulties, and lack of self-regulation predicted depression, whereas stress, lack of self-regulation, and coping style predicted anxiety. These variables were better predictors than optimism, locus of control, sense of humor or religiosity.

  1. Personality influences the neural responses to viewing facial expressions of emotion.

    PubMed

    Calder, Andrew J; Ewbank, Michael; Passamonti, Luca

    2011-06-12

    Cognitive research has long been aware of the relationship between individual differences in personality and performance on behavioural tasks. However, within the field of cognitive neuroscience, the way in which such differences manifest at a neural level has received relatively little attention. We review recent research addressing the relationship between personality traits and the neural response to viewing facial signals of emotion. In one section, we discuss work demonstrating the relationship between anxiety and the amygdala response to facial signals of threat. A second section considers research showing that individual differences in reward drive (behavioural activation system), a trait linked to aggression, influence the neural responsivity and connectivity between brain regions implicated in aggression when viewing facial signals of anger. Finally, we address recent criticisms of the correlational approach to fMRI analyses and conclude that when used appropriately, analyses examining the relationship between personality and brain activity provide a useful tool for understanding the neural basis of facial expression processing and emotion processing in general.

  2. Emotional Stress and Cardiovascular Complications in Animal Models: A Review of the Influence of Stress Type

    PubMed Central

    Crestani, Carlos C.

    2016-01-01

    Emotional stress has been recognized as a modifiable risk factor for cardiovascular diseases. The impact of stress on physiological and psychological processes is determined by characteristics of the stress stimulus. For example, distinct responses are induced by acute vs. chronic aversive stimuli. Additionally, the magnitude of stress responses has been reported to be inversely related to the degree of predictability of the aversive stimulus. Therefore, the purpose of the present review was to discuss experimental research in animal models describing the influence of stressor stimulus characteristics, such as chronicity and predictability, in cardiovascular dysfunctions induced by emotional stress. Regarding chronicity, the importance of cardiovascular and autonomic adjustments during acute stress sessions and cardiovascular consequences of frequent stress response activation during repeated exposure to aversive threats (i.e., chronic stress) is discussed. Evidence of the cardiovascular and autonomic changes induced by chronic stressors involving daily exposure to the same stressor (predictable) vs. different stressors (unpredictable) is reviewed and discussed in terms of the impact of predictability in cardiovascular dysfunctions induced by stress. PMID:27445843

  3. The influence of neuroticism and psychological symptoms on the assessment of images in three-dimensional emotion space

    PubMed Central

    Walter, Steffen; Kessler, Henrik; Gruss, Sascha; Jerg-Bretzke, Lucia; Scheck, Andreas; Ströbel, Jochen; Hoffmann, Holger; Traue, Harald C.

    2011-01-01

    Objective: The present study investigated the influence of neuroticism (NEO Five-Factor Inventory (NEO-FFI)) and psychological symptoms (Brief Symptom Inventory (BSI)) on pleasure, arousal, and dominance (PAD) ratings of the International Affective Picture System (IAPS). Methods: The subjects (N=131) were presented with images from the IAPS (30 images) and new images (30 images). The influence of neuroticism and BSI (median split: high vs. low) on the assessment of pleasure, arousal and dominance of the images was examined. Correlations of pleasure, arousal and dominance were presented in a 3-D video animation. Results: Subjects with high scores (compared to subjects with low scores by median split) of neuroticism and psychological symptoms of the BSI rated the presented emotional images more negative in the valence dimension (pleasure), higher in arousal and less dominant. Conclusion: Neuroticism and psychological symptoms influence the subjective emotional evaluation of emotional images. Therefore the location in the three-dimensional emotion space depends on individual differences. Such differences must be kept in mind, if correlations between emotion ratings and other variables like psychobiological measures are analyzed. PMID:21698089

  4. The Influence of Electronic Dictionaries on Vocabulary Knowledge Extension

    ERIC Educational Resources Information Center

    Rezaei, Mojtaba; Davoudi, Mohammad

    2016-01-01

    Vocabulary learning needs special strategies in language learning process. The use of dictionaries is a great help in vocabulary learning and nowadays the emergence of electronic dictionaries has added a new and valuable resource for vocabulary learning. The present study aims to explore the influence of Electronic Dictionaries (ED) Vs. Paper…

  5. The Influence Paths of Emotion on the Occupational Safety of Rescuers Involved in Environmental Emergencies- Systematic Review Article.

    PubMed

    Lu, Jintao; Yang, Naiding; Ye, Jinfu; Wu, Haoran

    2014-11-01

    A detailed study and analysis of previous research has been carried out to illustrate the relationships between a range of environmental emergencies, and their effects on the emotional state of the rescuers involved in responding to them, by employing Pub Med, Science Direct, Web of Science, Google Scholar, CNKI and Scopus for required information with the several keywords "emergency rescue", "occupational safety", "natural disaster", "emotional management". The effect of the rescuers' emotion on their occupational safety and immediate and long-term emotional behavior is then considered. From these considerations, we suggested four research propositions related to the emotional effects at both individual and group levels, and to the responsibilities of emergency response agencies in respect of ensuring the psychological and physical occupational safety of rescuers during and after environmental emergencies. An analysis framework is proposed which could be used to study the influence paths of these different aspects of emotional impact on a range of occupational safety issues for rescue workers. The authors believe that the conclusions drawn in this paper can provide a useful theoretical reference for decision-making related to the management and protection of the occupational safety of rescuers responding to natural disasters and environmental emergencies.

  6. The Influence Paths of Emotion on the Occupational Safety of Rescuers Involved in Environmental Emergencies- Systematic Review Article

    PubMed Central

    LU, Jintao; YANG, Naiding; YE, Jinfu; WU, Haoran

    2014-01-01

    Abstract A detailed study and analysis of previous research has been carried out to illustrate the relationships between a range of environmental emergencies, and their effects on the emotional state of the rescuers involved in responding to them, by employing Pub Med, Science Direct, Web of Science, Google Scholar, CNKI and Scopus for required information with the several keywords “emergency rescue”, “occupational safety”, “natural disaster”, “emotional management”. The effect of the rescuers’ emotion on their occupational safety and immediate and long-term emotional behavior is then considered. From these considerations, we suggested four research propositions related to the emotional effects at both individual and group levels, and to the responsibilities of emergency response agencies in respect of ensuring the psychological and physical occupational safety of rescuers during and after environmental emergencies. An analysis framework is proposed which could be used to study the influence paths of these different aspects of emotional impact on a range of occupational safety issues for rescue workers. The authors believe that the conclusions drawn in this paper can provide a useful theoretical reference for decision-making related to the management and protection of the occupational safety of rescuers responding to natural disasters and environmental emergencies. PMID:26060714

  7. Superior analgesic effect of an active distraction versus pleasant unfamiliar sounds and music: the influence of emotion and cognitive style.

    PubMed

    Villarreal, Eduardo A Garza; Brattico, Elvira; Vase, Lene; Østergaard, Leif; Vuust, Peter

    2012-01-01

    Listening to music has been found to reduce acute and chronic pain. The underlying mechanisms are poorly understood; however, emotion and cognitive mechanisms have been suggested to influence the analgesic effect of music. In this study we investigated the influence of familiarity, emotional and cognitive features, and cognitive style on music-induced analgesia. Forty-eight healthy participants were divided into three groups (empathizers, systemizers and balanced) and received acute pain induced by heat while listening to different sounds. Participants listened to unfamiliar Mozart music rated with high valence and low arousal, unfamiliar environmental sounds with similar valence and arousal as the music, an active distraction task (mental arithmetic) and a control, and rated the pain. Data showed that the active distraction led to significantly less pain than did the music or sounds. Both unfamiliar music and sounds reduced pain significantly when compared to the control condition; however, music was no more effective than sound to reduce pain. Furthermore, we found correlations between pain and emotion ratings. Finally, systemizers reported less pain during the mental arithmetic compared with the other two groups. These findings suggest that familiarity may be key in the influence of the cognitive and emotional mechanisms of music-induced analgesia, and that cognitive styles may influence pain perception.

  8. Influences of Moral, Emotional and Adversity Quotient on Good Citizenship of Rajabhat University's Students in the Northeast of Thailand

    ERIC Educational Resources Information Center

    Siphai, Sunan

    2015-01-01

    The objective of this study is to investigate the influences of moral, emotional and adversity quotient on good citizenship of Rajabhat University's students in Northeastern Region of Thailand. The samples included 1,087 undergraduate students from 8 different Rajabhat universities. Data analysis was conducted in descriptive statistics and…

  9. Sad or Fearful? The Influence of Body Posture on Adults' and Children's Perception of Facial Displays of Emotion

    ERIC Educational Resources Information Center

    Mondloch, Catherine J.

    2012-01-01

    The current research investigated the influence of body posture on adults' and children's perception of facial displays of emotion. In each of two experiments, participants categorized facial expressions that were presented on a body posture that was congruent (e.g., a sad face on a body posing sadness) or incongruent (e.g., a sad face on a body…

  10. Adolescent Self-Esteem and Gender: Exploring Relations to Sexual Harassment, Body Image, Media Influence, and Emotional Expression.

    ERIC Educational Resources Information Center

    Polce-Lynch, Mary; Myers, Barbara J.; Kliewer, Wendy; Kilmartin, Christopher

    2001-01-01

    Evaluated self-reported influences on self-esteem involving the media, sexual harassment, body image, family and peer relationships, and emotional expression for 93 boys and 116 girls in grades 5, 8, and 12. Results generally supported a pattern in which boys and girls were most similar in late childhood and again in late adolescence. Discusses…

  11. The Influence of the Knowledge Base on the Development of Mnemonic Strategies.

    ERIC Educational Resources Information Center

    Ornstein, Peter A.; Naus, Mary J.

    A dominant theme in cognitive psychology is that prior knowledge in long-term memory has a strong influence on an individual's cognitive processing. Citing numerous memory studies with children, knowledge base effects are presented as part of a broader picture of memory development. Using the sort/recall procedure (asking subjects to group sets of…

  12. Parental Knowledge and Substance Use among African American Adolescents: Influence of Gender and Grade Level

    ERIC Educational Resources Information Center

    Tebes, Jacob Kraemer; Cook, Emily C.; Vanderploeg, Jeffrey J.; Feinn, Richard; Chinman, Matthew J.; Shepard, Jane K.; Brabham, Tamika; Connell, Christian M.

    2011-01-01

    Parental knowledge is defined as parental awareness and information about a child's activities, whereabouts, and associations that is obtained through parental monitoring, parental solicitation, or self-disclosure. Increased parental knowledge is generally associated with lower adolescent substance use; however, the influence of various contextual…

  13. How District Leaders Use Knowledge Management to Influence Principals' Instructional Leadership

    ERIC Educational Resources Information Center

    McGloughlin, Denise Marie

    2016-01-01

    The study of knowledge management, an integrated system of an organization's culture, conditions, and structure, as applied to educational institutions is limited. It was not known how district leaders use knowledge management to influence principals' instructional leadership performance. The purpose of this qualitative single-case study was to…

  14. Examining the Factors Influencing Participants' Knowledge Sharing Behavior in Virtual Learning Communities

    ERIC Educational Resources Information Center

    Chen, Irene Y. L.; Chen, Nian-Shing; Kinshuk

    2009-01-01

    Increasing organizations and educational institutions have implemented virtual learning communities to encourage knowledge sharing. However, this task can not be accomplished simply by grouping people together and telling them "sharing your knowledge will make you learn better". This research attempts to examine the factors influencing knowledge…

  15. Understanding the Influence of Two Mathematics Textbooks on Prospective Secondary Teachers' Knowledge

    ERIC Educational Resources Information Center

    Davis, Jon D.

    2009-01-01

    This study examines the influence of reading and planning from two differently organized mathematics textbooks on prospective high school mathematics teachers' pedagogical content knowledge and content knowledge of exponential functions. The teachers completed a pretest and two posttests. On the pretest, the teachers possessed an incomplete…

  16. [Is an optimistic memory less easily influenced by negative than by positive emotions?].

    PubMed

    Beneyto Molina, Vicent Blai; Fernández-Abascal, Enrique García

    2012-05-01

    This work examines whether a positive personality trait, such as optimism, can reduce bias in differential words recalled after inducing a certain emotion. After showing a list of words with various emotional valences to a group of 59 subjects, a specific emotional state was induced. Subsequently, the subjects were asked to recall the list of words. The results obtained indicated that less optimistic subjects had a tendency to recall and recognize a greater number of negative words when in a negative emotional condition. Statistical significance was reached in the female group's negative word recognition when experiencing negative emotion.

  17. The influence on perceptions of truthfulness of the emotional expressions shown when talking about failure

    PubMed Central

    David, Shlomo; Hareli, Shlomo; Hess, Ursula

    2015-01-01

    The study aimed to assess whether showing emotion in an organizational inquiry into failure affects perceptions of truthfulness as a function of the match between the explanation of what caused the failure and the emotion expressed. Two web-based studies were conducted. Participants with work experience saw videos of an inquiry and rated the protagonist’s truthfulness. In both studies protagonists who expressed an emotion (anger or shame) were rated as less truthful than protagonists who expressed no emotion, regardless of what the failure was attributed to. In order to not confound effects of emotions with occupational stereotype effects only male protagonists were shown. Showing emotions when questioned is normal. Managers have to be aware of a tendency to count this against the employee. This is the only research focusing on the effects of showing emotions on perceptions of truthfulness in an organizational context. PMID:27247646

  18. The Influence of Emotional State and Pictorial Cues on Perceptual Judgments

    SciTech Connect

    Kimberly R. Raddatz; Abigail Werth; Tuan Q. Tran

    2007-10-01

    Perspective displays (e.g., CDTI) are commonly used as decision aids in environments characterized by periods of high emotional arousal (e.g., terrain enhanced primary flight displays). However, little attention has been devoted to understanding how emotional state, independently or in conjunction with other perceptual factors (e.g., pictorial depth cues), can impact perceptual judgments. Preliminary research suggests that induced emotional state (positive or negative) adversely impacts size comparisons in perspective displays (Tran & Raddatz, 2006). This study further investigated how size comparisons are affected by emotional state and pictorial depth cues while attenuating the limitations of the Tran & Raddatz (2006) study. Results confirmed that observers do make slower judgments under induced emotional state. However, observers under negative emotional state showed higher sensitivity (d’) and required more evidence to respond that a size difference exists (response bias) than observers under positive emotional state. Implications for display design and human performance are discussed.

  19. Influences of culture and environmental attitude on thermal, emotional and perceptual evaluations of a public square

    NASA Astrophysics Data System (ADS)

    Knez, Igor; Thorsson, Sofia

    2006-05-01

    The main objective of the present quasi-experimental study was to examine the influence of culture (Swedish vs Japanese) and environmental attitude (urban vs open-air person) on participants’ thermal, emotional and perceptual assessments of a square, within the PET (physiological equivalent temperature) comfortable interval of 18 23°C. It was predicted that persons living in different cultures with different environmental attitudes would psychologically evaluate a square differently despite similar thermal conditions. Consistent with this prediction, Japanese participants estimated the current weather as warmer than did Swedish participants and, consistent with this, they felt less thermally comfortable on the site, although participants in both countries perceived similar comfortable thermal outdoor conditions according to the PET index. Compared to the Japanese, the Swedes estimated both the current weather and the site as windier and colder, indicating a consistency in weather assessment on calm-windy and warm-cold scales in participants in both cultures. Furthermore, Swedish participants felt more glad and calm on the site and, in line with their character (more glad than gloomy), they estimated the square as more beautiful and pleasant than did Japanese participants. All this indicates that thermal, emotional and perceptual assessments of a physical place may be intertwined with psychological schema-based and socio-cultural processes, rather than fixed by general thermal indices developed in line with physiological heat balance models. In consequence, this implies that thermal comfort indices may not be applicable in different cultural/climate zones without modifications, and that they may not be appropriate if we do not take into account the psychological processes involved in environmental assessment.

  20. Influence of emotional context on concreteness effects in words processing for field-independent and field-dependent individuals.

    PubMed

    Zhang, Qin; Jiao, Lihua; Cui, Lixia

    2014-06-18

    The phenomenon that concrete words are easier to process than abstract words is referred to as the word concreteness effect. Previous research has investigated influences of semantic context and word emotionality on concreteness effects. It is still unclear whether word concreteness effects might be influenced by emotional context for individuals with different cognitive styles. The present study showed how affective congruency between picture context and word target impacts concreteness effects in the word processing for field-independent and field-dependent individuals using event-related potential measures. The participants evaluated pleasantness of the target word following the presentation of an affective picture. Concrete words were associated with a larger N400 and a smaller late positive component (LPC) than abstract words. Moreover, the LPC concreteness effect occurred only in the affectively incongruent context for field-dependent participants. These findings suggest that emotional context and concreteness modulate the N400 independently, but the LPC concreteness effect is influenced by emotional context and cognitive style.

  1. Emotions about Teaching about Human-Induced Climate Change

    ERIC Educational Resources Information Center

    Lombardi, Doug; Sinatra, Gale M.

    2013-01-01

    Global climate change is receiving increasing attention as a classroom topic. At the same time, research has shown that individuals have strong emotions about the topic. Emotions about controversial topics and individuals' dispositions toward knowledge have been shown to influence judgments about these topics. This study examined the relationships…

  2. The influence of self-awareness on emotional memory formation: an fMRI study

    PubMed Central

    Wing, Erik A.; Cabeza, Roberto

    2016-01-01

    Evidence from functional neuroimaging studies of emotional perception shows that when attention is focused on external features of emotional stimuli (external perceptual orienting—EPO), the amygdala is primarily engaged, but when attention is turned inwards towards one’s own emotional state (interoceptive self-orienting—ISO), regions of the salience network, such as the anterior insula (AI) and the dorsal anterior cingulate cortex (dACC), also play a major role. Yet, it is unknown if ISO boosts the contributions of AI and dACC not only to emotional ‘perception’ but also to emotional ‘memory’. To investigate this issue, participants were scanned with functional magnetic resonance imaging (fMRI) while viewing emotional and neutral pictures under ISO or EPO, and memory was tested several days later. The study yielded three main findings: (i) emotion boosted perception-related activity in the amygdala during both ISO and EPO and in the right AI exclusively during ISO; (ii) emotion augmented activity predicting subsequent memory in AI and dACC during ISO but not during EPO and (iii) high confidence memory was associated with increased amygdala–dACC connectivity, selectively for ISO encoding. These findings show, for the first time, that ISO promotes emotional memory formation via regions associated with interoceptive awareness of emotional experience, such as AI and dACC. PMID:26645274

  3. Does emotional intelligence influence success during medical school admissions and program matriculation?: a systematic review

    PubMed Central

    2016-01-01

    Purpose It aimed at determining whether emotional intelligence is a predictor for success in a medical school program and whether the emotional intelligence construct correlated with other markers for admission into medical school. Methods Three databases (PubMed, CINAHL, and ERIC) were searched up to and including July 2016, using relevant terms. Studies written in English were selected if they included emotional intelligence as a predictor for success in medical school, markers of success such as examination scores and grade point average and association with success defined through traditional medical school admission criteria and failures, and details about the sample. Data extraction included the study authors and year, population description, emotional intelligence I tool, outcome variables, and results. Associations between emotional intelligence scores and reported data were extracted and recorded. Results Six manuscripts were included. Overall, study quality was high. Four of the manuscripts examined emotional intelligence as a predictor for success while in medical school. Three of these four studies supported a weak positive relationship between emotional intelligence scores and success during matriculation. Two of manuscripts examined the relationship of emotional intelligence to medical school admissions. There were no significant relevant correlations between emotional intelligence and medical school admission selection. Conclusion Emotional intelligence was correlated with some, but not all, measures of success during medical school matriculation and none of the measures associated with medical school admissions. Variability in success measures across studies likely explains the variable findings. PMID:27838916

  4. The influence of self-awareness on emotional memory formation: an fMRI study.

    PubMed

    Pais-Vieira, Carla; Wing, Erik A; Cabeza, Roberto

    2016-04-01

    Evidence from functional neuroimaging studies of emotional perception shows that when attention is focused on external features of emotional stimuli (external perceptual orienting--EPO), the amygdala is primarily engaged, but when attention is turned inwards towards one's own emotional state (interoceptive self-orienting--ISO), regions of the salience network, such as the anterior insula (AI) and the dorsal anterior cingulate cortex (dACC), also play a major role. Yet, it is unknown if ISO boosts the contributions of AI and dACC not only to emotional 'perception' but also to emotional 'memory'. To investigate this issue, participants were scanned with functional magnetic resonance imaging (fMRI) while viewing emotional and neutral pictures under ISO or EPO, and memory was tested several days later. The study yielded three main findings: (i) emotion boosted perception-related activity in the amygdala during both ISO and EPO and in the right AI exclusively during ISO; (ii) emotion augmented activity predicting subsequent memory in AI and dACC during ISO but not during EPO and (iii) high confidence memory was associated with increased amygdala-dACC connectivity, selectively for ISO encoding. These findings show, for the first time, that ISO promotes emotional memory formation via regions associated with interoceptive awareness of emotional experience, such as AI and dACC.

  5. The Reflexive Producer: The Influence of Farmer Knowledge upon the Use of Bt Corn

    ERIC Educational Resources Information Center

    Kaup, Brent Z.

    2008-01-01

    This paper examines the influence of farmer knowledge upon decision making processes. Drawing upon the sociological debates around the ideas of reflexive modernity and biotechnology as well as from classic adoption and diffusion studies, I explore the influences upon farmers' use of "Bacillus thuringiensis" (Bt) corn. Utilizing survey data…

  6. Exploring Factors Influencing Collaborative Knowledge Construction in Online Discussions: Student Facilitation and Quality of Initial Postings

    ERIC Educational Resources Information Center

    Ioannou, Andri; Demetriou, Skevi; Mama, Maria

    2014-01-01

    Although lots of studies have investigated collaborative knowledge construction in online courses, the factors influencing this process are yet to be fully determined. This study provides quantitative and qualitative types of evidence on how (naturally emerged) student facilitation and quality of initial postings influence collaborative knowledge…

  7. The influence of combined cognitive plus social-cognitive training on amygdala response during face emotion recognition in schizophrenia.

    PubMed

    Hooker, Christine I; Bruce, Lori; Fisher, Melissa; Verosky, Sara C; Miyakawa, Asako; D'Esposito, Mark; Vinogradov, Sophia

    2013-08-30

    Both cognitive and social-cognitive deficits impact functional outcome in schizophrenia. Cognitive remediation studies indicate that targeted cognitive and/or social-cognitive training improves behavioral performance on trained skills. However, the neural effects of training in schizophrenia and their relation to behavioral gains are largely unknown. This study tested whether a 50-h intervention which included both cognitive and social-cognitive training would influence neural mechanisms that support social ccognition. Schizophrenia participants completed a computer-based intervention of either auditory-based cognitive training (AT) plus social-cognition training (SCT) (N=11) or non-specific computer games (CG) (N=11). Assessments included a functional magnetic resonance imaging (fMRI) task of facial emotion recognition, and behavioral measures of cognition, social cognition, and functional outcome. The fMRI results showed the predicted group-by-time interaction. Results were strongest for emotion recognition of happy, surprise and fear: relative to CG participants, AT+SCT participants showed a neural activity increase in bilateral amygdala, right putamen and right medial prefrontal cortex. Across all participants, pre-to-post intervention neural activity increase in these regions predicted behavioral improvement on an independent emotion perception measure (MSCEIT: Perceiving Emotions). Among AT+SCT participants alone, neural activity increase in right amygdala predicted behavioral improvement in emotion perception. The findings indicate that combined cognition and social-cognition training improves neural systems that support social-cognition skills.

  8. Job Strain and Self-Reported Insomnia Symptoms among Nurses: What about the Influence of Emotional Demands and Social Support?

    PubMed Central

    Portela, Luciana Fernandes; Kröning Luna, Caroline; Rotenberg, Lúcia; Silva-Costa, Aline; Toivanen, Susanna; Araújo, Tania; Griep, Rosane Härter

    2015-01-01

    Job strain, derived from high psychological demands and low job control, is associated with insomnia, but information on the role of emotional demands and social support in this relationship is scarce. The aims of this study were (i) to test the association between job strain and self-reported insomnia symptoms, (ii) to evaluate the combination of emotional demands and job control regarding insomnia symptoms, and (iii) to analyze the influence of social support in these relationships. This cross-sectional study refers to a sample of nurses (N = 3,013 and N = 3,035 for Job Strain and Emotional demand-control model, resp.) working at public hospitals in Rio de Janeiro, Brazil. Data were collected through a self-report questionnaire. The prevalence of insomnia symptoms was 34.3%. Job strain was associated with increased odds for insomnia symptoms (OR: 2.20); the same result was observed with the combination of emotional demands and low job control (OR: 1.99). In both models, the inclusion of low social support combined with high demands and low job control led to increased odds for insomnia symptoms, compared to groups with high social support from coworkers and supervisors. Besides job strain, the study of emotional demands and social support are promising with regards to insomnia symptoms, particularly among nurses. PMID:26557699

  9. Emotion-focused coping and distraction: sex differences in the influence of anxiety sensitivity during noxious heat stimulation.

    PubMed

    Thompson, T; Keogh, E; Chen, M J-L; French, C C

    2012-03-01

    While previous research has indicated that the relative efficacy of attentional strategies on pain may be influenced by anxiety sensitivity (AS) and sex, no study appears to have examined this within the context of an emotion-focus versus distraction paradigm. The present study compared the effect of attentional emotion-focus and distraction instructions on pain response with noxious heat stimulation in 114 healthy adults (62 women and 52 men) varying in levels of AS. Results indicated that men reported a significantly higher mean tolerance time than women. Moderated regression analysis also revealed a significant strategy × anxiety sensitivity × sex interaction on pain tolerance. For those low in AS, relative efficacy was dependent upon sex, with distraction superior to emotion-focusing in women, but with strategies equivalent in men. For those high in AS, however, distraction resulted in uniformly greater pain tolerance than attentional emotion-focusing. These results indicate that AS and sex may be influential in determining the relative effectiveness of distraction and emotion-based attentional strategies for pain management.

  10. Job Strain and Self-Reported Insomnia Symptoms among Nurses: What about the Influence of Emotional Demands and Social Support?

    PubMed

    Portela, Luciana Fernandes; Kröning Luna, Caroline; Rotenberg, Lúcia; Silva-Costa, Aline; Toivanen, Susanna; Araújo, Tania; Griep, Rosane Härter

    2015-01-01

    Job strain, derived from high psychological demands and low job control, is associated with insomnia, but information on the role of emotional demands and social support in this relationship is scarce. The aims of this study were (i) to test the association between job strain and self-reported insomnia symptoms, (ii) to evaluate the combination of emotional demands and job control regarding insomnia symptoms, and (iii) to analyze the influence of social support in these relationships. This cross-sectional study refers to a sample of nurses (N = 3,013 and N = 3,035 for Job Strain and Emotional demand-control model, resp.) working at public hospitals in Rio de Janeiro, Brazil. Data were collected through a self-report questionnaire. The prevalence of insomnia symptoms was 34.3%. Job strain was associated with increased odds for insomnia symptoms (OR: 2.20); the same result was observed with the combination of emotional demands and low job control (OR: 1.99). In both models, the inclusion of low social support combined with high demands and low job control led to increased odds for insomnia symptoms, compared to groups with high social support from coworkers and supervisors. Besides job strain, the study of emotional demands and social support are promising with regards to insomnia symptoms, particularly among nurses.

  11. Knowledge.

    ERIC Educational Resources Information Center

    Online-Offline, 1999

    1999-01-01

    This theme issue on knowledge includes annotated listings of Web sites, CD-ROMs and computer software, videos, books, and additional resources that deal with knowledge and differences between how animals and humans learn. Sidebars discuss animal intelligence, learning proper behavior, and getting news from the Internet. (LRW)

  12. The influence of sex versus sex-related traits on long-term memory for gist and detail from an emotional story.

    PubMed

    Cahill, Larry; Gorski, Lukasz; Belcher, Annabelle; Huynh, Quyen

    2004-06-01

    Recent findings demonstrate sex-related differences in the neurobiological mechanisms by which emotional arousal influences memory, and raise questions about the extent to which memory for emotional events may differ between males and females. Here we examine whether sex-related differences exist in the recall of central (gist) information and peripheral detail from an emotional story. Healthy subjects viewed a brief, narrated slide-show containing emotional elements in its middle section. One week later, they received an incidental multiple-choice recognition test for the story. Following the test, each subject completed the BEM Sex-Role Inventory, an assessment of sex-related masculine and feminine traits. The results reveal no differences in recall of either central or peripheral story information when considering the performance of actual men and women, but a significant difference when considering male and females as determined by their BEM test scores. "BEM" males (subjects with net male BEM scores) showed significantly enhanced recall of central emotional information. "BEM" females did not. Both groups showed significantly enhanced recall of peripheral emotional information, although this effect appeared larger in BEM females than in BEM males. The influences of "BEM" sex and type of information (central, peripheral) significantly interacted to influence emotional memory performance. These findings confirm the existence of sex-related influences in the recall of emotional information, and suggest that sex-related traits, rather than actual sex per se, may be a more sensitive indicator of these influences.

  13. Unexpected and just missed: the separate influence of the appraisals of expectancy and proximity on negative emotions.

    PubMed

    Bossuyt, Evelien; Moors, Agnes; De Houwer, Jan

    2014-04-01

    Previous research has suggested that a goal-incongruent outcome leads to more intense negative emotions when it is unexpected and close to a goal-congruent outcome. Until now, however, no studies have disentangled the influence of the appraisals of expectancy and proximity on emotions. We experimentally manipulated each of these variables in 3 slot machine experiments and measured emotions via differences in motivation (i.e., the tendency to repair the goal incongruence) and feelings (i.e., disappointment, frustration, and anger). The experiments consisted of a series of trials that each started with the sequential presentation of 3 symbols. In case of a win trial, all symbols were equal (e.g., AAA) and the participant gained 10 cents; in case of a loss trial, one or more of the symbols differed and the participant gained 0 cents. Three different loss trials were compared: unexpected proximal ones (e.g., AAB), expected proximal ones (e.g., ABA), and expected distal ones (e.g., ABC). The tendency to repair was measured online via behavior as well as retrospectively via self-reports; feelings were measured retrospectively (Experiments 1 and 2) or online (Experiment 3). Unexpected losses seemed to increase the tendency to repair as well as feelings of disappointment (in all experiments) and feelings of frustration and anger (in Experiments 1 and 3). Proximal losses increased only the tendency to repair (in all experiments). This suggests that the appraisals of expectancy and proximity have a distinct influence on emotions.

  14. Attachment Representation Moderates the Influence of Emotional Context on Information Processing

    PubMed Central

    Leyh, Rainer; Heinisch, Christine; Kungl, Melanie T.; Spangler, Gottfried

    2016-01-01

    The induction of emotional states has repeatedly been shown to affect cognitive processing capacities. At a neurophysiological level, P3 amplitude responses that are associated with attention allocation have been found to be reduced to task-relevant stimuli during emotional conditions as compared to neutral conditions suggesting a draining impact of emotion on cognitive resources. Attachment theory claims that how individuals regulate their emotions is guided by an internal working model (IWM) of attachment that has formed early in life. While securely attached individuals are capable of freely evaluating their emotions insecurely attached ones tend to either suppress or heighten the emotional experience in a regulatory effort. To explore how attachment quality moderates the impact of emotional contexts on information processing event-related potentials (ERPs) in 41 individuals were assessed. Subjects were instructed to detect neutral target letters within an oddball paradigm. Various images taken from the International Affective Picture System (IAPS) served as background pictures and represented negative, positive and neutral task-irrelevant contexts. Attachment representation was assessed using the Adult Attachment Interview (AAI) and individuals were assigned to one of three categories (secure, insecure-dismissing, insecure-preoccupied). At a behavioral level, the study revealed that negative emotionally conditions were associated with the detection of less target stimuli in insecure-dismissing subjects. Accordingly, ERPs yielded reduced P3 amplitudes in insecure-dismissing subjects when given a negative emotional context. We interpret these findings in terms of less sufficient emotion regulation strategies in insecure-dismissing subjects at the cost of accurate behavioral performance. The study suggests that attachment representation differentially moderates the relationship between emotional contexts and information processing most evident in insecure

  15. Playmate Preferences of Preschoolers: The Influence of Emotion, Gender, and Family Expressiveness.

    ERIC Educational Resources Information Center

    Sorber, Anne Verbeck; Cunningham, Joseph G.

    This study investigated effects of gender, emotion, and family expressiveness on preschool children's reactions to narrative characters' emotion expressions. Forty-five preschool children rank-ordered playmate preferences for male and female story characters who expressed happiness, anger, sadness, fear, and neutrality and indicated how much they…

  16. Emotional Contrast or Compensation? How Support Reminders Influence the Pain of Acute Peer Disapproval in Preadolescents

    ERIC Educational Resources Information Center

    Thomaes, Sander; Sedikides, Constantine; Reijntjes, Albert; Brummelman, Eddie; Bushman, Brad J.

    2015-01-01

    When children experience habitual peer difficulties, adults often remind them that many people care about them. How do such reminders of support impact children's emotional responses to acute experiences of peer disapproval? Intuitively, support reminders would exert compensatory effects attenuating the emotional impact of acute disapproval.…

  17. Emotional Distress among LGBT Youth: The Influence of Perceived Discrimination Based on Sexual Orientation

    ERIC Educational Resources Information Center

    Almeida, Joanna; Johnson, Renee M.; Corliss, Heather L.; Molnar, Beth E.; Azrael, Deborah

    2009-01-01

    The authors evaluated emotional distress among 9th-12th grade students, and examined whether the association between being lesbian, gay, bisexual, and/or transgendered (i.e., "LGBT") and emotional distress was mediated by perceptions of having been treated badly or discriminated against because others thought they were gay or lesbian.…

  18. Influence of Emotional Facial Expressions on 3-5-Year-Olds' Face Recognition

    ERIC Educational Resources Information Center

    Freitag, Claudia; Schwarzer, Gudrun

    2011-01-01

    Three experiments examined 3- and 5-year-olds' recognition of faces in constant and varied emotional expressions. Children were asked to identify repeatedly presented target faces, distinguishing them from distractor faces, during an immediate recognition test and during delayed assessments after 10 min and one week. Emotional facial expression…

  19. Emotional Enhancement Effect of Memory: Removing the Influence of Cognitive Factors

    ERIC Educational Resources Information Center

    Sommer, Tobias; Glascher, Jan; Moritz, Steffen; Buchel, Christian

    2008-01-01

    According to the modulation hypothesis, arousal is the crucial factor in the emotional enhancement of memory (EEM). However, the multifactor theory of the EEM recently proposed that cognitive characteristics of emotional stimuli, e.g., relatedness and distinctiveness, also play an important role. The current study aimed to investigate the…

  20. Body Weight Image and Gender Influence Emotional Response Patterns to Body Weight Related Cues.

    ERIC Educational Resources Information Center

    DelRosario, Marlene W.; And Others

    Young adult females' attitudes toward body weight regulation contain important emotional components. To study the effects of body weight cues on emotionality, 160 college students (75 females, 85 males) completed either a body weight related (Q1) or control (Q2) questionnaire prior to taking the California Test of Personality (CTP). An analysis of…

  1. How Homes Influence Schools: Early Parenting Predicts African American Children's Classroom Social-Emotional Functioning

    ERIC Educational Resources Information Center

    Baker, Claire E.; Rimm-Kaufman, Sara E.

    2014-01-01

    Data from the Early Childhood Longitudinal Study, Kindergarten Cohort were used to examine the extent to which early parenting predicted African American children's kindergarten social-emotional functioning. Teachers rated children's classroom social-emotional functioning in four areas (i.e., approaches to learning, self-control, interpersonal…

  2. Child-orientated environmental education influences adult knowledge and household behaviour

    NASA Astrophysics Data System (ADS)

    Damerell, P.; Howe, C.; Milner-Gulland, E. J.

    2013-03-01

    Environmental education is frequently undertaken as a conservation intervention designed to change the attitudes and behaviour of recipients. Much conservation education is aimed at children, with the rationale that children influence the attitudes of their parents, who will consequently change their behaviour. Empirical evidence to substantiate this suggestion is very limited, however. For the first time, we use a controlled trial to assess the influence of wetland-related environmental education on the knowledge of children and their parents and household behaviour. We demonstrate adults exhibiting greater knowledge of wetlands and improved reported household water management behaviour when their child has received wetland-based education at Seychelles wildlife clubs. We distinguish between ‘folk’ knowledge of wetland environments and knowledge obtained from formal education, with intergenerational transmission of each depending on different factors. Our study provides the first strong support for the suggestion that environmental education can be transferred between generations and indirectly induce targeted behavioural changes.

  3. 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…

  4. Unattentive speech processing is influenced by orthographic knowledge: evidence from mismatch negativity.

    PubMed

    Pattamadilok, Chotiga; Morais, José; Colin, Cécile; Kolinsky, Régine

    2014-10-01

    How far can acquired knowledge such as orthographic knowledge affect pre-existing abilities such as speech perception? This controversial issue was addressed by investigating the automaticity of the influence of orthographic knowledge on speech processing. Many studies demonstrated this influence in active, lexico-semantic speech processing tasks. However, it has never been observed when speech is unattended. Here, the Mismatch Negativity (MMN), an automatic index of experience-dependent auditory traces, was recorded in an unattended oddball paradigm manipulating the orthographic congruency between frequent and deviant spoken riming words. Both orthographically congruent and incongruent deviant words elicited a typical MMN over the fronto-central regions, with a stronger response in the incongruent condition. The finding showed that the orthographic dimension of spoken words influences a physiological marker of speech processing although participants were required not to attend to the auditory input. This provides evidence for an impact of acquiring a written code on speech processing.

  5. Influence of PBL with Open-Book Tests on Knowledge Retention Measured with Progress Tests

    ERIC Educational Resources Information Center

    Heijne-Penninga, M.; Kuks, J. B. M.; Hofman, W. H. A.; Muijtjens, A. M. M.; Cohen-Schotanus, J.

    2013-01-01

    The influence of problem-based learning (PBL) and open-book tests on long-term knowledge retention is unclear and subject of discussion. Hypotheses were that PBL as well as open-book tests positively affect long-term knowledge retention. Four progress test results of fifth and sixth-year medical students (n = 1,648) of three medical schools were…

  6. Correlations between social-emotional feelings and anterior insula activity are independent from visceral states but influenced by culture

    PubMed Central

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

    2014-01-01

    The anterior insula (AI) maps visceral states and is active during emotional experiences, a functional confluence that is central to neurobiological accounts of feelings. Yet, it is unclear how AI activity correlates with feelings during social emotions, and whether this correlation may be influenced by culture, as studies correlating real-time AI activity with visceral states and feelings have focused on Western subjects feeling physical pain or basic disgust. Given psychological evidence that social-emotional feelings are cognitively constructed within cultural frames, we asked Chinese and American participants to report their feeling strength to admiration and compassion-inducing narratives during fMRI with simultaneous electrocardiogram recording. Trial-by-trial, cardiac arousal and feeling strength correlated with ventral and dorsal AI activity bilaterally but predicted different variance, suggesting that interoception and social-emotional feeling construction are concurrent but dissociable AI functions. Further, although the variance that correlated with cardiac arousal did not show cultural effects, the variance that correlated with feelings did. Feeling strength was especially associated with ventral AI activity (the autonomic modulatory sector) in the Chinese group but with dorsal AI activity (the visceral-somatosensory/cognitive sector) in an American group not of Asian descent. This cultural group difference held after controlling for posterior insula (PI) activity and was replicated. A bi-cultural East-Asian American group showed intermediate results. The findings help elucidate how the AI supports feelings and suggest that previous reports that dorsal AI activation reflects feeling strength are culture related. More broadly, the results suggest that the brain's ability to construct conscious experiences of social emotion is less closely tied to visceral processes than neurobiological models predict and at least partly open to cultural influence and

  7. Influence of oxytocin on emotion recognition from body language: A randomized placebo-controlled trial.

    PubMed

    Bernaerts, Sylvie; Berra, Emmely; Wenderoth, Nicole; Alaerts, Kaat

    2016-10-01

    The neuropeptide 'oxytocin' (OT) is known to play a pivotal role in a variety of complex social behaviors by promoting a prosocial attitude and interpersonal bonding. One mechanism by which OT is hypothesized to promote prosocial behavior is by enhancing the processing of socially relevant information from the environment. With the present study, we explored to what extent OT can alter the 'reading' of emotional body language as presented by impoverished biological motion point light displays (PLDs). To do so, a double-blind between-subjects randomized placebo-controlled trial was conducted, assessing performance on a bodily emotion recognition task in healthy adult males before and after a single-dose of intranasal OT (24 IU). Overall, a single-dose of OT administration had a significant effect of medium size on emotion recognition from body language. OT-induced improvements in emotion recognition were not differentially modulated by the emotional valence of the presented stimuli (positive versus negative) and also, the overall tendency to label an observed emotional state as 'happy' (positive) or 'angry' (negative) was not modified by the administration of OT. Albeit moderate, the present findings of OT-induced improvements in bodily emotion recognition from whole-body PLD provide further support for a link between OT and the processing of socio-communicative cues originating from the body of others.

  8. A study of the influence of nursing education on development of emotional intelligence.

    PubMed

    Shanta, Linda; Gargiulo, Leslie

    2014-01-01

    The Future of Nursing, Leading Change, Advancing Health (Institute of Medicine 2011) challenged the profession of nursing to assume leadership of interdisciplinary health care teams. Leading these teams requires cognitive ability to manage highly charged and emotional work. Emotional intelligence (EI) is a characteristic necessary to process emotional information for creative problem solving. In addition, emerging evidence indicates there may be an association of nurses' EI and quality patient care (K. Adams et al., 2011). The foundation for development of competencies essential for nursing practice begins with nursing education. This quasi-experimental study investigated if baccalaureate-level nursing education increased the level of EI as operationalized by J. D. Mayer and P. Salovey's (2004) four-branch abilities model. Findings indicated that senior nursing students scored higher on the ability to understand and reason about emotions over pre-nursing students (P < .05); however, pre-nursing students scored higher than senior nursing students on the ability to accurately perceive emotions (P < .05). Regression analysis found that self-estimated grade point average was the only significant predictor of overall EI. Although the senior nursing students demonstrated strength in the ability to reason about emotion, the ability to perceive emotion seemed to have declined. This problem requires further research and action through transformed nursing education.

  9. Understanding Risky Behavior: The Influence of Cognitive, Emotional and Hormonal Factors on Decision-Making under Risk

    PubMed Central

    Kusev, Petko; Purser, Harry; Heilman, Renata; Cooke, Alex J.; Van Schaik, Paul; Baranova, Victoria; Martin, Rose; Ayton, Peter

    2017-01-01

    Financial risky decisions and evaluations pervade many human everyday activities. Scientific research in such decision-making typically explores the influence of socio-economic and cognitive factors on financial behavior. However, very little research has explored the holistic influence of contextual, emotional, and hormonal factors on preferences for risk in insurance and investment behaviors. Accordingly, the goal of this review article is to address the complexity of individual risky behavior and its underlying psychological factors, as well as to critically examine current regulations on financial behavior. PMID:28203215

  10. The Influence of Prior Knowledge on Memory: A Developmental Cognitive Neuroscience Perspective

    PubMed Central

    Brod, Garvin; Werkle-Bergner, Markus; Shing, Yee Lee

    2013-01-01

    Across ontogenetic development, individuals gather manifold experiences during which they detect regularities in their environment and thereby accumulate knowledge. This knowledge is used to guide behavior, make predictions, and acquire further new knowledge. In this review, we discuss the influence of prior knowledge on memory from both the psychology and the emerging cognitive neuroscience literature and provide a developmental perspective on this topic. Recent neuroscience findings point to a prominent role of the medial prefrontal cortex (mPFC) and of the hippocampus (HC) in the emergence of prior knowledge and in its application during the processes of successful memory encoding, consolidation, and retrieval. We take the lateral PFC into consideration as well and discuss changes in both medial and lateral PFC and HC across development and postulate how these may be related to the development of the use of prior knowledge for remembering. For future direction, we argue that, to measure age differential effects of prior knowledge on memory, it is necessary to distinguish the availability of prior knowledge from its accessibility and use. PMID:24115923

  11. Does school health and home economics education influence adults' food knowledge?

    PubMed

    Worsley, A; Wang, W C; Yeatman, H; Byrne, S; Wijayaratne, P

    2016-12-01

    Home economics and health teachers are to be found in many parts of the world. They teach students about food in relation to its nutritional, safety and environmental properties. The effects of such teaching might be expected to be reflected in the food knowledge of adults who have undertaken school education in these areas. This study examined the food knowledge associations of school home economics and health education among Australian adults. Two separate online surveys were conducted nationwide among 2022 (November 2011) and 2146 Australian adults (November-December 2012). True/false and multiple choice questions in both surveys were used to assess nutrition, food safety and environmental knowledge. Knowledge scores were constructed and compared against respondents' experience of school health or home economics education via multiple regression analyses. The results from both studies showed that home economics (and similar) education was associated with higher levels of food knowledge among several age groups. The associations of home economics education with food knowledge differed across several Australian states and recall of home economics themes differed across the age groups. These findings suggest that home economics education may bring about long-lasting learning of food knowledge. Further research is required, however, to confirm the findings and to test the causal influence of home economics education on adults' food knowledge.

  12. Brain mechanisms for emotional influences on perception and attention: what is magic and what is not.

    PubMed

    Pourtois, Gilles; Schettino, Antonio; Vuilleumier, Patrik

    2013-03-01

    The rapid and efficient selection of emotionally salient or goal-relevant stimuli in the environment is crucial for flexible and adaptive behaviors. Converging data from neuroscience and psychology have accrued during the last decade to identify brain systems involved in emotion processing, selective attention, and their interaction, which together act to extract the emotional or motivational value of sensory events and respond appropriately. An important hub in these systems is the amygdala, which may not only monitor the emotional value of stimuli, but also readily project to several other areas and send feedback to sensory pathways (including striate and extrastriate visual cortex). This system generates saliency signals that modulate perceptual, motor, as well as memory processes, and thus in turn regulate behavior appropriately. Here, we review our current views on the function and properties of these brain systems, with an emphasis on their involvement in the rapid and/or preferential processing of threat-relevant stimuli. We suggest that emotion signals may enhance processing efficiency and competitive strength of emotionally significant events through gain control mechanisms similar to those of other (e.g. endogenous) attentional systems, but mediated by distinct neural mechanisms in amygdala and interconnected prefrontal areas. Alterations in these brain mechanisms might be associated with psychopathological conditions, such as anxiety or phobia. We conclude that attention selection and awareness are determined by multiple attention gain control systems that may operate in parallel and use different sensory cues but act on a common perceptual pathway.

  13. The role of emotional eating and stress in the influence of short sleep on food consumption.

    PubMed

    Dweck, Julia S; Jenkins, Steve M; Nolan, Laurence J

    2014-01-01

    Short sleep duration is associated with elevated body mass index (BMI) and increased energy consumption. The present studies were conducted to determine what role emotional eating and stress might play in these relationships. The first was an exploratory questionnaire study in which sleep quality and duration were measured in conjunction with the Dutch Eating Behavior Questionnaire in 184 women. Emotional and external eating scores were significantly higher in those who reported poor sleep quality (but were not related to sleep duration). In a second study of 64 women who were provided with snacks in the laboratory under stressed and control conditions, elevated food consumption was observed in those who scored high on emotional eating and who reported short sleep (a significant stress × emotional eating × sleep duration interaction) but not in those who reported poor sleep quality. No effects were found in liking or wanting of food and few effects were found on appetite. BMI was not related to sleep duration or sleep quality in either study. The results suggest that the relationship between short sleep and elevated food consumption exists in those who are prone to emotional eating. An external stressor elevated consumption in normal sleepers to the level observed in short sleepers, however, it did not significantly elevate consumption in short sleepers. Future examinations of the effects of sleep duration and quality on food consumption should examine emotional eating status.

  14. A Narrative Inquiry into the Influence of Coaching Methodology on Three Specific Teacher Knowledge Communities

    ERIC Educational Resources Information Center

    Martindell, Peter Timothy

    2012-01-01

    This narrative inquiry studied the influences of coaching methodology, critical incidents, and critical relationships on three specific teacher knowledge communities--the Portfolio Group, the Houston ISD literacy coach network, and the Imperial ISD Secondary English Language Arts helping teacher workgroup. This inquiry is situated within the…

  15. Influence of Computer Anxiety and Knowledge on Computer Utilization of Senior Secondary School Students

    ERIC Educational Resources Information Center

    Olatoye, Rafiu Ademola

    2009-01-01

    Introduction: The increase in computer usage is rapid and has also generated new challenges. This study investigated the influence of computer anxiety and knowledge on computer utilization among senior secondary school students in Ogun State, Nigeria. Method: A sample of four hundred students randomly selected from twenty secondary schools…

  16. The Influence of Parental Support, Knowledge, and Authoritative Parenting on Hmong and European American Adolescent Development

    ERIC Educational Resources Information Center

    Supple, Andrew J.; Small, Stephen A.

    2006-01-01

    This study used a community-wide survey of adolescents to compare adolescent perceptions of parental support, knowledge, and authoritative decision making in samples of Hmong and European Americans. Additional analyses considered variation in parental influence on adolescent outcomes across these groups. The results suggested that Hmong American…

  17. The Influence of Prior Knowledge on Viewing and Interpreting Graphics with Macroscopic and Molecular Representations

    ERIC Educational Resources Information Center

    Cook, Michelle; Wiebe, Eric N.; Carter, Glenda

    2008-01-01

    Previous research has indicated that the use of multiple representations with macroscopic and molecular features can improve conceptual understanding; however, the influence of prior knowledge of the domain cannot be overlooked. Using eye-tracking technology and sequential analysis, this study investigated how high school students (n = 54) with…

  18. The Influence of Prior Knowledge on Perception and Action: Relationships to Autistic Traits

    ERIC Educational Resources Information Center

    Buckingham, Gavin; Michelakakis, Elizabeth Evgenia; Rajendran, Gnanathusharan

    2016-01-01

    Autism is characterised by a range of perceptual and sensorimotor deficits, which might be related to abnormalities in how autistic individuals use prior knowledge. We investigated this proposition in a large non-clinical population in the context of the size-weight illusion, where individual's expectations about object weight influence their…

  19. Influence of Gender and Knowledge on Secondary School Students' Scientific Creativity Skills in Nakuru District, Kenya

    ERIC Educational Resources Information Center

    Okere, Mark I. O.; Ndeke, Grace C. W.

    2012-01-01

    The purpose of this study was to investigate the influence of gender and knowledge on scientific creativity among form three biology students (third year in secondary school cycle) in Nakuru district in Kenya. The cross- sectional survey research was employed. A sample of eight schools with a total of 363 students was selected from the population…

  20. The Influence of the Pedagogical Content Knowledge Theoretical Framework on Research on Preservice Teacher Education

    ERIC Educational Resources Information Center

    Mecoli, Storey

    2013-01-01

    Pedagogical Content Knowledge, Lee S. Shulman's theoretical framework, has had a substantial influence on research in preservice teacher education, and consequently, schools of education. This review builds from Grossman's case studies that concluded that beginning teachers provided with excellent teacher education developed more substantial PCK…

  1. The Influence of Trust on Knowledge Donating and Collecting: An Examination of Malaysian Universities

    ERIC Educational Resources Information Center

    Goh, See-Kwong; Sandhu, Manjit-Singh

    2014-01-01

    The purpose of this research is to examine the influence of affect-based trust and cognition-based trust on knowledge sharing behaviour by adopting the theory of planned behaviour in selected universities in Malaysia. The research adopted survey method and a total of 545 participants from 30 universities. Multiple regression was used to assess the…

  2. Learning in the Beat: What Influences Environmental Journalists' Perception of Knowledge?

    ERIC Educational Resources Information Center

    Takahashi, Bruno; Tandoc, Edson C., Jr.

    2013-01-01

    We conducted a survey of environmental journalists in the United States to explore individual, routine, and organizational influences on perceived knowledge of environmental issues. Using the gatekeeping theory, we found that routine and organizational factors, such as orientation to particular sources and affiliation to an organization, predict…

  3. The Influence of Prior Knowledge and Viewing Repertoire on Learning from Video

    ERIC Educational Resources Information Center

    de Boer, Jelle; Kommers, Piet A. M.; de Brock, Bert; Tolboom, Jos

    2016-01-01

    Video is increasingly used as an instructional tool. It is therefore becoming more important to improve learning of students from video. We investigated whether student learning effects are influenced through an instruction about other viewing behaviours, and whether these learning effects depend on their prior knowledge. In a controlled…

  4. Does where you live influence what you know? Community effects on health knowledge in Ghana.

    PubMed

    Andrzejewski, Catherine S; Reed, Holly E; White, Michael J

    2009-03-01

    This paper examines community effects on health knowledge in a developing country setting. We examine knowledge about the etiology and prevention of child illnesses using a unique 2002 representative survey of communities and households in Ghana. We find that community context matters appreciably, even after adjusting for the anticipated positive effects of an individual's education, literacy, media exposure and household socioeconomic status. The proportion of literate adults and the presence of a market in a community positively influence a person's health knowledge. In other words, even if a person herself is not literate, living in a community with high levels of literacy or a regular market can still positively affect her health knowledge. Our results suggest that social networks and diffusion play a key role in these community effects. In turn, these results offer policy implications for Ghana and sub-Saharan Africa.

  5. Crossing the Glass Wall: Using Preschool Educators' Knowledge to Enhance Parental Understanding of Children's Self-Regulation and Emotion Regulation

    ERIC Educational Resources Information Center

    Boyer, Wanda

    2009-01-01

    This phenomenological research investigated what fifteen preschool educators have come to know about children's self-regulation and emotion regulation development, and how we can better enable them to communicate with parents about their children's development. The data sources included over 100 pages of transcripts, field notes and journal…

  6. Breastfeeding in Samoa: A Study to Explore Women's Knowledge and the Factors which Influence Infant Feeding Practices

    PubMed Central

    Archer, Lucy E; Dunne, Thomas F; Lock, Lauren J; Price, Lucy A

    2017-01-01

    A decline in breastfeeding rates in Samoa has been reported over the last century. To assess the length of time women breastfeed, their knowledge of both the advantages of and recommendations for breastfeeding, and the factors that influence their decisions to continue or discontinue breastfeeding, a questionnaire was distributed at Tupua Tamasese Meaole Hospital. One hundred and twenty-one eligible participants were included aged 18–50 years (mean age 28.2). Ninety percent of participants initiated breastfeeding, and the majority (78%) of babies were exclusively breastfed for at least the recommended 6 months. Many mothers introduced complementary (solid) foods later than World Health Organization (WHO) and United Nation's International Children's Fund (UNICEF) recommendations of 6 months. Awareness of the advantages of breastfeeding was mixed. The most widely known advantage was “the development of an emotional bond between mother and baby” (67%). Other advantages were less widely known. Only a small minority were aware that breastfeeding reduces risk of maternal diabetes and aids weight loss post partum. Doctors and healthcare workers were listed as the top factors encouraging breastfeeding. Participants' comments revealed a generally positive attitude towards breastfeeding, a very encouraging finding. Participants identified that the number of breastfeeding breaks available at work and the length of their maternity leave were factors discouraging breastfeeding. Future studies are necessary to determine if problems identified in this study are applicable on a national level. These could be important to determine measures to improve breastfeeding practices in Samoa. PMID:28090399

  7. Understanding the links between vestibular and limbic systems regulating emotions

    PubMed Central

    Rajagopalan, Archana; Jinu, K. V.; Sailesh, Kumar Sai; Mishra, Soumya; Reddy, Udaya Kumar; Mukkadan, Joseph Kurien

    2017-01-01

    Vestibular system, which consists of structures in the inner ear and brainstem, plays a vital role is body balance and patient well-being. In recent years, modulating this system by vestibular stimulation techniques are reported to be effective in stress relief and possibly patient's emotional well-being. Emotions refer to an aroused state involving intense feeling, autonomic activation, and related change in behavior, which accompany many of our conscious experiences. The limbic system is primarily involved in the regulation of emotions. Considering the extensive networks between vestibular and limbic system, it is likely that vestibular stimulation techniques may be useful in influencing emotions. Hence, we review here, the possible mechanisms through which vestibular system can influence emotions and highlight the necessary knowledge gaps, which warrants further research to develop vestibular stimulation techniques as a means to treat health conditions associated with emotional disturbances. PMID:28250668

  8. The Influence of Fisher Knowledge on the Susceptibility of Reef Fish Aggregations to Fishing

    PubMed Central

    Robinson, Jan; Cinner, Joshua E.; Graham, Nicholas A. J.

    2014-01-01

    Reef fishes that exhibit predictable aggregating behaviour are often considered vulnerable to overexploitation. However, fisher knowledge of this behaviour is often heterogeneous and, coupled with socioeconomic factors that constrain demand for or access to aggregated fish, will influence susceptibility to fishing. At two case study locations in Papua New Guinea, Ahus and Karkar islands, we conducted interview-based surveys to examine how local context influenced heterogeneity in knowledge of fish aggregations. We then explored the role of fisher knowledge in conferring susceptibility to fishing relative to socioeconomic drivers of fishing effort. Local heterogeneity in knowledge of aggregating behaviour differed between our case studies. At Ahus, variable access rights among fishers and genders to the main habitats were sources of heterogeneity in knowledge. By contrast, knowledge was more homogenous at Karkar and the sole source of variation was gear type. Differences between locations in the susceptibility of aggregations to fishing depended primarily on socioeconomic drivers of fishing effort rather than catchability. While Ahus fishers were knowledgeable of fish aggregations and used more selective gears, Karkar fishers were less constrained by tenure in their access to aggregation habitat. However, fishing effort was greater at Ahus and likely related to high dependency on fishing, greater access to provincial capital markets than Karkar and a weakening of customary management. Moreover, highly efficient fishing techniques have emerged at Ahus to exploit the non-reproductive aggregating behaviour of target species. Understanding how knowledge is structured within fishing communities and its relation to socioeconomic drivers of fishing effort is important if customary practices for conservation, such as tambu areas, are to be supported. The findings of this study call for a holistic approach to assessing the risks posed to reef fish aggregations by fishing

  9. The influence of fisher knowledge on the susceptibility of reef fish aggregations to fishing.

    PubMed

    Robinson, Jan; Cinner, Joshua E; Graham, Nicholas A J

    2014-01-01

    Reef fishes that exhibit predictable aggregating behaviour are often considered vulnerable to overexploitation. However, fisher knowledge of this behaviour is often heterogeneous and, coupled with socioeconomic factors that constrain demand for or access to aggregated fish, will influence susceptibility to fishing. At two case study locations in Papua New Guinea, Ahus and Karkar islands, we conducted interview-based surveys to examine how local context influenced heterogeneity in knowledge of fish aggregations. We then explored the role of fisher knowledge in conferring susceptibility to fishing relative to socioeconomic drivers of fishing effort. Local heterogeneity in knowledge of aggregating behaviour differed between our case studies. At Ahus, variable access rights among fishers and genders to the main habitats were sources of heterogeneity in knowledge. By contrast, knowledge was more homogenous at Karkar and the sole source of variation was gear type. Differences between locations in the susceptibility of aggregations to fishing depended primarily on socioeconomic drivers of fishing effort rather than catchability. While Ahus fishers were knowledgeable of fish aggregations and used more selective gears, Karkar fishers were less constrained by tenure in their access to aggregation habitat. However, fishing effort was greater at Ahus and likely related to high dependency on fishing, greater access to provincial capital markets than Karkar and a weakening of customary management. Moreover, highly efficient fishing techniques have emerged at Ahus to exploit the non-reproductive aggregating behaviour of target species. Understanding how knowledge is structured within fishing communities and its relation to socioeconomic drivers of fishing effort is important if customary practices for conservation, such as tambu areas, are to be supported. The findings of this study call for a holistic approach to assessing the risks posed to reef fish aggregations by fishing

  10. The influence of interpersonal aggression on maternal perceptions of infant emotions: Associations with early parenting quality.

    PubMed

    Dayton, Carolyn J; Huth-Bocks, Alissa C; Busuito, Alexandra

    2016-06-01

    The current study tested the hypothesis that mothers who have experienced child maltreatment and aggression within their adult relationships may be at particular risk for misinterpreting infant emotions, leading to less sensitive parenting behaviors. Participants were 120 pregnant women recruited for a larger, longitudinal study investigating the role of psychosocial and environmental risk on women and their young children. Data were collected during the third trimester of pregnancy, and when children were 1 and 2 years of age. Participants completed a projective test designed to elicit individual differences in perceptions of infant emotions and an observer-rated assessment of parenting behaviors was conducted in the family home. Using structural equation modeling, we tested associations between maternal interpersonal aggression exposure and perceptions of infant emotion and parenting behaviors. Results demonstrated that a history of child abuse and intimate partner conflict were associated with a maternal tendency to view ambiguous infant facial expressions as negative (i.e., negative attribution bias), and in turn, with less parenting sensitivity over time. Findings suggest that negative attributions of infant emotion may be 1 mechanism by which a history of trauma and violence exposure contributes to less sensitive parenting for some mothers. Implications for intervention include the need for trauma-informed clinical services and psychoeducational methods that help mothers more accurately read and respond to infant emotional expression and bids for connection. (PsycINFO Database Record

  11. Risk Taking Under the Influence: A Fuzzy-Trace Theory of Emotion in Adolescence

    PubMed Central

    Rivers, Susan E.; Reyna, Valerie F.; Mills, Britain

    2008-01-01

    Fuzzy-trace theory explains risky decision making in children, adolescents, and adults, incorporating social and cultural factors as well as differences in impulsivity. Here, we provide an overview of the theory, including support for counterintuitive predictions (e.g., when adolescents “rationally” weigh costs and benefits, risk taking increases, but it decreases when the core gist of a decision is processed). Then, we delineate how emotion shapes adolescent risk taking—from encoding of representations of options, to retrieval of values/principles, to application of those values/principles to representations of options. Our review indicates that: (i) Gist representations often incorporate emotion including valence, arousal, feeling states, and discrete emotions; and (ii) Emotion determines whether gist or verbatim representations are processed. We recommend interventions to reduce unhealthy risk-taking that inculcate stable gist representations, enabling adolescents to identify quickly and automatically danger even when experiencing emotion, which differs sharply from traditional approaches emphasizing deliberation and precise analysis. PMID:19255597

  12. Altruistic aptitude: age-dependent influence of temperament and emotional intelligence.

    PubMed

    Pokorski, Mieczyslaw; Faron-Lasyk, Aneta; Borecki, Lukasz

    2013-01-01

    It is unclear why some people behave altruistically and others do not. This study seeks to determine what psychological features could help predict altruistic behavior. We addressed the issue by examining distinct dimensions of temperament and emotional intelligence and their associations with the level of proaltruistic aptitude in two distant age-groups, young (20-29 years) and senior (60-79 years) persons. The study was one of a self-reported psychometric survey. The major findings were that emotional intelligence, rather than temperament, is strongly associated with the expression of altruistic behavior in both young and senior subjects, despite a general decrease in the characteristics of emotional intelligence in advanced age. We also failed to substantiate the presence of an appreciable difference in the level of declared altruism between the senior and young subjects. High emotional intelligence, often underling social engagement and bonding, seems thus a good predictor of altruistic aptitude to be displayed by a person. The independence of this association of age-changes in emotional agility is suggestive of causal relationship. The study is relevant for an understanding of the enigmatic origins of important social behaviors like altruism.

  13. Parents' Metacognitive Knowledge: Influences on Parent-Child Interactions in a Science Museum Setting

    NASA Astrophysics Data System (ADS)

    Thomas, Gregory P.; Anderson, David

    2013-06-01

    Despite science learning in settings such as science museums being recognized as important and given increasing attention in science education circles, the investigation of parents' and their children's metacognition in such settings is still in its infancy. This is despite an individual's metacognition being acknowledged as an important influence on their learning within and across contexts. This research investigated parents' metacognitive procedural and conditional knowledge, a key element of their metacognition, related to (a) what they knew about how they and their children thought and learned, and (b) whether this metacognitive knowledge influenced their interactions with their children during their interaction with a moderately complex simulation in a science museum. Parents reported metacognitive procedural and conditional knowledge regarding their own and their children's thinking and learning processes. Further, parents were aware that this metacognitive knowledge influenced their interactions with their children, seeing this as appropriate pedagogical action for them within the context of the particular exhibit and its task requirements at the science museum, and for the child involved. These findings have implications for exhibit and activity development within science museum settings.

  14. Stereotype threat and executive resource depletion: examining the influence of emotion regulation.

    PubMed

    Johns, Michael; Inzlicht, Michael; Schmader, Toni

    2008-11-01

    Research shows that stereotype threat reduces performance by diminishing executive resources, but less is known about the psychological processes responsible for these impairments. The authors tested the idea that targets of stereotype threat try to regulate their emotions and that this regulation depletes executive resources, resulting in underperformance. Across 4 experiments, they provide converging evidence that targets of stereotype threat spontaneously attempt to control their expression of anxiety and that such emotion regulation depletes executive resources needed to perform well on tests of cognitive ability. They also demonstrate that providing threatened individuals with a means to effectively cope with negative emotions--by reappraising the situation or the meaning of their anxiety--can restore executive resources and improve test performance. They discuss these results within the framework of an integrated process model of stereotype threat, in which affective and cognitive processes interact to undermine performance.

  15. 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.

  16. Influence of brand personality-marker attributes on purchasing intention: the role of emotionality.

    PubMed

    Guido, Gianluigi; Peluso, Alessandro M; Provenzano, Mariarosaria

    2010-06-01

    Marketing researchers employ the Five-Factor Model to describe branded products using attributes of human personality. "Marker attributes" used to elicit these brand personality attributes may be related to consumers' intention to purchase. Two connected studies, carried out on two samples of 91 and 557 participants, respectively, indicated that brand personality-marker attributes predict intention to purchase, but only to the extent that such attributes are "vivid" and, in particular, when they elicit emotional responses (i.e., when they are emotionally interesting). These findings have several implications for people involved in developing strategies for advertising.

  17. Do Emotional Appeals in Public Service Advertisements Influence Adolescents' Intention to Reduce Consumption of Sugar-Sweetened Beverages?

    PubMed

    Bleakley, Amy; Jordan, Amy B; Hennessy, Michael; Glanz, Karen; Strasser, Andrew; Vaala, Sarah

    2015-08-01

    Mass media campaigns are a commonly used approach to reduce sugary drink consumption, which is linked to obesity in children and adolescents. The present study investigated the direct and mediated effects of emotional appeals in public service advertisements (PSAs) that aired between 2010 and 2012 on adolescents' intention to reduce their sugar-sweetened beverage (SSB) consumption. An online randomized experiment was conducted with a national sample of adolescent respondents ages 13 to 17 years old (N = 805). Participants were randomly assigned to 1 of 4 conditions. Three experimental conditions represented PSAs with different emotional appeals: humor, fear, and nurturance, plus a fourth control condition. The outcome was adolescents' intention to cut back on SSBs. The direct effect of fear appeals on intention was mediated through adolescents' perception of the PSAs' argument strength; perceived argument strength was also the key mediator for the indirect effects of humor and nurturance on intention. Several hypothesized mediators influenced by the appeals were not associated with intention. This is the first study to test the effect of persuasive emotional appeals used in SSB-related PSAs. The perceived strength of the PSAs' arguments is important to consider in the communication of messages designed to reduce SSB consumption.

  18. Recognizing the Child as Knowledgeable Other: Intergenerational Learning Research to Consider Child-to-Adult Influence on Parent and Family Eco-Knowledge

    ERIC Educational Resources Information Center

    Istead, Laura; Shapiro, Bonnie

    2014-01-01

    This article presents a review of current research used to shape and guide an investigation into the nature of the influence of children as agents of intergenerational learning in environmental studies. Five children and their mothers were interviewed regarding their views about children's influences on parent and family eco-knowledge and…

  19. Stimulating Positive Emotional Experiences in Mathematics Learning: Influence of Situational and Personal Factors

    ERIC Educational Resources Information Center

    Winberg, T. Mikael; Hellgren, Jenny M.; Palm, Torulf

    2014-01-01

    The study aims to assess the relative importance of a large number of variables for predicting students' positive-activating emotions during mathematics learning. Participants were 668 first-year upper secondary school students from 33 schools of different sizes and locations. Two questionnaires were distributed, one assessing students'…

  20. Childhood Emotional Abuse and Disordered Eating among Undergraduate Females: Mediating Influence of Alexithymia and Distress

    ERIC Educational Resources Information Center

    Hund, Anita R.; Espelage, Dorothy L.

    2006-01-01

    Objective: Drawing from stress-vulnerability and trauma theory (e.g., Rorty & Yager, 1996), this paper presents a model of associations among child emotional abuse (CEA), alexithymia, general distress (GD), and disordered eating (DE). This study extended previous research on psychological outcomes of child physical and sexual abuse to explore…

  1. The influence of vocal training and acting experience on measures of voice quality and emotional genuineness

    PubMed Central

    Livingstone, Steven R.; Choi, Deanna H.; Russo, Frank A.

    2014-01-01

    Vocal training through singing and acting lessons is known to modify acoustic parameters of the voice. While the effects of singing training have been well documented, the role of acting experience on the singing voice remains unclear. In two experiments, we used linear mixed models to examine the relationships between the relative amounts of acting and singing experience on the acoustics and perception of the male singing voice. In Experiment 1, 12 male vocalists were recorded while singing with five different emotions, each with two intensities. Acoustic measures of pitch accuracy, jitter, and harmonics-to-noise ratio (HNR) were examined. Decreased pitch accuracy and increased jitter, indicative of a lower “voice quality,” were associated with more years of acting experience, while increased pitch accuracy was associated with more years of singing lessons. We hypothesized that the acoustic deviations exhibited by more experienced actors was an intentional technique to increase the genuineness or truthfulness of their emotional expressions. In Experiment 2, listeners rated vocalists’ emotional genuineness. Vocalists with more years of acting experience were rated as more genuine than vocalists with less acting experience. No relationship was reported for singing training. Increased genuineness was associated with decreased pitch accuracy, increased jitter, and a higher HNR. These effects may represent a shifting of priorities by male vocalists with acting experience to emphasize emotional genuineness over pitch accuracy or voice quality in their singing performances. PMID:24639659

  2. Developmental Trajectories of Emotion Regulation Across Infancy: Do Age and the Social Partner Influence Temporal Patterns?

    PubMed

    Ekas, Naomi V; Lickenbrock, Diane M; Braungart-Rieker, Julia M

    2013-09-01

    The ability to effectively regulate emotions is a critical component of early socio-emotional development. This longitudinal study examined the developmental trajectories of emotion regulation in a sample of 3-, 5-, and 7-month-olds during an interaction with mothers and fathers. Infants' negative affect and use of behavioral strategies, including distraction, self-soothing, and high intensity motor behaviors were rated during the still-face episode of the Still-Face Paradigm. Longitudinal mixed-effects models were tested to determine whether strategies were followed by an increase or decrease in negative affect. Results from mother-infant and father-infant dyads indicated that focusing attention away from the unresponsive parent and engaging in self-soothing behaviors were associated with a subsequent decline in negative affect and the strength of these temporal associations were stable across infancy. In contrast, high-intensity motor behaviors were followed by an increase in negative affect and this effect declined over time. No significant effects were found for the behavioral strategy of looking at the parent. Results underscore the importance of considering infant age and the social partner when studying the effectiveness of emotion regulatory strategies in early infancy.

  3. Sensitive Periods of Emotion Regulation: Influences of Parental Care on Frontoamygdala Circuitry and Plasticity

    ERIC Educational Resources Information Center

    Gee, Dylan G.

    2016-01-01

    Early caregiving experiences play a central role in shaping emotional development, stress physiology, and refinement of limbic circuitry. Converging evidence across species delineates a sensitive period of heightened neuroplasticity when frontoamygdala circuitry is especially amenable to caregiver inputs early in life. During this period, parental…

  4. Cardiac and Behavioral Evidence for Emotional Influences on Attention in 7-Month-Old Infants

    ERIC Educational Resources Information Center

    Leppanen, Jukka; Peltola, Mikko J.; Mantymaa, Mirjami; Koivuluoma, Mikko; Salminen, Anni; Puura, Kaija

    2010-01-01

    To examine the ontogeny of emotion-attention interactions, we investigated whether infants exhibit adult-like biases in automatic and voluntary attentional processes towards fearful facial expressions. Heart rate and saccadic eye movements were measured from 7-month-old infants (n = 42) while viewing non-face control stimuli, and neutral, happy,…

  5. Does the control of negative emotions influence blood pressure control and its variability?

    PubMed

    Symonides, Bartosz; Holas, Paweł; Schram, Małgorzata; Śleszycka, Justyna; Bogaczewicz, Anna; Gaciong, Zbigniew

    2014-12-01

    The aim was to assess the control of negative emotions in treated patients with hypertension in comparison with normotensive individuals and to evaluate the association between suppression of negative emotions, control of blood pressure (BP) on ambulatory blood pressure monitoring (ABPM) and blood pressure variability (BPV). We studied 195 patients (women/men: 89/106); mean age 45.4 ± 15.9 years. All patients had ABPM and completed the Courtauld Emotional Control Scale (CECS). The total CECS score and scores for subscales for anger, depression and anxiety were analyzed together with mean BP values from ABPM, and their SD and coefficient of variation as BPV measures. The mean CECS score was 54 ± 12 in all subjects; highest in uncontrolled hypertension 56 ± 11, intermediate 53 ± 12 in controlled hypertension and lowest 48 ± 12 in normotensive subjects. The reference value for the Polish population is 50 ± 11. Significant differences of mean CECS scores among groups were observed (p = 0.0165) also in multivariate analysis. The difference between uncontrolled hypertension and normotension was significant (p = 0.0262). Few significant, weak correlations were observed between CECS score or its subscales and ABPM derivates in all subjects. Conclusion. Suppression of negative emotions may adversely affect BP control in treated hypertensive patients and it should be considered a cause of uncontrolled hypertension.

  6. The Influence of Mother-Child Emotion Regulation Strategies on Children's Expression of Anger and Sadness

    ERIC Educational Resources Information Center

    Morris, Amanda Sheffield; Silk, Jennifer S.; Morris, Michael D. S.; Steinberg, Laurence; Aucoin, Katherine J.; Keyes, Angela W.

    2011-01-01

    In a sample of 153 children from preschool through second grade, relations between the use of emotion regulation strategy and children's expression of anger and sadness were coded during an observational task in which children were intentionally disappointed in the presence of the mother. Multilevel modeling was used to examine strategy use and…

  7. How Conceptual Frameworks Influence Discovery and Depictions of Emotions in Clinical Relationships

    ERIC Educational Resources Information Center

    Duchan, Judith Felson

    2011-01-01

    Although emotions are often seen as key to maintaining rapport between speech-language pathologists and their clients, they are often neglected in the research and clinical literature. This neglect, it is argued here, comes in part from the inadequacies of prevailing conceptual frameworks used to govern practices. I aim to show how six such…

  8. The influence of motor activity on the development of cardiac arrhythmias during experimental emotional stress

    NASA Technical Reports Server (NTRS)

    Ulyaninskiy, L. S.; Urmancheyeva, T. G.; Stepanyan, Y. P.; Fufacheva, A. A.; Gritsak, A. V.; Kuznetsova, B. A.; Kvitka, A. A.

    1982-01-01

    Experimental emotional stress which can produce various disorders of cardiac rhythm: sinus tachycardia, atrial fibrillation, ventricular, extrasystoles and paroxysmal ventricular tachysystoles was studied. In these conditions the adrenalin content in the blood and myocardium is increased 3 to 4 times. It is found that moderate motor activity leads to a relative decrease of adrenalin in the myocardium and arrest of cardiac arrhythmias.

  9. The Influence of Emotional Intelligence on Academic Progress and Achievement in UK University Students

    ERIC Educational Resources Information Center

    Pope, Debbie; Roper, Claire; Qualter, Pamela

    2012-01-01

    Previous research has found relationships between higher levels of emotional intelligence (EI) and academic success in both adolescents and adults. This study examines the relationship between overall EI and specific EI competencies in 135 undergraduate psychology students in the UK. EI was measured at the start of a psychology degree course using…

  10. Physical Intervention with People with Intellectual Disabilities: The Influence of Cognitive and Emotional Variables

    ERIC Educational Resources Information Center

    Dagnan, Dave; Weston, Clive

    2006-01-01

    Background: This study examines the relationship between the topography of challenging behaviour, subsequent attributions and emotional responses, with whether carers use physical intervention and their satisfaction with their intervention. Method: Thirty-seven carers described incidents where a person with an intellectual disability had exhibited…

  11. Sexual and emotional variables influencing sexual response to erotica: a psychophysiological investigation.

    PubMed

    Koukounas, E; McCabe, M P

    2001-08-01

    The relative contribution of attentional and emotional factors to the physiological and subjective sexual arousal elicited by erotic film was evaluated. Sexual arousal, attentional, and emotional responses were measured while 30 men were presented with a series of erotic film segments. Levels of physiological and subjective sexual arousal were higher when subjects became absorbed in the activities portrayed in the film and when they experienced the depicted erotic encounters as appetitive, than when they were distracted and perceived the encounters as aversive. The erotic film elicited a diminished startle response to a sudden burst of white noise presented during stimulation relative to the nature film, suggesting that at a physiological level the erotic segments of film were processed as more appetitive in valence. The level of sexual arousal elicited by the erotic segments was related to the extent to which subjects were entertained by the film, even though there was considerable anxiety generated by the portrayed sexual scenarios. Sexual response was not significantly correlated with trait measures of absorption (as indexed by the Tellegen Absorption Scale) nor with vividness of imagery (as assessed by the Betts Questionnaire upon Mental Imagery). Arousal was related to state-assessed attentional and emotional variables, and physiological measures of emotional response, demonstrating the multidimensional nature of the sexual response. Future directions for comparing male sexual response patterns with female response patterns are suggested.

  12. The Influence of Color and Illumination on the Interpretation of Emotions.

    ERIC Educational Resources Information Center

    Kohn, Imre Ransome

    Research is presented that is derived from the hypothesis that a person's interpretation of emotional stimulus is affected by the painted hue and the light intensity of the visual environment. The reported experiment proved in part a null hypothesis; it was suggested that, within the considered variables of the experiment, either a person's…

  13. Emotional Design in Multimedia: Does Gender and Academic Achievement Influence Learning Outcomes?

    ERIC Educational Resources Information Center

    Kumar, Jeya Amantha; Muniandy, Balakrishnan; Yahaya, Wan Ahmad Jaafar Wan

    2016-01-01

    This study was designed as a preliminary study (N = 33) to explore the effects of gender and academic achievement (Cumulative Grade Point Average-CGPA) on polytechnic students' learning outcomes when exposed to Multimedia Learning Environments (MLE) designed to induce emotions. Three designs namely positive (PosD), neutral (NeuD) and negative…

  14. Think, Feel, Act: Motivational and Emotional Influences on Military Students' Online Academic Success

    ERIC Educational Resources Information Center

    Artino, Anthony R.

    2009-01-01

    This study employed a social-cognitive view of self-regulated learning to examine how several personal factors relate to academic success in an online course. Service academy undergraduates (N = 481) completed a survey that assessed their motivational beliefs (self-efficacy and task value); negative achievement emotions (boredom and frustration);…

  15. How Does Integrating Alternative Conceptions into Lessons Influence Pupils' Situational Emotions and Learning Achievement?

    ERIC Educational Resources Information Center

    Franke, Gaitano; Bogner, Franz X.

    2013-01-01

    We examined selected situational emotions (interest, well-being and anxiety) experienced by 291 secondary school tenth graders during a hands-on gene technology lesson. Two different instruction groups (I-1, I-2) participated in the same teaching unit, in which four basic gene technology experiments were performed. Using a modified…

  16. Maternal Relationship Instability Influences on Children's Emotional and Behavioral Functioning in Low-Income Families

    ERIC Educational Resources Information Center

    Bachman, Heather J.; Coley, Rebekah Levine; Carrano, Jennifer

    2011-01-01

    The present study investigated associations between maternal relationship instability patterns and children's behavioral and emotional functioning in middle childhood in a representative sample of low-income urban families (N = 891). Data from the "Three-City Study" tracked maternal partnerships through the child's life, assessing total marital…

  17. Influence of Patient Caregivers on Course of Patient Illness. "Expressed Emotion" and Alternative Measures.

    ERIC Educational Resources Information Center

    Gottschalk, Louis A.; Keatinge, Carolyn

    1993-01-01

    Examines historical context, generalizability, methodological strengths and limitations of construct of "expressed emotion" (EE), designed to explore impact of family and social environment on vulnerability to relapse of schizophrenic patients, and Camberwell Family Interview, as well as nature and effects of treatment intervention programs…

  18. Familiarity and Emotional Expression Influence an Early Stage of Face Processing: An Electrophysiological Study

    ERIC Educational Resources Information Center

    Caharel, Stephanie; Courtay, Nolwenn; Bernard, Christian; Lalonde, Robert; Rebai, Mohamed

    2005-01-01

    Recent data indicate that the familiarity and the emotional expression of faces occur at an early stage of information processing. The goal of the present study was to determine whether these two aspects interact at the structural encoding stage as reflected by the N170 component of event-related potentials in tasks requiring the subjects either…

  19. The Influence of Pedagogical Content Knowledge (PCK) for Teaching Macroevolution on Student Outcomes in a General Education Biology Course

    ERIC Educational Resources Information Center

    Walter, Emily Marie

    2013-01-01

    This study investigated the influence of pedagogical content knowledge (PCK) for teaching macroevolution on non-science majors' knowledge of macroevolution and evolution acceptance. The nature and sources of an experienced faculty member's PCK and instruction as enacted PCK (Park & Oliver, 2008) were examined to consider the influence of these…

  20. From emotion perception to emotion experience: emotions evoked by pictures and classical music.

    PubMed

    Baumgartner, Thomas; Esslen, Michaela; Jäncke, Lutz

    2006-04-01

    Most previous neurophysiological studies evoked emotions by presenting visual stimuli. Models of the emotion circuits in the brain have for the most part ignored emotions arising from musical stimuli. To our knowledge, this is the first emotion brain study which examined the influence of visual and musical stimuli on brain processing. Highly arousing pictures of the International Affective Picture System and classical musical excerpts were chosen to evoke the three basic emotions of happiness, sadness and fear. The emotional stimuli modalities were presented for 70 s either alone or combined (congruent) in a counterbalanced and random order. Electroencephalogram (EEG) Alpha-Power-Density, which is inversely related to neural electrical activity, in 30 scalp electrodes from 24 right-handed healthy female subjects, was recorded. In addition, heart rate (HR), skin conductance responses (SCR), respiration, temperature and psychometrical ratings were collected. Results showed that the experienced quality of the presented emotions was most accurate in the combined conditions, intermediate in the picture conditions and lowest in the sound conditions. Furthermore, both the psychometrical ratings and the physiological involvement measurements (SCR, HR, Respiration) were significantly increased in the combined and sound conditions compared to the picture conditions. Finally, repeated measures ANOVA revealed the largest Alpha-Power-Density for the sound conditions, intermediate for the picture conditions, and lowest for the combined conditions, indicating the strongest activation in the combined conditions in a distributed emotion and arousal network comprising frontal, temporal, parietal and occipital neural structures. Summing up, these findings demonstrate that music can markedly enhance the emotional experience evoked by affective pictures.

  1. Tryptophan hydroxylase-2 gene variation influences personality traits and disorders related to emotional dysregulation.

    PubMed

    Gutknecht, Lise; Jacob, Christian; Strobel, Alexander; Kriegebaum, Claudia; Müller, Johannes; Zeng, Yong; Markert, Christoph; Escher, Andrea; Wendland, Jens; Reif, Andreas; Mössner, Rainald; Gross, Cornelius; Brocke, Burkhard; Lesch, Klaus-Peter

    2007-06-01

    Variation in the tryptophan hydroxylase-2 gene (TPH2) coding for the rate-limiting enzyme of serotonin (5-HT) synthesis in the brain modulates responses of limbic circuits to emotional stimuli and has been linked to a spectrum of clinical populations characterized by emotional dysregulation. Here, we tested a set of common single nucleotide polymorphisms (SNPs) in and downstream of the transcriptional control region of TPH2 for association with personality traits and with risk for personality disorders in two cohorts comprising of 336 healthy individuals and 420 patients with personality disorders. Personality dimensions were assessed by the Tridimensional Personality Questionnaire (TPQ) and the revised NEO Personality Inventory (NEO-PI-R). Personality disorders were diagnosed with the Structured Clinical Interview of DSM-IV and were allocated to clusters A, B, and C. Individual SNP and haplotype analyses revealed significant differences in genotype frequencies between controls and cluster B as well as cluster C patients, respectively. In both patient groups, we observed overrepresentation of T allele carriers of a functional polymorphism in the upstream regulatory region of TPH2 (SNP G-703T, rs4570625) which was previously shown to bias responsiveness of the amygdala, a structure critically involved in emotionality. Furthermore, significant effects of TPH2 variants on anxiety-related traits defined primarily by the TPQ Harm Avoidance were found in healthy individuals. The results link potentially functional TPH2 variants to personality traits related to emotional instability as well as to cluster B and cluster C personality disorders. These findings implicate alterations of 5-HT synthesis in emotion regulation and confirm TPH2 as a susceptibility and/or modifier gene of affective spectrum disorders.

  2. The influence of surface color information and color knowledge information in object recognition.

    PubMed

    Bramão, Inês; Faísca, Luís; Petersson, Karl Magnus; Reis, Alexandra

    2010-01-01

    In order to clarify whether the influence of color knowledge information in object recognition depends on the presence of the appropriate surface color, we designed a name-object verification task. The relationship between color and shape information provided by the name and by the object photo was manipulated in order to assess color interference independently of shape interference. We tested three different versions for each object: typically colored, black and white, and nontypically colored. The response times on the nonmatching trials were used to measure the interference between the name and the photo. We predicted that the more similar the name and the photo are, the longer it would take to respond. Overall, the color similarity effect disappeared in the black-and-white and nontypical color conditions, suggesting that the influence of color knowledge on object recognition depends on the presence of the appropriate surface color information.

  3. Emotional Intelligence and Social-Emotional Learning: An Overview

    ERIC Educational Resources Information Center

    Basu, Anamitra; Mermillod, Martial

    2011-01-01

    The term "EI (emotional intelligence)" was first used in 1990 by Salovey and Mayer. EI involves: (1) the ability to perceive accurately, appraise and express emotion; (2) the ability to access and/or generate feelings when they facilitate thought; (3) the ability to understand emotion and emotional knowledge; and (4) the ability to regulate…

  4. Knowledge of the animal welfare act and animal welfare regulations influences attitudes toward animal research.

    PubMed

    Metzger, Mitchell M

    2015-01-01

    Recent public-opinion polls indicate that Americans have shown a decline in support for animal experimentation, and several reports suggest a relationship between people's knowledge of animal welfare regulations and their attitudes toward animal research. Therefore, this study was designed to assess respondent's knowledge of several provisions in the Animal Welfare Act (AWA) and Animal Welfare Regulations (AWR), and determine whether exposure to elements of this legislation would influence an individual's attitudes toward the use of animals in research. A survey was used to assess knowledge of animal research regulations and attitudes toward animal research from a sample of individuals recruited through Amazon's Mechanical Turk crowdsourcing marketplace. Results from study 1 confirmed the hypothesis that respondents had little knowledge of various federal regulations that govern animal research activities. Data from study 2 revealed that exposure to elements of the AWA and AWR influenced participants' attitudes toward the use of animals in research. These results suggest that providing information to the general public about the AWA and AWR that protect laboratory animals from abuse and neglect may help alleviate concerns about using animals in research settings.

  5. Teachers' Knowledge and Use of Evidence-Based Teaching Practices for Students with Emotional and Behavior Disorders in Saudi Arabia

    ERIC Educational Resources Information Center

    Alhossein, Abdulkarim

    2016-01-01

    During the last decade, scholars and policymakers have emphasized the importance of using evidence-based practices in teaching students with disabilities. One barrier to using these practices might be teachers' lack of knowledge about them. This study investigated teachers' knowledge and use of evidence-based teaching practices (EBTPs) for…

  6. Genetic and environmental etiology of emotional and social behaviors in 5-month-old infant twins: influence of the social context.

    PubMed

    Soussignan, Robert; Boivin, Michel; Girard, Alain; Pérusse, Daniel; Liu, Xuecheng; Tremblay, Richard E

    2009-01-01

    The study investigated the genetic and environmental contributions to individual differences in measures of socioemotional reactivity and emotion regulation with a sample of 115 monozygotic (MZ) and 156 dizygotic (DZ) 5-month-old twin pairs. Twins' zygosity was determined by a combination of DNA typing and physical similarity. Twins' behaviors (motor activity level, social gaze, gaze aversion, positive expression, negative expression, and self-comfort) were videotaped in a laboratory while infants were presented televised sequences of neutral and happy emotional expressions posed by their mother (familiar condition) and a female stranger (unfamiliar condition). Regardless of the social context, the findings based on model-fitting analyses indicated that nonshared environmental influences explained most of the variance of behavioral data. However, there was evidence that motor activity level (an index of emotional arousal) and the latency and frequency of gaze aversion (an index of emotional regulation) were best represented by a model incorporating both additive genetic and nonshared environmental (i.e., AE) influences when infants were exposed to the unfamiliar adult (heritability estimates ranging from 19% to 31%). The results suggest the importance of nonshared environmental influences during early infancy and stress the role of social context for revealing moderate genetic contributions to individual differences in emotional arousal and emotion regulation.

  7. [The influence of neuroleptics on the emotional anger reaction in animals].

    PubMed

    Burow, W

    1975-01-01

    In experimental observations the reaction of anger in cats was tested under the effects of psychotropic drugs. They were inhibited by chlopromazine and trifluoperazine. An even stronger effect on the emotional and in addition on the reaction of aggression is produced by haloperidol. By electrical and chemical stimulation of the anterior section of the hypothalamus and the central substantia grisea the evoked fit of emotion, as regards the vegetative and motor manifestations is repressed by all three preparations; but not as regards the specific components of the anger reaction, like growling and spitting. In further experiments chlorpromazine, trifluoperazine and haloperidol were injected into the nucleus amygdalae and in the nucleus caudatus. This resulted in a pronounced tropism in the amygdaloid nucleus, and a lesser tropism in the nucleus caudatus with the neuroleptica of the phenothiazine type. Haloperidol, on the other hand, did not effect the activity of the nucleus amygdalae and creates an obvious tropism in the nucleus caudatus.

  8. Induced biases in emotional interpretation influence stress vulnerability and endure despite changes in context.

    PubMed

    Mackintosh, Bundy; Mathews, Andrew; Yiend, Jenny; Ridgeway, Valerie; Cook, Emma

    2006-09-01

    Previous research has shown that interpretation biases can be experimentally induced and endure for 24 hours. In two experiments, we show that induced biases not only persist but survive changes in environmental context, including transferring to different rooms with different experimenters. In one experiment, training and testing materials were also presented in different sensory modalities without significantly reducing the magnitude of the induced bias. Furthermore, we found evidence of changes in emotional vulnerability, congruent with the direction of induced bias, which also persisted for 24 hours. Together with earlier results, these findings show that induced biases generalize over contexts and have persisting emotional consequences, suggesting that appropriately adapted training methods may contribute to developing therapeutic techniques within clinical settings.

  9. Effects of Emotional Experience in Lexical Decision

    PubMed Central

    Siakaluk, Paul D.; Newcombe, P. Ian; Duffels, Brian; Li, Eliza; Sidhu, David M.; Yap, Melvin J.; Pexman, Penny M.

    2016-01-01

    Previous research has examined the effects of emotional experience (i.e., the ease with which words evoke emotion information) in semantic categorization (SCT), word naming, and Stroop tasks (Newcombe et al., 2012; Siakaluk et al., 2014; Moffat et al., 2015). However, to date there are no published reports on whether emotional experience influences performance in the lexical decision task (LDT). In the present study, we examined the influence of emotional experience in LDT using three different stimulus sets. In Experiment 1 we used a stimulus set used by both Kousta et al. (2009; Experiment 1) and Yap and Seow (2014) that is comprised of 40 negative, 40 positive, and 40 neutral words; in Experiment 2 we used a stimulus set comprised of 150 abstract nouns; and in Experiment 3 we used a stimulus set comprised of 373 verbs. We observed facilitatory effects of emotional experience in each of the three experiments, such that words with higher emotional experience ratings were associated with faster response latencies. These results are important because the influence of emotional experience: (a) is observed in stimulus sets comprised of different types of words, demonstrating the generalizability of the effect in LDT; (b) accounts for LDT response latency variability above and beyond the influences of valence and arousal, and is thus a robust dimension of conceptual knowledge; (c) suggests that a richer representation of emotional experience provides more reliable evidence that a stimulus is a word, which facilitates responding in LDT; and (d) is consistent with grounded cognition frameworks that propose that emotion information may be grounded in bodily experience with the world (Barsalou, 2003, 2009; Vigliocco et al., 2009). PMID:27555827

  10. [Subjective memory complaints in young adults: the influence of the emotional state].

    PubMed

    Pellicer-Porcar, Olga; Mirete-Fructuoso, Marcos; Molina-Rodríguez, Sergio; Soto-Amaya, Johnathan

    2014-12-16

    INTRODUCTION. Many young people today display memory complaints that are not linked to their real cognitive performance. A number of studies have sought to identify the factors involved in this problem, such as anxious-depressive symptoms, the variables of anxiety traditionally being measured as somatic or cognitive manifestations with an activation that is unspecific or not linked to any particular stimulus. AIMS. To perform an exploratory analysis to determine the role played by symptoms of depression and of various subtypes of specific and unspecific anxiety in memory complaints in young adults. PATIENTS AND METHODS. The sample used in this study was made of 193 university students, 71% of whom were females, with a mean age of 22.22 ± 3.67 years. The variable 'Memory complaints' was measured with the Memory Failures Questionnaire, and the Brief Symptom Check List was used to measure the variables 'Depression', 'Social anxiety', 'Obsessive-compulsive anxiety', 'Agoraphobic anxiety', 'Somatisation' and 'Insomnia'. RESULTS. The variables of specific anxiety show a greater correlation with memory complaints than unspecific anxiety. Multiple regression analysis explained 34.9% of the variance of memory complaints, although the only variable that made a significant contribution was 'Social anxiety', which alone explains 34.4%. CONCLUSIONS. A distinct influence between the different types of anxiety and memory complaints has been observed. The findings obtained are a novelty in this area of knowledge by pointing to a greater relevance of the variables of specific anxiety in comparison to unspecific anxiety in explaining memory complaints and the need to take a personalised approach.

  11. Common genetic influences on negative emotionality and a general psychopathology factor in childhood and adolescence.

    PubMed

    Tackett, Jennifer L; Lahey, Benjamin B; van Hulle, Carol; Waldman, Irwin; Krueger, Robert F; Rathouz, Paul J

    2013-11-01

    Previous research using confirmatory factor analysis to model psychopathology comorbidity has supported the hypothesis of a broad general factor (i.e., a "bifactor"; Holzinger & Swineford, 1937) of psychopathology in children, adolescents, and adults, with more specific higher order internalizing and externalizing factors reflecting additional shared variance in symptoms (Lahey et al., 2012; Lahey, van Hulle, Singh, Waldman, & Rathouz, 2011). The psychological nature of this general factor has not been explored, however. The current study tested a prediction, derived from the spectrum hypothesis of personality and psychopathology, that variance in a general psychopathology bifactor overlaps substantially-at both phenotypic and genetic levels-with the dispositional trait of negative emotionality. Data on psychopathology symptoms and dispositional traits were collected from both parents and youth in a representative sample of 1,569 twin pairs (ages 9-17 years) from Tennessee. Predictions based on the spectrum hypothesis were supported, with variance in negative emotionality and the general factor overlapping substantially at both phenotypic and etiologic levels. Furthermore, stronger correlations were found between negative emotionality and the general psychopathology factor than among other dispositions and other psychopathology factors.

  12. Emotional distress among LGBT youth: the influence of perceived discrimination based on sexual orientation.

    PubMed

    Almeida, Joanna; Johnson, Renee M; Corliss, Heather L; Molnar, Beth E; Azrael, Deborah

    2009-08-01

    The authors evaluated emotional distress among 9th-12th grade students, and examined whether the association between being lesbian, gay, bisexual, and/or transgendered (i.e., "LGBT") and emotional distress was mediated by perceptions of having been treated badly or discriminated against because others thought they were gay or lesbian. Data come from a school-based survey in Boston, Massachusetts (n = 1,032); 10% were LGBT, 58% were female, and ages ranged from 13 to 19 years. About 45% were Black, 31% were Hispanic, and 14% were White. LGBT youth scored significantly higher on the scale of depressive symptomatology. They were also more likely than heterosexual, non-transgendered youth to report suicidal ideation (30% vs. 6%, p < 0.0001) and self-harm (21% vs. 6%, p < 0.0001). Mediation analyses showed that perceived discrimination accounted for increased depressive symptomatology among LGBT males and females, and accounted for an elevated risk of self-harm and suicidal ideation among LGBT males. Perceived discrimination is a likely contributor to emotional distress among LGBT youth.

  13. Influence of preoperative emotional state on postoperative pain following orthopedic and trauma surgery

    PubMed Central

    Robleda, Gemma; Sillero-Sillero, Amalia; Puig, Teresa; Gich, Ignasi; Baños, Josep-E

    2014-01-01

    OBJECTIVES: to analyze the relationship between preoperative emotional state and the prevalence and intensity of postoperative pain and to explore predictors of postoperative pain. METHOD: observational retrospective study undertaken among 127 adult patients of orthopedic and trauma surgery. Postoperative pain was assessed with the verbal numeric scale and with five variables of emotional state: anxiety, sweating, stress, fear, and crying. The Chi-squared test, Student's t test or ANOVA and a multivariate logistic regression analysis were used for the statistical analysis. RESULTS: the prevalence of immediate postoperative pain was 28%. Anxiety was the most common emotional factor (72%) and a predictive risk factor for moderate to severe postoperative pain (OR: 4.60, 95% CI 1.38 to 15.3, p<0.05, AUC: 0.72, 95% CI: 0.62 to 0.83). Age exerted a protective effect (OR 0.96, 95% CI: 0.94-0.99, p<0.01). CONCLUSION: preoperative anxiety and age are predictors of postoperative pain in patients undergoing orthopedic and trauma surgery. PMID:25493674

  14. Influence of expressed emotion and perceived criticism on cognitive-behavioral therapy for social phobia.

    PubMed

    Fogler, Jason M; Tompson, Martha C; Steketee, Gail; Hofmann, Stefan G

    2007-02-01

    This study examined significant others' expressed emotion (EE) and a closely related construct, perceived criticism, as predictors of cognitive-behavioral therapy outcome in a sample of 40 patients with social phobia (social anxiety disorder). Patients enrolled in group therapy for social phobia completed pre- and post-treatment questionnaire measures of perceived criticism and anxious and depressive symptoms. Designated significant others were assessed for the components of high EE (criticism, hostility and emotional overinvolvement) using the Camberwell Family Interview. It was hypothesized that these high-EE components and patients' perceived criticism would be associated with poorer treatment outcome, and results ran counter to these expectations. Controlling for initial social phobia severity, lower levels of perceived criticism predicted treatment dropout. There was also a nonsignificant trend for participants with a significant other rated as high in emotional overinvolvement to show less change on a composite symptom measure. Findings from this study suggest that close relationships impact the outcome of cognitive-behavioral interventions for social phobia.

  15. The influence of sleep complaints on the association between chronotype and negative emotionality in young adults.

    PubMed

    Simor, Péter; Zavecz, Zsófia; Pálosi, Vivien; Török, Csenge; Köteles, Ferenc

    2015-02-01

    A great body of research indicates that eveningness is associated with negative psychological outcomes, including depressive and anxiety symptoms, behavioral dyscontrol and different health impairing behaviors. Impaired subjective sleep quality, increased circadian misalignment and daytime sleepiness were also reported in evening-type individuals in comparison with morning-types. Although sleep problems were consistently reported to be associated with poor psychological functioning, the effects of sleep disruption on the relationship between eveningness preference and negative emotionality have scarcely been investigated. Here, based on questionnaire data of 756 individuals (25.5% males, age range = 18-43 years, mean = 25.3 ± 5.8 years), as well as of the evening-type (N = 211) and morning-type (N = 189) subgroups, we examined the relationship among sleep problems, eveningness and negative emotionality. Subjects completed the Hungarian Version of the Horne and Östberg Morningness-Eveningness Questionnaire (MEQ-14), The Athen Insomnia Scale (AIS) and the Epworth Sleepiness Scale (ESS). Moreover, a composite score of Negative Emotionality (NE) was computed based on the scores of the Short Beck Depression Inventory (BDI-9), the Perceived Stress Scale (PSS-4) and the General Health Questionnaire (GHQ-12). Morning and evening circadian misalignment was calculated based on the difference between preferred and real wake- and bedtimes. Two possible models were tested, hypothesizing that sleep problems (circadian misalignment, insomniac symptoms and daytime sleepiness) moderate or mediate the association between eveningness and negative emotionality. Eveningness preference was correlated with increased NE and increased AIS, ESS and circadian misalignment scores. Our results indicate that eveningness-preference is an independent risk factor for higher negative emotionality regardless of the effects of age, gender, circadian misalignment and sleep

  16. Parent Emotion Representations and the Socialization of Emotion Regulation in the Family

    ERIC Educational Resources Information Center

    Meyer, Sara; Raikes, H. Abigail; Virmani, Elita A.; Waters, Sara; Thompson, Ross A.

    2014-01-01

    There is considerable knowledge of parental socialization processes that directly and indirectly influence the development of children's emotion self-regulation, but little understanding of the specific beliefs and values that underlie parents' socialization approaches. This study examined multiple aspects of parents' self-reported…

  17. 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…

  18. The Influence of Professional Development for Special Education Teachers: Self-Regulated Strategy Development in Writing for Students with Emotional Behavioral Disorders

    ERIC Educational Resources Information Center

    Liberty, Lisa M.

    2013-01-01

    Students with emotional behavioral disorders (EBD) are well known for their challenging, demanding, unpredictable, and difficult behaviors. Many students with EBD exhibit significant academic deficits, especially in writing. Writing instruction is challenging for teachers because they lack knowledge of the writing process, strategies, and…

  19. Frogs Jump Forward: Semantic Knowledge Influences the Perception of Element Motion in the Ternus Display.

    PubMed

    Hsu, Patty; Taylor, J Eric T; Pratt, Jay

    2015-01-01

    The Ternus effect is a robust illusion of motion that produces element motion at short interstimulus intervals (ISIs; < 50 ms) and group motion at longer ISIs (> 50 ms). Previous research has shown that the nature of the stimuli (e.g., similarity, grouping), not just ISI, can influence the likelihood of perceiving element or group motion. We examined if semantic knowledge can also influence what type of illusory motion is perceived. In Experiment I, we used a modified Ternus display with pictures of frogs in a jump-ready pose facing forwards or backwards to the direction of illusory motion. Participants perceived more element motion with the forward-facing frogs and more group motion with the backward-facing frogs. Experiment 2 tested whether this effect would still occur with line drawings of frogs, or if a more life-like image was necessary. Experiment 3 tested whether this effect was due to visual asymmetries inherent in the jumping pose. Experiment 4 tested whether frogs in a "non-jumping," sedentary pose would replicate the original effect. These experiments elucidate the role of semantic knowledge in the Ternus effect. Prior knowledge of the movement of certain animate objects, in this case, frogs can also bias the perception of element or group motion.

  20. 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.

  1. Emotion, Cognition, and Behavior

    NASA Astrophysics Data System (ADS)

    Dolan, R. J.

    2002-11-01

    Emotion is central to the quality and range of everyday human experience. The neurobiological substrates of human emotion are now attracting increasing interest within the neurosciences motivated, to a considerable extent, by advances in functional neuroimaging techniques. An emerging theme is the question of how emotion interacts with and influences other domains of cognition, in particular attention, memory, and reasoning. The psychological consequences and mechanisms underlying the emotional modulation of cognition provide the focus of this article.

  2. Influence of age on reactivity to diverse emotional challenges in low- and high-anxiety rats.

    PubMed

    de Oliveira, Luciana C; Gomes, Margareth Z; Brandão, Marcus L

    2011-02-01

    Studies have revealed that the extent of reactivity of high-anxiety rats to diverse challenges is different than low-anxiety rats and have provided important insights into the psychopathology of anxiety. Various factors intervene to allow defensive mechanisms to react to diverse threatening challenges, including ontogeny and the nature of the emotional challenge (e.g., conditioned vs. unconditioned). The present study investigated the extent to which a particular type of fear extrapolates to other emotional responses to diverse threatening challenges. Groups of 30- and 60-day-old rats were assigned to low freezing behavior (LFB) and high freezing behavior (HFB) groups using the contextual fear conditioning paradigm and subjected to either the fear-potentiated startle (FPS) test, novelty-induced ultrasound vocalizations (USVs) or elevated plus-maze (EPM) tests. At 30 days of age, HFB rats exhibited greater FPS than LFB rats. In contrast, prior selection of HFB and LFB did not affect the performance of 30-day-old animals in the EPM and novelty-induced USVs. Sixty-day-old animals exhibited a performance deficit in all three tests. These data suggest that the performance of young rats in animal models of anxiety parallels their selection as LFB and HFB in the contextual fear conditioning paradigm. However, the increased fear-like behavior exhibited by the 60-day-old HFB rats may elicit performance deficits in conditioned and unconditioned fear tests. These results suggest that the interaction between hyperanxiety and age may cause a performance deficit despite the animals' increased fear-like behavior when facing emotional challenges, thus resembling psychiatric patients in many respects.

  3. Smoking it all away: influences of stress, negative emotions, and stigma on lesbian tobacco use.

    PubMed

    Gruskin, Elisabeth P; Byrne, Kimberly M; Altschuler, Andrea; Dibble, Suzanne L

    2008-01-01

    This study explored the reported processes, conditions, and consequences of lesbian and heterosexual female smoking and relapse to understand the reasons for elevated lesbian smoking rates. Using grounded theory techniques, we conducted semistructured, face-to-face interviews with an ethnically diverse sample of 35 lesbian and 35 heterosexual female participants in Northern California. We found minority stress/sexual stigma to be an additional, unique cause of negative emotions and stress reported by 75% of lesbian participants, leading to smoking and relapse. Implications for smoking cessation programs tailored to lesbians are discussed.

  4. Does non-invasive brain stimulation applied over the dorsolateral prefrontal cortex non-specifically influence mood and emotional processing in healthy individuals?

    PubMed Central

    Mondino, Marine; Thiffault, François; Fecteau, Shirley

    2015-01-01

    The dorsolateral prefrontal cortex (DLPFC) is often targeted with non-invasive brain stimulation (NIBS) to modulate in vivo human behaviors. This brain region plays a key role in mood, emotional processing, and attentional processing of emotional information. In this article, we ask the question: when we target the DLPFC with NIBS, do we modulate these processes altogether, non-specifically, or can we modulate them selectively? We thus review articles investigating the effects of NIBS applied over the DLPFC on mood, emotional processing, and attentional processing of emotional stimuli in healthy subjects. We discuss that NIBS over the DLPFC can modulate emotional processing and attentional processing of emotional stimuli, without specifically influencing mood. Indeed, there seems to be a lack of evidence that NIBS over the DLPFC influences mood in healthy individuals. Finally, there appears to be a hemispheric lateralization: when applied over the left DLPFC, NIBS improved processing of positive stimuli and reduced selective attention for stimuli expressing anger, whereas when applied over the right DLPFC, it increased selective attention for stimuli expressing anger. PMID:26528131

  5. 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…

  6. The influence of event-related knowledge on verb-argument processing in aphasia

    PubMed Central

    Dickey, Michael Walsh; Warren, Tessa

    2014-01-01

    Event-related conceptual knowledge outside the language system rapidly affects verb-argument processing in unimpaired adults (McRae & Matsuki, 2009). Some have argued that verb-argument processing is in fact reducible to the activation of such event-related knowledge. However, data favoring this conclusion have come primarily from college-aged healthy adults, for whom both linguistic and conceptual semantic processing is fast and automatic. This study examined the influence of event-related knowledge on verb-argument processing among adults with aphasia (n=8) and older unimpaired controls (n=60), in two self-paced reading studies. Participants read sentences containing a plausible verb-argument combination (Mary used a knife to chop the large carrots before dinner), a combination that violated event-related world knowledge (Mary used some bleach to clean the large carrots before dinner), or a combination that violated the verb’s selectional restrictions (Mary used a pump to inflate the large carrots before dinner). The participants with aphasia naturally split into two groups: Group 1 (n=4) had conceptual-semantic impairments (evidenced by poor performance on tasks like Pyramids & Palm Trees) but reasonably intact language processing (higher Western Aphasia Battery Aphasia Quotients), while Group 2 (n=4) had intact conceptual semantics but poorer language processing. Older unimpaired controls and aphasic Group 1 showed rapid on-line disruption for sentences with selectional-restriction violations (SRVs) and event-related knowledge violations, and also showed SRV-specific penalties in sentence-final acceptability judgments (Experiment 1) and comprehension questions (Experiment 2). In contrast, Group 2 showed very few reliable differences across conditions in either on-line or off-line measures. This difference between aphasic groups suggests that verb-related information and event-related knowledge may be dissociated in aphasia. Furthermore, it suggests that

  7. The influence of event-related knowledge on verb-argument processing in aphasia.

    PubMed

    Dickey, Michael Walsh; Warren, Tessa

    2015-01-01

    Event-related conceptual knowledge outside the language system rapidly affects verb-argument processing in unimpaired adults (McRae and Matsuki, 2009). Some have argued that verb-argument processing is in fact reducible to the activation of such event-related knowledge. However, data favoring this conclusion have come primarily from college-aged healthy adults, for whom both linguistic and conceptual semantic processing is fast and automatic. This study examined the influence of event-related knowledge on verb-argument processing among adults with aphasia (n = 8) and older unimpaired controls (n = 60), in two self-paced reading studies. Participants read sentences containing a plausible verb-argument combination (Mary used a knife to chop the large carrots before dinner), a combination that violated event-related world knowledge (Mary used some bleach to clean the large carrots before dinner), or a combination that violated the verb's selectional restrictions (Mary used a pump to inflate the large carrots before dinner). The participants with aphasia naturally split into two groups: Group 1 (n = 4) had conceptual-semantic impairments (evidenced by poor performance on tasks like Pyramids & Palm Trees) but reasonably intact language processing (higher Western Aphasia Battery Aphasia Quotients), while Group 2 (n = 4) had intact conceptual semantics but poorer language processing. Older unimpaired controls and aphasic Group 1 showed rapid on-line disruption for sentences with selectional-restriction violations (SRVs) and event-related knowledge violations, and also showed SRV-specific penalties in sentence-final acceptability judgments (Experiment 1) and comprehension questions (Experiment 2). In contrast, Group 2 showed very few reliable differences across conditions in either on-line or off-line measures. This difference between aphasic groups suggests that verb-related information and event-related knowledge may be dissociated in aphasia. Furthermore, it suggests

  8. Universities as a Meeting Point with New Academic Knowledge, Society and Culture: Cognitive and Emotional Transitions during Higher Education

    ERIC Educational Resources Information Center

    Weiner-Levy, Naomi

    2008-01-01

    This paper examines how exposure to a different culture, acquired knowledge and everyday practices at Israeli universities affected the identities of the "First Women" students from the Druze minority who broke gender roles and turned to acquire higher education. The short distance between the Druze villages and the university required a…

  9. Emotional Mastery and Performance Knowledge: A Dialogue between Education and the New Sciences. The Claremont Letter. Volume 1, Issue 3

    ERIC Educational Resources Information Center

    Arguelles, Lourdes; Daugherty, Alane

    2006-01-01

    It is well known among scholars and practitioners that stress and anxiety responses are genuine scientifically measurable reactions to a perceived stressor. It is also common knowledge that high levels of stress and anxiety have a multitude of negative psycho-physiological effects. These effects can contribute to the development of depression and…

  10. The Effect of High-Fidelity Cardiopulmonary Resuscitation (CPR) Simulation on Athletic Training Student Knowledge, Confidence, Emotions, and Experiences

    ERIC Educational Resources Information Center

    Tivener, Kristin Ann; Gloe, Donna Sue

    2015-01-01

    Context: High-fidelity simulation is widely used in healthcare for the training and professional education of students though literature of its application to athletic training education remains sparse. Objective: This research attempts to address a wide-range of data. This includes athletic training student knowledge acquisition from…

  11. Laughter in a psychiatric ward. Somatic, emotional, social, and clinical influences on schizophrenic patients.

    PubMed

    Gelkopf, M; Kreitler, S; Sigal, M

    1993-05-01

    The study was designed to explore the potential therapeutic effects of humor on hospitalized schizophrenics. For this purpose, in the first stage, we conducted a review of findings in regard to physical health, emotions, psychiatric state, and social behavior. In the second stage, we carried out an experiment with 34 resident patients in two chronic schizophrenic wards who were exposed to 70 movies during 3 months. The experimental group was exposed to humorous movies only, and the control group to different kinds of movies. Before and after the exposure to films for 3 months, both groups were tested on different health, emotional, social, and clinical measures using the Cognitive Orientation of Health Questionnaire, the Shalvata Symptom Rating Scale, blood pressure, heart rate, Perceived Verbal and Motor Aggression (rated by nurses), the Multiple Affect Adjective Check List, the Social Support Questionnaire 6, and the Brief Psychiatric Rating Scale (BPRS; rated by psychiatrists). Covariance analyses yielded significant reductions in Perceived Verbal Hostility, BPRS scales (total score, anxiety/depression), and significant increases in BPRS (activation) and degree of staff support experienced by the patients. The results indicate that the effects of exposure to humor may be mediated by the effects on the staff of the incidental exposure to humorous films.

  12. Emotions: form follows function.

    PubMed

    Farb, Norman A S; Chapman, Hanah A; Anderson, Adam K

    2013-06-01

    Emotion research has been divided by debate as to whether emotions are universal in form or cognitively constructed. We review an emerging approach that focuses on function rather than form. Functional affective science suggests that the particular origin of an emotion is relatively unimportant; instead, emotions can be understood in terms of a rapidly deployed set of mechanisms that structure perception, cognition and behavior to facilitate goal fulfillment. Evidence from this approach suggests at least three major functions of emotion: sensory gating, embodying affect, and integrating knowledge toward goal resolution. These functions appear to be universal and automatically activated, yet also moderated by conscious representation and regulatory efforts.

  13. Decision Making Under Objective Risk Conditions-a Review of Cognitive and Emotional Correlates, Strategies, Feedback Processing, and External Influences.

    PubMed

    Schiebener, Johannes; Brand, Matthias

    2015-06-01

    While making decisions under objective risk conditions, the probabilities of the consequences of the available options are either provided or calculable. Brand et al. (Neural Networks 19:1266-1276, 2006) introduced a model describing the neuro-cognitive processes involved in such decisions. In this model, executive functions associated with activity in the fronto-striatal loop are important for developing and applying decision-making strategies, and for verifying, adapting, or revising strategies according to feedback. Emotional rewards and punishments learned from such feedback accompany these processes. In this literature review, we found support for the role of executive functions, but also found evidence for the importance of further cognitive abilities in decision making. Moreover, in addition to reflective processing (driven by cognition), decisions can be guided by impulsive processing (driven by anticipation of emotional reward and punishment). Reflective and impulsive processing may interact during decision making, affecting the evaluation of available options, as both processes are affected by feedback. Decision-making processes are furthermore modulated by individual attributes (e.g., age), and external influences (e.g., stressors). Accordingly, we suggest a revised model of decision making under objective risk conditions.

  14. Emotional effects of startling background music during reading news reports: The moderating influence of dispositional BIS and BAS sensitivities.

    PubMed

    Ravaja, Niklas; Kallinen, Kari

    2004-07-01

    We examined the moderating influence of dispositional behavioral inhibition system (BIS) and behavioral activation system (BAS) sensitivities on the relationship of startling background music with emotion-related subjective and physiological responses elicited during reading news reports, and with memory performance among 26 adult men and women. Physiological parameters measured were respiratory sinus arrhythmia (RSA), electrodermal activity (EDA), and facial electromyography (EMG). The results showed that, among high BAS individuals, news stories with startling background music were rated as more interesting and elicited higher zygomatic EMG activity and RSA than news stories with non-startling music. Among low BAS individuals, news stories with startling background music were rated as less pleasant and more arousing and prompted higher EDA. No BIS-related effects or effects on memory were found. Startling background music may have adverse (e.g., negative arousal) or beneficial effects (e.g., a positive emotional state and stronger positive engagement) depending on dispositional BAS sensitivity of an individual. Actual or potential applications of this research include the personalization of media presentations when using modern media and communications technologies.

  15. Influence of long-term Sahaja Yoga meditation practice on emotional processing in the brain: An ERP study.

    PubMed

    Reva, N V; Pavlov, S V; Loktev, K V; Korenyok, V V; Aftanas, L I

    2014-12-05

    Despite growing interest in meditation as a tool for alternative therapy of stress-related and psychosomatic diseases, brain mechanisms of beneficial influences of meditation practice on health and quality of life are still unclear. We propose that the key point is a persistent change in emotional functioning, specifically the modulation of the early appraisal of motivational significance of events. The main aim was to study the effects of long-term meditation practice on event-related brain potentials (ERPs) during affective picture viewing. ERPs were recorded in 20 long-term Sahaja Yoga meditators and 20 control subjects without prior experience in meditation. The meditators' mid-latency (140-400ms) ERPs were attenuated for both positive and negative pictures (i.e. there were no arousal-related increases in ERP positivity) and this effect was more prominent over the right hemisphere. However, we found no differences in the long latency (400-800ms) responses to emotional images, associated with meditation practice. In addition we found stronger ERP negativity in the time window 200-300ms for meditators compared to the controls, regardless of picture valence. We assume that long-term meditation practice enhances frontal top-down control over fast automatic salience detection, based on amygdala functions.

  16. Does language do more than communicate emotion?

    PubMed Central

    Lindquist, Kristen A.; Satpute, Ajay B.; Gendron, Maria

    2014-01-01

    Language can certainly communicate emotions, but growing research suggests that language also helps constitute emotion by cohering sensations into specific perceptions of “anger,” “disgust,” “fear,” etc. The powerful role of language in emotion is predicted by a constructionist approach, which suggests that emotions occur when sensations are categorized using emotion category knowledge supported by language. We discuss the accumulating evidence from social cognitive, neuropsychological, cross-cultural, and neuroimaging studies that emotion words go beyond communication to help constitute emotional perceptions, and perhaps even emotional experiences. We look forward to current directions in research on emotional intelligence, emotion regulation, and psychotherapy. PMID:25983400

  17. Getting what you want: How fit between desired and received leader sensitivity influences emotion and counterproductive work behavior.

    PubMed

    Rupprecht, Elizabeth A; Kueny, Clair Reynolds; Shoss, Mindy K; Metzger, Andrew J

    2016-10-01

    We challenge the intuitive belief that greater leader sensitivity is always associated with desirable outcomes for employees and organizations. Specifically, we argue that followers' idiosyncratic desires for, and perceptions of, leader sensitivity behaviors play a key role in how followers react to their leader's sensitivity. Moreover, these resulting affective experiences are likely to have important consequences for organizations, specifically as they relate to employee counterproductive work behavior (CWB). Drawing from supplies-values (S-V) fit theory and the stressor-emotion model of CWB, the current study focuses on the affective and behavioral consequences of fit between subordinates' ideal leader sensitivity behavior preferences and subordinates' perceptions of their actual leader's sensitivity behaviors. Polynomial regression analyses reveal that congruence between ideal and actual leader sensitivity influences employee negative affect and, consequently, engagement in counterproductive work behavior. (PsycINFO Database Record

  18. The influence of self-compassion on emotional well-being among early and older adolescent males and females

    PubMed Central

    Bluth, Karen; Blanton, Priscilla W.

    2014-01-01

    Self-compassion has been associated with well-being in adult samples, but has rarely been assessed in adolescents. In this study, 90 students ages 11–18 completed an online survey assessing self-compassion, life satisfaction, perceived stress and positive and negative affect. Findings indicated that older female adolescents had lower self-compassion than either older male adolescents or early adolescents of either gender, and self-compassion was associated significantly with all dimensions of emotional well-being with the exception of positive affect. Additionally, phase of adolescence, but not gender, was found to moderate the relationship between self-compassion and dimensions of well-being; for older adolescents, the inverse relationship between self-compassion and negative affect was stronger. Lastly, the influence of the various components of self-compassion was investigated and discussed. PMID:25750655

  19. The Influence of Proximity to a National Forest on Emotions and Fire-Management Decisions

    NASA Astrophysics Data System (ADS)

    Vining, Joanne; Merrick, Melinda S.

    2008-02-01

    Because American national forests are managed for all citizens, it is important that researchers explore the differences and similarities between citizens living both near and far from publicly managed land. We surveyed residents living at various distances from nationally managed land to collect resident perceptions of different forest fire-management techniques, to determine public preferences for these techniques, and to examine the motivations behind these preferences. Participants both close to and far away from national forests tended to favor a multipronged approach to fire management by preferring the use of a combination of two or more fire-management techniques. There were no significant differences by proximity in participants’ self-rated emotions, types of fire-management techniques preferred, or the reasons and rationales for their preferred fire-management technique(s), indicating that the proximity variable may not be as significant as previously thought.

  20. The influence of proximity to a national forest on emotions and fire-management decisions.

    PubMed

    Vining, Joanne; Merrick, Melinda S

    2008-02-01

    Because American national forests are managed for all citizens, it is important that researchers explore the differences and similarities between citizens living both near and far from publicly managed land. We surveyed residents living at various distances from nationally managed land to collect resident perceptions of different forest fire-management techniques, to determine public preferences for these techniques, and to examine the motivations behind these preferences. Participants both close to and far away from national forests tended to favor a multipronged approach to fire management by preferring the use of a combination of two or more fire-management techniques. There were no significant differences by proximity in participants' self-rated emotions, types of fire-management techniques preferred, or the reasons and rationales for their preferred fire-management technique(s), indicating that the proximity variable may not be as significant as previously thought.

  1. How Does Emotion Influence Collaboration? - An Agent Based Simulation of the Dynamic of Confrontation

    DTIC Science & Technology

    2011-08-01

    Springer.  Masters, R. (2000). Compassionate Wrath:  Transpersonal  Approaches to Anger.  The Journal of  Transpersonal   Psychology  , 32 (1), 31‐51.  Maulana...political  science,  psychology ,  organizational behavior, decision sciences, operations research and mathematics  (Sycara & Dai, 2010).   In  general...part of  psychology ,  neuroscience, and, more recently, artificial intelligence.  Current research on the neural circuitry of emotion suggests that

  2. Influence of Previous Knowledge, Language Skills and Domain-specific Interest on Observation Competency

    NASA Astrophysics Data System (ADS)

    Kohlhauf, Lucia; Rutke, Ulrike; Neuhaus, Birgit

    2011-10-01

    Many epoch-making biological discoveries (e.g. Darwinian Theory) were based upon observations. Nevertheless, observation is often regarded as `just looking' rather than a basic scientific skill. As observation is one of the main research methods in biological sciences, it must be considered as an independent research method and systematic practice of this method is necessary. Because observation skills form the basis of further scientific methods (e.g. experiments or comparisons) and children from the age of 4 years are able to independently generate questions and hypotheses, it seems possible to foster observation competency at a preschool level. To be able to provide development-adequate individual fostering of this competency, it is first necessary to assess each child's competency. Therefore, drawing on the recent literature, we developed in this study a competency model that was empirically evaluated within learners ( N = 110) from different age groups, from kindergarten to university. In addition, we collected data on language skills, domain-specific interest and previous knowledge to analyse coherence between these skills and observation competency. The study showed as expected that previous knowledge had a high impact on observation competency, whereas the influence of domain-specific interest was nonexistent. Language skills were shown to have a weak influence. By utilising the empirically validated model consisting of three dimensions (`Describing', `Scientific reasoning' and `Interpreting') and three skill levels, it was possible to assess each child's competency level and to develop and evaluate guided play activities to individually foster a child's observation competency.

  3. Acquiring Information from Simple Weather Maps: Influences of Domain-Specific Knowledge and General Visual-Spatial Abilities

    ERIC Educational Resources Information Center

    Allen, Gary L.; Miller, Christy R.; Power, Helen

    2006-01-01

    The influences of domain-specific meteorological knowledge and general visual-spatial abilities on the comprehension of simple weather maps were examined in a regression-based study involving a sample of participants with relatively low meteorological knowledge and in an experiment involving a contrast between samples of higher- and…

  4. Factors Influencing Student Performance on the Carpal Bone Test as a Preliminary Evaluation of Anatomical Knowledge Retention

    ERIC Educational Resources Information Center

    Meyer, Amanda J.; Armson, Anthony; Losco, C. Dominique; Losco, Barrett; Walker, Bruce F.

    2015-01-01

    It has been demonstrated that a positive correlation exists between clinical knowledge and retained concepts in basic sciences. Studies have demonstrated a modest attrition of anatomy knowledge over time, which may be influenced by students' perceived importance of the basic sciences and the learning styles adopted. The aims of this study were to:…

  5. 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…

  6. 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…

  7. Knowledge of a second language influences auditory word recognition in the native language.

    PubMed

    Lagrou, Evelyne; Hartsuiker, Robert J; Duyck, Wouter

    2011-07-01

    Many studies in bilingual visual word recognition have demonstrated that lexical access is not language selective. However, research on bilingual word recognition in the auditory modality has been scarce, and it has yielded mixed results with regard to the degree of this language nonselectivity. In the present study, we investigated whether listening to a second language (L2) is influenced by knowledge of the native language (L1) and, more important, whether listening to the L1 is also influenced by knowledge of an L2. Additionally, we investigated whether the listener's selectivity of lexical access is influenced by the speaker's L1 (and thus his or her accent). With this aim, Dutch-English bilinguals completed an English (Experiment 1) and a Dutch (Experiment 3) auditory lexical decision task. As a control, the English auditory lexical decision task was also completed by English monolinguals (Experiment 2). Targets were pronounced by a native Dutch speaker with English as the L2 (Experiments 1A, 2A, and 3A) or by a native English speaker with Dutch as the L2 (Experiments 1B, 2B, and 3B). In all experiments, Dutch-English bilinguals recognized interlingual homophones (e.g., lief [sweet]-leaf /li:f/) significantly slower than matched control words, whereas the English monolinguals showed no effect. These results indicate that (a) lexical access in bilingual auditory word recognition is not language selective in L2, nor in L1, and (b) language-specific subphonological cues do not annul cross-lingual interactions.

  8. 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…

  9. The Influence of Occupational Socialisation upon a Teacher's Interpretation and Delivery of Teaching Games for Understanding to Pupils Experiencing Social and Emotional Behavioural Difficulties

    ERIC Educational Resources Information Center

    O'Leary, Nick; Longmore, Carl; Medcalf, Richard

    2014-01-01

    This study examined how one physical education (PE) teacher in a specialist school for pupils with social and emotional behavioural difficulties (SEBD) taught Year 9 pupils utilising the Teaching Games for Understanding (TGfU) model. The research identified factors that led to such instruction, and considered the influence of occupational…

  10. How My Involvement with an Inclusive, Educational, Gifted and Talented Programme Has Influenced My Work with Students Who Have Social, Emotional and Behavioural Difficulties

    ERIC Educational Resources Information Center

    Tucker, Vicky M.

    2013-01-01

    This is a response as to how my involvement with the Gifted and Talented Programme initiated by Bath and North East Somerset made me reassess my living educational values and beliefs, thus influencing my delivery and provision for the students with social, emotional and behavioural difficulties with whom I work. As I consider the issues implicit…

  11. Emotional reactivity to incentive downshift as a correlated response to selection of high and low alcohol preferring mice and an influencing factor on ethanol intake.

    PubMed

    Matson, Liana M; Grahame, Nicholas J

    2015-11-01

    Losing a job or significant other are examples of incentive loss that result in negative emotional reactions. The occurrence of negative life events is associated with increased drinking (Keyes, Hatzenbuehler, & Hasin, 2011). Further, certain genotypes are more likely to drink alcohol in response to stressful negative life events (Blomeyer et al., 2008; Covault et al., 2007). Shared genetic factors may contribute to alcohol drinking and emotional reactivity, but this relationship is not currently well understood. We used an incentive downshift paradigm to address whether emotional reactivity is elevated in mice predisposed to drink alcohol. We also investigated if ethanol drinking is influenced in High Alcohol Preferring mice that had been exposed to an incentive downshift. Incentive downshift procedures have been widely utilized to model emotional reactivity, and involve shifting a high reward group to a low reward and comparing the shifted group to a consistently rewarded control group. Here, we show that replicate lines of selectively bred High Alcohol Preferring mice exhibited larger successive negative contrast effects than their corresponding replicate Low Alcohol Preferring lines, providing strong evidence for a genetic association between alcohol drinking and susceptibility to the emotional effects of negative contrast. These mice can be used to study the shared neurological and genetic underpinnings of emotional reactivity and alcohol preference. Unexpectedly, an incentive downshift suppressed ethanol drinking immediately following an incentive downshift. This could be due to a specific effect of negative contrast on ethanol consumption or a suppressive effect on consummatory behavior in general. These data suggest that either alcohol intake does not provide the anticipated negative reinforcement, or that a single test was insufficient for animals to learn to drink following incentive downshift. However, the emotional intensity following incentive

  12. Emotional Reactivity to Incentive Downshift as a Correlated Response to Selection of High and Low Alcohol Preferring Mice and an Influencing Factor on Ethanol Intake

    PubMed Central

    Matson, Liana M.; Grahame, Nicholas J.

    2015-01-01

    Losing a job or significant other are examples of incentive loss that result in negative emotional reactions. The occurrence of negative life events is associated with increased drinking (Keyes et al., 2011). Further, certain genotypes are more likely drink alcohol in response to stressful negative life events (Blomeyer et al., 2008; Covault et al., 2007). Shared genetic factors may contribute to alcohol drinking and emotional reactivity, but this relationship is not currently well understood. We used an incentive downshift paradigm to address whether emotional reactivity is elevated in mice predisposed to drink alcohol. We also investigated if ethanol drinking is influenced in High Alcohol Preferring mice that had been exposed to an incentive downshift. Incentive downshift procedures have been widely utilized to model emotional reactivity, and involve shifting a high reward group to a low reward and comparing the shifted group to a consistently rewarded control group. Here, we show that replicate lines of selectively bred High Alcohol Preferring mice exhibited larger successive negative contrast effects than their corresponding replicate Low Alcohol Preferring lines, providing strong evidence for a genetic association between alcohol drinking and susceptibility to the emotional effects of negative contrast. These mice can be used to study the shared neurological and genetic underpinnings of emotional reactivity and alcohol preference. Unexpectedly, an incentive downshift suppressed ethanol drinking immediately following an incentive downshift. This could be due to a specific effect of negative contrast on ethanol consumption, or a suppressive effect on consummatory behavior in general. These data suggest that alcohol intake either doesn’t provide the anticipated negative reinforcement, or that a single test was insufficient for animals to learn to drink following incentive downshift. However, that high drinking and emotional intensity following incentive

  13. Sleep deprivation impairs emotional memory retrieval in mice: influence of sex.

    PubMed

    Fernandes-Santos, Luciano; Patti, Camilla L; Zanin, Karina A; Fernandes, Helaine A; Tufik, Sergio; Andersen, Monica L; Frussa-Filho, Roberto

    2012-08-07

    The deleterious effects of paradoxical sleep deprivation on memory processes are well documented. However, non-selective sleep deprivation occurs more commonly in modern society and thus represents a better translational model. We have recently reported that acute total sleep deprivation (TSD) for 6 h immediately before testing impaired performance of male mice in the plus-maze discriminative avoidance task (PM-DAT) and in the passive avoidance task (PAT). In order to extend these findings to females, we examined the effect of (pre-test) TSD on the retrieval of different memory tasks in both male and female mice. Animals were tested using 3 distinct memory models: 1) conditioning fear context (CFC), 2) PAT and 3) PM-DAT. In all experiments, animals were totally sleep-deprived by the gentle interference method for 6h immediately before being tested. In the CFC task and the PAT, TSD induced memory impairment regardless of sex. In PM-DAT, the memory impairing effects of TSD were greater in females. Collectively, our results confirm the impairing effect of TSD on emotional memory retrieval and demonstrate that it can be higher in female mice depending on the memory task evaluated.

  14. Effects on incidental memory of affective tone in associated past and future episodes: influence of emotional intelligence.

    PubMed

    Toyota, Hiroshi

    2011-02-01

    The present study examined the effects of emotion elicited by episodes (past events or expected future events) and the relationship between individual differences in emotional intelligence and memory. Participants' emotional intelligence was assessed on the Japanese version of Emotional Skills and Competence Questionnaire. They rated the pleasantness of episodes they associated with targets, and then performed unexpected free recall tests. When the targets were associated with episodes that were past events, all participants recalled more of the targets associated with pleasant and unpleasant episodes than those associated with neutral episodes. However, when the targets were associated with episodes expected to occur in the future, only participants with higher emotional intelligence scores recalled more of the targets associated with pleasant and unpleasant episodes. The participants with lower emotional intelligence scores recalled the three target types with similar accuracy. These results were interpreted as showing that emotional intelligence is associated with the processing of targets associated with future episodes as retrieval cues.

  15. Cramer-Rao bound expressions for parametric estimation of overlapping peaks: influence of prior knowledge

    PubMed

    Cavassila; Deval; Huegen; van Ormondt D; Graveron-Demilly

    2000-04-01

    We have derived analytical expressions of the Cramer-Rao lower bounds on spectral parameters for singlet, doublet, and triplet peaks in noise. We considered exponential damping (Lorentzian lineshape) and white Gaussian noise. The expressions, valid if a sufficiently large number of samples is used, were derived in the time domain for algebraic convenience. They enable one to judge the precision of any unbiased estimator as a function of the spectral and experimental parameters, which is useful for quantitation objectives and experimental design. The influence of constraints (chemical prior knowledge) on parameters of the peaks of doublets and triplets is demonstrated both analytically and numerically and the inherent benefits for quantitation are shown. Our expressions also enable analysis of spectra comprising many peaks. Copyright 2000 Academic Press.

  16. The Influence of Parenting on Infant Emotionality: A Multi-Level Psychobiological Perspective

    ERIC Educational Resources Information Center

    Propper, Cathi; Moore, Ginger, A.

    2006-01-01

    Infant temperament is theorized to have a strong genetic basis. Yet, studies of the stability of temperament and molecular genetics research on temperament have revealed inconsistent findings. One reason may be because research has not taken into account the influence of early social experiences. We review research on aspects of infant…

  17. Intervention for reducing stigma: Assessing the influence of gender and knowledge

    PubMed Central

    Martínez-Zambrano, Francisco; García-Morales, Esther; García-Franco, Mar; Miguel, Jose; Villellas, Raul; Pascual, Gemma; Arenas, Otilia; Ochoa, Susana

    2013-01-01

    AIM: To evaluate the effectiveness in reducing social stigma of an intervention and to assess the influence of gender and knowledge. METHODS: The program consisted in providing information and contact with users of mental health in order to reduce social stigma in the school environment. A total of 62 secondary school students (age 14-16 years) were evaluated with the Opinions on Mental Illness (OMI) questionnaire before and after the intervention. The subscales of the OMI were: authoritarianism, interpersonal etiology, benevolence, restrictiveness and negativism. The analysis was performed over the total sample, separating by gender and knowledge of someone with a mental disorder. t-test for repeated measures was used in the statistical analysis. RESULTS: All the OMI subscales showed a significant change after the intervention (P < 0.001), except for benevolence. Women presented significant changes in the subscales of authoritarianism and restrictiveness, while men presented changes in negativism and interpersonal etiology rather than restrictiveness (P < 0.001-0.003). Students that knew someone with a mental disorder presented significant changes in authoritarianism, interpersonal etiology, and negativism (P < 0.001-0.003) and students that do not know anyone with a mental disorder improved in restrictiveness and authoritarianism (P < 0.001-0.001). In all the subscales of the instrument the students improved their perception of mental disorders, reducing their levels of stigma. CONCLUSION: The intervention designed to reduce social stigma was effective, especially in the area of authoritarianism. The whole sample showed improved attitudes towards mental illness, although the areas were different depending on gender and knowledge. PMID:24175182

  18. Functional connectivity decreases in autism in emotion, self, and face circuits identified by Knowledge-based Enrichment Analysis.

    PubMed

    Cheng, Wei; Rolls, Edmund T; Zhang, Jie; Sheng, Wenbo; Ma, Liang; Wan, Lin; Luo, Qiang; Feng, Jianfeng

    2017-03-01

    A powerful new method is described called Knowledge based functional connectivity Enrichment Analysis (KEA) for interpreting resting state functional connectivity, using circuits that are functionally identified using search terms with the Neurosynth database. The method derives its power by focusing on neural circuits, sets of brain regions that share a common biological function, instead of trying to interpret single functional connectivity links. This provides a novel way of investigating how task- or function-related networks have resting state functional connectivity differences in different psychiatric states, provides a new way to bridge the gap between task and resting-state functional networks, and potentially helps to identify brain networks that might be treated. The method was applied to interpreting functional connectivity differences in autism. Functional connectivity decreases at the network circuit level in 394 patients with autism compared with 473 controls were found in networks involving the orbitofrontal cortex, anterior cingulate cortex, middle temporal gyrus cortex, and the precuneus, in networks that are implicated in the sense of self, face processing, and theory of mind. The decreases were correlated with symptom severity.

  19. Science Trainee Teachers' Pedagogical Content Knowledge and Its Influence on Physics Teaching.

    ERIC Educational Resources Information Center

    Halim, Lilia; Meerah, Subahan Mohd.

    2002-01-01

    Reports on a study that examined Malaysian science teachers' pedagogical content knowledge. Concludes that trainee teachers' lack pedagogical content knowledge of conceptual change strategies. (Contains 23 references.) (DDR)

  20. [Influence of cognitive-emotional processing on pain and disability. A psychobiological perspective].

    PubMed

    Kröner-Herwig, B

    2014-10-01

    In the context of the biopsychosocial pain concept and on the basis of empirical evidence those cognitive traits and mechanisms are described that have reliably been found to be potent moderators of pain and disability. Expectations of patients which result in placebo or nocebo effects as well as more complex belief patterns influence subjective pain severity as well as disability. Especially beliefs which relate to self-control, self-efficacy or its counterpart helplessness can distinctly moderate pain, lead to an increase or mitigation of pain intensity and associated disability. The impact of most of these cognitive factors, such as catastrophizing, low self-efficacy, certain pain beliefs, low acceptance or fear of pain can be integrated into the general stress coping model. It denominates situational appraisal and self-appraisal processes beside actual coping behaviors as the main psychological factors influencing severity of pain and related disability.

  1. Positive emotion impedes emotional but not cognitive conflict processing.

    PubMed

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

    2017-03-20

    Cognitive control enables successful goal-directed behavior by resolving a conflict between opposing action tendencies, while emotional control arises as a consequence of emotional conflict processing such as in irony. While negative emotion facilitates both cognitive and emotional conflict processing, it is unclear how emotional conflict processing is affected by positive emotion (e.g., humor). In 2 EEG experiments, we investigated the role of positive audiovisual target stimuli in cognitive and emotional conflict processing. Participants categorized either spoken vowels (cognitive task) or their emotional valence (emotional task) and ignored the visual stimulus dimension. Behaviorally, a positive target showed no influence on cognitive conflict processing, but impeded emotional conflict processing. In the emotional task, response time conflict costs were higher for positive than for neutral targets. In the EEG, we observed an interaction of emotion by congruence in the P200 and N200 ERP components in emotional but not in cognitive conflict processing. In the emotional conflict task, the P200 and N200 conflict effect was larger for emotional than neutral targets. Thus, our results show that emotion affects conflict processing differently as a function of conflict type and emotional valence. This suggests that there are conflict- and valence-specific mechanisms modulating executive control.

  2. Influence of electric, magnetic, and electromagnetic fields on the circadian system: current stage of knowledge.

    PubMed

    Lewczuk, Bogdan; Redlarski, Grzegorz; Zak, Arkadiusz; Ziółkowska, Natalia; Przybylska-Gornowicz, Barbara; Krawczuk, Marek

    2014-01-01

    One of the side effects of each electrical device work is the electromagnetic field generated near its workplace. All organisms, including humans, are exposed daily to the influence of different types of this field, characterized by various physical parameters. Therefore, it is important to accurately determine the effects of an electromagnetic field on the physiological and pathological processes occurring in cells, tissues, and organs. Numerous epidemiological and experimental data suggest that the extremely low frequency magnetic field generated by electrical transmission lines and electrically powered devices and the high frequencies electromagnetic radiation emitted by electronic devices have a potentially negative impact on the circadian system. On the other hand, several studies have found no influence of these fields on chronobiological parameters. According to the current state of knowledge, some previously proposed hypotheses, including one concerning the key role of melatonin secretion disruption in pathogenesis of electromagnetic field induced diseases, need to be revised. This paper reviews the data on the effect of electric, magnetic, and electromagnetic fields on melatonin and cortisol rhythms-two major markers of the circadian system as well as on sleep. It also provides the basic information about the nature, classification, parameters, and sources of these fields.

  3. Influence of Electric, Magnetic, and Electromagnetic Fields on the Circadian System: Current Stage of Knowledge

    PubMed Central

    Żak, Arkadiusz

    2014-01-01

    One of the side effects of each electrical device work is the electromagnetic field generated near its workplace. All organisms, including humans, are exposed daily to the influence of different types of this field, characterized by various physical parameters. Therefore, it is important to accurately determine the effects of an electromagnetic field on the physiological and pathological processes occurring in cells, tissues, and organs. Numerous epidemiological and experimental data suggest that the extremely low frequency magnetic field generated by electrical transmission lines and electrically powered devices and the high frequencies electromagnetic radiation emitted by electronic devices have a potentially negative impact on the circadian system. On the other hand, several studies have found no influence of these fields on chronobiological parameters. According to the current state of knowledge, some previously proposed hypotheses, including one concerning the key role of melatonin secretion disruption in pathogenesis of electromagnetic field induced diseases, need to be revised. This paper reviews the data on the effect of electric, magnetic, and electromagnetic fields on melatonin and cortisol rhythms—two major markers of the circadian system as well as on sleep. It also provides the basic information about the nature, classification, parameters, and sources of these fields. PMID:25136557

  4. Influence of the cortical midline structures on moral emotion and motivation in moral decision-making.

    PubMed

    Han, Hyemin; Chen, Jingyuan; Jeong, Changwoo; Glover, Gary H

    2016-04-01

    The present study aims to examine the relationship between the cortical midline structures (CMS), which have been regarded to be associated with selfhood, and moral decision making processes at the neural level. Traditional moral psychological studies have suggested the role of moral self as the moderator of moral cognition, so activity of moral self would present at the neural level. The present study examined the interaction between the CMS and other moral-related regions by conducting psycho-physiological interaction analysis of functional images acquired while 16 subjects were solving moral dilemmas. Furthermore, we performed Granger causality analysis to demonstrate the direction of influences between activities in the regions in moral decision-making. We first demonstrate there are significant positive interactions between two central CMS seed regions-i.e., the medial prefrontal cortex (MPFC) and posterior cingulate cortex (PCC)-and brain regions associated with moral functioning including the cerebellum, brainstem, midbrain, dorsolateral prefrontal cortex, orbitofrontal cortex and anterior insula (AI); on the other hand, the posterior insula (PI) showed significant negative interaction with the seed regions. Second, several significant Granger causality was found from CMS to insula regions particularly under the moral-personal condition. Furthermore, significant dominant influence from the AI to PI was reported. Moral psychological implications of these findings are discussed. The present study demonstrated the significant interaction and influence between the CMS and morality-related regions while subject were solving moral dilemmas. Given that, activity in the CMS is significantly involved in human moral functioning.

  5. 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.

  6. 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

  7. Integrating Cognition and Emotion: Yirat Shamayim and the Taxonomies

    ERIC Educational Resources Information Center

    Scheindlin, Laurence

    2008-01-01

    Following Bennett Solomon's suggestion of the "integrating individual"--one who possesses the skill and interest to incorporate new knowledge into a larger and unified life-picture--this article explores how recognizing the coupling of the affective and cognitive can influence Jewish education. Emotions help construct our daily perceptions and our…

  8. The Effect of Translators' Emotional Intelligence on Their Translation Quality

    ERIC Educational Resources Information Center

    Varzande, Mohsen; Jadidi, Esmaeil

    2015-01-01

    Translators differ from each other in many ways in terms of their knowledge, professional and psychological conditions that may directly influence their translation. The present study aimed at investigating the impact of translators' Emotional Intelligence on their translation quality. Following a "causal-comparative study," a sample of…

  9. Influence of amygdaloid glutamatergic receptors on sensory and emotional pain-related behavior in the neuropathic rat.

    PubMed

    Ansah, Osei B; Bourbia, Nora; Gonçalves, Leonor; Almeida, Armando; Pertovaara, Antti

    2010-05-01

    The role of amygdaloid glutamatergic receptors (GluRs) in maintenance of the sensory versus emotional component of neuropathic pain was studied by assessing monofilament-induced limb withdrawal response (sensory pain) and aversive place-conditioning behavior (emotional pain) following amygdaloid administration of various glutamatergic compounds in nerve-injured animals. The results indicate that endogenous activation of amygdaloid group I metabotropic GluRs, mGluR(1) and mGluR(5), and the NMDA-R contributes to maintenance of sensory and emotional components of neuropathic pain. The predominant effect by amygdaloid group I mGluRs was facilitation of emotional-like pain behavior.

  10. 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…

  11. The influence of the media on COPD patients’ knowledge regarding cardiopulmonary resuscitation

    PubMed Central

    Nava, Stefano; Santoro, Carmen; Grassi, Mario; Hill, Nicholas

    2008-01-01

    Background The decision whether or not to undertake cardiopulmonary resuscitation (CPR) is a major ethical challenge. Patient preferences may be influenced by multiple factors, including information given by the media. Objectives We wanted to assess whether patients’ knowledge about CPR survival and outcomes was related to presentation by the media. Methods 100 consecutive patients with COPD and chronic respiratory failure (CRF) and 100 patients at their first hospital admission for respiratory problems were enrolled. A questionnaire was administered to the patients seeking to ascertain their exposure to health information from the media, and to obtain their opinions on 1) the probability of survival after CPR, 2) the maximal length of time from collapse to CPR that allows a reasonable chance of survival, and 3) long-term outcomes of CPR survivors. Results The patients overestimated the success rate of CPR (63% of them estimated a hospital survival >40%), while the estimate of long-term outcome and timing of the procedure were more realistic. Bivariate correlations analysis showed significant correlation between the rate of correct responses and the viewing of educational television programs (p = 0.039), but not medical stories, reading of health-oriented newspapers, use of the internet, age, educational level, and the presence of CRF. Conclusions In conclusion, we have shown that both COPD and “newly admitted” patients’ estimate of survival after CPR is much higher than reported by the current literature. A correct knowledge of CPR procedures and outcomes is significantly correlated with the exposure to “educational” medical TV programs, but not medical stories, newspapers, or internet sources. PMID:18686738

  12. Approach motivation and cognitive resources combine to influence memory for positive emotional stimuli.

    PubMed

    Crowell, Adrienne; Schmeichel, Brandon J

    2016-01-01

    Inspired by the elaborated intrusion theory of desire, the current research tested the hypothesis that persons higher in trait approach motivation process positive stimuli deeply, which enhances memory for them. Ninety-four undergraduates completed a measure of trait approach motivation, viewed positive or negative image slideshows in the presence or absence of a cognitive load, and one week later completed an image memory test. Higher trait approach motivation predicted better memory for the positive slideshow, but this memory boost disappeared under cognitive load. Approach motivation did not influence memory for the negative slideshow. The current findings support the idea that individuals higher in approach motivation spontaneously devote limited resources to processing positive stimuli.

  13. Sex-Related Hemispheric Lateralization of Amygdala Function in Emotionally Influenced Memory: An fMRI Investigation

    ERIC Educational Resources Information Center

    Cahill, Larry; Uncapher, Melina; Kilpatrick, Lisa; Alkire, Mike T.; Turner, Jessica

    2004-01-01

    The amygdala appears necessary for enhanced long-term memory associated with emotionally arousing events. Recent brain imaging investigations support this view and indicate a sex-related hemispheric lateralization exists in the amygdala relationship to memory for emotional material. This study confirms and further explores this finding. Healthy…

  14. Does Gender Influence Emotions Resulting from Positive Applause Feedback in Self-Assessment Testing? Evidence from Neuroscience

    ERIC Educational Resources Information Center

    Liu, Chia-Ju; Huang, Chin-Fei; Liu, Ming-Chi; Chien, Yu-Cheng; Lai, Chia-Hung; Huang, Yueh-Min

    2015-01-01

    Computerized self-assessment testing can help learners reflect on learning content and can also promote their motivation toward learning. However, a positive affective state is the key to achieving these learning goals. This study aims to examine learning gains and emotional reactions resulting from receiving emotional feedback in the form of…

  15. Models of Individual Dietary Behavior Based on Smartphone Data: The Influence of Routine, Physical Activity, Emotion, and Food Environment

    PubMed Central

    Seto, Edmund; Hua, Jenna; Wu, Lemuel; Shia, Victor; Eom, Sue; Wang, May; Li, Yan

    2016-01-01

    Introduction Smartphone applications (apps) facilitate the collection of data on multiple aspects of behavior that are useful for characterizing baseline patterns and for monitoring progress in interventions aimed at promoting healthier lifestyles. Individual-based models can be used to examine whether behavior, such as diet, corresponds to certain typological patterns. The objectives of this paper are to demonstrate individual-based modeling methods relevant to a person’s eating behavior, and the value of such approach compared to typical regression models. Method Using a mobile app, 2 weeks of physical activity and ecological momentary assessment (EMA) data, and 6 days of diet data were collected from 12 university students recruited from a university in Kunming, a rapidly developing city in southwest China. Phone GPS data were collected for the entire 2-week period, from which exposure to various food environments along each subject’s activity space was determined. Physical activity was measured using phone accelerometry. Mobile phone EMA was used to assess self-reported emotion/feelings. The portion size of meals and food groups was determined from voice-annotated videos of meals. Individual-based regression models were used to characterize subjects as following one of 4 diet typologies: those with a routine portion sizes determined by time of day, those with portion sizes that balance physical activity (energy balance), those with portion sizes influenced by emotion, and those with portion sizes associated with food environments. Results Ample compliance with the phone-based behavioral assessment was observed for all participants. Across all individuals, 868 consumed food items were recorded, with fruits, grains and dairy foods dominating the portion sizes. On average, 218 hours of accelerometry and 35 EMA responses were recorded for each participant. For some subjects, the routine model was able to explain up to 47% of the variation in portion sizes, and

  16. Cholecystokinin and endogenous opioid peptides: interactive influence on pain, cognition, and emotion.

    PubMed

    Hebb, Andrea L O; Poulin, Jean-François; Roach, Sean P; Zacharko, Robert M; Drolet, Guy

    2005-12-01

    It is well documented that stressful life experiences contribute to the etiology of human mood disorders. Cholecystokinin (CCK) is a neuropeptide found in high concentrations throughout the central nervous system, where it is involved in numerous physiological functions. A role for CCK in the induction and persistence of anxiety and major depression appears to be conspicuous. While increased CCK has been associated with motivational loss, anxiety and panic attacks, an increase in mesocorticolimbic opioid availability has been associated with coping and mood elevation. The close neuroanatomical distribution of CCK with opioid peptides in the limbic system suggests that there may be an opioid-CCK link in the modulation and expression of anxiety or stressor-related behaviors. In effect, while CCK induces relatively protracted behavioral disturbances in both animal and human subjects following stressor applications, opioid receptor activation may change the course of psychopathology. The antagonistic interaction of CCK and opioid peptides is evident in psychological disturbances as well as stress-induced analgesia. There appears to be an intricate balance between the memory-enhancing and anxiety-provoking effects of CCK on one hand, and the amnesic and anxiolytic effects of opioid peptides on the other hand. Potential anxiogenic and mnemonic influences of site-specific mesocorticolimbic CCK and opioid peptide availability, the relative contributions of specific CCK and opioid receptors, as well as the time course underlying neuronal substrates of long-term behavioral disturbances as a result of stressor manipulations, are discussed.

  17. Finding the music of speech: Musical knowledge influences pitch processing in speech.

    PubMed

    Vanden Bosch der Nederlanden, Christina M; Hannon, Erin E; Snyder, Joel S

    2015-10-01

    Few studies comparing music and language processing have adequately controlled for low-level acoustical differences, making it unclear whether differences in music and language processing arise from domain-specific knowledge, acoustic characteristics, or both. We controlled acoustic characteristics by using the speech-to-song illusion, which often results in a perceptual transformation to song after several repetitions of an utterance. Participants performed a same-different pitch discrimination task for the initial repetition (heard as speech) and the final repetition (heard as song). Better detection was observed for pitch changes that violated rather than conformed to Western musical scale structure, but only when utterances transformed to song, indicating that music-specific pitch representations were activated and influenced perception. This shows that music-specific processes can be activated when an utterance is heard as song, suggesting that the high-level status of a stimulus as either language or music can be behaviorally dissociated from low-level acoustic factors.

  18. 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…

  19. An Investigation of Environmental Factors that Influence Knowledge Transfer in the Air Force

    DTIC Science & Technology

    2007-11-02

    Another view of knowledge sees it as either explicit or tacit. First described by Michael Polanyi (1958) in his book, Personal Knowledge, and further...1998b). “People,” Air Force Magazine, 84: 44 (May 2001). 130 Polanyi , Michael . Personal Knowledge. Chicago: University of Chicago Press...1958. Polanyi , Michael . The Tacit Dimension. New York: Doubleday & Company, 1966. Rueve, Ryan J. Knowledge Management in the Cost Analysis

  20. The Influence of Curricula Content on English Sociology Students' Transformations: The Case of Feminist Knowledge

    ERIC Educational Resources Information Center

    Abbas, Andrea; Ashwin, Paul; McLean, Monica

    2016-01-01

    Previous research identifies the importance of feminist knowledge for improving gender equity, economic prosperity and social justice for all. However, there are difficulties in embedding feminist knowledge in higher education curricula. Across England, undergraduate sociology is a key site for acquiring feminist knowledge. In a study of four…

  1. The Influence of the Knowledge Society: Trends in Adult Higher Education

    ERIC Educational Resources Information Center

    Kasworm, Carol

    2011-01-01

    Current understandings of a knowledge economy have been emerging from two defining forces: the rise in quality and intensity of knowledge as a key commodity for economic development and the increasing globalization through information technology of both knowledge exchange and economic activities. The future of adult higher education is focused on…

  2. Memory for Positive, Negative, and Neutral Events in Younger and Older Adults: Does Emotion Influence Binding in Event Memory?

    PubMed Central

    Earles, Julie L.; Kersten, Alan W.; Vernon, Laura L.; Starkings, Rachel

    2014-01-01

    When remembering an event, it is important to remember both the features of the event (e.g., a person and an action), and the connections among features (e.g., who performed which action). Emotion often enhances memory for stimulus features, but the relationship between emotion and the binding of features in memory is unclear. Younger and older adults attempted to remember events in which a person performed a negative, positive, or neutral action. Memory for the action was enhanced by emotion, but emotion did not enhance the ability of participants to remember which person performed which action. Older adults were more likely than younger adults to make binding errors in which they incorrectly remembered a familiar actor performing a familiar action that had actually been performed by someone else, and this age-related associative deficit was found for both neutral and emotional actions. Emotion increased correct recognition of old events for older and younger adults but also increased false recognition of events in which a familiar actor performed a familiar action that had been performed by someone else. Thus, although emotion may enhance memory for the features of an event, it does not increase the accuracy of remembering who performed which action. PMID:25622100

  3. Further Investigation of the Association between Anxiety Sensitivity and Posttraumatic Stress Disorder: Examining the Influence of Emotional Avoidance

    PubMed Central

    Bardeen, Joseph R.; Tull, Matthew T.; Stevens, Erin N.; Gratz, Kim L.

    2015-01-01

    Anxiety sensitivity (AS) and the tendency to avoid emotions have both been identified as vulnerability factors for the development and maintenance of posttraumatic stress disorder (PTSD). Furthermore, both cross-sectional and prospective research have provided evidence that emotional avoidance and AS interact to predict anxiety symptoms, such that AS may only be associated with anxiety-related pathology among those who exhibit a tendency to avoid their emotions. The purpose of the present study was to determine if this moderator model extends to PTSD within a sample of substance dependent patients. Specifically, this study examined if AS is associated with PTSD only among individuals with high (vs. low) levels of negative emotional avoidance. As predicted, results of a logistic regression analysis revealed a significant interaction between negative emotional avoidance and AS in predicting PTSD status. Follow-up analyses revealed a significant positive association between AS and PTSD status for participants high in negative emotional avoidance; however, AS was not associated with PTSD for those low in negative emotional avoidance. This finding remained even when relevant covariates were included in the model. Results confirm hypotheses and are consistent with the extant anxiety-risk literature. PMID:27617195

  4. The Influence of Teacher Beliefs and Knowledge on Planning for Technology Integration in Technology-Rich Classrooms

    ERIC Educational Resources Information Center

    Beeson, Melissa Walker

    2013-01-01

    The purpose of this qualitative study was to examine the decisions three teachers made to integrate technology in technology-rich elementary classrooms. An additional purpose of this study was to understand how the teachers' beliefs about technology and their knowledge of content, pedagogy, technology, and learners influenced the decisions…

  5. Influences of Source-Item Contingency and Schematic Knowledge on Source Monitoring: Tests of the Probability-Matching Account

    ERIC Educational Resources Information Center

    Bayen, Ute J.; Kuhlmann, Beatrice G.

    2011-01-01

    The authors investigated conditions under which judgments in source-monitoring tasks are influenced by prior schematic knowledge. According to a probability-matching account of source guessing (Spaniol & Bayen, 2002), when people do not remember the source of information, they match source-guessing probabilities to the perceived contingency…

  6. How Does Ongoing Task-Focused Mathematics Professional Development Influence Elementary School Teachers' Knowledge, Beliefs and Enacted Pedagogies?

    ERIC Educational Resources Information Center

    Polly, Drew; Neale, Henry; Pugalee, David K.

    2014-01-01

    This study examined how a task-focused, year-long mathematics professional development program influenced elementary school teachers' knowledge, beliefs, and practices. Participants completed 84 h of professional development over 13 months that were focused on exploring, modifying and implementing cognitively-demanding mathematical tasks.…

  7. Factors Influencing Access to Integrated Soil Fertility Management Information and Knowledge and Its Uptake among Smallholder Farmers in Zimbabwe

    ERIC Educational Resources Information Center

    Gwandu, T.; Mtambanengwe, F.; Mapfumo, P.; Mashavave, T. C.; Chikowo, R.; Nezomba, H.

    2014-01-01

    Purpose: The study evaluated how farmer acquisition, sharing and use patterns of information and knowledge interact with different socioeconomic factors to influence integrated soil fertility management (ISFM) technology uptake. Design/methodology/approach: The study was conducted as part of an evaluation of field-based farmer learning approaches…

  8. Evolution, Emotions, and Emotional Disorders

    ERIC Educational Resources Information Center

    Nesse, Randolph M.; Ellsworth, Phoebe C.

    2009-01-01

    Emotions research is now routinely grounded in evolution, but explicit evolutionary analyses of emotions remain rare. This article considers the implications of natural selection for several classic questions about emotions and emotional disorders. Emotions are special modes of operation shaped by natural selection. They adjust multiple response…

  9. Unequal Knowledge.

    ERIC Educational Resources Information Center

    Tilly, Charles

    2003-01-01

    Discusses how the persistence of knowledge inequalities influences higher education. Explores how the control of and access to knowledge affects human well being (i.e., control over production of knowledge, control over its distribution, and access to knowledge by people whose well being it will or could affect). (EV)

  10. How ecosystem services knowledge and values influence farmers' decision-making.

    PubMed

    Lamarque, Pénélope; Meyfroidt, Patrick; Nettier, Baptiste; Lavorel, Sandra

    2014-01-01

    The ecosystem services (ES) concept has emerged and spread widely recently, to enhance the importance of preserving ecosystems through global change in order to maintain their benefits for human well-being. Numerous studies consider various dimensions of the interactions between ecosystems and land use via ES, but integrated research addressing the complete feedback loop between biodiversity, ES and land use has remained mostly theoretical. Few studies consider feedbacks from ecosystems to land use systems through ES, exploring how ES are taken into account in land management decisions. To fill this gap, we carried out a role-playing game to explore how ES cognition mediates feedbacks from environmental change on farmers' behaviors in a mountain grassland system. On a close to real landscape game board, farmers were faced with changes in ES under climatic and socio-economic scenarios and prompted to plan for the future and to take land management decisions as they deemed necessary. The outcomes of role-playing game were complemented with additional agronomic and ecological data from interviews and fieldwork. The effects of changes in ES on decision were mainly direct, i.e. not affecting knowledge and values, when they constituted situations with which farmers were accustomed. For example, a reduction of forage quantity following droughts led farmers to shift from mowing to grazing. Sometimes, ES cognitions were affected by ES changes or by external factors, leading to an indirect feedback. This happened when fertilization was stopped after farmers learned that it was inefficient in a drought context. Farmers' behaviors did not always reflect their attitudes towards ES because other factors including topographic constraints, social value of farming or farmer individual and household characteristics also influenced land-management decisions. Those results demonstrated the interest to take into account the complete feedback loop between ES and land management

  11. How Ecosystem Services Knowledge and Values Influence Farmers' Decision-Making

    PubMed Central

    Lamarque, Pénélope; Meyfroidt, Patrick; Nettier, Baptiste; Lavorel, Sandra

    2014-01-01

    The ecosystem services (ES) concept has emerged and spread widely recently, to enhance the importance of preserving ecosystems through global change in order to maintain their benefits for human well-being. Numerous studies consider various dimensions of the interactions between ecosystems and land use via ES, but integrated research addressing the complete feedback loop between biodiversity, ES and land use has remained mostly theoretical. Few studies consider feedbacks from ecosystems to land use systems through ES, exploring how ES are taken into account in land management decisions. To fill this gap, we carried out a role-playing game to explore how ES cognition mediates feedbacks from environmental change on farmers' behaviors in a mountain grassland system. On a close to real landscape game board, farmers were faced with changes in ES under climatic and socio-economic scenarios and prompted to plan for the future and to take land management decisions as they deemed necessary. The outcomes of role-playing game were complemented with additional agronomic and ecological data from interviews and fieldwork. The effects of changes in ES on decision were mainly direct, i.e. not affecting knowledge and values, when they constituted situations with which farmers were accustomed. For example, a reduction of forage quantity following droughts led farmers to shift from mowing to grazing. Sometimes, ES cognitions were affected by ES changes or by external factors, leading to an indirect feedback. This happened when fertilization was stopped after farmers learned that it was inefficient in a drought context. Farmers' behaviors did not always reflect their attitudes towards ES because other factors including topographic constraints, social value of farming or farmer individual and household characteristics also influenced land-management decisions. Those results demonstrated the interest to take into account the complete feedback loop between ES and land management

  12. Empathy manipulation impacts music-induced emotions: a psychophysiological study on opera.

    PubMed

    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.

  13. Emotion dysregulation mediates the influence of relationship difficulties on non-suicidal self-injury behavior in young adults.

    PubMed

    Yurkowski, Kim; Martin, Jodi; Levesque, Christine; Bureau, Jean-François; Lafontaine, Marie-France; Cloutier, Paula

    2015-08-30

    This study examined associations between relationship difficulties with parents and peers and non-suicidal self-injury (NSSI). Particular emphasis was placed on examining mediating pathways through emotion dysregulation, as per commonly accepted theory. Participants were 1153 university students (905 females; Mage=19.35 years, S.D.=1.49); 79 of these participants had engaged in NSSI during the previous 6 months (63 females, Mage=19.35 years, S.D.=1.51). Participants completed questionnaires assessing NSSI, quality of relationships with parents and peers, and emotion dysregulation. Hierarchical logistic regressions suggest that the quality of parent-child relationships has a greater impact on the prediction of NSSI engagement than the quality of peer relationships. Results of a structural equation model showed that feelings of alienation in both parent and peer relationships had indirect effects on NSSI through deficits in emotion regulation (ER). Results suggest the importance of examining emotion dysregulation in association with NSSI, and that both parent and peer relationships are implicated in NSSI engagement through emotion regulation deficits. Important clinical implications regarding the need to acknowledge both emotion dysregulation and interpersonal difficulties when treating NSSI in young adults are discussed.

  14. The influence of emotional priming on the neural substrates of memory: a prospective fMRI study using portrait art stimuli.

    PubMed

    Baeken, Chris; De Raedt, Rudi; Van Schuerbeek, Peter; De Mey, Johan; Bossuyt, Axel; Luypaert, Robert

    2012-07-16

    Events coupled with an emotional context seem to be better retained than non-emotional events. The aim of our study was to investigate whether an emotional context could influence the neural substrates of memory associations with novel portrait art stimuli. In the current prospective fMRI study, we have investigated for one specific visual art form (modern artistic portraits with a high degree of abstraction) whether memory is influenced by priming with emotional facial pictures. In total forty healthy female volunteers in the same age range were recruited for the study. Twenty of these women participated in a prospective brain imaging memory paradigm and were asked to memorize a series of similar looking, but different portraits. After randomization, for twelve participants (Group 1), a third of the portraits was emotionally primed with approach-related pictures (smiling baby faces), a third with withdrawal-related pictures (baby faces with severe dermatological conditions), and another third with neutral images. Group 2 consisted of eight participants and they were not primed. Then, during an fMRI session 2h later, these portraits were viewed in random order intermixed with a set of new (previously unseen) ones, and the participants had to decide for each portrait whether or not they had already been seen. In a separate experiment, a different sample of twenty healthy females (Group 3) rated their mood after being exposed to the same art stimuli, without priming. The portraits did not evoke significant mood changes by themselves, supporting their initial neutral emotional character (Group 3). The correct decision on whether the portraits were Familiar of Unfamiliar led to similar neuronal activations in brain areas implicated in visual and attention processing for both groups (Groups 1 and 2). In contrast, whereas primed participants showed significant higher neuronal activities in the left midline superior frontal cortex (Brodmann area (BA) 6), unprimed

  15. Childhood Trauma and Personal Mastery: Their Influence on Emotional Reactivity to Everyday Events in a Community Sample of Middle-Aged Adults

    PubMed Central

    Infurna, Frank J.; Rivers, Crystal T.; Reich, John; Zautra, Alex J.

    2015-01-01

    Childhood trauma is associated with premature declines in health in midlife and old age. Pathways that have been implicated, but less studied include social-emotional regulation, biological programming, and habitual patterns of thought and action. In this study we focused on childhood trauma’s influence via alterations in social-emotional regulation to everyday life events, a pathway that has been linked to subsequent health effects. Data from a 30-day daily diary of community residents who participated in a study of resilience in Midlife (n = 191, Mage = 54, SD = 7.50, 54% women) was used to examine whether self-reports of childhood trauma were associated with daily well-being, as well as reported and emotional reactivity to daily negative and positive events. Childhood trauma reports were associated with reporting lower overall levels of and greater variability in daily well-being. Childhood trauma was linked to greater reports of daily negative events, but not to positive events. Focusing on emotional reactivity to daily events, residents who reported higher levels of childhood trauma showed stronger decreases in well-being when experiencing negative events and also stronger increases in well-being with positive events. For those reporting childhood trauma, higher levels of mastery were associated with stronger decreases in well-being with negative events and stronger increases in well-being with positive events, suggesting that mastery increases sensitivity to daily negative and positive events. Our results suggest that childhood trauma may lead to poorer health in midlife through disturbances in the patterns of everyday life events and responses to those events. Further, our findings indicate that mastery may have a different meaning for those who experienced childhood trauma. We discuss social-emotional regulation as one pathway linking childhood trauma to health, and psychosocial resources to consider when building resilience-promoting interventions for

  16. Childhood trauma and personal mastery: their influence on emotional reactivity to everyday events in a community sample of middle-aged adults.

    PubMed

    Infurna, Frank J; Rivers, Crystal T; Reich, John; Zautra, Alex J

    2015-01-01

    Childhood trauma is associated with premature declines in health in midlife and old age. Pathways that have been implicated, but less studied include social-emotional regulation, biological programming, and habitual patterns of thought and action. In this study we focused on childhood trauma's influence via alterations in social-emotional regulation to everyday life events, a pathway that has been linked to subsequent health effects. Data from a 30-day daily diary of community residents who participated in a study of resilience in Midlife (n = 191, Mage = 54, SD = 7.50, 54% women) was used to examine whether self-reports of childhood trauma were associated with daily well-being, as well as reported and emotional reactivity to daily negative and positive events. Childhood trauma reports were associated with reporting lower overall levels of and greater variability in daily well-being. Childhood trauma was linked to greater reports of daily negative events, but not to positive events. Focusing on emotional reactivity to daily events, residents who reported higher levels of childhood trauma showed stronger decreases in well-being when experiencing negative events and also stronger increases in well-being with positive events. For those reporting childhood trauma, higher levels of mastery were associated with stronger decreases in well-being with negative events and stronger increases in well-being with positive events, suggesting that mastery increases sensitivity to daily negative and positive events. Our results suggest that childhood trauma may lead to poorer health in midlife through disturbances in the patterns of everyday life events and responses to those events. Further, our findings indicate that mastery may have a different meaning for those who experienced childhood trauma. We discuss social-emotional regulation as one pathway linking childhood trauma to health, and psychosocial resources to consider when building resilience-promoting interventions for

  17. Deconstructing Content Knowledge: Coping Strategies and Their Underlying Influencers for Beginning Agriculture Teachers

    ERIC Educational Resources Information Center

    Rice, Amber H.; Kitchel, Tracy

    2016-01-01

    The purpose of this grounded theory qualitative study was to explore how beginning agriculture teachers break down content knowledge for student understanding. The overarching theme that emerged during data collection and analysis was beginning teachers' self-perceived content knowledge deficiency in various subjects within agriculture. This…

  18. Social Work Knowledge of Facts on Aging: Influence of Field and Classroom Education

    ERIC Educational Resources Information Center

    Birkenmaier, Julie; Rowan, Noell L.; Damron-Rodriguez, JoAnn; Lawrance, Frances P.; Volland, Patricia J.

    2009-01-01

    Palmore's Facts on Aging Quiz (FAQ) was used to measure aging knowledge outcomes of 323 practicum students engaged in aging-focused practica at pre- and posttest across 11 universities. Significant improvement in knowledge scores (p = 0.0001) was found for graduates of the enhanced field education programs. Taking aging course work was a…

  19. Geographic Affiliation and Sense of Place: Influences on Incoming Online Students' Geological and Meteorological Content Knowledge

    ERIC Educational Resources Information Center

    Sumrall, Jeanne Lambert; Clary, Renee; Watson, Joshua C.

    2015-01-01

    Knowing an individual's geographic affiliation may be useful in evaluating a student's previous knowledge. To test this hypothesis, students in an online master's program were given presurveys to evaluate their previous knowledge in meteorology and geology, as well as geological and meteorological sense-of-place surveys.

  20. Knowledge, Perceptions, and Motivations for Contraception: Influence on Teens' Contraceptive Consistency

    ERIC Educational Resources Information Center

    Ryan, Suzanne; Franzetta, Kerry; Manlove, Jennifer

    2007-01-01

    Using data from the National Longitudinal Study of Adolescent Health, the authors examine the association between contraceptive use patterns in teens' first sexual relationships and their knowledge of, perceptions of, and motivations for contraception and pregnancy prevention. Results from logistic regression analyses show that knowledge,…

  1. The Influence of Gender on Beginning Teachers' Perceptions of Their Technological Pedagogical Content Knowledge (TPACK)

    ERIC Educational Resources Information Center

    Jordan, Kathy

    2013-01-01

    TPACK is emerging as an influential framework for conceptualising teacher knowledge in regards to integrating ICT and is generating considerable international research interest. To date, the question of whether gender plays a role in how teachers self-assess their TPACK knowledge has not figured greatly in this research. This paper seeks to…

  2. The Influence of a Psychology and Law Class on Legal Attitudes and Knowledge Structures

    ERIC Educational Resources Information Center

    Laub, Cindy E.; Maeder, Evelyn M.; Bornstein, Brian H.

    2010-01-01

    Students in an undergraduate psychology and law course and an introductory psychology course completed a variety of measures, at both the beginning and end of the semester, to assess their knowledge of and attitudes toward psycholegal topics. The psychology and law course improved students' knowledge of psychological topics concerning the legal…

  3. Preschoolers' Theory-of-Mind Knowledge Influences Whom They Trust about Others' Theories of Mind

    ERIC Educational Resources Information Center

    Van Reet, Jennifer; Green, Kathryn F.; Sobel, David M.

    2015-01-01

    Two experiments examined whether particular aspects of social-cognitive knowledge predicted how preschoolers would treat informants who displayed a more or less developed understanding of that knowledge. In Experiment 1, children's own success on false-belief measures correlated with the extent to which they endorsed information generated by a…

  4. Mixed Emotions and Coping: The Benefits of Secondary Emotions

    PubMed Central

    Braniecka, Anna; Trzebińska, Ewa; Dowgiert, Aneta; Wytykowska, Agata

    2014-01-01

    The existing empirical literature suggests that during difficult situations, the concurrent experience of positive and negative affects may be ideal for ensuring successful adaptation and well-being. However, different patterns of mixed emotions may have different adaptive consequences. The present research tested the proposition that experiencing a pattern of secondary mixed emotion (i.e., secondary emotion that embrace both positive and negative affects) more greatly promotes adaptive coping than experiencing two other patterns of mixed emotional experiences: simultaneous (i.e., two emotions of opposing affects taking place at the same time) and sequential (i.e., two emotions of opposing affects switching back and forth). Support for this hypothesis was obtained from two experiments (Studies 1 and 2) and a longitudinal survey (Study 3). The results revealed that secondary mixed emotions predominate over sequential and simultaneous mixed emotional experiences in promoting adaptive coping through fostering the motivational and informative functions of emotions; this is done by providing solution-oriented actions rather than avoidance, faster decisions regarding coping strategies (Study 1), easier access to self-knowledge, and better narrative organization (Study 2). Furthermore, individuals characterized as being prone to feeling secondary mixed emotions were more resilient to stress caused by transitions than those who were characterized as being prone to feeling opposing emotions separately (Study 3). Taken together, the preliminary results indicate that the pattern of secondary mixed emotion provides individuals with a higher capacity to handle adversity than the other two patterns of mixed emotional experience. PMID:25084461

  5. Mixed emotions and coping: the benefits of secondary emotions.

    PubMed

    Braniecka, Anna; Trzebińska, Ewa; Dowgiert, Aneta; Wytykowska, Agata

    2014-01-01

    The existing empirical literature suggests that during difficult situations, the concurrent experience of positive and negative affects may be ideal for ensuring successful adaptation and well-being. However, different patterns of mixed emotions may have different adaptive consequences. The present research tested the proposition that experiencing a pattern of secondary mixed emotion (i.e., secondary emotion that embrace both positive and negative affects) more greatly promotes adaptive coping than experiencing two other patterns of mixed emotional experiences: simultaneous (i.e., two emotions of opposing affects taking place at the same time) and sequential (i.e., two emotions of opposing affects switching back and forth). Support for this hypothesis was obtained from two experiments (Studies 1 and 2) and a longitudinal survey (Study 3). The results revealed that secondary mixed emotions predominate over sequential and simultaneous mixed emotional experiences in promoting adaptive coping through fostering the motivational and informative functions of emotions; this is done by providing solution-oriented actions rather than avoidance, faster decisions regarding coping strategies (Study 1), easier access to self-knowledge, and better narrative organization (Study 2). Furthermore, individuals characterized as being prone to feeling secondary mixed emotions were more resilient to stress caused by transitions than those who were characterized as being prone to feeling opposing emotions separately (Study 3). Taken together, the preliminary results indicate that the pattern of secondary mixed emotion provides individuals with a higher capacity to handle adversity than the other two patterns of mixed emotional experience.

  6. Baseball fans don't like lumpy batters: Influence of domain knowledge on the access of subordinate meanings.

    PubMed

    Wiley, Jennifer; George, Tim; Rayner, Keith

    2016-11-08

    Two experiments investigated the effects of domain knowledge on the resolution of ambiguous words with dominant meanings related to baseball. When placed in a sentence context that strongly biased toward the non-baseball meaning (positive evidence), or excluded the baseball meaning (negative evidence), baseball experts had more difficulty than non-experts resolving the ambiguity. Sentence contexts containing positive evidence supported earlier resolution than did the negative evidence condition for both experts and non-experts. These experiments extend prior findings, and can be seen as support for the reordered access model of lexical access, where both prior knowledge and discourse context influence the availability of word meanings.

  7. Direct-to-consumer ads can influence behavior. Advertising increases consumer knowledge and prescription drug requests.

    PubMed

    Peyrot, M; Alperstein, N M; Van Doren, D; Poli, L G

    1998-01-01

    This study examines the impact of direct-to-consumer (DTC) pharmaceutical advertising on prescription drug knowledge and the requesting behavior of consumers. The authors developed and tested a conceptual model of prescription drug knowledge and requests. Consumers' belief that drug advertising can educate them was associated with a greater amount of drug knowledge, and the belief they would upset physicians by asking for specific drugs was associated with less knowledge. The belief that drug advertising reduces prices was associated with greater probability of drug requests, and the belief that physicians should be the sole source of drug information was associated with lesser probability of request. Preference for generic drugs was associated with a lesser likelihood of requesting a specific drug. Media exposure and drug advertising awareness were associated with higher drug knowledge and a greater probability of drug requesting.

  8. The consumption of flavored milk among a children population. The influence of beliefs and the association of brands with emotions.

    PubMed

    De Pelsmaeker, Sara; Schouteten, Joachim; Gellynck, Xavier

    2013-12-01

    Although milk and dairy products are seen as an important part of a child's diet, their consumption is declining. The aim of this study is to investigate the consumption of milk and flavored milk among a sample of 513 Belgian children aged between 8 and 13 years. In addition, the association between flavored milk brands and emotions is examined. Children prefer and consume more flavored than plain milk. They indicate that consumption is a self-made choice and that parents mainly ensure the availability of these products. Children prefer flavored milk to plain milk, although it is perceived to be less healthy. No correlation could be found between brand awareness and the consumption of flavored milk. Brands of flavored milk evoke divergent emotions and can be classified into different groups based upon their association with a type of emotion (i.e. positive/negative). This study demonstrates that taste is an important factor in flavored milk consumption by children and shows a strong relationship between brands and emotions. Consequently, the taste needs to be appealing for children, but it is equally important that children associate the brand with positive emotions, as this will lead to a higher preference. Milk producers who target children can use the insights gained from this study in the development of new products.

  9. The Influence of Parental Emotional Neglect on Assault Victims Seeking Treatment for Depressed Mood and Alcohol Misuse: A Pilot Study.

    PubMed

    Bailey, Kylie A; Baker, Amanda L; McElduff, Patrick; Kavanagh, David J

    2016-10-09

    This study explores the relationship between reported parental emotional neglect when a child, assault type experienced, posttraumatic stress symptoms (PTSS), depression, and alcohol consumption in treatment seekers for comorbid depressive symptoms and alcohol misuse. Participants (n = 220) with concurrent depression and alcohol misuse were recruited from the DAISI (Depression and Alcohol Integrated and Single-focussed Interventions) project. Assault type and PTSS were retrospectively assessed by the Posttraumatic Stress Diagnostic Scale. The Measure of Parenting Style is a self-report measure that retrospectively assessed emotional neglect experienced as a child. An exploratory factor analysis using the tetrachoric correlation matrix (applying principal factor extraction with a varimax rotation) identified the two assault factors of sexual assault (SA) and physical assault (PA). A path analysis revealed that Maternal Emotional Neglect increased the impact of PTSS and depression. Paternal Emotional Neglect increased the impact of PA on PTSS and alcohol dependence symptoms. There appears to be differential effects of assault type and Maternal/Paternal emotional neglect on depression and alcohol misuse, suggesting that parenting roles serve distinct protective functions.

  10. The Influence of Parental Emotional Neglect on Assault Victims Seeking Treatment for Depressed Mood and Alcohol Misuse: A Pilot Study

    PubMed Central

    Bailey, Kylie A.; Baker, Amanda L.; McElduff, Patrick; Kavanagh, David J.

    2016-01-01

    This study explores the relationship between reported parental emotional neglect when a child, assault type experienced, posttraumatic stress symptoms (PTSS), depression, and alcohol consumption in treatment seekers for comorbid depressive symptoms and alcohol misuse. Participants (n = 220) with concurrent depression and alcohol misuse were recruited from the DAISI (Depression and Alcohol Integrated and Single-focussed Interventions) project. Assault type and PTSS were retrospectively assessed by the Posttraumatic Stress Diagnostic Scale. The Measure of Parenting Style is a self-report measure that retrospectively assessed emotional neglect experienced as a child. An exploratory factor analysis using the tetrachoric correlation matrix (applying principal factor extraction with a varimax rotation) identified the two assault factors of sexual assault (SA) and physical assault (PA). A path analysis revealed that Maternal Emotional Neglect increased the impact of PTSS and depression. Paternal Emotional Neglect increased the impact of PA on PTSS and alcohol dependence symptoms. There appears to be differential effects of assault type and Maternal/Paternal emotional neglect on depression and alcohol misuse, suggesting that parenting roles serve distinct protective functions. PMID:27735838

  11. "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…

  12. Relations among Teachers' Emotion Socialization Beliefs and Practices and Preschoolers' Emotional Competence

    ERIC Educational Resources Information Center

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

    2013-01-01

    Research Findings: Utilizing a 3-part model of emotion socialization that included 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. Multilevel analyses…

  13. 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),…

  14. 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…

  15. Knowledge about Cervical Cancer and Pap Smear and the Factors Influencing the Pap test Screening among Women

    PubMed Central

    Ashtarian, Hossein; Mirzabeigi, Elaheh; Mahmoodi, Elham; Khezeli, Mehdi

    2017-01-01

    ABSTRACT Background: Although the Pap smear is known as one of the effective methods to detect the cervical cancer, a large group of women are reluctant to do the test because of various reasons. Therefore, we carried out this study to determine the level of knowledge about cervical cancer and Pap smear and the factors influencing the Pap test screening among women. Methods: In this cross-sectional study, 355 women referred to the health centers of Gilan-e gharb city were randomly recruited in 2015. The participants asked to complete a self-administered questionnaire including five parts (questions about: demographic factors, knowledge about cervical cancer and Pap smear, Pap smear performance, barriers and facilitators related to Pap smear and the sources of information). Data were analyzed through SPSS version 19, using descriptive statistics, Independent T-test, and logistic regression. Results: The mean age of the participants was 34.08±7.81 years. Almost 50.4% of the subjects had a history of Pap smear test. Pap test performance was significantly higher in those who had higher knowledge (P<0.001). Knowledge about cervical cancer, Pap smear and age was the most important predictors of the Pap test performance (P<0.001). The most important barrier and facilitator to Pap smear test were inadequate knowledge and the recommendations received from family, friends and healthcare professionals (44.3% and 40.2%, respectively). Conclusion: Knowledge about Pap smear and cervical cancer was important in predicting Pap test doing. In addition, inadequate knowledge was introduced as the most important barrier to screening test from the perspective of women. Therefore, we suggest that health education and health promotion studies as interdisciplinary and targeted interventions should be implemented to improve the women’s knowledge.

  16. 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)

  17. The Influence of School Health Education Programmes on the Knowledge and Behaviour of School Children towards Nutrition and Health

    NASA Astrophysics Data System (ADS)

    Keirle, Kathleen; Thomas, Malcolm

    2000-02-01

    A comparative investigation was conducted involving two school situations; one identified as being health promoting and having a comprehensive policy and a defined programme of health education, and the other not health promoting, having no policy and an unstructured programme of health education. A total of 367 students from two secondary and four primary schools participated in the study. The factors used to categorise schools are highlighted. A self-completion questionnaire was employed to assess students' knowledge and behaviour with regard to nutrition and health. Students' dietary intake was monitored by employing a frequency of consumption tick sheet. The results revealed that students from the more health promoting secondary school (School 1(H)) were more knowledgeable of what constitutes a healthy diet and the benefits and risks to health. The implications of these results are considered within the context of the many factors that could influence students' knowledge and behaviour.

  18. The Incidental Influence of Memories of Past Eating Occasions on Consumers’ Emotional Responses to Food and Food-Related Behaviors

    PubMed Central

    Piqueras-Fiszman, Betina; Jaeger, Sara R.

    2016-01-01

    Our memories of past eating experiences are influential in shaping food preferences and consumption behavior, and the emotions that people associate to these memories are linked to their attitudes toward foods and their everyday food-related behaviors. This work studies the impact that food-related memories have on peoples’ emotional state and how this state is projected in a subsequent evaluation of images pertaining to food and food-related behaviors. Focus is placed on guilt and shame emotions. Through an online survey, three memories were investigated (a positive meal, a routine evening meal, and an overeating occasion) among UK consumers (N = 710). Participants primed with the overeating memory evaluated images related to junk food as conveying more feelings of guilt and shame than did participants primed with the memory of a positive meal. Moreover, this effect was moderated by participants’ dietary restraint status. Participants classified as having a high dietary restraint had stronger associations with the emotions guilt and shame than participants classified as low in dietary restraint. In contrast, a memory of a positive meal did not lead to positive valuations of any of the food-related images shown. Overall, the findings from the present study illustrate the partial impact that personal food memories have on consumers’ emotional response toward food-related issues, which in turn has the potential to affect future behavior. This study therefore contributes to the literature about cognitive effects on food attitudes and behavior. Furthermore, the results suggest that the empirical approach may be tapping into possibly unconscious emotions toward foods and food-related behavior. PMID:27445911

  19. Influence of nutritional education on hemodialysis patients' knowledge and quality of life.

    PubMed

    Ebrahimi, Hossein; Sadeghi, Mahdi; Amanpour, Farzaneh; Dadgari, Ali

    2016-03-01

    To determine the effects of educational instructions on hemodialysis patients' knowledge and quality of life (QOL), we studied 99 patients randomly assigned to control and experimental groups after participation in a pretest exam. The two groups were not significantly different in terms of demographic composition. The instrument used in this study was a questionnaire regarding patients' knowledge and the standard questionnaire to assess QOL for end-stage renal disease (ESRD) patients. Then, intervention (nutritional education) was conducted in the experimental group lasting for 12 weeks. After 16 weeks, a post test regarding subjects' knowledge on dietary instructions and their QOL were as conducted. There was no significant difference in QOL score and knowledge score before and after intervention in the control group, but there was a significant difference in the experimental group. In addition, after the intervention, the difference in knowledge and QOL score persisted between the two groups. The results of this study supported the positive effects of educational program on patients' knowledge and QOL among ESRD patients. It is recommended that dietary instruction be included in all educational programs to improve ESRD patients' QOL.

  20. Does knowledge about bloodborne pathogens influence the reuse of medical injection syringes among women in Pakistan?

    PubMed

    Janjua, Naveed Z; Mahmood, Bushra; Imran Khan, M

    2014-01-01

    Injections with re-used syringes have been identified as a major risk factor for hepatitis B virus (HBV) and hepatitis C virus (HCV) infections in Pakistan. We analyzed data from the 2006-2007 Pakistan Demographic Health Survey (PDHS) to describe the distribution of injections administered with newly opened syringes and assessed the association of knowledge about bloodborne pathogens with syringe reuse in Pakistan. In the PDHS, women aged 12-49 years were enrolled through a multistage stratified cluster-sampling strategy across Pakistan. Approximately 10,000 women were interviewed to collect information regarding receiving injections, the use of syringes taken out of new unopened packages for their last injections, and knowledge regarding the transmission of Human Immunodeficiency Virus (HIV), HBV and HCV through the re-use of syringes and transfusion of unscreened blood. Of the 5126/10,023 women who provided information concerning their last injection, 4342 (86%) received this injection with a new syringe taken out of an unopened package. The proportion of injections received with a new syringe increased with the education level, wealth, HIV knowledge and knowledge about HCV/HBV transmission through the re-use of syringes. In the multivariable model, respondents in the 4th (adjusted odds ratio (AOR): 2.1, 95%CI: 1.4-3.0) and 5th (AOR: 2.4, 95%CI: 1.6-3.5) wealth quintiles, with some education (AOR: 1.4, 95%CI: 1.1-1.9), those in the 4th quartile of the HIV knowledge score (AOR: 1.5, 95%CI: 1.1-2.0), and those with the knowledge that a new syringe protects against HCV/HBV and HIV (AOR: 2.3, 95%CI: 1.5-3.5) were more likely to receive injections with a newly opened syringe. The patients' knowledge regarding the transmission of bloodborne pathogens is an important factor in receiving injections with a new syringe.

  1. Teacher preference, peer rejection, and student aggression: a prospective study of transactional influence and independent contributions to emotional adjustment and grades.

    PubMed

    Mercer, Sterett H; DeRosier, Melissa E

    2008-12-01

    This study assessed the importance of teacher preference of individual students, relative to peer rejection and student aggression, as an independent predictor of children's emotional adjustment and grades. First, a longitudinal, cross-lagged path analysis was conducted to determine the patterns of influence among teacher preference, peer rejection, and student aggression. Then, parallel growth analyses were examined to test whether lower initial and declining teacher preference, beyond the influence of initial level and change in peer rejection and student aggression, predicted change in loneliness, depression, social anxiety, and grades. Social adjustment, emotional adjustment, and academic adjustment were assessed in the fall and spring of two consecutive school years with 1193 third-grade students via peer-, teacher-, and self-report instruments as well as school records. In the cross-lagged path analysis, reciprocal influence over time between teacher preference and peer rejection was found, and student aggression predicted lower teacher preference and higher peer rejection. In the growth analyses, initial and declining teacher preference were independent predictors of increasing loneliness and declining grades. Discussion focuses on the relevance of the results within a transactional model of school adaptation.

  2. Teacher Preference, Peer Rejection, and Student Aggression: A Prospective Study of Transactional Influence and Independent Contributions to Emotional Adjustment and Grades

    PubMed Central

    Mercer, Sterett H.

    2008-01-01

    This study assessed the importance of teacher preference of individual students, relative to peer rejection and student aggression, as an independent predictor of children's emotional adjustment and grades. First, a longitudinal, cross-lagged path analysis was conducted to determine the patterns of influence among teacher preference, peer rejection, and student aggression. Then, parallel growth analyses were examined to test whether lower initial and declining teacher preference, beyond the influence of initial-level and change in peer rejection and student aggression, predicted change in loneliness, depression, social anxiety, and grades. Social adjustment, emotional adjustment, and academic adjustment were assessed in the fall and spring of two consecutive school years with 1,193 third-grade students via peer-, teacher-, and self-report instruments as well as school records. In the cross-lagged path analysis, reciprocal influence over time between teacher preference and peer rejection was found, and student aggression predicted lower teacher preference and higher peer rejection. In the growth analyses, initial and declining teacher preference were independent predictors of increasing loneliness and declining grades. Discussion focuses on the relevance of the results within a transactional model of school adaptation. PMID:19083378

  3. Emotion Regulation in Parenthood

    PubMed Central

    Rutherford, Helena J.V.; Wallace, Norah S.; Laurent, Heidemarie K.; Mayes, Linda C.

    2015-01-01

    Emotion regulation, defined as the capacity to influence one’s experience and expression of emotion, is a complex skill now recognized to evolve throughout the lifetime. Here we examine the role of emotion regulation in parenthood, and propose that regulatory function during this period is distinct from the emotion regulation skills acquired and implemented during other periods of life. In this review, we consider the unique demands of caring for a child and recognize that parents have to maintain a regulated state as well as facilitate regulation in their child, especially early in development. We examine neurobiological, hormonal and behavioral shifts during the transition to parenthood that may facilitate parental regulation in response to infant cues. Furthermore, we consider how parents shape emotion regulation in their child, and the clinical implications of regulatory functioning within the parent-child relationship. PMID:26085709

  4. Long life to emotions: emotional response categorisation across the lifespan.

    PubMed

    Castelli, Luigi; Lanza, Francesca

    2011-12-01

    People perceive and organise their social world on the basis of their previous semantic knowledge as well as on the basis of their emotional responses. We tested the hypothesis that emotional response categorisation, namely the tendency to group stimuli on the basis of the emotion they evoke, increases across the lifespan. Young and older adults were asked to categorise target words and either conceptual or emotional response similarity could be used to perform the task. Results showed that older adults were more likely than younger adults to rely on emotional equivalence to categorise stimuli. In addition, current affective state was significantly related to emotional response categorisation. These findings are discussed in relation to recent models that propose a prominent role for emotions in the social life of older adults.

  5. Emotional valence and semantic relatedness differentially influence false recognition in mild cognitive impairment, Alzheimer's disease, and healthy elderly.

    PubMed

    Brueckner, Katja; Moritz, Steffen

    2009-03-01

    This study examined whether patients with mild cognitive impairment (MCI) who are at higher risk for later Alzheimer disease (AD) display deficits comparable to patients with diagnosed dementia. We assessed 27 patients with MCI, 36 patients with AD, and 20 healthy older adults with an emotional variant of the Deese-Roediger-McDermott-paradigm. Participants studied four lists that were semantically related to a nonpresented critical theme word. These theme words were either depression-related (i.e., loneliness) or delusion-related (betrayal) or had a positive (holidays) or neutral (window) valence. Despite a normal overall emotional memory and a normal corrected overall false recognition, patients with MCI, as predicted, produced as many false memories as patients with AD. On closer examination, both patient groups showed enhanced false memories to unrelated stimuli and a significant bias to falsely remember stimuli with a positive valence. We conclude that although patients with MCI are not distinguishable from healthy older adults in terms of their overall emotional recognition, positively valenced memories and more specifically false positive memories may represent the signature of a breakdown of emotional memory along the continuum between normal aging and AD.

  6. The Influence of Emotional Intelligence (EI) on Coping and Mental Health in Adolescence: Divergent Roles for Trait and Ability EI

    ERIC Educational Resources Information Center

    Davis, Sarah K.; Humphrey, Neil

    2012-01-01

    Theoretically, trait and ability emotional intelligence (EI) should mobilise coping processes to promote adaptation, plausibly operating as personal resources determining choice and/or implementation of coping style. However, there is a dearth of research deconstructing if/how EI impacts mental health via multiple coping strategies in adolescence.…

  7. On the social influence of emotions in groups: interpersonal effects of anger and happiness on conformity versus deviance.

    PubMed

    Heerdink, Marc W; van Kleef, Gerben A; Homan, Astrid C; Fischer, Agneta H

    2013-08-01

    How do emotional expressions of group members shape conformity versus deviance in groups? We hypothesized that angry and happy responses to a group member's deviating opinion are interpreted as signals of imminent rejection versus acceptance. In 5 studies, the majority's expressions of anger led the deviant individual to feel rejected, whereas expressions of happiness made the deviant feel accepted. Because conformity can be seen as strategic behavior aimed at gaining (re)acceptance, the effects of emotional expressions on conformity should be moderated by social-contextual factors that determine the motivation to be accepted by the group and by the extent to which conformity is a means to this end. Accordingly, in Study 2, the availability of alternative groups determined whether a deviant conformed to the current group or abandoned the group after an angry reaction. In Study 3, anger and happiness were only associated with conformity pressure in situations that were perceived as cooperative (rather than competitive). Employing an interactive group task in Study 4, we showed that individuals who received an angry reaction contributed less in a cooperative group task than did those who received a neutral or happy reaction. Finally, in Study 5, peripheral group members conformed more after an angry reaction than after a happy reaction, but prototypical group members did not. Moreover, conformity was still manifest 3 weeks after the experiment, and this effect was mediated by feelings of rejection. We discuss implications of these findings for theorizing about social functions of emotions and the role of emotions in groups.

  8. The Influence of Provocateurs' Emotion Displays on the Social Information Processing of Children Varying in Social Adjustment and Age

    ERIC Educational Resources Information Center

    Lemerise, E.A.; Gregory, D.S.; Fredstrom, B.K.

    2005-01-01

    This study examined the effect of provocateurs' emotion displays on first through fourth graders' social information processing (SIP). Rating and nomination sociometric techniques were used to identify rejected-aggressive, rejected-nonaggressive, average-nonaggressive, and popular-nonaggressive groups. Children viewed videotaped ambiguous…

  9. Family Emotional Climate and Sibling Relationship Quality: Influences on Behavioral Problems and Adaptation in Preschool-Aged Children

    ERIC Educational Resources Information Center

    Modry-Mandell, Kerri L.; Gamble, Wendy C.; Taylor, Angela R.

    2007-01-01

    We examined the impact of family emotional climate and sibling relationship quality on behavioral problems and adaptation in preschool-aged children. Participants were 63 mothers with a preschool-aged child enrolled in a Southern Arizona Head Start Program. Siblings were identified as children closest in age to target child. Mothers of…

  10. The Influence of Teacher Emotion on Grading Practices: A Preliminary Look at the Evaluation of Student Writing

    ERIC Educational Resources Information Center

    Brackett, Marc A.; Floman, James L.; Ashton-James, Claire; Cherkasskiy, Lillia; Salovey, Peter

    2013-01-01

    The evaluation of student work is a central aspect of the teaching profession that can affect students in significant ways. Although teachers use multiple criteria for assessing student work, it is not yet known if emotions are a factor in their grading decisions as has been found in other instances of professional evaluations. Reason to believe…

  11. Following Your Heart or Your Head: Focusing on Emotions versus Information Differentially Influences the Decisions of Younger and Older Adults

    ERIC Educational Resources Information Center

    Mikels, Joseph A.; Lockenhoff, Corinna E.; Maglio, Sam J.; Carstensen, Laura L.; Goldstein, Mary K.; Garber, Alan

    2010-01-01

    Research on aging has indicated that whereas deliberative cognitive processes decline with age, emotional processes are relatively spared. To examine the implications of these divergent trajectories in the context of health care choices, we investigated whether instructional manipulations emphasizing a focus on feelings or details would have…

  12. Factors Influencing Health Knowledge and Behaviors among the Elderly in Rural China

    PubMed Central

    He, Zhifei; Cheng, Zhaohui; Shao, Tian; Liu, Chunyan; Shao, Piaopiao; Bishwajit, Ghose; Feng, Da; Feng, Zhanchun

    2016-01-01

    Objectives: Health knowledge and behaviors are the key elements that ensure high quality of health for the elderly. This study explored and determined the conditions and factors of health knowledge and behaviors that affect the elderly in rural China. Methods: A cross-sectional research approach and random stratified sampling method were used in 12 towns and 48 villages in the Chongqing Municipality, Henan, and Zhejiang Provinces in China from June to September 2013. The collected data included: (1) socio-demographic characteristics of 1593 elderly people; (2) accuracy rate on health knowledge of the elderly, which was analyzed and compared among the three sample areas by using Chi-square test; and (3) mean scores on the health behaviors of the elderly, which were analyzed and compared by using analysis of variance (ANOVA). The multiple-linear regression method was used to analyze the factors affecting the health knowledge and behaviors of the elderly. Results: Significant differences were observed among the nine items in the health knowledge questionnaire (p = 0.000 < 0.001). The average accuracy rate of the nine items was 57.43%. Significant differences were observed among the eleven items on the health behaviors of the elderly in the sample rural areas (p = 0.000 < 0.001). Age, economic level, degree of education, distance from home to medical institutions and disposable personal income (DPI) can affect the scores of the health knowledge and behaviors of the elderly (p = 0.000 < 0.001). Conclusions: Lack of health knowledge and poor health behaviors are common among the elderly in the sample areas of rural China. This deficiency poses a serious threat on the promotion of health conditions and the improvement of the level of health quality among the elderly. Different types of access to sources of health knowledge should be used to increase health knowledge scores of the elderly. Various potential intervening measures should also be adopted to improve their

  13. Systemic lupus erythematosus patient guide: influence on knowledge of the disease.

    PubMed Central

    Konttinen, Y T; Santavirta, N; Honkanen, V; Sandelin, S; Schauman, L; Grönblad, M

    1991-01-01

    The knowledge of patients with systemic lupus erythematosus about their disease before and after reading a patient guide was tested. The scores for incorrect answers decreased from 28 to 24% after reading the guide, showing that it increased the patients' knowledge of the disease. The patients with an academic background had the best scores before reading the guide, but they did not improve their scores as much as patients with lower educational qualifications. The differences between the groups studied were not significant in a one way analysis of variance. Forty seven questions about the psychology and coping mechanisms of the patients were factorized. These factors, together with data on the duration and severity of SLE and the age of the patient, were used in multiple linear regression analysis, but had no significant predictive value for an improvement in knowledge. The scores in psychological tests were the same before and after reading the guide. It is concluded that the patient guide for SLE increases knowledge of the disease, but does not affect the psychological response of the patient. The improvement in knowledge cannot be predicted on the basis of various psychological and clinical factors or the social background of the patient. PMID:1768155

  14. It's the nature of the beast: The influence of knowledge and intentions on learning and teaching nature of science

    NASA Astrophysics Data System (ADS)

    Schwartz, Reneé S.; Lederman, Norman G.

    2002-03-01

    This study examined the knowledge, intentions, and instructional practices of two beginning secondary science teachers as they learned the subject matter of nature of science (NOS) and attempted to teach NOS during their student teaching experience and during their first year of full-time teaching. This is a case study comparison of two success stories. However, the reasons for and levels of success are as varied as the factors that influence teaching practice. Details of the participants' progression, along with descriptions of the challenges they faced in the learning and teaching of NOS offer insight into the complexity of the fulfillment of one's instructional intentions. The results of the study suggest that depth of NOS understanding, subject-matter knowledge, and the perceived relationship between NOS and science subject matter affected the participants' learning and teaching of NOS. The views of NOS as an inherent part of all science content or as the nature of the beast facilitated the inclusion of NOS within traditional science content lessons. The participant with the more extensive science background, who also held well-developed NOS views, was better able to address NOS throughout his teaching. His subject-matter knowledge enabled him to use a variety of examples to enhance NOS instruction. The other participant's more limited subject-matter knowledge and compartmentalized view of NOS seemed to inhibit her incorporation of relevant NOS topics within a traditional science content. The importance of subject-matter knowledge, NOS knowledge, and NOS instruction intentions to the development of pedagogical content knowledge for NOS and the actualization of intentions in the classroom are discussed.

  15. Influence of transcranial direct current stimulation of the dorsolateral prefrontal cortex on pain related emotions: a study using electroencephalographic power spectrum analysis.

    PubMed

    Maeoka, Hiroshi; Matsuo, Atsushi; Hiyamizu, Makoto; Morioka, Shu; Ando, Hiroshi

    2012-03-14

    Pain is a multidimensional experience with sensory-discriminative, cognitive-evaluative and affective-motivational components. Emotional factors such as unpleasantness or anxiety are known to have influence on pain in humans. The aim of this single-blinded, cross over study was to evaluate the effects of transcranial direct current stimulation (tDCS) on emotional aspects of pain in pain alleviation. Fifteen subjects (5 females, 10 males) volunteered to participate in this study. In an oddball paradigm, three categories of 20 pictures (unpleasant, neutral, and pleasant) served as rare target pictures from the International Affective Picture System (IAPS). The power of the delta (1-4 Hz), theta (4-8 Hz), alpha (8-12 Hz), beta (12-25 Hz), and gamma (30-40 Hz) frequency bands in the three categories were measured using electroencephalography during an oddball paradigm at pre- and post-anodal or sham tDCS above the left dorsolateral prefrontal cortex (DLPFC). Results showed that the beta band power was significantly increased, and the alpha band power was significantly decreased during unpleasant pictures after anodal tDCS compared with sham tDCS. Furthermore, regarding unpleasant pictures, subjective reports of Self Assessment Manikin (SAM) for emotional valence after anodal tDCS showed a significant decrease of unpleasantness. Therefore, emotional aspects of pain may be effectively alleviated by tDCS of the left DLPFC as was shown not only by subjective evaluation, but also by objective observation of cerebral neural activity. This processing may be mediated by facilitation of the descending pain inhibitory system through enhancing neural activity of the left DLPFC.

  16. Scientific reasoning during adolescence: The influence of instruction in science knowledge and reasoning strategies

    NASA Astrophysics Data System (ADS)

    Linn, M. C.; Clement, C.; Pulos, S.; Sullivan, P.

    The mechanism linking instruction in scientific topics and instruction in logical reasoning strategies is not well understood. This study assesses the role of science topic instruction combined with logical reasoning strategy instruction in teaching adolescent students about blood pressure problems. Logical reasoning instruction for this study emphasizes the controlling-variables strategy. Science topic instruction emphasizes variables affecting blood pressure. Subjects receiving logical reasoning instruction link their knowledge of blood pressure variables to their knowledge of controlling variables more effectively than those receiving science topic instruction alone - their specific responses show how they attempt to integrate their understanding.Received: 15 April 1988

  17. One Complicated Extended Family: The Influence of Alphabetic Knowledge and Vocabulary on Phonemic Awareness

    ERIC Educational Resources Information Center

    Ouellette, Gene P.; Haley, Allyson

    2013-01-01

    This research evaluated possible sources of individual differences in early explicit, smaller segment phonological awareness. In particular, the unique contributions of oral vocabulary and alphabetic knowledge to phonemic awareness acquisition were examined across the first year of school. A total of 57 participants were tested in kindergarten…

  18. Knowledge of Arthropod Carnivory and Herbivory: Factors Influencing Preservice Elementary Teacher's Attitudes and Beliefs toward Arthropods

    ERIC Educational Resources Information Center

    Wagler, Ron; Wagler, Amy

    2013-01-01

    Human negativity toward arthropods has been well documented but the factors that contribute to this negativity have been elusive. This study explored knowledge of arthropod carnivory and herbivory as possible casual factors that contribute to the negative tendencies preservice elementary teachers have toward most arthropods. Specifically, this…

  19. The Influence of Anomalies on Knowledge Construction and Scientific Reasoning during Inquiry.

    ERIC Educational Resources Information Center

    Echevarria, Marissa

    The knowledge construction and scientific reasoning of two classes of seventh grade students (22 to 24 students in each class) were examined during a 3-week inquiry unit in genetics, in which anomalies were used as a catalyst for conceptual change. During the unit, students used genetics simulation software to mate fruit flies that varied on a…

  20. Unraveling the Influence of Domain Knowledge during Simulation-Based Inquiry Learning

    ERIC Educational Resources Information Center

    Lazonder, Ard W.; Wilhelm, Pascal; van Lieburg, Emiel

    2009-01-01

    This study investigated whether the mere knowledge of the meaning of variables can facilitate inquiry learning processes and outcomes. Fifty-seven college freshmen were randomly allocated to one of three inquiry tasks. The concrete task had familiar variables from which hypotheses about their underlying relations could be inferred. The…

  1. Does Strategy Knowledge Influence Working Memory in Children with Mathematical Disabilities?

    ERIC Educational Resources Information Center

    Keeler, Marsha L.; Swanson, H. Lee

    2001-01-01

    A study investigated the relationship between working memory (WM), declarative strategy knowledge, and math achievement in 111 children with and without mathematical disabilities (MD). Results found verbal and visual-spatial WM, stable verbal strategy choices, and expert strategy choices related to visual-spatial processing all contributed…

  2. The Influence of Teachers' Knowledge on Student Learning in Middle School Physical Science Classrooms

    ERIC Educational Resources Information Center

    Sadler, Philip M.; Sonnert, Gerhard; Coyle, Harold P.; Cook-Smith, Nancy; Miller, Jaimie L.

    2013-01-01

    This study examines the relationship between teacher knowledge and student learning for 9,556 students of 181 middle school physical science teachers. Assessment instruments based on the National Science Education Standards with 20 items in common were administered several times during the school year to both students and their teachers. For items…

  3. Untapped Cultural Support: The Influence of Culturally Bound Prior Knowledge on Comprehension Performance

    ERIC Educational Resources Information Center

    Garth-McCullough, Ruanda

    2008-01-01

    By analyzing the prior knowledge of African American students, this study explored the relationship between cultural orientation of literature and reading comprehension to determine its effect on low, mid, and high level readers. Over one hundred 8th grade students from four different public schools read short stories from three different cultural…

  4. The Influence of Organizational Culture on Affinity for Knowledge Management Practices of Registered Nurses

    ERIC Educational Resources Information Center

    Allen, Gregory

    2013-01-01

    This study addressed the problems of hospitals' duplicated effort and ad hoc knowledge management (KM) practices. The purpose of this quantitative study was to examine the focus and type of organizational culture in order to describe and predict the relationship between organizational culture and the affinity for KM of nurses working in health…

  5. The Influence of University Courses and Field Experiences on Chinese Elementary Candidates' Mathematical Knowledge for Teaching

    ERIC Educational Resources Information Center

    Youngs, Peter; Qian, Hong

    2013-01-01

    In this article, we draw on survey data to investigate associations between Chinese elementary teaching candidates’ mathematical knowledge for teaching (MKT) and their experiences in mathematics courses, mathematics methods courses, and student teaching. In our study, we found that (a) Chinese teaching candidates' completion of courses in number…

  6. The Influence of Tobacco Countermarketing Ads on College Students' Knowledge, Attitudes, and Beliefs

    ERIC Educational Resources Information Center

    Murphy-Hoefer, Rebecca; Hyland, Andrew; Rivard, Cheryl

    2010-01-01

    Objective: To determine which antitobacco messages were perceived effective in changing college students' knowledge, attitudes, and beliefs about tobacco use. Participants: College students (n = 1,020) were surveyed before and after viewing 4 30-second antitobacco advertisements in 1 of 3 theme categories--social norms, health consequences, or…

  7. The Influence of Social Media on Adult Learners' Knowledge Construction and Democratic Participation

    ERIC Educational Resources Information Center

    Feldman, Eric M.

    2015-01-01

    This paper provides a resource on the impact of social media on adult learners' construction of knowledge, particularly as it pertains to adult education's role in fostering a robust democratic society. There has been an increase in the literature in recent years that explores the various aspects of social media use, such as the incivility of…

  8. The Influence of Domain Knowledge on the Functional Capacity of Working Memory

    ERIC Educational Resources Information Center

    Ricks, Travis Rex; Wiley, Jennifer

    2009-01-01

    Theories of expertise have proposed that superior cognitive performance is in part due to increases in the functional capacity of working memory during domain-related tasks. Consistent with this approach Fincher-Kiefer et al. (1988), found that domain knowledge increased scores on baseball-related reading span tasks. The present studies extended…

  9. Influence of Domain Knowledge on Monitoring Performance across the Life Span

    ERIC Educational Resources Information Center

    Löffler, Elisabeth; von der Linden, Nicole; Schneider, Wolfgang

    2016-01-01

    Two studies were conducted to investigate effects of domain knowledge on metacognitive monitoring across the life span in materials of different complexity. Participants from 4 age groups (3rd-grade children, adolescents, younger and older adults) were compared using an expert-novice paradigm. In Study 1, soccer experts' and novices'…

  10. Influence of Education on Oro-dental Knowledge among School Hygiene Instructors

    PubMed Central

    Irani, Soussan; Meschi, Marjane; Goodarzi, Azizollah

    2009-01-01

    Background and aims Recent progresses in preventive dentistry and their correct application in many developed coun-tries have remarkably decreased the rate of oro-dental diseases in children and teenagers, while the rate of oro-dental diseases is on the rise among the children in developing countries. The aim of this study was to evaluate the impact of educating school health care instructors by measuring their level of oral health knowledge and their opinions about the impact of oral health and preventive dentistry. Materials and methods This was a cross-sectional descriptive-analytical study. Questionnaires were administered before and after an educational lecture to school health care instructors in Hamadan, Iran. Data were analyzed using paired t-test. Results In this study, 31 school health care instructors took part. The percentage of instructors in poor knowledge level was 22.6% before the educational lecture (education), which decreased to 0 percent after the education (P < 0.05). The percentage of instructors with good knowledge level was 3.2%, which increased to 80.6% after the education (P < 0.05). Conclusion Close cooperation between universities and the Ministry of Health and Medical Education will lead to im-provements in the level of knowledge and awareness of school health care instructors. PMID:23230483

  11. Teachers' Reflections on Their Subject Matter Knowledge Structures and Their Influence on Classroom Practice

    ERIC Educational Resources Information Center

    Bartos, Stephen A.; Lederman, Norman G.; Lederman, Judith S.

    2014-01-01

    Research has indicated that experts' subject matter knowledge structures (SMKSs) differ from those of novices in that they contain more cross-linking, interconnections, and overarching thematic elements, characteristics that are in accordance with those espoused in current reform documents. Unfortunately, teachers' SMKSs are not…

  12. Factors That Influence the Job Market Decision: The Role of Faculty as a Knowledge Broker

    ERIC Educational Resources Information Center

    Weeks, William A.; Rutherford, Brian; Boles, James; Loe, Terry

    2014-01-01

    This study examines the perceptions of students, recruiters, and faculty regarding the importance of various workplace attributes to students who are entering the job market. Furthermore, this study discusses the important role that faculty can play as a knowledge broker with both students and recruiters. Looking at students' Top 10…

  13. Influence of Constructivist Professional Development on Chemistry Content Knowledge and Scientific Model Development

    ERIC Educational Resources Information Center

    Khourey-Bowers, Claudia; Fenk, Christopher

    2009-01-01

    The purpose of this study was to explore the relationship between teachers' (N = 69) participation in constructivist chemistry professional development (PD) and enhancement of content (CK) and pedagogical content knowledge (PCK) (representational thinking and conceptual change strategies) and self-efficacy (PSTE). Quantitative measures assessed…

  14. The Quality of Pre-Service Science Teachers' Argumentation: Influence of Content Knowledge

    ERIC Educational Resources Information Center

    Cetin, Pinar Seda; Dogan, Nihal; Kutluca, Ali Yigit

    2014-01-01

    Research exploring the possible link between quality of argumentation and content knowledge is not straightforward. Some studies suggest a positive relationship (e.g. Dawson & Schibeci in "J Biol Educ" 38(1):7-12, 2003) while others do not (e.g. Zohar & Nemet in "J Res Sci Teach" 39:35-62, 2002). This study examined the…

  15. The Influence of Experiential Instruction on Urban Elementary Students' Knowledge of the Food and Fiber System.

    ERIC Educational Resources Information Center

    Mabie, Rachel; Baker, Matt

    1996-01-01

    Inner-city fifth and sixth graders were divided as follows: 56 conducted 10-week garden projects; 57 did short, in-class projects; and 31 controls were taught by traditional methods. Both treatment groups improved pretest knowledge of food and fiber by 70-80%, compared to 11% increase among controls. (SK)

  16. The Collective Knowledge of Social Tags: Direct and Indirect Influences on Navigation, Learning, and Information Processing

    ERIC Educational Resources Information Center

    Cress, Ulrike; Held, Christoph; Kimmerle, Joachim

    2013-01-01

    Tag clouds generated in social tagging systems can capture the collective knowledge of communities. Using as a basis spreading activation theories, information foraging theory, and the co-evolution model of cognitive and social systems, we present here a model for an "extended information scent," which proposes that both collective and individual…

  17. Knowledge, attitudes, and beliefs that can influence infant feeding practices in American Indian mothers.

    PubMed

    Eckhardt, Cara L; Lutz, Tam; Karanja, Njeri; Jobe, Jared B; Maupomé, Gerardo; Ritenbaugh, Cheryl

    2014-10-01

    The promotion of healthy infant feeding is increasingly recognized as an important obesity-prevention strategy. This is relevant for American Indian populations that exhibit high levels of obesity and low compliance with infant feeding guidelines. The literature examining the knowledge, attitudes, and beliefs surrounding infant feeding within the American Indian population is sparse and focuses primarily on breastfeeding, with limited information on the introduction of solid foods and related practices that can be important in an obesity-prevention context. This research presents descriptive findings from a baseline knowledge, attitudes, and beliefs questionnaire on infant feeding and related behaviors administered to mothers (n=438) from five Northwest American Indian tribes that participated in the Prevention of Toddler Overweight and Teeth Health Study (PTOTS). Enrollment occurred during pregnancy or up to 6 months postpartum. The knowledge, attitudes, and beliefs questionnaire focused on themes of breastfeeding/formula feeding and introducing solid foods, with supplemental questions on physical activity. Knowledge questions were multiple choice or true/false. Attitudes and beliefs were assessed on Likert scales. Descriptive statistics included frequencies and percents and means and standard deviations. Most women knew basic breastfeeding recommendations and facts, but fewer recognized the broader health benefits of breastfeeding (eg, reducing diabetes risk) or knew when to introduce solid foods. Women believed breastfeeding to be healthy and perceived their social networks to agree. Attitudes and beliefs about formula feeding and social support were more ambivalent. This work suggests opportunities to increase the perceived value of breastfeeding to include broader health benefits, increase knowledge about solid foods, and strengthen social support.

  18. The influence of prior knowledge, a science methods course, and student teaching on preservice teachers' developing philosophy and practice of teaching science in elementary school

    NASA Astrophysics Data System (ADS)

    Toolin, Regina Elizabeth

    This study was designed to examine preservice teachers' knowledge, experiences, and beliefs about science, teaching, learning and the social conditions of schools in the context of a science methods course and student teaching in 1994. Interviews and reflective journals served as the primary data sources for this study. The interviews were developed to elicit and examine the influence of prior knowledge and experiences of the preservice teachers as students learning science and to determine the influence of the methods course, practicum, and student teaching on the preservice teachers' knowledge, experiences, and beliefs about science, teaching science and the social conditions of schools. The journals were designed to elicit and examine the influence of prior knowledge and experiences of science and science teaching and to determine the influence of the methods course curriculum on the knowledge, experiences, and beliefs of the preservice teachers. Methods class observation notes and student assignments also served as valuable data for determining the influence of the methods class. Case studies were developed of Anna and Beth, two preservice teachers in the methods class, to illustrate the impact of these influences. Analysis of the data resulted in descriptive case studies where the major themes of the study were presented from Anna's and Beth's perspectives. These themes were categorized under the major topics of: (1) The Influence of Prior Knowledge and Experiences; (2) The Influence of the Elementary Education Program; (3) The Influence of Student Teaching. Specific factors that appeared to have the most significant influence on Anna's and Beth's knowledge, experiences, and beliefs were identified, discussed, and interpreted for each major topic. Finally, case studies were compared and inferences were drawn to highlight the factors that significantly influenced Anna's and Beth's developing knowledge, experiences, and beliefs about teaching science in

  19. Utilizing STEM experiential learning to influence attitudes, skills, and knowledge in urban high school

    NASA Astrophysics Data System (ADS)

    Considine, Shannon L.

    This qualitative research study focused on the influence of experiential learning on urban students' performance in science classes. It also explored how experiential learning influenced the development of urban students' independent innovation skills and ability to explore topics in greater depth as required by STEM education. The experiential learning method that was investigated in this study was an Explore College program, which was a program created by a college in the same city as the urban high school that the student participants attended. This program was created with the intent to boost college readiness and aspirations among high-achieving, low-income students in urban schools. The student participants were asked eleven open-ended questions regarding their experience in the Explore College program; they were asked to reflect on the influence that participating that program had on their academic performance in science and on their perspective of science education. The teacher participants were asked ten open-ended questions regarding their opinion of whether student participation in this program influenced their performance in the classroom and in the development of their independent innovation skills. This study detailed the influence that experiential learning had on student academic performance and perspective of science education. Utilizing this type of education will improve student achievement, attitudes towards education and academic success. The completion of the study proved that experiential learning does in fact influence student performance in science, can influence students' perspective of science, and does indeed influence the development of independent innovation skills which are crucial in STEM education.

  20. The influence of music-elicited emotions and relative pitch on absolute pitch memory for familiar melodies.

    PubMed

    Jakubowski, Kelly; Müllensiefen, Daniel

    2013-01-01

    Levitin's findings that nonmusicians could produce from memory the absolute pitches of self-selected pop songs have been widely cited in the music psychology literature. These findings suggest that latent absolute pitch (AP) memory may be a more widespread trait within the population than traditional AP labelling ability. However, it has been left unclear what factors may facilitate absolute pitch retention for familiar pieces of music. The aim of the present paper was to investigate factors that may contribute to latent AP memory using Levitin's sung production paradigm for AP memory and comparing results to the outcomes of a pitch labelling task, a relative pitch memory test, measures of music-induced emotions, and various measures of participants' musical backgrounds. Our results suggest that relative pitch memory and the quality and degree of music-elicited emotions impact on latent AP memory.

  1. Emotional Disturbance

    MedlinePlus

    ... Resources of More Information References Back to top Definition We’ve chosen to use the term “emotional ... to top Characteristics As is evident in IDEA’s definition, emotional disturbances can affect an individual in areas ...

  2. The influence of the dorsolateral prefrontal cortex on attentional behavior and decision making. A t-DCS study on emotionally vs. functionally designed objects.

    PubMed

    Colombo, Barbara; Balzarotti, Stefania; Mazzucchelli, Nicla

    2016-04-01

    Prior research has shown that right dorsolateral prefrontal cortex may be crucial in cognitive control of affective impulses during decision making. The present study examines whether modulation of r-DLPFC with transcranial direct current stimulation influences attentional behavior and decision-making in a purchase task requiring participants to choose either emotional/attractive or functional/useful objects. 30 participants were shown sixteen pairs of emotionally or functionally designed products while their eye-movements were recorded. Participants were asked to judge aesthetics and usefulness of each object, and to decide which object of each pair they would buy. Results revealed that participants decided to buy the functionally designed objects more often regardless of condition; however, participants receiving anodal stimulation were faster in decision making. Although stimulation of r-DLPFC did not affect the actual purchasing choice and had little effect on visual exploration during decision making, it influenced perceived usefulness and attractiveness, with temporary inhibition of r-DLPFC leading to evaluate functional objects as less attractive. Finally, anodal stimulation led to judge the objects as more useful. The implications of these results are discussed.

  3. Influence of using challenging tasks in biology classrooms on students' cognitive knowledge structure: an empirical video study

    NASA Astrophysics Data System (ADS)

    Nawani, Jigna; Rixius, Julia; Neuhaus, Birgit J.

    2016-08-01

    Empirical analysis of secondary biology classrooms revealed that, on average, 68% of teaching time in Germany revolved around processing tasks. Quality of instruction can thus be assessed by analyzing the quality of tasks used in classroom discourse. This quasi-experimental study analyzed how teachers used tasks in 38 videotaped biology lessons pertaining to the topic 'blood and circulatory system'. Two fundamental characteristics used to analyze tasks include: (1) required cognitive level of processing (e.g. low level information processing: repetiition, summary, define, classify and high level information processing: interpret-analyze data, formulate hypothesis, etc.) and (2) complexity of task content (e.g. if tasks require use of factual, linking or concept level content). Additionally, students' cognitive knowledge structure about the topic 'blood and circulatory system' was measured using student-drawn concept maps (N = 970 students). Finally, linear multilevel models were created with high-level cognitive processing tasks and higher content complexity tasks as class-level predictors and students' prior knowledge, students' interest in biology, and students' interest in biology activities as control covariates. Results showed a positive influence of high-level cognitive processing tasks (β = 0.07; p < .01) on students' cognitive knowledge structure. However, there was no observed effect of higher content complexity tasks on students' cognitive knowledge structure. Presented findings encourage the use of high-level cognitive processing tasks in biology instruction.

  4. Beyond Reason: Emotion

    NASA Astrophysics Data System (ADS)

    Suárez Araujo, Carmen Paz; Barahona da Fonseca, Isabel; Barahona da Fonseca, José; Simões da Fonseca, J.

    2004-08-01

    A theoretical approach that aims to the identification of information processing that may be responsible for emotional dimensions of subjective experience is studied as an initial step in the construction of a neural net model of affective dimensions of psychological experiences. In this paper it is suggested that a way of orientated recombination of attributes can be present not only in the perceptive processing but also in cognitive ones. We will present an analysis of the most important emotion theories, we show their neural organization and we propose the neural computation approach as an appropriate framework for generating knowledge about the neural base of emotional experience. Finally, in this study we present a scheme corresponding to framework to design a computational neural multi-system for Emotion (CONEMSE).

  5. Human abilities: emotional intelligence.

    PubMed

    Mayer, John D; Roberts, Richard D; Barsade, Sigal G

    2008-01-01

    Emotional intelligence (EI) involves the ability to carry out accurate reasoning about emotions and the ability to use emotions and emotional knowledge to enhance thought. We discuss the origins of the EI concept, define EI, and describe the scope of the field today. We review three approaches taken to date from both a theoretical and methodological perspective. We find that Specific-Ability and Integrative-Model approaches adequately conceptualize and measure EI. Pivotal in this review are those studies that address the relation between EI measures and meaningful criteria including social outcomes, performance, and psychological and physical well-being. The Discussion section is followed by a list of summary points and recommended issues for future research.

  6. When green is positive and red is negative: Aging and the influence of color on emotional memories.

    PubMed

    Mammarella, Nicola; Di Domenico, Alberto; Palumbo, Rocco; Fairfield, Beth

    2016-12-01

    Numerous studies have reported age-related differences in memory for emotional information. One explanation places emphasis on an emotion processing preference in older adults that reflects their socioemotional self-relevant goals. Here, we evaluate the degree to which this preference in memory may be modulated by color. In 2 experiments, younger and older adults were asked to study a series of affective words (Experiment 1) or affective pictures (Experiment 2) and then presented with an immediate yes/no memory recognition task. In particular, words and pictures were colored according to the following valence-color associations: positive-green, negative-red, and neutral-blue. Each study condition included both congruent (e.g., positive-green) and incongruent associations (e.g., positive-red). For both experiments, participants showed an advantage for congruent associations compared with other types of valence-color pairings that emphasized a robust joint effect of color and affective valence in memory. More specifically, older adults' memory was sensitive to positive-green stimuli only. We discussed results in line with mechanisms underlying positivity effects in memory and the effect of color on emotional memory encoding. (PsycINFO Database Record

  7. Influencing public policies: Two (very good) reasons to look toward scientific knowledge in public policy.

    PubMed

    Gagnon, François; Bellefleur, Olivier

    2014-07-11

    The healthy public policy movement rests on the belief that a range of public policies should be at least partly informed by evidence demonstrating the positive effects of these policies on population health, health inequalities and their determinants. In order to address certain difficulties that the movement faces, knowledge produced in various scientific disciplines regarding public policies may provide some valuable guidance. In this short commentary, we examine how knowledge from the scientific disciplines investigating public policies makes it possible to address two difficulties in the development of healthy public policies: 1) adequately anticipating the effects of public policies, and 2) assessing the political viability of the policies being promoted. Since urban traffic policies are of interest to most of the other contributors to this supplement, we use examples from this field to illustrate some of our points.

  8. Learning to spell from reading: general knowledge about spelling patterns influences memory for specific words.

    PubMed

    Pacton, Sébastien; Borchardt, Gaëlle; Treiman, Rebecca; Lété, Bernard; Fayol, Michel

    2014-05-01

    Adults often learn to spell words during the course of reading for meaning, without intending to do so. We used an incidental learning task in order to study this process. Spellings that contained double n, r and t which are common doublets in French, were learned more readily by French university students than spellings that contained less common but still legal doublets. When recalling or recognizing the latter, the students sometimes made transposition errors, doubling a consonant that often doubles in French rather than the consonant that was originally doubled (e.g., tiddunar recalled as tidunnar). The results, found in three experiments using different nonwords and different types of instructions, show that people use general knowledge about the graphotactic patterns of their writing system together with word-specific knowledge to reconstruct spellings that they learn from reading. These processes contribute to failures and successes in memory for spellings, as in other domains.

  9. The Quality of Pre-service Science Teachers' Argumentation: Influence of Content Knowledge

    NASA Astrophysics Data System (ADS)

    Cetin, Pinar Seda; Dogan, Nihal; Kutluca, Ali Yigit

    2014-04-01

    Research exploring the possible link between quality of argumentation and content knowledge is not straightforward. Some studies suggest a positive relationship (e.g. Dawson & Schibeci in J Biol Educ 38(1):7-12, 2003) while others do not (e.g. Zohar & Nemet in J Res Sci Teach 39:35-62, 2002). This study examined the possible relationship between pre-service science teachers' (PSTs) lines of argument regarding genetic cloning issues and their knowledge of the related content. In the research, pre-service teachers were divided into groups according to the results of a conceptual understanding test on genetic cloning, and were categorized as high, middle and low achievers. After introducing three socio-scientific scenarios (relating to genetic cloning) with the intention of prompting lines of argumentation, the PSTs then participated in semi-structured interviews with the research team. It was revealed that there is not a significant relationship between the quality of socio-scientific argumentation among PSTs and their knowledge of content in the domain of cloning. Explanations for these results are discussed in light of the related literature and with reference to the interviews.

  10. The influence of advertising on compulsive buying – The role of persuasion knowledge

    PubMed Central

    Mikołajczak-Degrauwe, Kalina; Brengman, Malaika

    2014-01-01

    Background and aims: The growing concern over compulsive buying (CB) among consumers has led to vast amount of research examining the antecedents of this maladaptive behaviour. The focus of previous research was, however, mainly on examining the internal, psychological factors contributing to CB. The current research, on the other hand, sheds light on one of the external triggers which can possibly stimulate CB, namely advertising. Methods: An online survey has been conducted to identify the attitudes and scepticism towards advertising as well as ad avoidance and persuasion knowledge among a sample of 582 Belgian consumers. Furthermore, all participants were screened with regard to compulsive buying tendencies. Results: This research provides evidence that positive attitudes towards advertising can lead to CB. An important factor in this relation is persuasion knowledge. Conclusions: The study results lead to the conclusion that people higher in persuasion knowledge dispose less positive attitudes towards advertising which can subsequently prevent them from engaging in CB. Moreover high scores on scepticism towards advertising and ad avoidance among Belgian consumers in our sample point to a need for advertisers to modify their practices in order to gain more trust from consumers. This study also shows that advertising in particular attracts and seems to affect an already disadvantaged group of people – namely compulsive buyers. PMID:25215215

  11. Teachers' Influence on Goal Orientation: Exploring the Relationship between Eighth Graders' Goal Orientation, Their Emotional Development, Their Perceptions of Learning, and Their Teachers' Instructional Strategies.

    ERIC Educational Resources Information Center

    Nichols, William Dee; Jones, Jeanneine P.; Hancock, Dawson R.

    2003-01-01

    Explores how students' perceived learning relates to emotions, motivation, and goal orientation. Finds that students significantly reported more negative emotions than positive emotions, thus indicating that the emotions of the learner were more negative, the motivation was more extrinsic and the goal orientation of the learners could be…

  12. Weather and emotional state

    NASA Astrophysics Data System (ADS)

    Spasova, Z.

    2010-09-01

    Introduction Given the proven effects of weather on the human organism, an attempt to examine its effects on a psychic and emotional level has been made. Emotions affect the bio-tonus, working ability and concentration, hence their significance in various domains of economic life, such as health care, education, transportation, tourism, etc. Data and methods The research has been made in Sofia City within a period of 8 months, using 5 psychological methods (Eysenck Personality Questionnaire (EPQ), State-Trait Anxiety Inventory (STAI), Test for Self-assessment of the emotional state (developed by Wessman and Ricks), Test for evaluation of moods and Test "Self-confidence - Activity - Mood" (developed by the specialists from the Military Academy in Saint Petersburg). The Fiodorov-Chubukov's complex-climatic method was used to characterize meteorological conditions because of the purpose to include in the analysis a maximal number of meteorological elements. 16 weather types are defined in dependence of the meteorological elements values according to this method. Abrupt weather changes from one day to another, defined by the same method, were considered as well. Results and discussions The results obtained by t-test show that the different categories of weather lead to changes in the emotional status, which indicates a character either positive or negative for the organism. The abrupt weather changes, according to expectations, have negative effect on human emotions but only when a transition to the cloudy weather or weather type, classified as "unfavourable" has been realized. The relationship between weather and human emotions is rather complicated since it depends on individual characteristics of people. One of these individual psychological characteristics, marked by the dimension "neuroticism", has a strong effect on emotional reactions in different weather conditions. Emotionally stable individuals are more "protected" to the weather influence on their emotions

  13. Emotion regulation, attention to emotion, and the ventral attentional network

    PubMed Central

    Viviani, Roberto

    2013-01-01

    Accounts of the effect of emotional information on behavioral response and current models of emotion regulation are based on two opposed but interacting processes: automatic bottom-up processes (triggered by emotionally arousing stimuli) and top-down control processes (mapped to prefrontal cortical areas). Data on the existence of a third attentional network operating without recourse to limited-capacity processes but influencing response raise the issue of how it is integrated in emotion regulation. We summarize here data from attention to emotion, voluntary emotion regulation, and on the origin of biases against negative content suggesting that the ventral network is modulated by exposure to emotional stimuli when the task does not constrain the handling of emotional content. In the parietal lobes, preferential activation of ventral areas associated with “bottom-up” attention by ventral network theorists is strongest in studies of cognitive reappraisal. In conditions when no explicit instruction is given to change one's response to emotional stimuli, control of emotionally arousing stimuli is observed without concomitant activation of the dorsal attentional network, replaced by a shift of activation toward ventral areas. In contrast, in studies where emotional stimuli are placed in the role of distracter, the observed deactivation of these ventral semantic association areas is consistent with the existence of proactive control on the role emotional representations are allowed to take in generating response. It is here argued that attentional orienting mechanisms located in the ventral network constitute an intermediate kind of process, with features only partially in common with effortful and automatic processes, which plays an important role in handling emotion by conveying the influence of semantic networks, with which the ventral network is co-localized. Current neuroimaging work in emotion regulation has neglected this system by focusing on a bottom

  14. Cross-National Study on Factors That Influence Parents' Knowledge about Their Children's Alcohol Use

    ERIC Educational Resources Information Center

    Fernandez-Hermida, Jose-Ramon; Calafat, Amador; Becoña, Elisardo; Secades-Villa, Roberto; Juan, Montse; Sumnall, Harry

    2013-01-01

    Previous research has shown that parents underestimate their children's substance use. The aim of the present work was to analyze parental estimation of their children's use of alcohol in five countries from northern, central, and southern Europe, and to explore the variables that influenced this perceptual bias. The sample comprised 1,181…

  15. Influences of Vowel and Tone Variation on Emergent Word Knowledge: A Cross-Linguistic Investigation

    ERIC Educational Resources Information Center

    Singh, Leher; Hui, Tam Jun; Chan, Calista; Golinkoff, Roberta Michnick

    2014-01-01

    To learn words, infants must be sensitive to native phonological contrast. While lexical tone predominates as a source of phonemic contrast in human languages, there has been little investigation of the influences of lexical tone on word learning. The present study investigates infants' sensitivity to tone mispronunciations in two groups of…

  16. Relating Local to Global Spatial Knowledge: Heuristic Influence of Local Features on Direction Estimates

    ERIC Educational Resources Information Center

    Phillips, Daniel W.; Montello, Daniel R.

    2015-01-01

    Previous research has examined heuristics--simplified decision-making rules-of-thumb--for geospatial reasoning. This study examined at two locations the influence of beliefs about local coastline orientation on estimated directions to local and distant places; estimates were made immediately or after fifteen seconds. This study goes beyond…

  17. Explaining Student Achievement: The Influence of Teachers' Pedagogical Content Knowledge in Statistics

    ERIC Educational Resources Information Center

    Callingham, Rosemary; Carmichael, Colin; Watson, Jane M.

    2016-01-01

    Statistics is an increasingly important component of the mathematics curriculum. "StatSmart" was a project intended to influence middle-years students' learning outcomes in statistics through the provision of appropriate professional learning opportunities and technology to teachers. Participating students in grade 5/6 to grade 9…

  18. Influence of children's oral health promotion on parents' behaviours, attitudes and knowledge.

    PubMed

    Tolvanen, Mimmi; Anttonen, Vuokko; Mattila, Marja-Leena; Hausen, Hannu; Lahti, Satu

    2016-07-01

    Objective The aim was to compare the changes in parents' oral health-related behaviour, knowledge and attitudes in 2001-2003 and 2003-2005, during a 3.4-year-intervention in Pori and in the reference area Rauma, Finland. Materials and methods The study population consisted of parents of children who participated in the oral health promotion programme in Pori (all 5th and 6th graders who started the 2001-2002 school year in the town of Pori, n = 1691) and the parents of same-aged children in a reference town (n = 807). In 2001-2003, the promotion was targeted only to the children in Pori. In 2003-2005, the promotion was targeted also to parents, for example via local mass media. The statistical significances of the differences in parents' self-reported behaviour, knowledge and attitudes, and changes in these, were evaluated using Mann-Whitney U-tests and confidence intervals. Results In 2001-2003, the trend in changing behaviours was in favour of parents in Pori. Mothers in Pori also improved their knowledge and the attitude 'importance of brushing for health and appearance'. In 2003-2005, the trend in changing behaviours was rather similar in both towns, which may be due to diffusion of the oral health intervention to Rauma via the media. Conclusions The results suggest that health promotion targeted to children, which in previous studies has been shown to be successful in improving children's behaviours, also helped their parents in mending their habits.

  19. Knowledge, Attitudes and Beliefs That May Influence Infant Feeding Practices in American Indian Mothers

    PubMed Central

    Eckhardt, Cara L.; Lutz, Tam; Karanja, Njeri; Jobe, Jared B.; Maupomé, Gerardo; Ritenbaugh, Cheryl

    2014-01-01

    The promotion of healthy infant feeding is increasingly recognized as an important obesity prevention strategy. This is relevant for American Indian (AI) populations, who exhibit high levels of obesity and low compliance with infant feeding guidelines. The literature examining the knowledge, attitudes and beliefs (KAB) surrounding infant feeding within the AI population is sparse and focuses primarily on breastfeeding, with limited information on the introduction of solid foods and related practices that may be important in an obesity prevention context. This research presents descriptive findings from a baseline KAB questionnaire on infant feeding and related behaviors, administered to mothers (n=438) from five Northwest AI tribes that participated in the Prevention of Toddler Overweight and Teeth Health Study (PTOTS). Enrollment occurred during pregnancy or up to 6 months postpartum. The KAB questionnaire focused on themes of Breastfeeding/Formula Feeding and Introducing Solid Foods, with supplemental questions on Physical Activity. Knowledge questions were multiple-choice or true/false. Attitudes and beliefs were assessed on Likert scales. Descriptive statistics included frequencies and percents, and means and standard deviations. Most women knew basic breastfeeding recommendations and facts, but fewer recognized the broader health benefits of breastfeeding (e.g., reducing diabetes risk), or knew when to introduce solid foods. Women believed breastfeeding to be healthy and perceived their social networks to agree. Attitudes and beliefs about formula feeding and social support were more ambivalent. This work suggests opportunities to increase the perceived value of breastfeeding to include broader health benefits, increase knowledge about solid foods, and strengthen social support. PMID:24951434

  20. Factors influencing medication knowledge and beliefs on warfarin adherence among patients with atrial fibrillation in China

    PubMed Central

    Zhao, Shujuan; Zhao, Hongwei; Wang, Xianpei; Gao, Chuanyu; Qin, Yuhua; Cai, Haixia; Chen, Boya; Cao, Jingjing

    2017-01-01

    Objectives Warfarin is often used for ischemic stroke prevention in patients with atrial fibrillation (AF), but the factors affecting patient adherence to warfarin therapy have not been fully understood. Methods A cross-sectional survey was conducted in AF patients undergoing warfarin therapy at least 6 months prior to the study. The clinical data collected using questionnaires by phone interviews included the following: 1) self-reported adherence measured by the Morisky Medication Adherence Scale-8©; 2) beliefs about medicines surveyed by Beliefs about Medicines Questionnaire (BMQ); and 3) drug knowledge as measured by the Warfarin Related Knowledge Test (WRKT). Demographic and clinical factors associated with warfarin adherence were identified using a logistic regression model. Results Two hundred eighty-eight patients completed the survey and 93 (32.3%) of them were classified as nonadherent (Morisky Medication Adherence Scale-8 score <6). Major factors predicting warfarin adherence included age, cardiovascular disorders, WRKT, and BMQ; WRKT and BMQ were independently correlated with adherence to warfarin therapy by multivariate logistic regression analysis. Adherents were more likely to have greater knowledge scores and stronger beliefs in the necessity of their specific medications ([odds ratio {OR} =1.81, 95% confidence interval {CI} =1.51–2.15] and [OR =1.17, 95% CI =1.06–1.29], respectively). Patients with greater concerns about adverse reactions and more negative views of general harm were more likely to be nonadherent ([OR =0.76, 95% CI =0.69–0.84] and [OR =0.82, 95% CI =0.73–0.92], respectively). Conclusion BMK and WRKT are related with patient behavior toward warfarin adherence. BMQ can be applied to identify patients at increased risk of nonadherence. PMID:28223782