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Zeitschriftenartikel zum Thema "Emotions and cognition – psychological aspects"
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Al-Hindawi, Fareed, und Salwa Ibrahim Kamil. „The Pragmatic Nature of Manipulation“. Kufa Journal of Arts 1, Nr. 33 (21.11.2017): 9–54. http://dx.doi.org/10.36317/kaj/2017/v1.i33.5968.
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Broadly defined, manipulation is a kind of covert behavior or a means, whether linguistic or non- linguistic, used by manipulators in certain communicative encounters to achieve their goals, desires, and interests regardless of the perceptual, cognitive , and emotional feelings of their interlocutors. In this regard, they utilize myriad devices, especially those dishonest ones, like cunning, lying, making tricks, deceiving, and the like. To be successful in doing so, manipulators should have a cognition which enables them to pursue their own interests through making use of some aspects of human cognition, notably reasoning, checking for likeliness, and emotions. As such, manipulators play on their targets’ weaknesses to influence their motivation, beliefs, emotions, and reaction. For some scholars, manipulation is a psychologicalissuebecause it can be considered as a kind of human behavior or cognition. For others, it falls within the region of cognitive pragmatics since it is basically based on the use of cognition in relation to context. In this study, as far as language use is concerned, it is argued that manipulation is more pragmatic than psychological in nature. Besides, it is characterized by pragmatic features other than the cognitive ones. Hence, it is felt, here, that there is a need to reveal those pragmatic aspects to locate its treatment in its right place. This is done by means of identifying the relationship between manipulation and various pragmatic theories and issues.
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Kononova, A. P., und O. D. Pugovkina. „The Validation of Tendency to Forgive and Attitudes Toward Forgiveness Scale on the Russian-Speaking Sample“. Консультативная психология и психотерапия 26, Nr. 4 (2018): 27–45. http://dx.doi.org/10.17759/cpp.2018260403.
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The article presents the results of the validation of the Tendency To Forgive and Attitudes Towards Forgiveness Scale on a Russian sample which included 366 healthy adult participants. The questionnaire is based on R. Enright’s cognitive model of forgiveness, in which the ability to forgive is determined by the social cognition quality (awareness of one’s own emotions and emotion self-regulation and empathy towards the offender). The study established plausible reliability of both scales. Confirmatory factor analysis was also conducted. The authors analyzed correlations of the tendency to forgive and attitudes towards forgiveness with indicators of emotional ill-being, social cognition, quality of life, life satisfaction, and a number of personal traits (such as Machiavellianism and the Big Five: extraversion, conscientiousness, agreeableness, neuroticism, openness to experience). The results are discussed in the context of adaptive versus maladaptive aspects of forgiveness, as well as in the context of the psychological basis of adaptive ability to forgive.
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Thagard, Paul. „The Emotional Coherence of Religion“. Journal of Cognition and Culture 5, Nr. 1-2 (2005): 58–74. http://dx.doi.org/10.1163/1568537054068642.
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AbstractThis paper uses a psychological/computational theory of emotional coherence to explain several aspects of religious belief and practice. After reviewing evidence for the importance of emotion to religious thought and cognition in general, it describes psychological and social mechanisms of emotional cognition. These mechanisms are relevant to explaining the acquisition and maintenance of religious belief, and also shed light on such practices as prayer and other rituals. These psychological explanations are contrasted with ones based on biological evolution.
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Papelis, YE, RA Kady, LJ Bair und E. Weisel. „Modeling of human behavior in crowds using a cognitive feedback approach“. SIMULATION 93, Nr. 7 (12.11.2016): 567–78. http://dx.doi.org/10.1177/0037549716673153.
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We present an agent-based approach to modeling crowd behavior that is based on complementary psychological and engineering principles. The application focus is for developing realistic models that address not only the physical but also the psychological aspects of crowd behavior. Our approach to modeling the psychology of a crowd is based on the principle of emotional reflection. According to this principle, human emotions are evoked in response to the perception of other people’s emotions, implying that emotions propagate in a crowd as a result of each person’s perception of other crowd members’ emotions in addition to external factors. We demonstrate that when incorporating an emotional component into a crowd simulation, there is enough sensitivity between the outcomes and emotion-based responses to provide a rich and powerful test-bed for assessing possible effects of emotionally driven responses in crowds. The emotional model is coupled with a movement model that is based on the social forces formulation, but with parameters that vary according to the current emotional state of each crowd member. We present the model along with results of how different emotional levels can affect the movement dynamics of crowds.
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Wagener, Bastien. „L’autorégulation conjointe de la cognition et des émotions : quel impact sur les apprentissages ?“ Voix Plurielles 12, Nr. 1 (06.05.2015): 82–103. http://dx.doi.org/10.26522/vp.v12i1.1176.
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Les apprentissages consistent à résoudre des problèmes et à acquérir de nouvelles connaissances et compétences par le biais d’un ensemble de processus relevant de l’autorégulation. Deux aspects principaux rentrent en ligne de compte lorsque l’on cherche à améliorer la résolution de problèmes : la dimension émotionnelle et la métacognition. Les émotions, en tant que réactions organisées et utiles à une situation donnée, peuvent être tour à tour un atout ou un handicap lorsqu’il s’agit d’apprendre. Par ailleurs, la métacognition est constituée d’un ensemble de processus et de savoirs qui s’articulent autour de la prise de conscience et de la régulation de son propre fonctionnement, qu’il soit cognitif ou émotionnel. Grâce aux pratiques de l’attention (PA), issues de traditions permettant un travail sur la conscience et la régulation psychologique et physiologique, il est possible d’agir conjointement sur les cognitions et les émotions. Plusieurs travaux ont montré les nombreux bénéfices que présentent de telles approches et nous constatons également que les effets positifs sur l’autorégulation commencent à être de plus en plus étayés. Nous proposons donc de nouvelles approches holistiques permettant un travail global sur l’autorégulation qui prendraient en compte le traitement métacognitif des sphères cognitive et émotionnelle au bénéfice des apprenants.
Simultaneous self-regulation of cognition and emotions and its consequences on learning
Abstract: The learning process relies on problem-solving activities and the acquisition of knowledge and skills through self-regulation. Emotions and metacognitions are some of the key aspects that allow the improvement of problem-solving. The emotional dimension consists of structured and useful reactions in regard to a specific situation. Emotions can either be an asset or a disadvantage when one is involved in a learning situation. As for metacognition, it’s a compound of processes and knowledge (of cognitive or emotional nature) connected through self-regulation and self-awareness. Thanks to attentional practices (AP), one can regulate both cognitions and emotions. These AP come from various traditions focused on the exploration of the mind and self-regulation of psychological and physiological activities. Many studies show the positive effects of such practices on health, and some recent studies also report improvements in self-regulation thanks to AP. In this paper, we suggest that the creation of new holistic approaches would allow us to work on metacognition and emotions on a global scale, in order to improve the ability of individuals to engage in self-regulated learning efficiently.
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Rimé, Bernard. „Emotions at the Service of Cultural Construction“. Emotion Review 12, Nr. 2 (03.10.2019): 65–78. http://dx.doi.org/10.1177/1754073919876036.
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Emotions signal flaws in the person’s anticipation systems, or in other words, in aspects of models of how the world works. As these models are essentially shared in society, emotional challenges experienced by any individual are of relevance to the community of others. Emotions emerge at the heart of the individual experience, the only place where collective knowledge can be tested against the world. Once felt, emotions generate a cascade of psychological facts: compelling concern, cognitive work, social sharing, and propagation of the social sharing. The larger the fault detected, the more intense the emotion, the more intensive the cognitive work it generates, and the broader the social sharing of the episodic information. Through the social sharing of emotions, common knowledge is updated and enriched.
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Cowdrey, Felicity A., Claire Lomax, James D. Gregory und Philip J. Barnard. „Could a Unified Theory of Cognition and Emotion Further the Transdiagnostic Perspective? A Critical Analysis Using Interacting Cognitive Subsystems as a Case Example“. Psychopathology Review a4, Nr. 3 (05.02.2016): 377–99. http://dx.doi.org/10.5127/pr.044714.
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There is evidence that common processes underlie psychological disorders transdiagnostically. A challenge for the transdiagnostic movement is accounting for such processes theoretically. Theories of psychological disorders are traditionally restricted in scope, often explaining specific aspects of a disorder. The alternative to such ‘micro-theories’ is developing frameworks which explain general human cognition, so called ‘macro-theories’, and applying these systematically to clinical phenomena. Interacting Cognitive Subsystems (ICS) [Teasdale, J.D., & Barnard, P.J. (1993). Affect, cognition and change: Re-modelling depressive thought, Lawrence Erlbaum Associates, Hove] is a macro-theory which aims to explain aspects of information processing. The aim of this review is to examine whether ICS provides a useful platform for understanding common processes which maintain psychological disorders. The core principles of ICS are explained and theoretical papers adopting ICS to explain a particular psychological disorder or symptom are considered. Dysfunctional schematic mental models, reciprocal interactions between emotional and intellectual beliefs, as well as attention and memory processes, are identified as being important to the maintenance of psychological disorders. Concrete examples of how such variables can be translated into novel therapeutic strategies are given. The review concludes that unified theories of cognition and emotion have the potential to drive forward developments in transdiagnostic thinking, research and treatment.
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Wingbermühle, E., J. I. M. Egger, W. M. A. Verhoeven, I. van der Burgt und R. P. C. Kessels. „Affective functioning and social cognition in Noonan syndrome“. Psychological Medicine 42, Nr. 2 (11.07.2011): 419–26. http://dx.doi.org/10.1017/s0033291711001115.
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BackgroundNoonan syndrome (NS) is a common genetic disorder, characterized by short stature, facial dysmorphia, congenital heart defects and a mildly lowered IQ. Impairments in psychosocial functioning have often been suggested, without, however, systematic investigation in a clinical group. In this study, different aspects of affective processing, social cognition and behaviour, in addition to personal well-being, were assessed in a large group of patients with NS.MethodForty adult patients with NS were compared with 40 healthy controls, matched with respect to age, sex, intelligence and education level. Facial emotion recognition was measured with the Emotion Recognition Task (ERT), alexithymia with both the 20-item Toronto Alexithymia Scale (TAS-20) and the Bermond–Vorst Alexithymia Questionnaire (BVAQ), and mentalizing with the Theory of Mind (ToM) test. The Symptom Checklist-90 Revised (SCL-90-R) and the Scale for Interpersonal Behaviour (SIB) were used to record aspects of psychological well-being and social interaction.ResultsPatients showed higher levels of cognitive alexithymia than controls. They also experienced more social distress, but the frequency of engaging in social situations did not differ. Facial emotion recognition was only slightly impaired.ConclusionsHigher levels of alexithymia and social discomfort are part of the behavioural phenotype of NS. However, patients with NS have relatively intact perception of emotions in others and unimpaired mentalizing. These results provide insight into the underlying mechanisms of social daily life functioning in this patient group.
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Dryden, Windy, und Frank W. Bond. „Reason and Emotion in Psychotherapy: Albert Ellis“. British Journal of Psychiatry 165, Nr. 1 (Juli 1994): 131–35. http://dx.doi.org/10.1192/bjp.165.1.131.
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SummaryTo summarise then, in 1962 RET displayed important features still current. These include the inter-relatedness of cognitive, emotive and behavioural processes, the important role that cognition plays in psychological problems, its humanistic view of the self, and the futility and dangers of self-rating. The emphasis on perpetuation rather than acquisition processes of emotional disturbance holds good now as it did then, and the core view of therapeutic change is essentially the same now as it was in 1962, despite further, more recent elaborations.Significant change has occurred in RET since 1962 that updates several of Ellis' original ideas. These include the distinction between interpretations (or inferences) and evaluations, the primary of musts in accounting for psychological disturbance, the clear distinction between healthy and unhealthy negative emotions and the greater role according to force and energy in the change process. In addition, a greater emphasis is placed on biological aspects of emotional disturbance now than 30 years ago. Finally, a greater range of cognitive, imaginal, emotive and behavioural methods are found in current RET literature than in Reason and Emotion in Psychotherapy, where Ellis restricts himself to illustrating a few cognitive and behavioural techniques.RET, then, has grown and developed over the past 30 years. In large part, this reflects the theory's flexibility and the competent people who have worked to make RET one of the most viable and widely used cognitive-behaviour therapies.
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Lee, Young Ju. „The Life of Women in their 20s and 30s Who tend to have Neurotic Bulimia with Eating Shows: A Qualitative Case Study Incorporating A Biological Psychosocial Model“. Korean Association For Learner-Centered Curriculum And Instruction 24, Nr. 8 (30.04.2024): 281–307. http://dx.doi.org/10.22251/jlcci.2024.24.8.281.
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Objectives The purpose of this study is to understand the experience of binge eating and compensatory behavior by exploring the process from before to after watching mukbang and its subsequent aspects targeting women in their 20s and 30s who tend to have Bulimia Nervosa. Methods Using Creswell's (2013) qualitative case study method, in-depth interviews were conducted with four women in their 20s and 30s with tendencies toward bulimia nervosa. Afterwards, the interview data was divided into biological-psychological-social dimensions based on the biopsychosocial model and their experiences were examined. Results 5 dimensions, 16 common themes, and 51 individual themes were derived. Biological factors were hormonal changes, genetic factors, drug diagnosis, and pain during binge eating. Cognitive factors among psychological factors were the usual cognitive processing method, thoughts after binge eating, and the impact of watching mukbang on cognition, and emotional factors. The behavioral factors were found to be the usual way of processing emotions, emotions after binge eating, and the effect of watching mukbang on emotions. Behavioral factors were shown to be the usual binge eating behavior, coping after binge eating, and the effect of watching mukbang on behavior. Social factors were related to past history. , it was found to be an unaccepting family environment and an environment that triggers binge eating. Conclusions By exploring the implications and limitations of counseling for eating disorders, we seek to provide basic data for therapeutic intervention for women suffering from eating disorders.
Dissertationen zum Thema "Emotions and cognition – psychological aspects"
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Galluccio, Mauro. „Cognition and emotion in international negotiation: a multidisciplinary perspective“. Doctoral thesis, Universite Libre de Bruxelles, 2006. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210760.
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Chong, Florenca. „Effects of mood induction on reasoning“. Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2588829.
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Gu, Junhua. „Emotional design of smart pantry for mid-age women“. Thesis, Available online, Georgia Institute of Technology, 2006, 2006. http://etd.gatech.edu/theses/available/etd-07052006-120502/.
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Fitzgerald, Marilyn. „Are attention bias and interpretation bias reflections of a single common mechanism or multiple independent mechanisms?“ University of Western Australia. School of Psychology, 2008. http://theses.library.uwa.edu.au/adt-WU2009.0052.
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There is abundant evidence of anxiety-linked threat-biased attention and anxiety-linked threat-biased interpretation (cf. Mathews & MacLeod, 1994, 2005). The present research aimed to determine whether these cognitive biases reflect a single common underlying mechanism (the Common Mechanism Account) or multiple independent underlying mechanisms (the Independent Mechanisms Account). To address this question, a battery of eight experimental tasks was developed; four tasks measured attention bias and four measured interpretation bias. Participants with different levels of trait anxiety, completed pairs of these tasks. The pattern of associations amongst all eight tasks was compared with the pattern of associations between the four tasks that measured attention bias and the pattern of associations between the four tasks that measured interpretation bias. Both Accounts predicted strong associations between the four tasks that measured attention bias, and between the four tasks that measured interpretation bias. However, the Common Mechanism Account predicted generally strong associations between all of the eight tasks, that were equivalent in strength to the associations between tasks measuring attention bias and to the associations between tasks measuring interpretation bias. In contrast, the Independent Mechanisms Account predicted weaker associations between all of the eight tasks than the associations either between the tasks measuring attention bias or between the tasks measuring interpretation bias. The obtained pattern of associations between internally reliable measures of anxiety-linked attention bias and anxiety-linked interpretation bias failed to support the Common Mechanism Account, but rather was consistent with the predictions of the Independent Mechanisms Account. Theoretical and applied implications of the results are discussed.
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Kim, Gap. „A Cognitive Approach to Packaging: Imagery and Emotion as Critical Factors to Buying Decision at Point-of-Purchase“. Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc935733/.
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A packaging model is presented in this study which attempts to show some important aspects of a consumer's cognitive process in relation to packaging. This packaging model is based on the theories of imagery, emotion, and perception (and sensation). Perception of a packaged good occurs because the motivation system of a consumer selects particular information that the packaged good provides. Unlike the situation which occurs in behaviorism, stimulus is as important as response, and motivation explains why people don't perceive all the information available in the environment. When perception occurs, two subsequent responses are possible in the mind of a consumer: the connotative response and the denotative response. A connotative response is an evaluation of the perceived, i.e. emotion. Denotative response is imagery which is produced by conditioned sensory response. Imagery may elicit emotional response. Thus, imagery may reinforce consumer behavior positively or negatively. Emotion with regard to a packaged good is, then, the combination of emotions elicited by the perceived and the imagery evoked. This packaging model tries to explain purchasing behavior through the concepts of imagery and emotion.
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Clarke, Patrick. „Assessing the role of attentional engagement and attentional disengagement in anxiety-linked attentional bias“. University of Western Australia. School of Psychology, 2009. http://theses.library.uwa.edu.au/adt-WU2010.0024.
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[Truncated abstract] It has consistently been found that individuals who are more highly vulnerable to anxious mood selectively attend to emotionally negative stimuli as compared to those lower in anxiety vulnerability, suggesting that such anxiety-prone individuals possess an attentional bias favouring negative information. Two of the most consistent tasks used to reveal this bias have been the attentional probe and emotional Stroop tasks. It has been noted, however, that these tasks have not been capable of differentiating the relative role of attentional engagement with, and attentional disengagement from emotionally valenced stimuli, suggesting that either of these attentional processes could account for the attentional bias observed in individuals with high levels of anxiety vulnerability on the attentional probe and emotional Stroop tasks. A number of resent studies have claimed support for the operation of biased attentional disengagement in anxiety using a modified attentional cueing paradigm, concluding that individuals more vulnerable to anxious mood have a selective difficulty disengaging attention from emotionally negative stimuli. The current thesis highlights the possibility, however, that the structure of the modified cueing paradigm could allow individual differences in initial attentional engagement with differentially valenced stimuli to be interpreted as a selective disengagement bias. ... The modified emotional Stroop task employed in the current research measured participant's ability to engage with the emotional content of differentially valenced stimuli having initially processed non-emotional information (stimulus colour), and measured their relative ability to disengage attention from such emotional content to process non-emotional stimulus information. Results using this modified Stroop task suggested that those with high vulnerability to anxious mood were disproportionately fast to engage with the content of negative as compared to non-negative stimuli whereas those with low vulnerability to anxious mood did not display this pattern. The results provided no support for presence of an anxiety-linked bias in attentional disengagement from the content of differentially valenced stimuli. Results derived from the modified emotional Stroop task therefore provided support for the presence of an anxiety-linked bias in attentional engagement with the content of emotionally negative stimuli, but no support for a bias in attentional disengagement from the content of such material. The final study in the present series of experiments was designed to address the novel possibility that a bias in attentional disengagement could result in ongoing semantic activation of negatively valenced stimuli which would not necessarily be indexed by previous tasks assessing biased attentional disengagement. The results of this final study, however, provided no evidence to suggest the presence of anxiety-linked differences in ongoing semantic activation of differentially valenced stimuli. The present series of studies therefore provide support for the presence of an anxiety-linked bias in attentional engagement with the content of emotionally negative stimuli, while providing no support for the presence of an anxiety-linked bias in attentional disengagement from negative stimuli.
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Jeffrey, Sian. „Attentional and interpretive bias manipulation : transfer of training effects between sub-types of cognitive bias“. University of Western Australia. School of Psychology, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0234.
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[Truncated abstract] It is well established that anxiety vulnerability is characterised by two biased patterns of selective information processing (Mathews & MacLeod, 1986; Mogg & Bradley, 1998). First anxiety is associated with an attentional bias, reflecting the selective allocation of attention to threatening stimuli in the environment (Mathews & MacLeod, 1985; MacLeod, Mathews & Tata, 1986; MacLeod & Cohen, 1993). Second anxiety is associated with an interpretive bias, reflecting a disproportionate tendency to resolve ambiguity in a threatening manner (Mogg et al., 1994). These characteristics are shown by normal individual high in trait anxiety (Mathews, Richards & Eysenck, 1989; Mogg, Bradley & Hallowell, 1994; Mathews & MacLeod, 1994), and by examining clinically anxious patients who repeatedly report elevated trait anxiety levels (MacLeod, Mathews & Tata, 1986; Mogg & Bradley, 1998). '...' Two alternative hypotheses regarding this relationship are proposed. One hypothesis is that attentional and interpretive biases are concurrent expressions of a single underlying biased selectivity mechanism that characterises anxiety vulnerability (the Common Mechanism account). In contrast, a quite different hypothesis is that attentional and interpretive biases are independent cognitive anomalies that represent separate pathways to anxiety vulnerability (the Independent Mechanisms account). The present research program was designed to empirically test the predictions that differentiate the Common Mechanism and Independent Mechanisms accounts. The general methodological approach that was adopted was to employ bias manipulation tasks from the literature that have been developed and validated to directly modify one class of processing bias (i.e. attentional bias or interpretive bias). The effect of these direct bias manipulation tasks on a measure of the same class of processing bias or the other class of processing bias was then examined. The Common Mechanism and Independent Mechanisms accounts of the relationship between attentional and interpretive bias generate differing predictions concerning the impact of directly manipulating one class of processing bias upon a measure of the other class of processing bias. The central difference between the alternate accounts is their predictions regarding cross-bias transfer, that is the transfer of training effects from direct manipulation of one class of processing bias to a measure of the other class of processing bias. Whereas the Common Mechanism account predicts that such cross-bias transfer will occur, the Independent Mechanisms account does not predict such transfer. A series of seven studies is reported in this thesis. There was some difficulty achieving successful bias modification using bias manipulation approaches established in the literature; however when such manipulation was achieved no cross-bias transfer was observed. Therefore the obtained pattern of results was consistent with the Independent Mechanisms (IM) account, and inconsistent with the Common Mechanism (CM) account. A more detailed version of the IM account is developed to more fully accommodate the specific results obtained in this thesis.
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Kercher, Amy Jane. „The development and maintenance of adolescent depression“. Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/41417.
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Thesis (PhD)--Macquarie University, Faculty of Human Sciences, Department of Psychology, Centre for Emotional Health, 2009.Includes bibliographical references.
Introduction -- Parenting in adolescent depression: the mediating role of self-worth in a prospective test -- Neuroticism, life events and negative thoughts in the development of depression in adolescent girls -- A cognitive diathesis-stress generation model of early adolescent depression -- General discussion.
This research examined the longitudinal development of depressive symptoms among young adolescents (mean age 12 years). The first model examined depressive symptoms across 6 months in 315 young adolescents and their mothers, considering the mediation of perceived parenting and its influence on adolescent self-worth. Although parent-reported parental depression was not linked with child-reported perceived parenting, the child's perception of his or her mother as rejecting or less caring was associated with a lower sense of self-worth, which in turn predicted depressive symptoms 6 months later, controlling for initial depression. In the second model, tested across 12 months with 896 young adolescent girls, neuroticism served as a distal vulnerability for depression, conferring a risk of experiencing dependent stressors and negative automatic thoughts which fully mediated the effect of neuroticism on later depression. Initial depressive symptoms also followed this meditational pathway, in a possible maintenance and risk pathway for adolescent depression. Unexpectedly, independent stressors were also predicted by initial depressive symptoms, suggesting possible shared method or genuine environmental factors. Finally, it was proposed that young adolescents at risk of depression will not only display cognitive vulnerabilities contributing to increased depressive symptoms following stressors (cognitive diathesis-stress theory), but also be more likely to experience stressors at least partly dependent on their own behaviour (stress-generation theory). This model was supported with a large (N=756) sample of young adolescents across 6 months, controlling for initial depression. Taken together, this thesis extends previous theories about the aetiology of depression, providing evidence from family, personality and cognitive risk factors to better explain the development of depressive symptoms in early adolescence, with significant implications for intervention and treatment.
Mode of access: World Wide Web.
viii, 140 leaves ill
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Cannell-Cordier, Amy Lynn. „The Role of Emotional Support Consistency and Child Risk Factors in Predicting Pre-K Cognitive and Social-Emotional Development“. PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2366.
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The quality of children's daily experiences in preschool classrooms is predictive of their school readiness and later achievement (Duncan et al., 2007; La Paro & Pianta, 2000). One particularly important aspect of these experiences is the quality of emotional support provided by teachers and peers in the classroom (Hamre & Pianta, 2005; Howes et al., 2008; Mashburn, 2008; National Center on Quality Teaching and Learning, 2012). Traditionally, emotional support quality has been calculated as the average of ratings taken across the school year and is meant to represent children's average daily experience, without regard to any variability which exists within the ratings over time.
The bioecological model of development (Bronfenbrenner & Morris, 1998; 2006) points out the necessity of considering in what ways learning experiences occur over time when drawing links between children's daily lives and later outcomes. In addition, attachment theory (Bowlby, 1973; Ainsworth, 1979) highlights the foundational nature of caregivers' consistency of emotional responses over time in helping young children develop skills and competencies. This study continues a line of research focused on investigating the stability of high-quality interactions as a possible mechanism through which children's optimal cognitive and social-emotional development occurs in preschool classrooms (Curby, Brock, & Hamre, 2013; Curby et al., 2011; Zinsser, Bailey, Curby, Denham, & Bassett, 2013).
The current study examined the role of children's socioeconomic and behavioral risk factors, teachers' mean emotional support, and teachers' emotional support consistency in predicting children's cognitive and social-emotional development in preschool. Children's socioeconomic and behavioral risk factors (socioeconomic status, gender, age, race, ethnicity, English Language Learner status, and self-regulation) negatively predicted both baseline scores and development over the course of the year on the cognitive measures (early math and language and literacy). Low levels of teacher-rated student self-regulation at the beginning of the year significantly negatively predicted baseline scores and development on all academic and social-emotional measures. Contrary to most previous research, teachers' mean emotional support was not found to be a significant contributor to children's development when considered with child risk factors, except in the case of receptive vocabulary. The consistency of teachers' emotional support, however, was predictive of several measures of children's development of academic skills when controlling for child risk factors. A significant interaction between English Language Learner status and emotional support consistency was found in predicting development of expressive vocabulary skills. Multilevel models combining child characteristics, mean emotional support, and emotional support consistency suggest that child risk factors and emotional support consistency predict language and literacy development, above and beyond mean emotional support. Follow-up analyses also suggest that, under conditions of relatively high emotional support, consistency is especially important in predicting children's development of cognitive and social-emotional skills.
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Butt, Arif Nazir. „The role of emotions in dyadic negotiation : an empirical study“. Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84485.
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This study examines the effects of performance feedback on negotiator emotions, interpersonal influence, negotiator behavior, and negotiation outcomes. A model based on the role of emotions in dyadic negotiation is proposed that comprises relationships amongst variables before, during, and after negotiation. This model is based on four major elements: namely, cognitive appraisal, emotional specificity, emotional flux, and interpersonal influence, and their influence on negotiator behavior and negotiation outcomes.A 2 x 4 x 4 (Negotiation Role x Feedback Conditions for the Negotiator x Feedback Conditions for the Counterpart) experimental study was designed to examine the effects of performance feedback during negotiation in a simulation based on an employment contract negotiation. The experiment consisted of two negotiation tasks that were completed sequentially. The emotions of the participants were manipulated after Task 1 by providing them four types of performance feedback in Task 1. These feedbacks were based on two valences (success or failure) and two agency attributes (other locus of responsibility or self locus of responsibility).
Four hundred and fourteen participants from executive and academic programs at a Pakistani university took part in this study. The data were analyzed using general linear models, linear multiple regressions, and Pearson correlational analysis to test: (1) the arousal of negotiator emotions after Task 1 as a result of appraisal of the performance feedback, (2) the influence of negotiator emotions on negotiator behavior during Task 2, (3) the interpersonal influence of counterpart emotions and behavior during Task 2 on negotiator behavior in Task 2, (4) the effect of negotiator behavior in Task 2 on negotiation outcomes, (5) the effect of negotiation outcomes on post-negotiation emotions and the desire for future interaction.
The results supported the hypothesized relationships in the proposed model. The treatment effect was successful in producing the four factors of emotions: namely, anger, guilt-shame, gratitude, and pride-achievement emotions, corresponding to the four types of performance feedback. The negotiator behavior was predicted by these emotions along with counterpart emotions and behavior according to the proposed model. The negotiation outcomes were related to negotiator and counterpart behaviors. Negotiator satisfaction was the main predictor of post-negotiation emotions and the desire for future interaction, although economic negotiation outcomes played some role as well.
Bücher zum Thema "Emotions and cognition – psychological aspects"
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N, Watts Fraser, Hrsg. Neuropsychological perspectives on emotion. Hove: Lawrence Erlbaum, 1993.
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Im, Hye-wŏn. Ŏnŏ wa inji: Mom kwa ŏnŏ e taehan inji ŏnŏhakchŏk koch'al. Sŏul T'ŭkpyŏlsi: Han'guk Munhwasa, 2013.
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Dambmann, Ulrike. Erfolgsfaktor Gehirn, oder, Die Auflösung des Widerspruchs von Gefühl und Verstand. Münster: Lit, 2004.
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Nowakowska-Kempna, Iwona. Konceptualizacja uczuć w języku polskim: Prolegomena. Warszawa: Wyższa Szkoła Pedagogiczna Tow. Wiedzy Powszechnej w Warszawie, 1995.
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Norman, Donald A. Emotional design: Why we love (or hate) everyday things. New York: Basic Books, 2004.
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L, Stein Nancy, Leventhal Bennett und Trabasso Tom, Hrsg. Psychological and biological approaches to emotion. Hillsdale, N.J: L. Erlbaum Associates, 1990.
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Grodal, Torben Kragh. Cognition, emotion, and visual fiction: Theory and typology of affective patterns and genres in film and television. Copenhagen: University of Copenhagen, Dept. of Film and Media Studies, 1994.
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Archie, Brodsky, Hrsg. You're smarter than you think: How to develop your practical intelligence for success in living. New York: Simon & Schuster, 1993.
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Zalewski, Andrzej. Film i nie tylko: Kognitywizm, emocje, reality show. Kraków: Universitas, 2003.
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Crain, William. The emotional lives of animals and children: Insights from a farm sanctuary. San Francisco, CA: Turning Stone Press, 2014.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Emotions and cognition – psychological aspects"
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Feola, Mauro, und Marzia Testa. „Cognitive Functioning in Implantable Cardioverter Defibrillator/Pacemaker Recipients“. In Psychological, Emotional, Social and Cognitive Aspects of Implantable Cardiac Devices, 1–11. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55721-2_1.
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Torres, Vilma, und William R. Lewis. „Ethical Aspects of Withdrawing Cardiac Device Therapy at End of Life“. In Psychological, Emotional, Social and Cognitive Aspects of Implantable Cardiac Devices, 243–59. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55721-2_15.
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Pietrabissa, Giada, Francesco Borgia, Gian Mauro Manzoni, Riccardo Proietti, Luca Alessandro Gondoni, Mariella Montano, Ferruccio Nibbio, Anna Maria Titon, Gian Andrea Bertone und Gianluca Castelnuovo. „Psycho-educational Support Interventions for Patients with an Implantable Cardioverter Defibrillator“. In Psychological, Emotional, Social and Cognitive Aspects of Implantable Cardiac Devices, 181–98. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55721-2_10.
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Castelnuovo, Gianluca, Giada Pietrabissa, Gian Mauro Manzoni, Francesco Borgia, Gian Andrea Bertone, Mariella Montano, Ferruccio Nibbio, Anna Maria Titon, Luca Alessandro Gondoni und Riccardo Proietti. „eHealth and mHealth to Manage Distress in Patients with an Implantable Cardioverter-Defibrillator“. In Psychological, Emotional, Social and Cognitive Aspects of Implantable Cardiac Devices, 199–208. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55721-2_11.
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AlTurki, Ahmed, Riccardo Proietti und Francesco Borgia. „Quality of Life of Patients Over 80 Years Old with Implantable Cardioverter-Defibrillators“. In Psychological, Emotional, Social and Cognitive Aspects of Implantable Cardiac Devices, 209–17. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55721-2_12.
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Khan, Parisha. „Importance of Counselling ICD Patients: The Role of Cardiac Physiologists“. In Psychological, Emotional, Social and Cognitive Aspects of Implantable Cardiac Devices, 219–30. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55721-2_13.
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Saunders, Mitzi M. „The Patient’s Informal Caregiver“. In Psychological, Emotional, Social and Cognitive Aspects of Implantable Cardiac Devices, 231–42. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55721-2_14.
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Valore, Paolo. „Natural Kinds, Similarity, and Individual Cases: Ontological Presuppositions and Ethical Implications“. In Psychological, Emotional, Social and Cognitive Aspects of Implantable Cardiac Devices, 261–69. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55721-2_16.
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Churchouse, Wendy. „Patient ICD Support Groups“. In Psychological, Emotional, Social and Cognitive Aspects of Implantable Cardiac Devices, 271–77. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55721-2_17.
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Santagostino, Serena, Giada Pietrabissa, Gianluca Castelnuovo und Francesco Borgia. „Living with an Implantable Cardioverter Defibrillator: The Road to Resilience“. In Psychological, Emotional, Social and Cognitive Aspects of Implantable Cardiac Devices, 279–89. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55721-2_18.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Emotions and cognition – psychological aspects"
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Ebeling, Régis, Carlos Córdova Sáenz, Jeferson Campos Nobre und Karin Becker. „Quarenteners vs. Cloroquiners: a framework to analyze the effect of political polarization on social distance stances“. In Symposium on Knowledge Discovery, Mining and Learning. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/kdmile.2020.11963.
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The worldwide COVID-19 pandemic has struck people’s lives overnight. With an alarming contagious rate and no effective treatments or vaccines, it has evoked all sorts of reactions. In this paper, we propose a framework to analyze how political polarization affects groups’ behavior with opposed stances, using the Brazilian COVID polarized scenario as a case study. Two Twitter groups represent the pro/against social isolation stances referred to as Chloroquiners and Quarenteners. The framework encompasses: a) techniques to automatically infer from users political orientation, b) topic modeling to discover the homogeneity of concerns expressed by each group; c) network analysis and community detection to characterize their behavior as a social network group and d) analysis of linguistic characteristics to identify psychological aspects. Our main findings confirm that Cloroquiners are right-wing partisans, whereas Quarenteners are more related to the left-wing. The political polarization of Chloroquiners and Quarenteners influence the arguments of economy and life, and support/opposition to the president. As a group, the network of Chloroquiners is more closed and connected, and Quarenteners have a more diverse political engagement. In terms of psychological aspects, polarized groups come together on cognitive issues and negative emotions.
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Lasmane, Skaidrīte. „Including the Emotional Potential of Literature in Post-crisis Education“. In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.73.
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Contemporary situational circumstances, with the global Covid-19 pandemic crisis and the ongoing war that has resulted from Russia’s invasion of Ukraine, have brought about social, cultural, and psychological transformations that are, as of yet, little understood but already affecting different aspects of the contemporary school learning processes. Rational, analytical, cognitive, reflexive, and emotional experience are needed to ensure that difficulties within the crisis ecosystem do not cause a lessening of the human emotional experience in difficult times. Diverse emotional experiences are especially needed, the supply of which is reduced by both the limitations of interactivity imposed by the specifics of the media information space, which mostly reflects the realities of the crisis and are predominantly negative. In the face of this protracted crisis and the implications of new communication technologies, the article explores some ways to manage emotional experiences, so as not to lose sight of the diversity of human relations. It looks to address how we can compensate for the minimization of diverse emotional experience in teaching and learning in situations of social crises. The article pays attention to the potential role of literature as a way to build sustainable post-crisis social relationships. It proposes to reevaluate the role of literature in education and explore its use not only as a cognitive source for rational and critical thinking but its potential for cultivating moral emotions that enhance social solidarity and civility. The case studies it presents evaluate the interpretation and misinterpretation of some classical works of Latvian literature in schools and beyond, in the media and society.
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Dobri, Mirona Letitia, Alina-Ioana Voinea, Constantin Marcu, Eva Maria Elkan, Ionuț-Dragoș Rădulescu und Petronela Nechita. „MINDFULNESS: A PSYCHOTHERAPEUTIC METHOD OF ACCEPTANCE AND CENTERING OF THE MENTAL FRAMEWORK“. In The European Conference of Psychiatry and Mental Health "Galatia". Archiv Euromedica, 2023. http://dx.doi.org/10.35630/2022/12/psy.ro.29.
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Mindfulness as a term comes from Buddhist traditions, translating as awareness, concentration or remembrance. Western neuroscientists define mindfulness practices as a combination of emotional and attentional training regimes that help cultivate physical and psychological well-being and improve emotional regulation while noting neurobiological changes in the brain. The formal introduction of oriental ways of thinking into western philosophy, psychology and medicine happened decades ago, generating a large spectrum of discussions and scientific works concerning the therapeutic applications of mindfulness practice. Basing our presentation on a thorough study of scientific papers, we propose a synthesis of the theoretical aspects related to mindfulness and a new perspective regarding its applications in clinical psychiatric care. The modern occidental approaches of the practice are adapted into methods used in cognitive therapy based on mindfulness. The benefits of formal practice proven from the neurological perspective are the result of a less reactive autonomic nervous system. Regulation of attention, body awareness, regulation of emotions, increased capacity of adaptation is just a few of the mechanisms involved. Therefore, it is integrated into western psychotherapy as an adjunctive or alternative method of treatment for several psychiatric disorders among which are depression, anxiety, substance use, smoking cessation, insomnia. In conclusion, mindfulness has shown to have great promise in clinical application, and the hope is to be used in the future with the purpose of improving mental and physical wellbeing and quality of life.
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Motah, Mahendrenath. „The Ontogeny of Memory and Learning: Natural Intelligence versus Artificial Intelligence in Information Technology Education“. In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3028.
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Over the past decades Information Technology has made a tremendous impact on the lives of humans, so much so, that one can safely state that humans eat, breathe and live IT. Each and every aspect of the life of those living in the “modern” world is under the spell of IT. The talk of the day is E-economy, E-education, E-commerce, E-finance, E-government, E-entertainment, E-communication, E-mail; E-learning.. ..the world we are living in has become an E-world. In this whirlpool, many are still groping in the dark while a lot more have kept the pace in both developed and developing countries. The impact of the E thing and IT has attained such dimensions that concepts like cognition, cognitive development, fluid intelligence, crystallized intelligence, emotional intelligence, memory, learning, sensation and perception, and other related terms used to qualify, quantify and explain human experiences have become almost empty concepts in the face of what is nowadays known as artificial intelligence. This paper aims to analyse the biological, physiological and psychological aspects of memory and learning and to critically look at the impact of Information Technology Education and Information Technology in the every day dealings of humans. It also aims to be a thought provoking piece of work, to the scientific minds working on Artificial Intelligence, Robotics, Computers and derivatives, and all the perspectives that Artificial Intelligence offers to humanity, not forgetting that “the human mind and natural intelligence is behind it all”.
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Liu, Yanyu, und Hong Chen. „Design of Children's Wearable Moxibustion Instrument Based on Emotional Design Theory“. In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003474.
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Research For children, the excessive use of antibiotics treatment will damage the liver and kidney functions of children, produce drug resistance, affect the health of children, and traditional Chinese medicine has the characteristics of safety, effective and green, among which children moxibustion application has been widely recognized, and the family traditional Chinese medicine health equipment for children is of great significance. Current studies believe that moxibustion plays the function of dredging meridians and regulating the whole body through three aspects: thermal action, near infrared action and biochemical action. But for children, the skin is delicate, and the nerve is weak. The traditional diagnosis and treatment method of moxibustion has some problems, such as heavy smoke smell, difficult time and temperature control, and complex operation. Besides, the quality of electronic moxibustion products on the market is uneven, and children have not been subdivided. The product design of moxibustion instrument that fully considers the physiological and psychological characteristics of users can have good physiotherapy effect and user experience.Research objective: Emotional design has three different dimensions, namely instinct, behavior and reflection, to study the cognitive response and psychological experience of users to products and apply it in design. This paper aims to explore children as the target user group, focus on the specific situation of home care, summarize and analyze the characteristics and needs of users, design a wearable children's home moxibustion instrument that acts on the body surface and acupoints, and create a good physiotherapy experience for users through visual information and interesting design.Research methods: Based on emotional design, this paper discusses the three-level theory method of products and applies it to the design of wearable children's home moxibustion instrument. This paper mainly from three parts: firstly, population analysis and demand exploration. In this study, the characteristics of children groups are summarized by means of observation and user interview, and the internal needs of related users in the home environment are analyzed. The physical and behavioral characteristics of children are fully considered, the psychological and emotional needs of children are studied, and the three-level theory of emotional design is combined to create an interesting physiotherapy experience. Secondly, summarize the application of pediatric moxibustion in daily health care. Summarize the main health needs of users through preliminary investigation, study the multiple diseases in the childhood stage, and sort out the corresponding treatment methods as the theoretical basis of health care. Thirdly, analyze the transmission mode of information and design visualization. In the design, the wearable sensor and communication equipment are investigated and analyzed, and the user's psychology and interaction scenarios were studied through role-playing, service blueprint and other methods, to design the information interface and product interaction mode.Conclusion: This design starts from the collection of users' physiological signals, receives and transforms them into visual information, puts forward health care plan based on children's moxibustion as a theoretical basis, and adjusts users' physical conditions by applying moxibustion patches in line with children's group characteristics to the surface acupoints. Through the three-level theory of emotional design, users are centered, and emotions are taken as the starting point to analyze the group characteristics and potential needs of users, so as to provide design help for providing positive emotional guidance, creating good experience and satisfying deep needs.
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Markella Petropoulou, Foteini, und Emmanuel Varouchas. „Cracking the Code: How Social Media and Human Behavior Shape Cybersecurity Challenges“. In 15th International Conference on Applied Human Factors and Ergonomics (AHFE 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1004783.
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In an era dominated by digital connectivity, where people are more connected than ever, understanding how humans can securely interact is crucial. This paper delves into the intricate relationship between social engineering and social media, unraveling the multifaceted dimensions that underscore the human aspects of cybersecurity. As technological defenses evolve, adversaries increasingly exploit the vulnerabilities inherent in human behavior (Wang et al., 2020), making it imperative to dissect the interplay between social engineering tactics and the pervasive influence of social media platforms.The study begins by scrutinizing the psychological underpinnings that make individuals susceptible to social engineering attacks, emphasizing the intricate relationship between trust, curiosity, and social connectivity (Albladi & Weir, 2020). Through a comprehensive critical analysis of real-world examples people encounter in their day-to-day lives, the paper exposes the diverse strategies employed by malicious actors to manipulate human cognition and breach organizational defenses. This examination not only dissects the intricacies of phishing, pretexting, and impersonation but also sheds light on the role of emotional triggers and cognitive biases that amplify the effectiveness of these tactics (Wang, Zhu, & Sun, 2021).A significant portion of the paper is dedicated to understanding the role social media plays when it comes to social engineering. The pervasive nature of social media platforms provides a fertile ground for threat actors to extract personal information, exploit social connections, and craft tailored attacks. The paper navigates through the intricate web of privacy erosion, information oversharing, and the amplification of social influence, emphasizing how these factors contribute to the efficacy of social engineering endeavors (Albladi & Weir, 2020).Furthermore, the study explores the role of emerging technologies, such as artificial intelligence and machine learning, in launching social engineering attacks, posing new challenges to the human-centric cybersecurity aspects. To address the ever-changing terrain of social engineering, these emerging technologies advocate for a proactive and flexible strategy that combines technological defenses with a solid understanding of human behavior.In an era dominated by digital connectivity, where individuals are more interconnected than ever, this paper elucidates the critical relationship between social engineering, social media, and cybersecurity. By dissecting psychological vulnerabilities and real-world examples, it underscores the intricate tactics employed by adversaries to exploit human behavior. Emphasizing the role of trust, curiosity, and social connectivity, the study unveils the amplifying effect of emotional triggers and cognitive biases. Focusing on social media's pervasive influence, the paper highlights how platforms contribute to privacy erosion and information exploitation. Acknowledging the challenges posed by emerging technologies, it advocates for a dynamic cybersecurity strategy grounded in both technology and an acute understanding of human behavior. ReferencesAlbladi, S. M., & Weir, G. R. S. (2020). Predicting individuals’ vulnerability to social engineering in social networks. Cybersecurity, 3(1). https://doi.org/10.1186/s42400-020-00047-5Wang, Z., Sun, L., & Zhu, H. (2020). Defining Social Engineering in Cybersecurity. IEEE Access, 8, 85094–85115. https://doi.org/10.1109/access.2020.2992807Wang, Z., Zhu, H., & Sun, L. (2021). Social Engineering in Cybersecurity: Effect Mechanisms, Human Vulnerabilities and Attack Methods. IEEE Access, 9, 11895–11910. https://doi.org/10.1109/access.2021.3051633
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Stefanescumihaila, Ramona olivia. „ADVERTISING PSYCHOLOGY VERSUS LIFELONG LEARNING“. In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-130.
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Every time we open a newspaper or we turn on the TV, we see sellers of almost identical products spending huge amounts of money in order to convince consumers to buy their brands. Advertisers are not in a position to enforce consumption on a target group, but they have the power to dominate by transmitting their messages through television programmes, magazines and other media. Having proven its force in the movement of economic goods and services, nowadays, advertising has been directed in increasing quantity towards matters of social concern. Furthermore, modern advertising is a complex segment of urban industrial civilization, reflecting contemporary life in its real aspects. Advertising has changed in its culture, due largely to the switch from informational to a more expressive conceptual way of communication with consumers. This change has offered the audience less cognition about products and more sensory orientated heuristics about positions, branding and ethical standards of companies. The purpose of the research is to develop a framework for an analysis of new media advertising that focuses on its social implications and its switch from a pure contextual aspect to hybrid, a bridge between types of informational and emotional advertising which refined the way consumers make decisions about products and services. This assessment will perform analyses of a real balance between ways to persuade consumers and, their belief and feelings. Is advertising a business or a risk? What does the advertising professional rely on when "giving life" to a product? to what extent will the psycho-sociology of a commercial influence competitiveness? When a product is far from convincing, will advertising resort to manipulation, creating "new needs"? How difficult is to preserve one's personality on a market where selling and buying is done through the eyes of the "watcher" - an accomplished creator continuously fighting a psychological struggle for a place in the consumer's mind?
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Sapegina, T. A. „SOCIO-PSYCHOLOGICAL ASPECTS OF ADAPTIVE PHYSICAL CULTURE“. In Х Всероссийская научно-практическая конференция. Nizhnevartovsk State University, 2021. http://dx.doi.org/10.36906/fks-2020/55.
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The main goal of adaptive physical culture should be the socialization of a person's personality with health restrictions, raising the level of quality of life, filling it with new meaning, new emotions, feelings, and not only treatment and rehabilitation after diseases and injuries through physical exercises.
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Brizga, Dace, Olga Miezite, Vija Ozolina und Linards Sisenis. „Improvement of labour protection specialists competence assessment of cognitive ergonomic aspects in JSC Latvian state forests (LVM) nurseries“. In 22nd International Scientific Conference Engineering for Rural Development. Latvia University of Life Sciences and Technologies, Faculty of Engineering, 2023. http://dx.doi.org/10.22616/erdev.2023.22.tf083.
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Influenced by the current covid-19 situation in Latvia and in the world, work environment is associated with psychological load - the psycho-emotional risk factor as an aspect of cognitive ergonomics, which can affect employees’ health, productivity and quality. Forest nursery work is usually solitary, and it is conducted out-of-doors. In Latvia the agricultural industry employs about 50 thousand workers in various trades performing diverse tasks, for example, working at forestry tasks with tractor equipment and in outdoor conditions with hand-held power tools, as well as office work and working with timber transport. The aim of the study is to improve the competence of labour protection specialists in the context of cognitive ergonomics risk assessment in order to reduce the impact of psycho-emotional risks on the health of forest management workers. The following methods were use in the research: work environment risk assessment, burnout syndrome test, and the method for determining the working capacity index, Charles D. Spielberger’s survey, and a well-being survey. The highest risk factors for forestry workers in their daily employment are working in a forced position and in different weather conditions, which can affect employees psychologically. The largest number of employees with signs of fatigue is found in the age groups of 40-49 and 50-59 years. The study identified the need to increase the competence of labour protection specialists by improving the master program to ensure the necessary raising of awareness in the context of cognitive ergonomics.
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Dreimane, Lana Frančeska, und Elīna Vītola. „Development of Emotion Regulation by Integrating Mindfulness Praxis in Early Childhood Education“. In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.53.
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Rapid technological development and information overload has shaped the identity of the 21st century and has had an immense impact on many social aspects of human life including education systems and children across the world. In their early years, children experience rapid flows of information and a vast range of emotional stimuli every day which, without the ability to effectively self-regulate the emotional responses to these stimuli, can cause anxiety, cognitive overload, socialisation problems and uncontrollable emotional release, resulting in psychological distress for everyone involved – children, parents, and educators. Furthermore, in early childhood education long-term implications must always be considered as, during such overwhelming moments, a child is not able to effectively engage in socialisation or learning processes and subsequently, this can have a negative effect on overall long-term development and the life of a child. This research confirms that, in the past decade, social emotional learning has, for many education institutions across the world and systems worldwide, become an integral part of learning. Nevertheless, in early childhood education research, there remains a notable knowledge gap concerning the lack of systematized knowledge and practical tools to support the development of emotion regulation skills in early childhood education. This paper presents a theoretical and qualitative multi-method study, including a pedagogical intervention, providing scientifically grounded answers and practical advice for educators and early childhood education institutions on how to integrate mindfulness praxis to promote emotion regulation skills of children aged five to six. The results of the research show that meaningful and qualitative support of emotion regulation skills development are provided, through the inclusion of mindfulness praxis as a purposeful and systematic part of early childhood education.
Berichte der Organisationen zum Thema "Emotions and cognition – psychological aspects"
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Delineau, Valeska, Ligia Passos, Ana Rita Ferreira und Lia Fernandes. The role of behavioral and psychological symptoms of dementia (BPSD) in patient’s autonomy. A scoping review protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, Mai 2022. http://dx.doi.org/10.37766/inplasy2022.5.0008.
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Review question / Objective: This scoping review study aims to identify, summarize, and appraise available literature regarding the role of (BPSD)/neuropsychiatric symptoms in patients’ autonomy with all types of dementia diagnoses. To accomplish this objective, this scoping review will address the following question: What is the role of behavioral and psychological symptoms of dementia in the patient’s autonomy? This review will comprise the terms capacity, functional abilities, and competence in the autonomy concept. Background: Dementia is a neurodegenerative syndrome characterized by the development of multiple cognitive deficits and behavioral changes that interferes with multiple aspects of life, including cognition, daily functioning, and behavioral. With the progress of the disease, the patients lose their capacity, functional abilities, competence, and autonomy (Barbas & Wilde, 2001; Darby & Dickerson, 2017; Irastorza, Corujo, & Bañuelos, 2011; Lee, Jang, & Chang, 2019; Marson, 2013).