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Journal articles on the topic 'Control emotions'
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McConatha, Jasmin Tahmaseb, Frances Marshall Leone, and Jill M. Armstrong. "Emotional Control in Adulthood." Psychological Reports 80, no. 2 (April 1997): 499–507. http://dx.doi.org/10.2466/pr0.1997.80.2.499.
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Although it is widely believed that emotions vary with age, there is a dearth of information on emotional experiences in later adulthood. Several researchers think that older adults experience less emotional intensity than younger people while others have suggested that aging is accompanied by a decrease in positive affect and an increase in negative emotions. Sex similarities and differences in emotionality have also been documented. This study focuses on age and sex similarities and differences in emotional control. Three hundred and twenty seven men and women aged 19 to 92 years were administered two emotion measures. The results support previous research which suggests that the control of emotions increases with age. In evaluating sex differences in emotional control, women scored as more emotionally expressive than men, a finding which is consistent with previous research. Results are discussed in relation to socioemotional selectivity theory.
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Crowe, Michelle, Vaishali V. Raval, Shwetang S. Trivedi, Suchi S. Daga, and Pratiksha H. Raval. "Processes of Emotion Communication and Control." Social Psychology 43, no. 4 (January 2012): 205–14. http://dx.doi.org/10.1027/1864-9335/a000121.
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Emotional expression and experience are dynamic processes that vary within and between individuals of different cultural groups ( Kitayama, Mesquita, & Karasawa, 2006 ). The present study sought to compare self-reports of processes related to emotion communication and control in India and the United States. A total of 268 participants (United States: n = 160 and India: n = 108) completed a self-report measure depicting hypothetical vignettes and a series of questions assessing likely emotions elicited, likelihood of expression, motives guiding expression and control, and method of expression. Results showed that US participants primarily reported more self-focused emotions (i.e., happiness) and self- and other-focused motives for expressing or controlling felt emotion, while Indian participants primarily reported emotions that focused on others’ well-being as well as other- and relationship-focused motives. US participants more commonly reported direct verbal communication of the emotion, while Indian participants more frequently reported implicit and contextual methods of communication.
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Jones, Marc V. "Controlling Emotions in Sport." Sport Psychologist 17, no. 4 (December 2003): 471–86. http://dx.doi.org/10.1123/tsp.17.4.471.
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Emotions play a central role in sport performance. Accordingly, it is important that athletes are able to draw on a range of strategies to enhance emotional control. The present paper outlines a number of strategies based on Lazarus’ cognitive-motivational-relational theory of emotion. Strategies are outlined that aim to change cognitions, resulting in either a more appropriate emotional response or a suppression of the expression of emotion and any maladaptive behavioral consequences. These techniques comprise self-statement modification, imagery, socratic dialogue, corrective experiences, self-analysis, didactic approach, storytelling metaphors and poetry, reframing, cognitive paradox, and use of problem-solving skills. Furthermore, given the changes in physiological arousal accompanying certain emotions, it is also suggested that general arousal control strategies could play an important role in emotional control.
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Grace, Sally A., Wei Lin Toh, Ben Buchanan, David J. Castle, and Susan L. Rossell. "Impaired Recognition of Negative Facial Emotions in Body Dysmorphic Disorder." Journal of the International Neuropsychological Society 25, no. 08 (May 17, 2019): 884–89. http://dx.doi.org/10.1017/s1355617719000419.
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Abstract Objectives: Patients with body dysmorphic disorder (BDD) have difficulty in recognising facial emotions, and there is evidence to suggest that there is a specific deficit in identifying negative facial emotions, such as sadness and anger. Methods: This study investigated facial emotion recognition in 19 individuals with BDD compared with 21 healthy control participants who completed a facial emotion recognition task, in which they were asked to identify emotional expressions portrayed in neutral, happy, sad, fearful, or angry faces. Results: Compared to the healthy control participants, the BDD patients were generally less accurate in identifying all facial emotions but showed specific deficits for negative emotions. The BDD group made significantly more errors when identifying neutral, angry, and sad faces than healthy controls; and were significantly slower at identifying neutral, angry, and happy faces. Conclusions: These findings add to previous face-processing literature in BDD, suggesting deficits in identifying negative facial emotions. There are treatment implications as future interventions would do well to target such deficits.
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Bauer, Karen. "Emotion in the Qur'an: An Overview." Journal of Qur'anic Studies 19, no. 2 (June 2017): 1–30. http://dx.doi.org/10.3366/jqs.2017.0282.
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In the Western academic study of the Qur'an, very little has been written about emotion. The studies that do acknowledge the power of emotion tend to concentrate on emotion as a response to the text's aesthetics. And yet emotion is a central part of the Qur'an: fostering the correct emotions is a part of pietistic practice, emotion helps to convince believers to act as they should, and emotional words and incidents bring unity to this synoptic text. This article has four parts. It begins by reviewing approaches that have been taken in History and Biblical studies, in order to clarify the nature of emotions. I argue that emotions are universal but that they have socially constructed elements and a social function. Also, control of emotions can be as revealing as emotional expression. Part Two describes the overall message of emotions in the Qur'an. Humans must cultivate God-fearingness, while God bestows mercy/compassion and love, or anger and displeasure. Believers are distinguished by their emotional sensitivity to God's word, and their ability to form an emotional attachment to God, and thus emotional control is a key pietistic practice. In Part Three, I propose a new method for analysing emotion within Qur'anic suras, which is to trace emotional plots. This method involves identifying the emotional journey undertaken or described in a passage of text. Part Four examines the resonance that is created by the use of specific emotion words in different suras.
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Torregrossa, Lénie J., Matthew A. Snodgress, Seok Jin Hong, Heathman S. Nichols, Enrico Glerean, Lauri Nummenmaa, and Sohee Park. "Anomalous Bodily Maps of Emotions in Schizophrenia." Schizophrenia Bulletin 45, no. 5 (December 14, 2018): 1060–67. http://dx.doi.org/10.1093/schbul/sby179.
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Abstract Objective Embodied emotions arise from interoceptive and somatosensory processes, and are essential to the development of a stable sense of self. Emotional embodiment is therefore inherently interwoven with our sense of bodily self-awareness, and allows us to navigate complex social situations. Given that the core feature of schizophrenia (SZ) is characterized by the presence of bodily self-disturbances and social-emotional deficits, we hypothesized that embodiment of emotion would be disrupted in SZ. Method Twenty-six medicated individuals with SZ and 26 demographically matched controls used a computerized topographical mapping tool (“EmBODY”) to indicate on a body outline where they felt bodily sensations while experiencing an emotion. There were 13 different emotions plus a neutral state. The resulting bodily maps of emotions were quantitatively compared between groups using linear discriminant analysis and similarity scores. Results Bodily maps of emotions were anomalous in SZ as indicated by indistinguishable maps across different emotions. Relative to the control group, patients reported less discrete and less clear bodily sensations across emotions. In particular, bodily maps for low-arousal emotions were atypical in comparison with healthy controls. Conclusions Anomalous and undifferentiated mapping of embodied emotions in SZ could lead to deficits in linking bodily sensations to conceptual categories of emotions. Disrupted emotional embodiment could also contribute to poor social functioning. Abnormal bodily sensations of emotions might therefore be a promising target for future psychosocial interventions.
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Mikheeva, N. "Some semantic aspects of Spanish verbs used in the syntactic constructions describing the peculiar properties of a person’s emotional life." Cuadernos Iberoamericanos, no. 1 (March 28, 2019): 62–69. http://dx.doi.org/10.46272/2409-3416-2019-1-62-69.
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This article is dedicated to investigation of the verbs used in the syntactic constructions describing the influence that a person has on emotions he experiences. These constructions show that the subject of emotion tends to experience some emotion that is usually positive o he is already experiencing it but tries to control this emotion o feeling and influences over it in order to continue to experience it in future in case of positive emotions or, on the contrary, stop experiencing it in case of negative emotions. The main components of these structures are a predicate name of emotions, which designates positive and negative emotions and a verb the semantic meaning of which conveys the way the subject of emotion influences this emotion o feeling in order to begin to experience it or to extend its existence, or that it has ceased to exist in this subject. The aim of this study is to analyze the semantic features of verbs, which are used with the predicate names of emotions in the above semantic constructions and to reveal the character of expression of emotions and emotional life of a person.Spanish has a large number of verbs used in syntactic constructions to express the idea of control that a person exercises over his emotions and feelings. The analyzed constructions show that the subject of emotions plays an active role, and emotions are passive because they depend on the will of the subject. The analyzed constructions demonstrate the richness of linguistic means, in general, and of verbs used metaphorically, in particular, which a person uses to describe the possibilities of controlling his emotional state and the processes of his emotional and spiritual life.
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HOPYAN, TALAR, SUZANNE LAUGHLIN, and MAUREEN DENNIS. "Emotions and Their Cognitive Control in Children With Cerebellar Tumors." Journal of the International Neuropsychological Society 16, no. 6 (October 4, 2010): 1027–38. http://dx.doi.org/10.1017/s1355617710000974.
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AbstractA constellation of deficits, termed the cerebellar cognitive affective syndrome (CCAS), has been reported following acquired cerebellar lesions. We studied emotion identification and the cognitive control of emotion in children treated for acquired tumors of the cerebellum. Participants were 37 children (7–16 years) treated for cerebellar tumors (19 benign astrocytomas (AST), 18 malignant medulloblastomas (MB), and 37 matched controls (CON). The Emotion Identification Task investigated recognition of happy and sad emotions in music. In two cognitive control tasks, we investigated whether children could identify emotion in situations in which the emotion in the music and the emotion in the lyrics was either congruent or incongruent. Children with cerebellar tumors identified emotion as accurately and quickly as controls (p > .05), although there was a significant interaction of emotions and group (p < .01), with the MB group performing less accurately identifying sad emotions, and both cerebellar tumor groups were impaired in the cognitive control of emotions (p < .01). The fact that childhood acquired cerebellar tumors disrupt cognitive control of emotion rather than emotion identification provides some support for a model of the CCAS as a disorder, not so much of emotion as of the regulation of emotion by cognition. (JINS, 2010, 16, 1027–1038.)
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Radu-Lefebvre, Miruna, and Kathleen Randerson. "Successfully navigating the paradox of control and autonomy in succession: The role of managing ambivalent emotions." International Small Business Journal: Researching Entrepreneurship 38, no. 3 (May 2020): 184–210. http://dx.doi.org/10.1177/0266242619879078.
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This article theorises how, why and with what outcomes successors manage the paradox of control and autonomy emerging as role conflict through emotion management strategies; thus, it contributes to theory building on paradox and emotion management in family business. Drawing on 20 interpretive case studies of French family businesses operating in wide-ranging industries, we highlight emotional ambivalence towards the father/incumbent, the mother, siblings and cousins, and leadership and document their prevalence in enmeshed family businesses. We show that when motivated by self-conformity and self-protection motives, successors accept the incumbent’s control and manage ambivalent emotions through defensive strategies, such as avoidance or compromise, which contributes to the pursuit of successor legitimacy. We reveal that during successor installation, successors might reject the incumbent’s control and instead promote personal autonomy by managing ambivalent emotions through confrontational strategies, such as hyperbolised emotional reactions, emotional display of negative emotions or holism, which contributes to successor emancipation.
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Kopec, Justin, Ashleigh Hillier, and Alice Frye. "The Valency of Music Has Different Effects on the Emotional Responses of Those with Autism Spectrum Disorders and a Comparison Group." Music Perception 31, no. 5 (December 2012): 436–43. http://dx.doi.org/10.1525/mp.2014.31.5.436.
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Emotion perception deficits are commonly observed in individuals with autism spectrum disorders (ASD). Numerous studies have documented deficits in emotional recognition of social stimuli among those with ASD, such as faces and voices, while far fewer have investigated emotional recognition of nonsocial stimuli in this population. In this study, participants with ASD and a comparison group of typically developing (TD) control participants listened to song clips that varied in levels of pleasantness (valence) and arousal. Participants then rated emotions they felt or perceived in the music, using a list of eight emotion words for each song. Results showed that individuals with ASD gave significantly lower ratings of negative emotions in both the felt and perceived categories compared to TD controls, but did not show significant differences in ratings of positive emotions. These findings suggest that deficits in processing emotions in music among those with ASD may be valence specific.
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Imbir, Kamil K., and Maria T. Jarymowicz. "The Effect of Automatic vs. Reflective Emotions on Cognitive Control in Antisaccade Tasks and the Emotional Stroop Test." Polish Psychological Bulletin 44, no. 2 (June 1, 2013): 137–46. http://dx.doi.org/10.2478/ppb-2013-0016.
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Abstract The article presents two studies based on the assumption that the effectiveness of cognitive control depends on the subject’s type of emotional state. Inhibitory control is taken into account, as the basic determinant of the antisaccade reactions and the emotional Stroop effect. The studies deal with differentiation of emotions on the basis of their origin: automatic (due to primary affective reactions) vs. reflective (due to deliberative evaluation). According to the main assumption, automatic emotions are diffusive, and decrease the effectiveness of cognitive control. The hypothesis predicted that performance level of both the Antisaccade Task and the Emotional Stroop Test would be lower in the automaticemotion eliciting condition than in the reflective-emotion eliciting condition. In two experimental studies, positive and negative (automatic vs. reflective) emotions were elicited. The results support the predictions, regardless of the valence of emotions.
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Zhu, Zhi, Zhi Zhu, Zhi Zhu, Wei Xu, and Song Xue. "Cognitive Mechanism of Emotional Validity Influencing Conflict Control." International Journal of Psychotherapy Practice and Research 1, no. 3 (March 7, 2019): 22–30. http://dx.doi.org/10.14302/issn.2574-612x.ijpr-18-2460.
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Conflict control is the ability to choose relevant information and ignore disturbing information in task processing. Previous studies have found that emotions have a certain influence on conflict control, and the research results of positive emotions and negative emotions affect conflict control are inconsistent. This study attempted to explore the effects of different emotional valorization on conflict control, using images of happy, fearful and sad emotional faces to investigate the effects of different emotional valorization and different emotional types on conflict control. The experiment selected 40 participants and used the variable-face Stroop paradigm. The study found that no matter what emotional task, there is a significant conflict effect. The effects of different valency on conflict control are different. All three emotions have a significant effect on conflict control, and positive emotions play a role in promoting conflict control.
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Lazányi, Kornélia. "The role of leaders’ emotions." Applied Studies in Agribusiness and Commerce 3, no. 3-4 (September 30, 2009): 103–8. http://dx.doi.org/10.19041/apstract/2009/3-4/21.
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Western cultures support the notion that the ideal ‘professional’behaviour for a leader is primarily rational and carefully controlled emotionally. The relationship of reason and emotion is often played out as one of mutual exclusion, and moreover as one representing hierarchy of leaders and followers. Power positions in most organizations are ritually emphasized through strict emotional control/suppression. Thus this display of unemotional rationality is held to be synonymous with control, may actually belie emotional and psychical insanities, and indicate organizational incongruities. Since, emotions play crucial role in the regulation of workplace relations. Negative emotions are the basis of awareness and positive ones are that of trust, and hence they both are needed in everyday situations. Leaders’emotions can be used as tools to motivate and to express individualist attention and caring. However, this use of emotions as tools may come at a price for those leaders who are less apt at emotion regulation. In sum, workplace is an emotional place and it is of best interest of the organizational members, – both the leaders and those led, – to understand the leaders’genuine and displayed emotions, their antecedents and their consequences.
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Green, Melissa J., and Gin S. Malhi. "Neural mechanisms of the cognitive control of emotion." Acta Neuropsychiatrica 18, no. 3-4 (June 2006): 144–53. http://dx.doi.org/10.1111/j.1601-5215.2006.00149.x.
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Background:Emotion regulation involves the initiation of new emotional responses and continual alteration of current emotions in response to rapidly changing environmental and social stimuli. The capacity to effectively implement emotion regulation strategies is essential for psychological health; impairments in the ability to regulate emotions may be critical to the development of clinical levels of depression, anxiety and mania.Objective:This review provides a summary of findings from current research examining the neural mechanisms of emotion regulation by means of conscious cognitive strategies of reappraisal. These findings are considered in the context of related concepts of emotion perception and emotion generation, with discussion of the likely cognitive neuropsychological contributions to emotion regulation and the implications for psychiatric disorders.Results:Convergent evidence implicates an inhibitory role of prefrontal cortex and cingulate regions upon subcortical and cortical emotion generation systems in the cognitive control of emotional experience. Concurrent modulation of cortical activity by the peripheral nervous system is highlighted by recent studies using simultaneous physiological and neuroimaging techniques. Individual differences in emotion perception, generation of affect and neuropsychological skills are likely to have direct consequences for emotion regulation.Conclusions:Emotion regulation relies on synergy within brain stem, limbic and cortical processes that promote the adaptive perception, generation and regulation of affect. Aberrant emotion processing in any of these stages may disrupt this self-sustaining regulatory system, with the potential to manifest in distinct forms of emotion dysregulation as seen in major psychiatric disorders such as depression, bipolar disorder and schizophrenia.
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Tian, Jing. "Impact of Buyers' Emotions on Perceived Behavioral Control." Business and Management Research 7, no. 1 (February 14, 2018): 42. http://dx.doi.org/10.5430/bmr.v7n1p42.
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This study focuses on how emotions of different types affect perceived behavioral control (PBC), which, by referencing to service marketing and organizational behavior theory, is divided into three aspects: perceived participation (PP), perceived risk (PR), and perceived organizational support (POS) here. To explore how different types of emotions affect these three variables respectively, subjects' emotions are controlled through experiment. Results reveal that the type of emotion has significant influence on the three variable values. Positive emotion parallels the highest PP and POS values, while neutral emotion comes with the lowest PR value.
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Xu, Xiujun. "Influence of Music Intervention on Emotional Control and Mental Health Management Self-efficacy of College Students." International Journal of Emerging Technologies in Learning (iJET) 16, no. 20 (October 25, 2021): 134. http://dx.doi.org/10.3991/ijet.v16i20.26511.
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Music can induce strong emotions and psychological changes. The emotional control and mental health management of college students are greatly affected by gender, family background, grade, and other factors. Through music intervention, this paper explores how music-induced emotions influence the emotional control and mental health management self-efficacy of college students. The results show that positive music promotes the control of positive emotions, as positive music can give full play to active emotions; negative music both controls and enhances the negative emotions of college students; music intervention significantly affects the pleasantness dimension of the mental health of college students, but insignificantly affects the arousal dimension. The research findings lay a basis for further studies on emotional control and mental health management of college students.
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Léveillé, Edith, Samuel Guay, Caroline Blais, Peter Scherzer, and Louis De Beaumont. "Sex-Related Differences in Emotion Recognition in Multi-concussed Athletes." Journal of the International Neuropsychological Society 23, no. 1 (December 15, 2016): 65–77. http://dx.doi.org/10.1017/s1355617716001004.
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AbstractObjectives:Concussion is defined as a complex pathophysiological process affecting the brain. Although the cumulative and long-term effects of multiple concussions are now well documented on cognitive and motor function, little is known about their effects on emotion recognition. Recent studies have suggested that concussion can result in emotional sequelae, particularly in females and multi-concussed athletes. The objective of this study was to investigate sex-related differences in emotion recognition in asymptomatic male and female multi-concussed athletes.Methods:We tested 28 control athletes (15 males) and 22 multi-concussed athletes (10 males) more than a year since the last concussion. Participants completed the Post-Concussion Symptom Scale, the Beck Depression Inventory-II, the Beck Anxiety Inventory, a neuropsychological test battery and a morphed emotion recognition task. Pictures of a male face expressing basic emotions (anger, disgust, fear, happiness, sadness, surprise) morphed with another emotion were randomly presented. After each face presentation, participants were asked to indicate the emotion expressed by the face.Results:Results revealed significant sex by group interactions in accuracy and intensity threshold for negative emotions, together with significant main effects of emotion and group.Conclusions:Male concussed athletes were significantly impaired in recognizing negative emotions and needed more emotional intensity to correctly identify these emotions, compared to same-sex controls. In contrast, female concussed athletes performed similarly to same-sex controls. These findings suggest that sex significantly modulates concussion effects on emotional facial expression recognition. (JINS, 2017,23, 65–77)
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Anderson, Ian M., Clare Shippen, Gabriella Juhasz, Diana Chase, Emma Thomas, Darragh Downey, Zoltan G. Toth, Kathryn Lloyd-Williams, Rebecca Elliott, and J. F. William Deakin. "State-dependent alteration in face emotion recognition in depression." British Journal of Psychiatry 198, no. 4 (April 2011): 302–8. http://dx.doi.org/10.1192/bjp.bp.110.078139.
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BackgroundNegative biases in emotional processing are well recognised in people who are currently depressed but are less well described in those with a history of depression, where such biases may contribute to vulnerability to relapse.AimsTo compare accuracy, discrimination and bias in face emotion recognition in those with current and remitted depression.MethodThe sample comprised a control group (n = 101), a currently depressed group (n = 30) and a remitted depression group (n = 99). Participants provided valid data after receiving a computerised face emotion recognition task following standardised assessment of diagnosis and mood symptoms.ResultsIn the control group women were more accurate in recognising emotions than men owing to greater discrimination. Among participants with depression, those in remission correctly identified more emotions than controls owing to increased response bias, whereas those currently depressed recognised fewer emotions owing to decreased discrimination. These effects were most marked for anger, fear and sadness but there was no significant emotion × group interaction, and a similar pattern tended to be seen for happiness although not for surprise or disgust. These differences were confined to participants who were antidepressant-free, with those taking antidepressants having similar results to the control group.ConclusionsAbnormalities in face emotion recognition differ between people with current depression and those in remission. Reduced discrimination in depressed participants may reflect withdrawal from the emotions of others, whereas the increased bias in those with a history of depression could contribute to vulnerability to relapse. The normal face emotion recognition seen in those taking medication may relate to the known effects of antidepressants on emotional processing and could contribute to their ability to protect against depressive relapse.
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Tobin, Renée M., William G. Graziano, Eric J. Vanman, and Louis G. Tassinary. "Personality, emotional experience, and efforts to control emotions." Journal of Personality and Social Psychology 79, no. 4 (2000): 656–69. http://dx.doi.org/10.1037/0022-3514.79.4.656.
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Yegenissova, A. K., and A. K. Serikbayeva. "STUDENTS ' EMOTIONAL INTELLIGENCE AND ABILITY TO CONTROL EMOTIONS." BULLETIN Series Psychology 65, no. 4 (December 22, 2020): 46–51. http://dx.doi.org/10.51889/2020-4.1728-7847.08.
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This article discusses the emotional intelligence of students and ways to manage emotions. The correlation of success, temperament and perseverance of cognitive styles in the personality structure is analyzed. The University examines the role of educational institutions in the development of emotional intelligence of students of various specialties.
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Rafaeli, Anat, and Monica Worline. "Individual emotion in work organizations." Social Science Information 40, no. 1 (March 2001): 95–123. http://dx.doi.org/10.1177/053901801040001006.
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We are predisposed to thinking of emotions as our own, perhaps the most intimate parts of ourselves. Yet, more often than not, our emotions are inextricably bound up with other people and social worlds, with one of the most powerful of those being the organizational work context. The central premise of this article is that much of our social and emotional life is organizational. We begin with a view to the past, describing how, because of a focus on control, both management and scholars attempted to tightly delineate the emotions that could legitimately be expressed and recognized in work settings. Such tight control could not hold emotions at bay, however. Managers and scholars have recognized that individual feelings are often expressions of or reactions to organizational realities. We review two waves of what we loosely call current organizational research that acknowledges emotion. The first wave attempts to explain individual emotion in organizational terms, while the second wave focuses on the idea of culture. Looking toward the future, we conclude that attempts to quell and ignore emotion in organizations are recognized as outdated. The emerging alternative appears to be to somehow “manage” the beast called emotion at work. We call for future research that recognizes employees', customers', shareholders', and suppliers' emotions in designing organizational features such as cultures, routines, structures, and patterns of leadership. Yet we note that as emotion is being more and more managed, people are feeling more and more alienated. The managed emotions of organized work can become very attractive to people as a place to escape to from the emotional hardships of home and community. We suggest future research and policy pay attention to a growing paradox in the future of emotion: that as emotion is more and more organizationally managed, the less it feels truly emotional.
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Diananda, Amita. "PERANAN ORANG TUA DALAM MEMBANTU PERKEMBANGAN EMOSI POSITIF DAN PERILAKU SOSIAL ANAK." JECIES: Journal of Early Childhood Islamic Education Study 1, no. 2 (October 6, 2020): 123–40. http://dx.doi.org/10.33853/jecies.v1i2.89.
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The family is the smallest unit in society, consisting of father, mother and child. The closest environment for children to interact is family. The role of parents in the family is very important. Parents are central and the main source of the formation of values held by children. Parents have a big responsibility in helping the quality of their children achieve the development of emotional maturity and social behavior with strong character and clear orientation. Neglect or lack of parental attention in shaping children's emotions and social behavior will have a major effect on children's ability to control their emotions and adapt, even in giving positive colors, to their environment. Emotion and behavior are two components that exist in humans that cannot be separated from each other (intertwined) where emotions affect behavior, not the other way around. Someone who is able to control their emotions will be able to control their behavior. Controlled emotions will provide a healthy space for the mind to think clearly and structurally. Conversely, a person who cannot control his emotions will not be able to control his behavior because the space for a healthy mind and a clear mind is closed. Therefore, in educating children to have good, positive and constructive behavior, what parents must first build is to build and form strong character in children by prioritizing the power of emotional control.
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Cox, Ryan. "Only Reflect." Philosophical Topics 47, no. 2 (2019): 183–204. http://dx.doi.org/10.5840/philtopics201947222.
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While it is widely held that normative reflection is an effective means of controlling our emotions, it has proven to be notoriously difficult to provide a plausible model of such control. How could reflection on the normative status of our emotions be a means of controlling them? Higher-order models of reflective control give a special role to higher-order beliefs and judgments about the normative status of our emotions in controlling our emotions, but in doing so claim that higher-order beliefs and judgments have more control over our emotional lives than they in fact have, and fail to explain some of the central features of reflective control. First-order models of reflective control give a special role to first-order evaluative beliefs and perceptions about the objects of our emotions in controlling our emotions, but in doing so fail to explain how normative reflection could be a distinctive means of controlling our emotions at all. In this essay, I defend a model of reflective control which avoids the twin pitfalls of the higher-order and first-order models of reflective control, while learning from them both. I defend a model according to which normative reflection is a means of bringing our emotions under the control of reflective reason, where an emotion’s being under the control of reflective reason is to be understood in terms of its being under the control of one’s first-order evaluative beliefs and perceptions in accordance with one’s reflective commitments.
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Хворова, Екатерина. "Когнитивно-культурные, индивидуально-психологические и возрастные особенности способности к распознаванию эмоций." Problemy Wczesnej Edukacji 32, no. 1 (March 31, 2016): 126–29. http://dx.doi.org/10.5604/01.3001.0008.5641.
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This article describes the features of the development of the emotional sphere. It emphasizes the importance of the primary school age in the development of certain components of emotional intelligence, one of which is the ability to recognize emotions. In the early school years, children are able to understand emotions, but mostly with the help of their own emotional experience and/ or according to the situations they are used to experiencing, they mostly rely on the context of the situation, and, as we know, it does not always work correctly: different people in the same situations may experience completely different emotions. Few children are able to establish the reasons that caused other people emotions. Besides, one of the components of emotional intelligence is the ability to control one’s own emotions. Emotion regulation becomes available for children after the socialization associated with the first years at school. Child development is partly determined by the process of socialization, which determines specific cognitive representations of emotions, so called emotional prototypes. Also the culture in which the child grows up has effects on the process of emotion recognition and expression, so, for example, in the individualistic culture emotional expression and recognition is encouraged, and in collectivist cultures, there are certain rules of emotional expression fixing in which situations and to what extent the expression of emotions is permissible.
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SCRUTTON, ANASTASIA. "Living like common people: emotion, will, and divine passibility." Religious Studies 45, no. 4 (July 23, 2009): 373–93. http://dx.doi.org/10.1017/s0034412509990035.
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AbstractThis paper explores the perennial objection to passibilism (conceived as susceptibility to or capacity for emotion) that an omnipotent being could not experience emotions because emotions are essentially passive and outside the subject's control. Examining this claim through the lens of some recent philosophy of emotion, I highlight some of the ways in which emotions can be chosen and cultivated, suggesting that emotions are not incompatible with divine omnipotence. Having concluded that divine omnipotence does not exclude emotional experience in general, I go on to address an objection to the idea that God experiences the emotions involved in suffering in particular, suggesting one possible way of arguing that God's suffering is chosen while also maintaining the authenticity of divine suffering.
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Wang, Mengke, and Zengzhao Chen. "Laugh before You Study: Does Watching Funny Videos before Study Facilitate Learning?" International Journal of Environmental Research and Public Health 19, no. 8 (April 7, 2022): 4434. http://dx.doi.org/10.3390/ijerph19084434.
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Emotions exist widely in the entire process of learning and affect students’ motivation as well as academic performance. In multimedia learning, academics usually focus on the impact of teachers’ emotions or the emotional design of multimedia learning materials on students’ emotions and learning results. Few studies have investigated how to enhance learning by regulating students’ pre-learning emotions. This study focused on whether playing funny videos before learning could promote students’ positive emotions to enhance their motivation, satisfaction, and learning outcomes. We randomly divided 81 elementary school students into two groups: experimental group and control group. While the experimental group watched funny video clips, the control group watched neutral video clips before starting the video learning. The experimental group had more positive pre-learning emotions than the control group. After the course, the emotion of the experimental group declined while that of the control group enhanced. However, positive pre-learning emotions still promoted students’ understanding and transfer of learning materials. Moreover, no significant differences were observed between the two groups in learning motivation, satisfaction, and retention tests. Furthermore, this paper analyzed the causes of the experimental results and discussed the insights for teaching.
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Neville, Mary L. "“Sites of control and resistance”: outlaw emotions in an out-of-school book club." English Teaching: Practice & Critique 17, no. 4 (November 12, 2018): 310–27. http://dx.doi.org/10.1108/etpc-01-2018-0016.
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Purpose The purpose of this paper is to explore how three young women of color responded with “outlaw emotions” to the novel Aristotle and Dante Discover the Secrets of the Universe by Benjamin Alire Sáenz in a literature discussion group. This paper considers how readers respond with outlaw emotions and how responses showed emotions as sites of control and resistance. The aim of this paper is to help English language arts (ELA) teachers construct culturally sustaining literature classrooms through an encouragement of outlaw emotions. Design/methodology/approach To examine how youth responded with emotion to Aristotle and Dante, the author used humanizing and ethnographic research methodologies and conducted a thematic analysis of meeting transcripts, journal entries from youth and researcher memos. Findings Analyses indicated that youth responded with outlaw emotions to Aristotle and Dante, and these responses showed how youth have both resisted and been controlled by structures of power. Youth responses of supposed “positive” or “negative” emotion were sites of control and resistance, particularly within their educational experiences. Youth engaged as a peer group to encourage and validate outlaw emotions and indirectly critiqued emotion as control. Originality/value Although many scholars have demonstrated the positive effects of out-of-school book clubs, there is scant research regarding how youth respond to culturally diverse literature with emotion, both outlaw and otherwise. Analyzing our own and characters’ outlaw emotions may help ELA educators and students deconstruct dominant ideologies about power, language and identity. This study, which demonstrates how youth responded with outlaw emotions and gave evidence of emotions as control and resistance, shows how ELA classrooms might encourage outlaw emotions as literary response. These findings suggest that ELA classrooms attempting culturally sustaining pedagogies might center youth emotion in responding to literature to critique power structures across the self, schools and society.
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Surcinelli, Paola, Bruno Baldaro, Antonio Balsamo, Roberto Bolzani, Monia Gennari, and Nicolino C. F. Rossi. "Emotion Recognition and Expression in Young Obese Participants: Preliminary Study." Perceptual and Motor Skills 105, no. 2 (October 2007): 477–82. http://dx.doi.org/10.2466/pms.105.2.477-482.
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This study of the presence of alexithymic characteristics in obese adolescents and preadolescents tested the hypothesis of whether they showed impaired recognition and expression of emotion. The sample included 30 obese young participants and a control group of 30 participants of normal weight for their ages. Stimuli, 42 faces representing seven emotional expressions, were shown to participants who identified the emotion expressed in the face. The Level of Emotional Awareness Scale was adapted for children to evaluate their ability to describe their emotions. Young obese participants had significantly lower scores than control participants, but no differences were found in recognition of emotion. The lack of words to describe emotions might suggest a greater prevalence of alexithymic characteristics in the obese participants, but the hypothesis of a general deficit in the processing of emotional experiences was not supported.
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Yan, Fei, Abdullah M. Iliyasu, Zhen-Tao Liu, Ahmed S. Salama, Fangyan Dong, and Kaoru Hirota. "Bloch Sphere-Based Representation for Quantum Emotion Space." Journal of Advanced Computational Intelligence and Intelligent Informatics 19, no. 1 (January 20, 2015): 134–42. http://dx.doi.org/10.20965/jaciii.2015.p0134.
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A Bloch Sphere-based Emotion Space (BSES), where two angles φ and θ in the Bloch sphere represent the emotion (such as happiness, surprise, anger, sadness, expectation, or relaxation in [0, 2π)) and its intensity (from neutral to maximum in [0, π]), respectively, is proposed. It exploits the psychological interpretation of color to assign a basic color to each emotion subspace such that the BSES can be visualized, and by using quantum gates, changes in emotions can be tracked and recovered. In an experimental validation, two typical human emotions, happiness and sadness, are analyzed and visualized using the BSES according to a preset emotional transmission model. A transition matrix that tracks emotional change can be used to control robots allowing them to adapt and respond to human emotions.
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Turner, Jonathan. "Social Control and Emotions." Symbolic Interaction 28, no. 4 (November 2005): 475–85. http://dx.doi.org/10.1525/si.2005.28.4.475.
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Gach, Katie Z., Casey Fiesler, and Jed R. Brubaker. "“Control your emotions, Potter”." Proceedings of the ACM on Human-Computer Interaction 1, CSCW (December 6, 2017): 1–18. http://dx.doi.org/10.1145/3134682.
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Reynaud, Emmanuelle, Myriam El-Khoury-Malhame, Olivier Blin, and Stéphanie Khalfa. "Voluntary Emotion Suppression Modifies Psychophysiological Responses to Films." Journal of Psychophysiology 26, no. 3 (January 2012): 116–23. http://dx.doi.org/10.1027/0269-8803/a000074.
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A fundamental aspect of successful social interaction is the fact people do not always experience or express emotions to their fullest extent but instead control them in a context-dependent manner. Emotion regulation involves the manipulation of subjective experience, behavior, and physiology. Previous researches have studied autonomic nervous system (ANS) responses during emotion regulation using only positive and negative stimuli without distinguishing between emotions, or it has focused on one specific emotion. Given the differences of ANS reactions to different categories of emotional stimuli, our study aims at comparing the physiological activity during emotion attending and emotion suppression using specific and distinct categories of emotions. Fifty subjects were presented with five films, inducing one of five emotions: happiness, sadness, fear, peacefulness, and disgust. While viewing the films, participants were instructed to perform an attending and a suppression task. We evaluated the following physiological measures as participants engaged in these tasks: skin conductance response (SCR), heart rate (HR), and activity of zygomatic and corrugator muscles. Performing a suppression task when viewing the happy and disgusting film clips resulted in diminished, respectively, zygomatic and corrugator muscle activities. Emotion regulation leads to a lower HR when viewing the happy film, and a higher SCR when viewing the fear-inducing film. The effects of emotional control on EMG and HR are observed on the emotions that drive the most important physiological changes in the noncontrol setting, while the increased SCR for the fear-inducing film indicates that the conscious and volitional regulation of emotion has selective effect on fear emotion as compared to happiness, disgust, sadness, and peacefulness.
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Israelashvili, Jacob, and Anat Perry. "Nuancing Perspective." Social Psychology 52, no. 4 (July 2021): 238–49. http://dx.doi.org/10.1027/1864-9335/a000452.
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Abstract. Two experiments manipulated participants’ familiarity with another person and examined their performance in future understanding of that person’s emotions. To gain familiarity, participants watched several videos of the target sharing experiences and rated her emotions. In the Feedback condition, perceivers learned about the actual emotions the target felt. In the Control condition, perceivers completed identical recognition tasks but did not know the target’s own emotion ratings. Studies ( Ntotal = 398; one preregistered) found that the Feedback group was more accurate than the Control in future understanding of the target’s emotions. Results provide a proof-of-concept demonstration that brief preliminary learning about past emotional experiences of another person can give one a more accurate understanding of the person in the future.
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Montagne, Barbara, Gudrun M. S. Nys, Martine J. E. van Zandvoort, L. Jaap Kappelle, Edward H. F. de Haan, and Roy P. C. Kessels. "The perception of emotional facial expressions in stroke patients with and without depression." Acta Neuropsychiatrica 19, no. 5 (October 2007): 279–83. http://dx.doi.org/10.1111/j.1601-5215.2007.00235.x.
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Background:Emotion perception may be impaired after stroke. No study on emotion perception after stroke has taken the influence of post-stroke depressive symptoms into account, although depressive symptoms themselves may hamper emotion perception.Objective:To compare the perception of emotional facial expressions in stroke patients with and without depressive symptoms.Methods:Twenty-two stroke patients participated whose depressive symptoms were classified using the Montgomery-Åsberg Depression Rating Scale (cutoff = 10) and who were compared with healthy controls. Emotion recognition was measured using morphed images of facial expressions.Results:Patients with depressive symptoms performed worse than controls on all emotions; patients without depressive symptoms performed at control level. Patients with depressive symptoms were less sensitive to the emotions anger, happiness and sadness compared with patients without depressive symptoms.Conclusions:Post-stroke depressive symptoms impair emotion perception. This extends findings in bipolar disorder indicating that emotion perception deficits are strongly related to the level of depression.
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Kirov, Roumen, Serge Brand, Vasil Kolev, and Juliana Yordanova. "The sleeping brain and the neural basis of emotions." Behavioral and Brain Sciences 35, no. 3 (May 23, 2012): 155–56. http://dx.doi.org/10.1017/s0140525x11001531.
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AbstractIn addition to active wake, emotions are generated and experienced in a variety of functionally different states such as those of sleep, during which external stimulation and cognitive control are lacking. The neural basis of emotions can be specified by regarding the multitude of emotion-related brain states, as well as the distinct neuro- and psychodynamic stages (generation and regulation) of emotional experience.
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Lekavičienė, Rosita, and Dalia Antinienė. "CORRELATION BETWEEN EMOTIONAL INTELLIGENCE OF YOUNG PEOPLE AND THEIR ACADEMIC ACHIEVEMENT: EMPIRICAL PROOF." Baltic Journal of Sport and Health Sciences 2, no. 97 (2015): 9–14. http://dx.doi.org/10.33607/bjshs.v2i97.82.
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Background. A scientific problem concerning factors which are important for academic achievement of students is analysed in the paper. Questions whether emotional intelligence level is related to academic achievement and whether correlation between academic achievement in a specific area (science, languages) and EI expression exists, whether emotional intelligence of young people with low education differs from that of young people with higher education, etc. are raised. Methods. Research participants were 1430 students aged between 17 and 27 years. The survey was performed using EI-DARL V2 test. The following factors were assessed: “Perception of one’s own emotions”; “Control of one’s own emotions”; “Perception of emotions of other people”; “Control of emotions of other people”, and “Manipulations”. Also, such aspects as ability of recognizing emotions in facial pictures and ability of emotional situation solving were assessed. Results. The combined EI scale scores in all factors were the highest of those subjects who are or were excellent students, the lowest – of those who were poor students. Those subjects who were equally poor both at languages and sciences were the least capable of perception of their own emotions and those of others people, they also were the least capable of controlling their own emotions. Highly educated young people were of higher emotional intelligence. Furthermore, emotional situation solving and emotion recognition in pictures was better in the group of highly educated students. Conclusion. Positive correlation between academic achievement and emotional intelligence was established. Mathematics and language skills proved to be significant indexes of emotional intelligence: it was established that those subjects who were more successful in sciences were the best at understanding and controlling their own emotions, while individuals who were better in languages were more efficient in understanding and controlling emotions of other people.
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Rich, Brendan A., Mary E. Grimley, Mariana Schmajuk, Karina S. Blair, R. J. R. Blair, and Ellen Leibenluft. "Face emotion labeling deficits in children with bipolar disorder and severe mood dysregulation." Development and Psychopathology 20, no. 2 (2008): 529–46. http://dx.doi.org/10.1017/s0954579408000266.
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AbstractChildren with narrow phenotype bipolar disorder (NP-BD; i.e., history of at least one hypomanic or manic episode with euphoric mood) are deficient when labeling face emotions. It is unknown if this deficit is specific to particular emotions, or if it extends to children with severe mood dysregulation (SMD; i.e., chronic irritability and hyperarousal without episodes of mania). Thirty-nine NP-BD, 31 SMD, and 36 control subjects completed the emotional expression multimorph task, which presents gradations of facial emotions from 100% neutrality to 100% emotional expression (happiness, surprise, fear, sadness, anger, and disgust). Groups were compared in terms of intensity of emotion required before identification occurred and accuracy. Both NP-BD and SMD youth required significantly more morphs than controls to label correctly disgusted, surprised, fearful, and happy faces. Impaired face labeling correlated with deficient social reciprocity skills in NP-BD youth and dysfunctional family relationships in SMD youth. Compared to controls, patients with NP-BD or SMD require significantly more intense facial emotion before they are able to label the emotion correctly. These deficits are associated with psychosocial impairments. Understanding the neural circuitry associated with face-labeling deficits has the potential to clarify the pathophysiology of these disorders.
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Lozada Cantorán, Cindy, Juan Carlos Ortíz Nicolás, and Erika Marlene Cortés López. "Control percibido, emociones y experiencias satisfactorias." Economía Creativa, no. 8 (November 10, 2017): 11–53. http://dx.doi.org/10.46840/ec.2017.08.02.
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Basado en la importancia de la satisfacción de necesidades psicológicas humanas, tales como el control percibido, este estudio tiene como objetivo explorar la relación entre el nivel de control percibido del usuario y las diferentes emociones experimentadas durante la interacción con un objeto. De forma tal que los resultados obtenidos aporten información para futuros diseños de productos basados en la satisfacción del usuario y sus necesidades psicológicas. El control percibido está íntimamente relacionado con la satisfacción del usuario y esta puede ser interpretada a partir de las emociones experimentadas durante la interacción. Quizás no es posible identificar cada uno de los factores que influyen el nivel de control percibido que se experimenta en la interacción entre persona y producto, pero sí lo es determinar los factores que detonan emociones específicas y que están ligadas con el control percibido y la satisfacción del usuario.
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Cherian, Iype, Hira Burhan, Harshpreet Kaur, and Rupesh Kumar Shreewastav. "The unified theory – Neurology of emotions and how to control them." Journal of Nobel Medical College 6, no. 2 (April 5, 2018): 29–34. http://dx.doi.org/10.3126/jonmc.v6i2.19567.
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Introduction: The major emotions such as fear, anger, joy and sadness are created through a complex mechanism in the temporal lobe combining data from all the sensory inputs to the brain. However, these emotions may turn into extreme manifestations when the hypothalamus and the autonomic nervous system transform these emotions to panic, rage, orgasm/laughter and grief. The Papez circuit which is at play for this “different turn” may be inactivated or could be over ridden by forebrain activity, that is, sequencing. This probably was the reason to the old adage of counting to ten when one is emotional. In this article, we hope to look at the basis and the neurology behind this and formulate a method to overcome panic.Materials & Methods:A pilot study of 10 children aged 10 -16 was done on 16th October 2017. These children were shown pictures inducing fear and anger. A Visual Analogue Score (VAS) was used to determine the induced emotion. Next, the children were made to do sequencing tasks like mathematical calculations while viewing the similar graphics again. The new score was recorded and the data analyzed.Results: The most frequently recorded VAS (n=4) before sequencing was around 6.0, and between 3.0-3.5 post sequencing. The mean VAS without sequencing was 6.19 ± 0.91, which reduced to 3.65 ± 0.665. On comparing the individual VAS scores before and after sequencing, there was a general trend of a decreased VAS post-sequencing. The results were statistically significant with a p-value <0.05.Conclusion: The study indicated that some form of sequencing while perceiving the fearful or any emotional stimuli might blunt the emotion and may not produce extreme emotions. This would be an extremely interesting and useful piece of information for many who are in cutting edge professions and competitive sports. However, much study needs to be performed to further validate this initial conclusion.Journal of Nobel Medical CollegeVolume 6, Number 2, Issue 11 (July-December, 2017) Page:29-34
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Rosenberg, Hannah, Skye McDonald, Marie Dethier, Roy P. C. Kessels, and R. Frederick Westbrook. "Facial Emotion Recognition Deficits following Moderate–Severe Traumatic Brain Injury (TBI): Re-examining the Valence Effect and the Role of Emotion Intensity." Journal of the International Neuropsychological Society 20, no. 10 (November 2014): 994–1003. http://dx.doi.org/10.1017/s1355617714000940.
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AbstractMany individuals who sustain moderate–severe traumatic brain injuries (TBI) are poor at recognizing emotional expressions, with a greater impairment in recognizing negative (e.g., fear, disgust, sadness, and anger) than positive emotions (e.g., happiness and surprise). It has been questioned whether this “valence effect” might be an artifact of the wide use of static facial emotion stimuli (usually full-blown expressions) which differ in difficulty rather than a real consequence of brain impairment. This study aimed to investigate the valence effect in TBI, while examining emotion recognition across different intensities (low, medium, and high).Method: Twenty-seven individuals with TBI and 28 matched control participants were tested on the Emotion Recognition Task (ERT). The TBI group was more impaired in overall emotion recognition, and less accurate recognizing negative emotions. However, examining the performance across the different intensities indicated that this difference was driven by some emotions (e.g., happiness) being much easier to recognize than others (e.g., fear and surprise). Our findings indicate that individuals with TBI have an overall deficit in facial emotion recognition, and that both people with TBI and control participants found some emotions more difficult than others. These results suggest that conventional measures of facial affect recognition that do not examine variance in the difficulty of emotions may produce erroneous conclusions about differential impairment. They also cast doubt on the notion that dissociable neural pathways underlie the recognition of positive and negative emotions, which are differentially affected by TBI and potentially other neurological or psychiatric disorders. (JINS, 2014, 20, 1–10)
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Zhu, Hong, Taisheng Cai, Gui Chen, and Bin Zhang. "Validation of the Emotional Eating Scale Among Chinese Undergraduates." Social Behavior and Personality: an international journal 41, no. 1 (February 1, 2013): 123–34. http://dx.doi.org/10.2224/sbp.2013.41.1.123.
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We examined emotional eating among undergraduates in China. The Emotional Eating Scale (EES; Arnow, Kenardy, & Agras, 1995) was translated into Chinese and adapted to assess intensity and frequency of eating in response to different emotions. A factor analysis generated 4 subscales of emotions for which eating is a response: anxiety, depression, anger/hostility, and positive emotion. Internal consistency reliability for the subscales was established (Cronbach's alpha = .817, .852, .832, and .861, respectively). Moderate correlations were found between all subscales, eating pathology, and impulsive control. Positive emotion and negative emotion were found to play an important role in eating behavior. As there was a strong relationship between emotional eaters, especially negative emotional eaters, and eating psychopathology, these individuals may be at high risk of developing an eating disorder and/ or becoming obese.
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Stanojlovic, Olivera, Nikola Sutulovic, Dragan Hrncic, Dusan Mladenovic, Aleksandra Rasic-Markovic, Nebojsa Randunovic, and Milena Veskovic. "Neural pathways underlying the interplay between emotional experience and behavior, from old theories to modern insight." Archives of Biological Sciences, no. 00 (2021): 29. http://dx.doi.org/10.2298/abs210510029s.
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Emotions are specific psychological states brought about by neurophysiological changes associated with feelings, thoughts and behavioral responses. Emotions were considered as irrational experiences beyond the domain of logical perception because of their intertwinement with mood, temperament, creativity, motivation and personality. Through the centuries, emotions have been the focus of research among great classical philosophers, doctors, neuropsychologists, neuroscientists, neurologists and psychiatrists. The neurophysiological basis of behavior, such as emotional facial expression, and autonomic events in the physiological theory of William James and James-Lange and modified by Cannon-Bard, was followed by the two-factor theory of emotions of Schachter-Singer and Lazarus? higher-order cognitive evaluation. Four components that influence each other represent the concept of emotions and complete the overall emotional experience, and these are: autonomous (increase in heart rate, blood pressure); somatic (body language, facial expressions); cognitive (control, management), and subjective feeling (emotion, individual experience). The interplay between emotions and cognition has been the subject of research. Emotions can be evoked reflexively by simple physical stimuli (bottom-up), but can also be complex reactions involving cognitive, physiological and behavioral reactions (top-down). The amygdala, the ?alert" or ?neural alarm? structure, is responsible for conditioning fear, while the medial prefrontal cortex participates in emotion self-regulation and decision making.
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Walby, Kevin, and Dale Spencer. "Circus aerialism and emotional labour." Emotions and Society 2, no. 2 (November 1, 2020): 215–32. http://dx.doi.org/10.1332/263169020x15943015197376.
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<xref ref-type="bibr" rid="CIT0019">Hochschild (1983)</xref> introduced the idea of emotional labour to examine how emotions are performed and managed in work settings. Recent writings have extended Hochschild’s works on emotional labour by focusing on the body and collective emotions. Contributing to this literature, we draw on interviews conducted with circus aerialists from several Canadian cities to understand the complexities of emotions, performance and work. Drawing from interviews with 31 aerialists, we examine what aerialists say about emotion management during their performances and travels. We analyse how emotional labour overlaps with the bodily control necessary to engage in circus aerialism as a form of risky work. We also examine how emotional labour is conducted in relation to audience type and the emotional climates that emerge at the group level in aerialist troupes. We conclude by discussing what these findings mean for literatures on emotions and on circus work.
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Acosta Prado, Julio César, and Rodrigo Arturo Zarate Torres. "Emotional Intelligence in Latin American Managers: An exploratory study." Universitas Psychologica 16, no. 3 (November 14, 2017): 1. http://dx.doi.org/10.11144/javeriana.upsy16-3.eila.
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Through an exploratory study with a sample of 614 is established the characterization of emotional intelligence (EI) in Latin American managers from Guatemala, Chile, and Colombia. Is analyzed the ability to perceive, appraise and express emotion, own and others, as reflected in the concept of EI and its impact on the personal and professional achievements of Latin American managers. The results show that respondents have high capacity to assess and recognize their own emotions, low capacity to assess and understand the emotions of their team members, high capacity for self-control of their emotions in extreme moods, and high capacity to direct their emotions toward achieving competence.
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Rinaldi, Teresa, Ilaria Castelli, Andrea Greco, David M. Greenberg, Elliot Jurist, Annalisa Valle, and Antonella Marchetti. "The Mentalized Affectivity Scale (MAS): Development and validation of the Italian version." PLOS ONE 16, no. 4 (April 5, 2021): e0249272. http://dx.doi.org/10.1371/journal.pone.0249272.
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This study proposes a psychometric validation of the Italian version of the Mentalized Affectivity Scale (MAS) developed by Greenberg and colleagues in 2017. The mentalized affectivity construct integrates mentalization ability in the process of emotional regulation. An adult sample (N = 506) completed the 60-items MAS online version. In contrast to the three-factor structure of the original version, the Italian context confirmatory and exploratory factor analyses with splitted sample (CFA = 258; EFA = 248) revealed a five-factor structure. The hierarchically structured MAS factors are: Emotional Processing (being able to process emotion in situations); Expressing Emotions (talking and knowing emotions); Identifying Emotions (awareness of emotions); Control Processing (to control emotional reactions and expression), and Autobiographical Memory (related to childhood experiences). We also verified the convergent validity and reliability of the Italian version of the MAS by correlating the above five factors with measures of emotion regulation and reflective functioning. Moreover, we analyzed the relationships among the factors of the MAS, personality measures and well-being indexes, such as life satisfaction and self-efficacy: The new 35-item MAS scale showed robust correlations with all the tested constructs. Our results confirm that the MAS is a useful measure to assess mentalized affectivity, with the Italian version showing a more complex structure than the original English one, thus enriching the literature about mentalization.
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Pentaraki, Alexandra, and Gary J. Burkholder. "Emerging Evidence Regarding the Roles of Emotional, Behavioural, and Cognitive Aspects of Student Engagement in the Online Classroom." European Journal of Open, Distance and E-Learning 20, no. 1 (June 27, 2017): 1–21. http://dx.doi.org/10.1515/eurodl-2017-0001.
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AbstractThere is emerging evidence that suggests emotions as a discrete factor in academic online contexts that significantly contribute to student engagement and higher order learning (Cleveland-Innes & Campbell, 2012; You, 2012, You & Kang, 2014; Zembylas, 2008; Liaw, 2008). Pekrun (2000) and Pekrun, Goetz, Frenzel, Barchfeld, and Perry (2011) developed the control-value theory of achievement emotion that not only showed that emotions represent a discrete category in student engagement, but that there are certain factors such as perceived academic control and self-regulation that function as antecedents of students’ emotional reactions that affect online learning. The aim of the present paper is to review the emerging research evidence of the impact of emotions on students’ engagement in order to understand the distinct role that emotions may play in online learning. The review also proposes strategies and activities that teachers can use in order to enhance students’ positive engagement in online learning. The findings suggest that emotions are significant factors in students’ engagement in online learning while cognitive and behavioural factors function as antecedents of emotions in online contexts. The inclusion of emotional, cognitive and behavioural strategies in online teaching can enhance students’ engagement and learning experience in the online classroom.
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Nair, Shivashankar B., W. Wilfred Godfrey, and Dong Hwa Kim. "On Realizing a Multi-Agent Emotion Engine." International Journal of Synthetic Emotions 2, no. 2 (July 2011): 1–27. http://dx.doi.org/10.4018/jse.2011070101.
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Emotions have always been a complex phenomenon and research on their causes and effects have been fraught with debates. Though a reasonable and unified theory seems lacking, there have been many attempts at building models that emote. This paper describes a multi-agent approach that aids robot emotion. Emotions are grounded on percepts from sensors and generated by dedicated emotion agents that work concurrently with others – the positive suppressing the negative and vice versa while stimulating their own kinds. Each agent forms a metaphor of an emotion-generating entity that has a replenishing capability. Both the replenishing of an emotion resource and the sampling of the environment are based on fuzzy logic. Sampling of the percepts from the sensors is based on an adrenaline-like effect. Stimulations, suppressions, emotion resource, and a look-back before decay feature embed a deep and dynamic emotional milieu into a machine. The paper presents and discusses how three emotions churned from percepts gathered by a robot act as an emotional control juice capable of governing the manner of its motion along a path.
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Lin, Hao-Chiang Koong, Yu-Chun Ma, and Min Lee. "Constructing Emotional Machines: A Case of a Smartphone-Based Emotion System." Electronics 10, no. 3 (January 27, 2021): 306. http://dx.doi.org/10.3390/electronics10030306.
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In this study, an emotion system was developed and installed on smartphones to enable them to exhibit emotions. The objective of this study was to explore factors that developers should focus on when developing emotional machines. This study also examined user attitudes and emotions toward emotional messages sent by machines and the effects of emotion systems on user behavior. According to the results of this study, the degree of attention paid to emotional messages determines the quality of the emotion system, and an emotion system triggers certain behaviors in users. This study recruited 124 individuals with more than one year of smartphone use experience. The experiment lasted for two weeks, during which time participants were allowed to operate the system freely and interact with the system agent. The majority of the participants took interest in emotional messages, were influenced by emotional messages and were convinced that the developed system enabled their smartphone to exhibit emotions. The smartphones generated 11,264 crucial notifications in total, among which 76% were viewed by the participants and 68.1% enabled the participants to resolve unfavorable smartphone conditions in a timely manner and allowed the system agent to provide users with positive emotional feedback.
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Aspan, Nikoletta, Csilla Bozsik, Julia Gadoros, Peter Nagy, Judit Inantsy-Pap, Peter Vida, and Jozsef Halasz. "Emotion Recognition Pattern in Adolescent Boys with Attention-Deficit/Hyperactivity Disorder." BioMed Research International 2014 (2014): 1–8. http://dx.doi.org/10.1155/2014/761340.
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Background. Social and emotional deficits were recently considered as inherent features of individuals with attention-deficit hyperactivity disorder (ADHD), but only sporadic literature data exist on emotion recognition in adolescents with ADHD. The aim of the present study was to establish emotion recognition profile in adolescent boys with ADHD in comparison with control adolescents.Methods. Forty-four adolescent boys (13–16 years) participated in the study after informed consent; 22 boys had a clinical diagnosis of ADHD, while data were also assessed from 22 adolescent control boys matched for age and Raven IQ. Parent- and self-reported behavioral characteristics were assessed by the means of the Strengths and Difficulties Questionnaire. The recognition of six basic emotions was evaluated by the “Facial Expressions of Emotion-Stimuli and Tests.”Results. Compared to controls, adolescents with ADHD were more sensitive in the recognition of disgust and, worse in the recognition of fear and showed a tendency for impaired recognition of sadness. Hyperactivity measures showed an inverse correlation with fear recognition.Conclusion. Our data suggest that adolescent boys with ADHD have alterations in the recognition of specific emotions.
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Czyzyk, Adam, Kinga Polak, Agnieszka Podfigurna, Stanislaw Kozlowski, and Blazej Meczekalski. "The facial expression of emotions recognition in patients with polycystic ovary syndrome." Problems of Endocrinology 62, no. 5 (September 22, 2016): 35. http://dx.doi.org/10.14341/probl201662535.
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Background. A facial expression of emotions recognition is one of the basic psychological abilities. Sex steroids are able to strongly modulate the process of interpretation of facial expressions, as it has been shown in Turner syndrome patients.Objective. The aim of this study was the assessment of ability to interpret the facial emotions in women with polycystic ovary syndrome (PCOS).Methods. Participants completed a visual emotional task in which they were asked to recognize the emotion expressed of 80 randomly chosen facial expressions from NimStim set (Tottenham et al., 2009). With dedicated software we were able to assess the accuracy of patients facial emotion recognition (in comparison to NimStim validation set) and time required to provide the answer. Patients with psychotic personality have been excluded using Eysenck Personality Questionnaire (EPQ). All the patients underwent also hormonal tests including gonadotropins, estradiol and androgen concentrations.Patients. 80 women diagnosed with PCOS and hyperandrogenemia were included to the study. The control group consisted of 60 healthy, euovulatory women matched by age.Intervention. Each patient underwent visual emotional and EPQ tasks using specifically designed software.Main outcome measures. The accuracy rate (AR) and time required to recognize emotion (TE) of following emotions: anger, disgust, fear, happiness, sadness, surprise, calm and neutral has been measured.Results. Patients with PCOS showed significantly reduced AR for calm (0.76¬+/-0.09) and surprise (0.67+/-0.18) emotions in comparison to controls (0.81+/-0.09, 0.79+/-0.08 respectively). The TE for the anger was higher in PCOS group. Estradiol concentrations showed a statistic tendency (p=0.07) for correlation with TE for the happiness in controls. Conclusions. In this study we showed for the first time that patients affected by hyperandrogenism shows signs of disturbed recognition of facial expression of emotions.