Gotowe bibliografie tematyczne / Emotional reaction

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Gotowa bibliografia na temat „Emotional reaction”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 kwietnia 2022

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Artykuły w czasopismach na temat "Emotional reaction"

Tripathi, R. C., Rashmi Kumar, Roomana N. Siddiqui i Shabana Bano. "Emotional Reactions to Intergroup Norm Violations". Psychology and Developing Societies 30, nr 2 (22.08.2018): 234–61. http://dx.doi.org/10.1177/0971333618792949.

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The present study investigates emotional reactions that follow norm violations involving Hindus and Muslims in India. It also studies how in-group’s emotional reaction is predicted by the emotion that the group experiences in tandem with certain contextual factors, such as, fraternal relative deprivation (FRD), social identity, power to harm and resource power. Data were collected on 221 Hindus and 167 Muslims. Three different types of norm-violating situations were presented and subjects were asked to rate the extent to which they and their group will experience anger, fear or anxiety in such situations. Respondents were asked to choose between conciliation, retaliation and retribution as one of their preferred emotional reactions. Although, conciliation was the most preferred reaction for resolving conflicts for both, Hindus and Muslims, this preference changed from one situation to another. Across three situations, anger was the most intensely experienced emotion followed by the emotions of anxiety and fear. Anger evoked retaliatory reactions among Hindus while Muslims preferred a retributory reaction in situations involving strong norm violations. Multinomial logistic analysis showed that no emotion was consistently related with the preferred emotional reaction to norm violations across situations. For Hindus, fear in Situation 1 (personal humiliation of a group member) was associated with preference for retribution but with conciliation in Situation 3 (mocking of Gods and Goddesses). Similarly, anger enhanced the odds of Hindus for engaging in retaliation in Situation 2 (obstruction of in-group’s religious procession). As for Muslims, contextual factors, such as, resource power, power to harm in association with different negative emotions increased the odds for their preferred choices of emotional reaction.

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Sarry, Septi Mayang, i Eka Ervika. "Parental Emotional Coaching untuk Meningkatkan Kemampuan Menghadapi Emosi Negatif Anak Tunarungu". Prosiding Penelitian dan Pengabdian kepada Masyarakat 5, nr 2 (13.08.2018): 117. http://dx.doi.org/10.24198/jppm.v5i2.18374.

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AbstrakPenelitian ini bertujuan untuk mengetahui perbedaan kemampuan orangtua dalam menghadapi anak yang memiliki emosi negatif sebelum dan sesudah mengikuti program parental emotional coahing. Hasil dari penelitian ini menunjukan parental emotional coaching efektif bagi orangtua untuk meningkatkan kemampuan menghadapi emosi negatif anak tunarungu. Penelitian ini merupakan quasi eksperimen yang diukur dengan Coping with Children’s Emotion Scale (CCNES) dari Fabes dan koleganya (1990-an) yang mengambarkan 6 respon orangtua dalam menghadapi emosi negatif anak yaitu problem focused reaction, emotion focused reaction, expressive encouragement, minimization reaction, punitive reaction, distress reaction. Dua respon pertama yaitu, problem focused reaction, emotion focused reaction merupakan suatu respon yang mendukung untuk bisa menghadapi emosi negatif anak secara efektif. Modul program parental emotional coaching disusun berdasarkan teori Gottman (dalam Cook, 2004). AbstractThis research aimed to determine differences in the ability of parents in dealing with children with hearing negative emotions before and after parental emotional coaching program. Parental emotional coaching aimed to coach parents come be a emotional coacher in dealing children’s negative emotion. Measurements were made with Coping with Children's Emotion Scale (CCNEs ) of Fabes and colleagues ( 1990 ) describing 6 responses of parents in dealing with negative emotions children are problem focused reaction, emotion focused reaction, expressive encouragement, minimization reaction, punitive reaction, distress reaction. The first two responses , namely , reaction problem focused , emotion focused reaction is a response to support the child could face negative emotions effectively . Parental emotional coaching program modules compiled based on Gottman 's theory ( in Cook , 2004). This research use quasi experiment design. The results of this study indicate that parental emotional coaching effectively to improve the ability to deal with negative emotions deaf children.

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Okubo, Chisa, i Toshiki Ogawa. "Unconscious and Conscious Processing of Negative Emotions Examined Through Affective Priming". Psychological Reports 112, nr 2 (kwiecień 2013): 607–25. http://dx.doi.org/10.2466/21.07.pr0.112.2.607-625.

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This study investigated unconscious and conscious processes by which negative emotions arise. Participants (26 men, 47 women; M age = 20.3 yr.) evaluated target words that were primed with subliminally or supraliminally presented emotional pictures. Stimulus onset asynchrony was either 200 or 800 msec. With subliminal presentations, reaction times to negative targets were longer than reaction times to positive targets after negative primes for the 200-msec. stimulus onset asynchrony. Reaction times to positive targets after negative or positive primes were shorter when the stimulus onset asynchrony was 800 msec. For supraliminal presentations, reaction times were longer when evaluating targets that followed emotionally opposite primes. When emotional stimuli were consciously distinguished, the evoked emotional states might lead to emotional conflicts, although the qualitatively different effects might be caused when subliminally presented emotion evoking stimulus was appraised unconsciously; that possibility was discussed.

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Yang, Heekyung, Jongdae Han i Kyungha Min. "EEG-Based Estimation on the Reduction of Negative Emotions for Illustrated Surgical Images". Sensors 20, nr 24 (11.12.2020): 7103. http://dx.doi.org/10.3390/s20247103.

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Electroencephalogram (EEG) biosignals are widely used to measure human emotional reactions. The recent progress of deep learning-based classification models has improved the accuracy of emotion recognition in EEG signals. We apply a deep learning-based emotion recognition model from EEG biosignals to prove that illustrated surgical images reduce the negative emotional reactions that the photographic surgical images generate. The strong negative emotional reactions caused by surgical images, which show the internal structure of the human body (including blood, flesh, muscle, fatty tissue, and bone) act as an obstacle in explaining the images to patients or communicating with the images with non-professional people. We claim that the negative emotional reactions generated by illustrated surgical images are less severe than those caused by raw surgical images. To demonstrate the difference in emotional reaction, we produce several illustrated surgical images from photographs and measure the emotional reactions they engender using EEG biosignals; a deep learning-based emotion recognition model is applied to extract emotional reactions. Through this experiment, we show that the negative emotional reactions associated with photographic surgical images are much higher than those caused by illustrated versions of identical images. We further execute a self-assessed user survey to prove that the emotions recognized from EEG signals effectively represent user-annotated emotions.

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Au, Anson, i Matthew Chew. "How Do You Feel? Managing Emotional Reaction, Conveyance, and Detachment on Facebook and Instagram". Bulletin of Science, Technology & Society 37, nr 3 (październik 2017): 127–37. http://dx.doi.org/10.1177/0270467618794375.

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Studies of social media and its uses have focused on how it shapes behavior but less so with emotion. Overcoming this limitation, this article investigates the role of emotion in understanding and shaping actions online, and how, conversely, different uses of social media are leveraged to manage and express emotions, focusing on Facebook and Instagram. To this end, this article draws on 24 in-depth interviews with youth users in Hong Kong to excavate practices of emotional labor and management online, which reveal (1) strategies to manage emotional reactions, centering on critical distance; (2) strategies to manage emotional conveyance by manipulating the temporality of the content they produce; and (3) the creation of a digital blasé that consisted of the atmosphere of Facebook and Instagram, sustained by general emotional detachment, the perceived need to detach, and a sense of “watchedness”. Throughout, emotional detachment was the default state that users entered into when using Facebook and Instagram, as an anticipatory reaction to the emotional exhaustion imposed by imagined content and into which they inevitably returned.

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Vastfjall, Daniel, Tommy Garling i Mendel Kleiner. "Preference for current mood, anticipated emotional reaction, and experienced emotional reaction". Scandinavian Journal of Psychology 45, nr 1 (luty 2004): 27–36. http://dx.doi.org/10.1111/j.1467-9450.2004.00375.x.

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Volov, V. V., i H. V. Zalevsky. "Analytical Method of Assessing Psycho-Emotional State". Experimental Psychology (Russia) 13, nr 3 (2020): 105–17. http://dx.doi.org/10.17759/exppsy.2020130308.

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The article presents the results of series of myographic studies. On the basis of diagnostics of mimic reactions and use of matrix method the analytical method of research of the psycho-emotional state was developed. The basic emotions are considered as connected matrix elements of the psychic self-organization, determining the necessary state. Specially organized monitoring of the facial reaction when expression and perception of an emotion revealed the work of the afferent and efferent synthesis of the mimic apparatus as an effector of the emotional regulation. As the result of the probe’s comparison of healthy and epileptics the signs of excessive stability, the chiral effects, blocks and emotions imposition were revealed. As shown the ones connected with the self-regulation mechanisms in the different conditions of brain’s functioning.

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Wróbel, Monika, i Michał Olszanowski. "Emotional reactions to dynamic morphed facial expressions: A new method to induce emotional contagion". Roczniki Psychologiczne 22, nr 1 (19.11.2019): 91–102. http://dx.doi.org/10.18290/rpsych.2019.22.1-6.

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In the current study, we tested the utility of a new method developed to study emotional contagion (i.e., the transfer of emotional states between people). Inspired by studies on emotional mimicry – a process that has been postulated as one of the main mechanisms leading to emotional contagion, we created a set of videos showing morphed facial expressions of happiness, sadness, and anger. Following exposure to each video, participants rated their emotions. Our findings demonstrated that the videos evoked congruent emotions in viewers, thereby supporting the notion that dynamic morphed facial expressions may be effective “emotionally contagious” stimuli. Additionally, in line with the previous studies and classic theories of emotional contagion, the displays of anger evoked a complementary reaction of fear.

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Hübner, Amelie M., Ima Trempler, Corinna Gietmann i Ricarda I. Schubotz. "Interoceptive sensibility predicts the ability to infer others’ emotional states". PLOS ONE 16, nr 10 (6.10.2021): e0258089. http://dx.doi.org/10.1371/journal.pone.0258089.

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Emotional sensations and inferring another’s emotional states have been suggested to depend on predictive models of the causes of bodily sensations, so-called interoceptive inferences. In this framework, higher sensibility for interoceptive changes (IS) reflects higher precision of interoceptive signals. The present study examined the link between IS and emotion recognition, testing whether individuals with higher IS recognize others’ emotions more easily and are more sensitive to learn from biased probabilities of emotional expressions. We recorded skin conductance responses (SCRs) from forty-six healthy volunteers performing a speeded-response task, which required them to indicate whether a neutral facial expression dynamically turned into a happy or fearful expression. Moreover, varying probabilities of emotional expressions by their block-wise base rate aimed to generate a bias for the more frequently encountered emotion. As a result, we found that individuals with higher IS showed lower thresholds for emotion recognition, reflected in decreased reaction times for emotional expressions especially of high intensity. Moreover, individuals with increased IS benefited more from a biased probability of an emotion, reflected in decreased reaction times for expected emotions. Lastly, weak evidence supporting a differential modulation of SCR by IS as a function of varying probabilities was found. Our results indicate that higher interoceptive sensibility facilitates the recognition of emotional changes and is accompanied by a more precise adaptation to emotion probabilities.

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Sasse, Heide, i Miriam Leuchter. "Capturing Primary School Students’ Emotional Responses with a Sensor Wristband". Frontline Learning Research 9, nr 3 (25.05.2021): 31–51. http://dx.doi.org/10.14786/flr.v9i3.723.

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The emotions experienced by primary school students have both positive and negative effects on learning processes. Thus, to better understand learning processes, research should consider emotions during class. Standard survey-based methods, such as self-reports, are limited in terms of capturing the detailed trajectories of primary school children’s emotions, as their abilities of self-reporting are developing and still limited. Emotions can also be tracked by capturing emotional responses as they occur e.g. from physiological reaction measured with sensor wristbands. This technology generates an emotional responsestypology based on continuously captured physiological data, such as skin conductivity and skin temperature. However, such measurement methods need to be validated before being used. The present study thus attempted to validate this instrument with primary school students. We used the BM Sensor Wristband technology, as its emotional response typology is based on the categorical emotion and homeostasis approach. In our research, we focus on the emotional responses that can be distinguished by the BM Typology and that can influence learning processes. These emotional responses are: “joy”, “curiosity”, “attention”, “fear”, “anger” and “passivity”. Therefore, we induced emotional responses in primary school children through specifically developed audio-visual stimuli. Using logistic mixed effects modelling, we investigated the occurrence of opposing reactions. We observed that primary school children’s reactions to audio-visual stimuli could be differentiated. We conclude that primary school children’s emotional responses, such as “joy”, “curiosity”, “attention”, “fear”, “anger” and “passivity”, can be accurately measured by evaluating physiological data.

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Rozprawy doktorskie na temat "Emotional reaction"

Mulholland, Eleanor. "Analysing people’s sentiment and emotional reaction towards online videos". Thesis, Ulster University, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.736779.

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The purpose of this research is to evaluate the quality of online video content. Watching video content online has become one of the most popular activities on the Internet as audiences continue to grow rapidly around the globe where more people than ever access the Internet. This leads to a global demand for more video content and an ever increasing number of video content producers. As online audiences grow and the number of video content producers increases a challenge is the identification of high quality video content amongst billions of hours of video. Evaluating video quality and identifying video content that will entertain and emotionally engage the user is a complex task. Evaluating high quality video content has commonly been addressed with video recommender systems, which rank videos for comparison. Sentiment analysis, which identifies positive and negative emotions in text has been applied to text movie reviews to improve movie recommendations. Affective recommender systems utilise the emotional state of the user to improve recommendations. Gamification, which utilises game techniques in non-game scenarios, is a recognised method of encouraging user participation and for monitoring online communities. This research focuses on the use of sentiment analysis, emotion detection and gamification in an emotion-centred model for the evaluation of online video content. The emotion-centred model combines the Unifying framework (Tkalcic et al. 2011) and the Emotion Imbued Choice model (Lerner et al. 2015). The emotion-centred model is implemented in a software system called 360-MAM-Affect. 360-MAM-Affect's sentiment analysis module automatically evaluates the quality of online videos by analysing people's text comments on them. 360- MAM-Affect's emotion detection module obtains people's emotion feedback on videos together with data on their emotional state including explicit mood feedback, implicit mood feedback, and personality and preferences. 360-Gamify, a gamification module, uses gamification techniques to encourage the user to proactively provide feedback and engage with 360-MAM-Affect. This thesis investigates two hypotheses: (1) Video-Sentiment Hypothesis (Hl): Sentiment analysis can enhance the quality evaluation o f online videos and (2) Video-Emotional-Reaction Hypothesis (H2): Users can be monitored with emotion detection and gamification during video viewing to identify their current emotional state and emotional reaction to video content. Five experiments are conducted on YouTube videos with 360-MAM-Affect in order to investigate Hl and H2, with 2 of these experiments applied to 1,433 YouTube videos, and one experiment involving 22 human participants interacting with 200 of those YouTube videos over a two-week period. The results from both experiments provide evidence for hypotheses Hl and H2. Future work includes experimentation with a larger number of participants and incorporating 360-MAM-Affect within a video recommender system.

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Luitjohan, Amy. "Emotional reactions to diagnostic disclosure of cognitive impairment". Xavier University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=xavier151135548047244.

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Mikellides, B. "Emotional and behavioural reaction to colour in the built environment". Thesis, Oxford Brookes University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233455.

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Durnell, Linda A. "Emotional Reaction of Experiencing Crisis in Virtual Reality (VR)/360?" Thesis, Fielding Graduate University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10747522.

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Emotional Reaction of Experiencing Crisis in Virtual Reality (VR)/360° Immersive technology is being used to provoke emotion and move millions of people to action. Because organizations and filmmakers are exploring more ways to use the immersive technology of VR and 360-degree video to evoke emotion, it is important to investigate what emotional reactions are experienced. Both VR and 360° fall under the category of immersive media and the terms are used interchangeably in this study. NVivo 11 is used for the analysis of 1,700 Twitter texts between the years 2015 and 2017 after people view the crisis Clouds Over Sidra in VR/360°. The appraisal theory of emotion serves as the framework to explore the interpretation of the subject’s emotional reactions. Sentiment and thematic analysis reveal (a) an increase in empathy, (b) reports of emotional reactions including feelings of sadness, grief and anger, (c) greater understanding of the crisis (d) intentions to act related to the crisis, (e) importance of VR/360° for educational use, and (f) the power of VR/360° and its ability to alter fields of education, humanitarian work, and politics. This study finds the immersive experience of viewing a crisis in VR/360° generates a range of highly emotional reactions. It is an important goal to understand the role VR/360° plays in generating emotional reactions and behavioral change, particularly in view of the accelerating development of emotional VR/360° content and people’s access to immersive technology.

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King, Margaret. "The behavioural and emotional reaction of the Romans to infant mortality". Thesis, Online version, 1997. http://bibpurl.oclc.org/web/22511.

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Yiu, Yui-tsi Dara, i 姚睿祉. "Worry over femininity loss and emotional reaction after hypothetical breast removal surgery". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50700637.

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Breast cancer patients consistently reported psychosocial adjustment difficulty in their sense of femininity after breast removal surgery. In view of this, the present study aimed to explore the effects of three femininity-related concepts on emotional reactions towards breast removal surgery – femininity schema, femininity loss appraisals, and femininity contingency of self-worth. 212 women without breast cancer history participated in this study. They completed a questionnaire which included a hypothetical scenario of breast removal. Results showed that women who considered the breast of a high relative importance in femininity schema, and depended their self-worth highly on sense of femininity, reported greater increase in negative emotions after hypothetical breast removal. This effect was mediated by femininity loss appraisals. Implications and future directions were discussed.
published_or_final_version
Clinical Psychology
Master
Master of Social Sciences

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Likowski, Katja U. [Verfasser], i Paul [Akademischer Betreuer] Pauli. "Facial mimicry, valence evaluation or emotional reaction? : mechanisms underlying the modulation of congruent and incongruent facial reactions to emotional facial expressions / Katja U. Likowski. Betreuer: Paul Pauli". Würzburg : Universitätsbibliothek der Universität Würzburg, 2011. http://d-nb.info/1014891884/34.

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Calado, Zettergren Carl Alexander. "Watching Scenarios Of Undue Influence : Impact On Emotional Reaction Depends On Viewing Technology". Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-300445.

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The Swedish police authority is currently undertaking projects to strengthen the safety of the working environment for police employees. An issue identified in audits related to these projects is that police employees are facing what is called undue influence: events that affect on an emotional level and can induce a social-anxiety-like mindset of self-censorship. This project explores the use of 360-degree video as material for preparing for undue influence and for facilitating discussion about definitions of undue influence among police employees and across regional departments. This involves production of 360-degree video-material and a comparative study. The video-production is an example of both how a scenario of undue influence can be portrayed, and of what resources are needed to capture such a scenario. The study explored differing effects on feelings of presence and emotional reactions towards the scenario depending on the viewing technology. The compared viewing technologies were flat-screen monitors and a head mounted display. Results indicate that viewing with the head mounted display prompted stronger reactions on some emotion-subscales and on self-location related feelings of presence.
Den svenska Polismyndigheten genomför för närvarande projekt för att stärka säkerheten i arbetsmiljön för polisanställda. En fråga som identifierats i interna granskningar relaterade till dessa projekt är att polisanställda möter det som kallas otillbörlig påverkan: händelser som påverkar på en emotionell nivå och kan framkalla det social ångest-liknande fenomenet självcensur. Detta projekt utforskar användningen av 360-graders video som material för att förbereda sig för otillbörlig påverkan och för att underlätta diskussioner om definitioner av otillbörlig påverkan bland polisanställda och mellan polisregioner. Detta innefattar framställning av 360-graders videomaterial och utförande av en jämförande studie. Videoproduktionen är ett exempel på både hur ett scenario av otillbörlig påverkan kan porträtteras och vilka resurser som behövs för att skapa ett sådant scenario. Studien undersökte olika effekter på känslor av närvaro samt känslomässiga reaktioner gentemot scenariot beroende på visningstekniken. De jämförda visningsteknikerna var platta skärmar och en “head-mounted display”. Resultaten indikerar att visning med “head-mounted display” producerade starkare reaktioner på vissa av de uppmätta känsloskalorna och platsillusions-relaterade känslor av närvaro.

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Verghese, Susha. "THE SPEECH SITUATION CHECKLIST: A NORMATIVE AND COMPARATIVE INVESTIGAT". Master's thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3862.

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Studies conducted over the past decades have identified the presence of a greater amount of negative emotional reaction and speech disruption in particular speech situations among children who stutter, compared to those who do not (Brutten & Vanryckeghem, 2003b; Knudson, 1939; Meyers, 1986; Trotter, 1983). Laboratory investigations have been utilized to describe the particular situations that elicit the greatest or least amount of speech concern and fluency failures. More recently, in order to deal with the limitation of laboratory research, the use of self-report tests have gained popularity as a means of exploring the extent of negative emotional reaction and speech disruption in a wide array of speaking situations. However, the availability of such instruments for use with children has been limited. Toward this end, the Speech Situation Checklist (SSC) was designed for use with youngsters who do and do not stutter (Brutten 1965b, 2003b). Past investigations utilizing the SSC for Children have reported on reliability and validity information and provided useful normative data (Brutten & Vanryckeghem, 2003b; Trotter, 1983). Additionally, the findings from those research studies have consistently revealed statistically significant differences in speech-related negative emotional response and speech disorganization between children who do and do not stutter. However, since its initial construction, the SSC has undergone modifications and paucity of normative data for the current American form of the SSC has restricted its clinical use. To fill this void, the revised SSC for children was utilized in the present study to obtain current normative and comparative data for American grade-school stuttering and nonstuttering children. Additionally, the effect of age and gender (and their interaction) on the emotional reaction and speech disruption scores of the SSC was examined. The SSC self-report test was administered to 79 nonstuttering and 19 stuttering elementary and middle-school children between the ages of 6 and 13. Only those nonstutterers who showed no evidence of a speech, language, reading, writing or learning difficulty, or any additional motor or behavioral problems were included in the subject pool. Similarly, only those stuttering participants who did not demonstrate any language or speech disorder other than stuttering were contained in the study. Measures of central tendency and variance indicated an overall mean score of 78.26 (SD=19.34) and 85.69 (SD=22.25) for the sample of nonstuttering children on the Emotional Reaction section and Speech Disruption section of the SSC, respectively. For the group of stutterers the overall mean for Emotional Reaction was 109.53 (SD=34.35) and 109.42 (SD=21.33) for the Speech Disruption section. This difference in group means proved to be statistically significant for both emotional response (t=3.816, p=. 001) and fluency failures (t=4.169, p=. 000), indicating that, as a group, children who stutter report significantly more in the way of emotional response to and fluency failures in the situations described in the SSC, compared to their fluent peers. Significant high correlations were also obtained between the report of emotional response and the extent of fluency failures in the various speaking situations for both the group of nonstuttering (.70) and stuttering (.71) children. As far as the effect of age and gender is concerned, the present study found no significant difference in the ER and SD scores between the male and female or the younger and older group of nonstuttering children. Interestingly, a significant age by gender interaction was obtained for the nonstuttering children, only on the Speech Disruption section of the test.
M.A.
Department of Communicative Disorders
Health and Public Affairs
Communicative Disorders

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Mossman, Dominique. "The relationship between challenging behaviour and the behaviour of others : a consideration of the role of emotion". Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340308.

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Książki na temat "Emotional reaction"

Segal, Julia. Emotional reactions to MS. Stansted: Multiple Sclerosis Resource Centre, 1994.

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Children under stress: Understanding emotional adjustment reactions. Wyd. 2. Springfield, Ill., U.S.A: Thomas, 1985.

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Assessment & management of emotional reactions to brain damage & aphasia. Kibworth: Far Communications, 1991.

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Assessment & management of emotional reactions to brain damage & aphasia. San Diego, Calif: Singular Publishing Group, Inc., 1991.

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The scars of Dyslexia: Eight case studies in emotional reactions. London: Cassell, 1994.

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Merari, Dalia. A study of couples: Emotional reactions to in-vitro-fertilization treatment. Wellesley, MA: Center for Research on Women, 1999.

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Whrborg, Peter, red. Assessment & Management of Emotional Reactions to Brain Damage & Aphasia. San Diego, California, USA: Singular Publishing Group Inc., 1992. http://dx.doi.org/10.1002/9780470699294.

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Petrone, Barbara. Sex differences in descriptive and emotional reactions to science, mathematics, and technology. Sudbury, Ont: Laurentian University, Department of Psychology, 1988.

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Cancer and emotion: Psychological preludes and reactions to cancer. Chichester: Wiley, 1987.

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Newman, Derek. Breaking up the tune: Factors affecting emotional and perceptual reactions to popular music. Sudbury, Ont: Laurentian University, School of Graduate Studies, 2004.

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Części książek na temat "Emotional reaction"

Clos, Jérémie, Anil Bandhakavi, Nirmalie Wiratunga i Guillaume Cabanac. "Predicting Emotional Reaction in Social Networks". W Lecture Notes in Computer Science, 527–33. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56608-5_44.

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Hess, Mark. "Action and Reaction Extension". W Social & Emotional Curriculum for Gifted Students Grade 3, 69–73. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238003-17.

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Guo, Mengyu, Zhe Chen, Hui Li, Pei-Luen Patrick Rau, Long Zeng, Xiangheng Wang, Nico Wendler i Lahcen Feddol. "Comparing Chinese and German’s Emotional Reaction to Perfume". W Cross-Cultural Design, 59–67. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07308-8_6.

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Seredenin, S. B., Yu A. Blednov, B. A. Badyshtov i N. M. Shevchenko. "Hereditary Traits of Animals with Different Types of Reaction to Stress and Benzodiazepine Tranquilizers". W Drug Dependence and Emotional Behavior, 49–77. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4684-1656-5_3.

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Correia, Pedro, Pedro Morais, Carla Quintão, Claudia Quaresma i Ricardo Vigário. "Assessing the Emotional Reaction to Negative Pictures Through Electrodermal Activity Data". W Advances in Human Factors and System Interactions, 116–24. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79816-1_15.

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LaCaille, Lara, Anna Maria Patino-Fernandez, Jane Monaco, Ding Ding, C. Renn Upchurch Sweeney, Colin D. Butler, Colin L. Soskolne i in. "Emotional Reactions". W Encyclopedia of Behavioral Medicine, 675. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_100549.

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Maison, Dominika, i Beata Pawłowska. "Using the Facereader Method to Detect Emotional Reaction to Controversial Advertising Referring to Sexuality and Homosexuality". W Neuroeconomic and Behavioral Aspects of Decision Making, 309–27. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62938-4_20.

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Veloutsou, Cleopatra, Joaquin Aldas-Manzano i Carla Ruiz-Mafe. "The Dual Nature of Spreading Negative eWOM for Branded Offers: Emotional Reaction or Social Response? – A Structured Abstract". W Creating Marketing Magic and Innovative Future Marketing Trends, 471–76. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-45596-9_87.

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Goldman, Rhonda N., i Irene C. Wise. "Secondary Reactive Emotions in Emotion-Focused Therapy". W Encyclopedia of Couple and Family Therapy, 1–3. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-15877-8_203-1.

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Goldman, Rhonda N., i Irene C. Wise. "Secondary Reactive Emotions in Emotion-Focused Therapy". W Encyclopedia of Couple and Family Therapy, 2594–96. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-49425-8_203.

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Streszczenia konferencji na temat "Emotional reaction"

Liu, Zhao, Huan Zhang, Taide Tan, Changxiong Qin i Jing Fan. "A Cellular Automaton Model and its Application on Emotional Infections". W ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-36136.

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Emotional contagion has been a focus problem in the current fields of psychology and organizational behavior. Based on the theoretical analysis of the emotional contagion mechanisms and probabilistic theory, a cellular automaton (CA) model has been proposed to simulate the process of emotional contagion. And with the help of this CA model, we study the gross features of employees’ positive emotions in the evolution of emotional contagion and explore the effects of employees’ ability to transport emotion susceptibility and intimacy on the reaction process. The results indicate that employees’ ability to transport positive emotion susceptibility and intimacy are positive related to the emotional contagion between employees.

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Li, Shifeng, Shi Feng, Daling Wang, Kaisong Song, Yifei Zhang i Weichao Wang. "EmoElicitor: An Open Domain Response Generation Model with User Emotional Reaction Awareness". W Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/503.

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Generating emotional responses is crucial for building human-like dialogue systems. However, existing studies have focused only on generating responses by controlling the agents' emotions, while the feelings of the users, which are the ultimate concern of a dialogue system, have been neglected. In this paper, we propose a novel variational model named EmoElicitor to generate appropriate responses that can elicit user's specific emotion. We incorporate the next-round utterance after the response into the posterior network to enrich the context, and we decompose single latent variable into several sequential ones to guide response generation with the help of a pre-trained language model. Extensive experiments conducted on real-world dataset show that EmoElicitor not only performs better than the baselines in term of diversity and semantic similarity, but also can elicit emotion with higher accuracy.

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Dhindsa, Kiret, i Suzanna Becker. "Emotional reaction recognition from EEG". W 2017 International Workshop on Pattern Recognition in Neuroimaging (PRNI). IEEE, 2017. http://dx.doi.org/10.1109/prni.2017.7981501.

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Lei, Tian, i Guang Xi. "User's emotional reaction in search engine website". W 2013 IEEE Conference Anthology. IEEE, 2013. http://dx.doi.org/10.1109/anthology.2013.6784707.

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Vodianyk, Bohdan, Ivan Seleznov, Mariia Chernykh, Igor Zyma, Anton Popov i Ken Kiyono. "Analysis of Brain Reaction to Emotional Faces". W 2021 Signal Processing Symposium (SPSympo). IEEE, 2021. http://dx.doi.org/10.1109/spsympo51155.2020.9593764.

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Dong, Yinghong, Hao Chen, Xijin Tang, Weining Qian i Aoying Zhou. "Collective Emotional Reaction to Societal Risks in China". W 2015 IEEE International Conference on Systems, Man, and Cybernetics (SMC). IEEE, 2015. http://dx.doi.org/10.1109/smc.2015.108.

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Chaffar, Soumaya, Gerardo Cepeda i Claude Frasson. "Predicting the Learner's Emotional Reaction towards the Tutor's Intervention". W Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007). IEEE, 2007. http://dx.doi.org/10.1109/icalt.2007.206.

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Maksimyuk, Elena Valentinovna. "Psycho-Emotional Reaction Of Students To The Distance Learning Format". W International Conference «Humanity in the Era of Uncertainty». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.12.02.65.

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Olgun, Zehra Nur, YuJung Chae i ChangHwan Kim. "A System to Generate Robot Emotional Reaction for Robot-Human Communication". W 2018 15th International Conference on Ubiquitous Robots (UR). IEEE, 2018. http://dx.doi.org/10.1109/urai.2018.8441885.

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Nogueira, Pedro A., Ruben Aguiar, Rui Rodrigues i Eugenio Oliveira. "Designing players' emotional reaction models: A generic method towards adaptive affective gaming". W 2014 9th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2014. http://dx.doi.org/10.1109/cisti.2014.6877079.

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Raporty organizacyjne na temat "Emotional reaction"

Soenko, Yevgeny. TYPOLOGY OF PERIPHERAL VISION. Intellectual Archive, maj 2020. http://dx.doi.org/10.32370/iaj.2331.

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The research is based on the statement that retina produces the proper level of electrical activity, sourcing visual system. I started the research with partial darkening of different parts of the visual fields of humans to register possible psychological and physiological changes. The tested showed dramatically increasing variability and number of changes within just four exact types of darkening. More, emotional and physiological aspects of those changes were polarized into general acceptance and general rejection of a certain type of darkening in most of the individual tests. Thus the tested formed two opposite groups within every one of those types of darkening: a group with general negative reactions and a group with general positive ones. Further, those types of darkening turned out combined in pairs. General tune of reactions of most of the tested changed to strictly reverse within a pair of upper-lower types of darkening of peripheral vision and outer-inner ones as well. Between the pairs of types of darkening, there was no correspondence. The tested showed stability of their reactions during at least several months. Thus I may state a possibility of existence in the visual system of humans of two independent neuropsychological structures both having two alternative modes of functioning with a stable preference of just one of them in every individual case. If it is true, there may be a vision-based typology.

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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, luty 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.

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Lindquist, Christine, i Tasseli McKay. Sexual Harassment Experiences and Consequences for Women Faculty in Science, Engineering, and Medicine. RTI Press, czerwiec 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0018.1806.

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In a qualitative study of 40 women faculty in sciences, engineering, and medicine (http://sites.nationalacademies.org/SexualHarrassment.htm), respondents at all career levels and fields reported a range of sexual harassment experiences, including gender-based harassment (e.g., gendered insults, lewd comments), unwanted sexual advances, stalking, and sexual assault by a colleague. Sexual harassment experiences often diminished study participants' scientific productivity as energy was diverted into efforts to process emotional responses, manage the perpetrator, report the harassment, or work to prevent recurrences. Many women who experienced sexual harassment adjusted their work habits and withdrew physically or interpersonally from their departments, colleagues, and fields. Study participants who disclosed harassment to a supervisor or department leader often reported that the reactions they received made them feel dismissed and minimized. Sympathetic responses were often met with dismissiveness, minimization, or sympathy, but active or formal support was rarely provided, and women were typically discouraged from pursuing further action. Formal reporting using university procedures was often avoided. University-level reporting sometimes damaged women's relationships with department colleagues. Women who disclosed their experiences often faced long-term, negative impacts on their careers. Study participants identified opportunities to address sexual harassment by (1) harnessing the power of university leaders, department leaders, and peer bystanders to affect the academic climate; (2) instituting stronger and better-enforced institutional policies on sexual harassment with clear and appropriate consequences for perpetrators; and (3) advancing the cross-institutional work of scientific and professional societies to change the culture in their fields.

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