Academic literature on the topic 'Emotional impact on attentional processes'
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Journal articles on the topic "Emotional impact on attentional processes"
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Pudło, Monika, and Ewa Pisula. "The relationship between gestures and non-verbal communication and attentional processing in high-functioning adolescents with autism spectrum disorder." Autism & Developmental Language Impairments 3 (January 2018): 239694151878713. http://dx.doi.org/10.1177/2396941518787139.
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Background and aims The links between gestures and various attentional processes in adolescents with autism spectrum disorder have not been studied sufficiently. Previous studies have highlighted the impact of orienting attention on the efficacy of gestures without exploring the influence of alerting and top–down attentional processes. The aim of the present study was to explore the links between attentional processes and indicators of descriptive, conventional and emotional gestures as well as other aspects of nonverbal communication in adolescents with autism spectrum disorder ( N = 46). Methods The attention network test and colour trails test were used to measure attentional processes, whereas descriptive, conventional and emotional gestures were assessed using the Autism Diagnostic Observation Schedule and the autism diagnostic interview . Analysis showed a significant correlation between gestures with alerting, orienting and executive attention. Conclusions The relevant structural equation model revealed that attentional processes have an impact on gestures, but gestures do not have an impact on attentional processes. Emotional gestures are linked to alerting. Spatial-visual search was related to facial expression and the integration of nonverbal communication with behaviour. There was no significant interaction between executive attention and gestures. Implications The obtained results are discussed with reference both to gesture development and studies on attention in adolescents with autism spectrum disorder.
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Shafer, Andrea T., Dmitriy Matveychuk, Todd Penney, Aminda J. O'Hare, Jared Stokes, and Florin Dolcos. "Processing of Emotional Distraction Is Both Automatic and Modulated by Attention: Evidence from an Event-related fMRI Investigation." Journal of Cognitive Neuroscience 24, no. 5 (May 2012): 1233–52. http://dx.doi.org/10.1162/jocn_a_00206.
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Traditionally, emotional stimuli have been thought to be automatically processed via a bottom–up automatic “capture of attention” mechanism. Recently, this view has been challenged by evidence that emotion processing depends on the availability of attentional resources. Although these two views are not mutually exclusive, direct evidence reconciling them is lacking. One limitation of previous investigations supporting the traditional or competing views is that they have not systematically investigated the impact of emotional charge of task-irrelevant distraction in conjunction with manipulations of attentional demands. Using event-related fMRI, we investigated the nature of emotion–cognition interactions in a perceptual discrimination task with emotional distraction by manipulating both the emotional charge of the distracting information and the demands of the main task. Our findings show that emotion processing is both automatic and modulated by attention, but emotion and attention were only found to interact when finer assessments of emotional charge (comparison of most vs. least emotional conditions) were considered along with an effective manipulation of processing load (high vs. low). The study also identified brain regions reflecting the detrimental impact of emotional distraction on performance as well as regions involved in coping with such distraction. Activity in the dorsomedial pFC and ventrolateral pFC was linked to a detrimental impact of emotional distraction, whereas the dorsal ACC and lateral occipital cortex were involved in helping with emotional distraction. These findings demonstrate that task-irrelevant emotion processing is subjective to both the emotional content of distraction and the level of attentional demand.
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Hartikainen, Kaisa M. "Emotion-Attention Interaction in the Right Hemisphere." Brain Sciences 11, no. 8 (July 29, 2021): 1006. http://dx.doi.org/10.3390/brainsci11081006.
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Hemispheric asymmetries in affective and cognitive functions have been extensively studied. While both cerebral hemispheres contribute to most affective and cognitive processes, neuroscientific literature and neuropsychological evidence support an overall right hemispheric dominance for emotion, attention and arousal. Emotional stimuli, especially those with survival value such as threat, tend to be prioritized in attentional resource competition. Arousing unpleasant emotional stimuli have prioritized access, especially to right-lateralized attention networks. Interference of task performance may be observed when limited resources are exhausted by task- and emotion-related processing. Tasks that rely on right hemisphere-dependent processing, like attending to the left visual hemifield or global-level visual features, are especially vulnerable to interference due to attention capture by unpleasant emotional stimuli. The aim of this review is to present literature regarding the special role of the right hemisphere in affective and attentional brain processes and their interaction. Furthermore, clinical and technological implications of this interaction will be presented. Initially, the effects of focal right hemisphere lesion or atrophy on emotional functions will be introduced. Neurological right hemisphere syndromes including aprosodia, anosognosia and neglect, which further point to the predominance of the intact right hemisphere in emotion, attention and arousal will be presented. Then there will be a brief review of electrophysiological evidence, as well as evidence from patients with neglect that support attention capture by emotional stimuli in the right hemisphere. Subsequently, experimental work on the interaction of emotion, attention and cognition in the right hemispheres of healthy subjects will be presented. Finally, clinical implications for better understanding and assessment of alterations in emotion–attention interaction due to brain disorder or treatment, such as neuromodulation, that impact affective brain functions will be discussed. It will be suggested that measuring right hemispheric emotion–attention interactions may provide basis for novel biomarkers of brain health. Such biomarkers allow for improved diagnostics in brain damage and disorders and optimized treatments. To conclude, future technological applications will be outlined regarding brain physiology-based measures that reflect engagement of the right hemisphere in affective and attentional processes.
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Blackett, Deena Schwen, Stacy M. Harnish, Jennifer P. Lundine, Alexandra Zezinka, and Eric W. Healy. "The Effect of Stimulus Valence on Lexical Retrieval in Younger and Older Adults." Journal of Speech, Language, and Hearing Research 60, no. 7 (July 12, 2017): 2081–89. http://dx.doi.org/10.1044/2017_jslhr-l-16-0268.
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Purpose Although there is evidence that emotional valence of stimuli impacts lexical processes, there is limited work investigating its specific impact on lexical retrieval. The current study aimed to determine the degree to which emotional valence of pictured stimuli impacts naming latencies in healthy younger and older adults. Method Eighteen healthy younger adults and 18 healthy older adults named positive, negative, and neutral images, and reaction time was measured. Results Reaction times for positive and negative images were significantly longer than reaction times for neutral images. Reaction times for positive and negative images were not significantly different. Whereas older adults demonstrated significantly longer naming latencies overall than younger adults, the discrepancy in latency with age was far greater when naming emotional pictures. Conclusions Emotional arousal of pictures appears to impact naming latency in younger and older adults. We hypothesize that the increase in naming latency for emotional stimuli is the result of a necessary disengagement of attentional resources from the emotional images prior to completion of the naming task. We propose that this process may affect older adults disproportionately due to a decline in attentional resources as part of normal aging, combined with a greater attentional preference for emotional stimuli.
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Townshend, Kishani. "Conceptualizing the key processes of Mindful Parenting and its application to youth mental health." Australasian Psychiatry 24, no. 6 (July 10, 2016): 575–77. http://dx.doi.org/10.1177/1039856216654392.
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Objective: Youth mental health disorders are rising across the world. Mindful Parenting could be a potential tool to promote youth mental health. The primary distinction between Mindful Parenting programs and other behavioral parenting programs is the focus on emotional literacy and compassion. However, this emerging field has gaps in its theory and evidence. In order to objectively evaluate the impact of Mindful Parenting, it is important to identify how it promotes change. This theoretical paper aims to articulate the key change processes of Mindful Parenting that promote positive outcomes. Method: A literature review was conducted to synthesize the change processes outlined by different authors in the field. Results: Key processes argued to promote Mindful Parenting were aligned with five main categories, namely attention, intention, attitude, attachment and emotion. More specifically the change processes were listening, emotional awareness, emotional regulation, attentional regulation, attunement, attention to variability, intentionality, reperceiving, compassion and non-judgmental acceptance. Conclusions: This preliminary analysis attempted to understand how Mindful Parenting fosters change and transformation. Whilst there are numerous change processes, the essence of Mindful Parenting appears to be the ability to be responsive to a child’s needs.
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Kiesmann, E., P. Grandgenèvre, J. Mallet, C. Dubertret, and G. Vaiva. "Impact of emotional and cognitive saliency on visual search in post-traumatic stress disorder." European Psychiatry 41, S1 (April 2017): S359. http://dx.doi.org/10.1016/j.eurpsy.2017.02.351.
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IntroductionPatients with post-traumatic stress disorder (PTSD) have shown disturbances in visual information treatment. However, most of studies demonstrated attentional bias towards emotional stimuli by using non-ecological paradigm. The paradigm of change blindness offers the possibility of studying sensitivity to the sudden irruption of visual information with ecological stimuli.Objectives/AimsTo compare the explicit detection with the implicit detection by using respectively motor response and eye tracking in patients with PSTD and controls.MethodsFifteen patients with PTSD and fifteen healthy controls had to detect changes in 96 scenes with (1) no change, (2) one neutral change or (3) one emotional pleasant or unpleasant change. We measured the participant's speed and accuracy in explicitly reporting the changes via motor responses, and their capacity to implicitly detect changes via eye movements.ResultsThe patients showed a trend towards slower explicit detection for the emotional change (P = 0.06) and more specifically for unpleasant change (P = 0.054). The two groups did not differ for implicit detection.ConclusionPatients tend to explicitly detect more slowly emotional change (but not neutral), especially for unpleasant change. This could be the result of a lack of access to consciousness of the emotional information. The emotional visual information treatment in PSTD could require more attentional processes than the non-emotional visual information and then lead to a decrease of the available attentional resources for the explicit task.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Micucci, Antonia, Vera Ferrari, Andrea De Cesarei, and Maurizio Codispoti. "Contextual Modulation of Emotional Distraction: Attentional Capture and Motivational Significance." Journal of Cognitive Neuroscience 32, no. 4 (April 2020): 621–33. http://dx.doi.org/10.1162/jocn_a_01505.
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Emotional stimuli engage corticolimbic circuits and capture attention even when they are task-irrelevant distractors. Whether top–down or contextual factors can modulate the filtering of emotional distractors is a matter of debate. Recent studies have indicated that behavioral interference by emotional distractors habituates rapidly when the same stimuli are repeated across trials. However, little is known as to whether we can attenuate the impact of novel (never repeated) emotional distractors when they occur frequently. In two experiments, we investigated the effects of distractor frequency on the processing of task-irrelevant novel pictures, as reflected in both behavioral interference and neural activity, while participants were engaged in an orientation discrimination task. Experiment 1 showed that, compared with a rare distractor condition (20%), frequent distractors (80%) reduced the interference of emotional stimuli. Moreover, Experiment 2 provided evidence that emotional interference was reduced by distractor frequency even when rare, and unexpected, emotional distractors appeared among frequent neutral distractors. On the other hand, in both experiments, the late positive potential amplitude was enhanced for emotional, compared with neutral, pictures, and this emotional modulation was not reduced when distractors were frequently presented. Altogether, these findings suggest that the high occurrence of task-irrelevant stimuli does not proactively prevent the processing of emotional distractors. Even when attention allocation to novel emotional stimuli is reduced, evaluative processes and the engagement of motivational systems are needed to support the monitoring of the environment for significant events.
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Pinel, Luis, Miguel A. Perez-Nieto, Marta Redondo, Luis Rodríguez-Rodríguez, and Leticia L. Mateos. "The Impact of Cognitive Anxiety and the Rating of Pain on Care Processes in a Vigilance Task: The Important Part Played by Age." Pain Research and Management 2020 (April 21, 2020): 1–10. http://dx.doi.org/10.1155/2020/3204720.
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Chronic pain is a serious public health problem that has grown exponentially in recent years, which is why it has received the attention of numerous researchers. Most of the studies in the field of chronic pain have focused on care as a mediating variable on the perception of painful stimuli and emotions. Nevertheless, there are very few studies that have gone in the opposite direction. This study’s aim is therefore to analyse the impact of emotional variables (anxiety and depression), the rating of pain, and age on vigilance processes in a sample of patients with chronic pain. To do so, the attentional performance of a cohort of 52 patients with chronic pain was measured through the use of a modified dot-probe task. Furthermore, all the participants were evaluated using the following self-report measures: Beck’s Depression Inventory-II (BDI-II), the McGill Pain Questionnaire, and the Pain Anxiety Symptoms Scale-20 (PASS-20). Stepwise multiple linear regression analysis revealed a significant negative correlation between the pain rating index and the number of mistakes the participants made during the attention test. There was also a positive and significant correlation with age and another negative and significant correlation with cognitive anxiety regarding the overall performance times during the undertaking of the experimental task. These results point to the importance of a more in-depth understanding of the impact that the emotional variables and other variables such as age have on attentional processes and the rating of pain. Finally, the discussion focuses on the implications these results could have for clinical practice or for future research studies in this field.
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Drapeau, Joanie, Nathalie Gosselin, Isabelle Peretz, and Michelle McKerral. "Electrophysiological Responses to Emotional Facial Expressions Following a Mild Traumatic Brain Injury." Brain Sciences 9, no. 6 (June 18, 2019): 142. http://dx.doi.org/10.3390/brainsci9060142.
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The present study aimed to measure neural information processing underlying emotional recognition from facial expressions in adults having sustained a mild traumatic brain injury (mTBI) as compared to healthy individuals. We thus measured early (N1, N170) and later (N2) event-related potential (ERP) components during presentation of fearful, neutral, and happy facial expressions in 10 adults with mTBI and 11 control participants. Findings indicated significant differences between groups, irrespective of emotional expression, in the early attentional stage (N1), which was altered in mTBI. The two groups showed similar perceptual integration of facial features (N170), with greater amplitude for fearful facial expressions in the right hemisphere. At a higher-level emotional discrimination stage (N2), both groups demonstrated preferential processing for fear as compared to happiness and neutrality. These findings suggest a reduced early selective attentional processing following mTBI, but no impact on the perceptual and higher-level cognitive processes stages. This study contributes to further improving our comprehension of attentional versus emotional recognition following a mild TBI.
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Gkintoni, Evgenia, Hera Antonopoulou, and Constantinos Halkiopoulos. "Emotional Neuroscience and Learning. An Overview." Technium Social Sciences Journal 39 (January 8, 2023): 421–29. http://dx.doi.org/10.47577/tssj.v39i1.8076.
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In recent years, there has been a growing interest in examining the effect of emotion on learning. The relationship between neuroscience and education is direct, and emotional neuroscience has a significant impact on the learning process. This study's primary objective is to examine the connection between emotional neuroscience and the learning process. Therefore, the effects of emotion on cognitive function, memory, and learning processes were reviewed. A search was conducted using electronic databases (PubMed and Scopus). To emphasize the most recent literature, articles published within the last fifteen years were sought out. Based on the review of studies, it was determined that emotional neuroscience and learning have a strong correlation. Notably, both positive and negative emotions can have an impact on a person's cognitive functions, with the greatest impact on attention, memory, and learning.
Dissertations / Theses on the topic "Emotional impact on attentional processes"
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Denke, Gregory. "Attentional Sub-Processes Involved with Emotional Eating." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2455.
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Emotional eating behavior is characterized by eating a large amount of calorie dense sweet and/or high fat foods in an attempt to control, cope with, or avoid negative emotions. Numerous factors are likely to contribute to emotional eating behavior, including attentional factors, such as rumination and avoidance coping. Rumination based emotional eating (attention focused on negative stimuli while mindlessly eating) is often utilized to improve mood while dwelling on problems. However, for those inclined to escape/avoid troublesome thoughts, another type of emotional-eating pattern may be used. By focusing attention on food, emotional eating is believed to distract individuals from negative emotions. However, along with avoiding distressing thoughts, a strong attentional focus on food may also lead to diminished attention resources and subsequently the missing of self-preserving thoughts (e.g. dietary restraint or satiety). While Denke & Lamm (2015) explored neural mechanisms underlying rumination based emotional eating, to the best of our knowledge, no one has investigated the neural correlates underlying avoidance based emotional eating. This study examined how attentional sub-processes contribute to emotional eating behavior among female participants in a task designed to explore escape type emotional-eating behavior. Dense-array EEG and a version of the canonical attentional blink task were used to ascertain the neural correlates underlying the attentional sub-processes and how attentional activation differs for emotional eaters vs. non-emotional eaters. Findings do not support the food fixation escape type emotional-eater hypothesis, but do indicate task validity.
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Ferreira, de Medeiros Gabriela. "Impact of CBG deficiency on emotional and cognitive processes." Thesis, Bordeaux, 2016. http://www.theses.fr/2016BORD0072/document.
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La grande diversité des réponses de stress observée entre individus a pour origine des facteurs génétiques en interaction avec des facteurs environnementaux. Certaines réponses peuvent être moins adaptées et accroitre la vulnérabilité de l’individu aux divers troubles et pathologies liées au stress. La CBG est une glycoprotéine plasmatique impliquée dans la biodisponibilité des glucocorticoïdes, un des principaux médiateurs de la réponse au stress. Des études génétiques ont montré que des polymorphismes du gène codant la CBG ont un impact significatif sur la réponse des glucocorticoïdes au stress. Pour comprendre les mécanismes de l’impact de la CBG sur l’action des glucocorticoïdes et les conséquences sur les réponses endocriniennes et comportementales de stress, notre équipe a développé un modèle de souris déficiente pour le gène Cbg. Ces souris présentent une réponse diminuée des glucocorticoïdes au stress, associée à un niveau élevé de comportement émotionnel de type dépressif. Cette thèse a pour but d’explorer plus en profondeur les altérations physiologiques et comportementales des souris Cbg ko. Nous avons montré que le niveau plus faible de glucocorticoïdes observé chez la souris Cbg ko provient d’une élimination plasmatique plus importante. Une étude chez la souris Cbg ko femelles a montré que les estrogènes se surimposent à la déficience en CBG pour induire des comportements de type dépressif. Nous avons également démontré que la déficience en CBG conduit a une atténuation de la sensibilité comportementale et endocrinienne au stress chronique. Enfin, nous avons observé une détérioration de la mémoire long terme de ces souris. Par ailleurs, nous montrons que dans des conditions de stress chronique associé à un régime alimentaire déséquilibré le métabolisme du glucose était altéré chez les animaux déficients en CBG. Ces résultats renforcent l’importance du rôle de la CBG influençant l’ensemble des mécanismes d’actions des glucocorticoïdes par la modulation de leurs niveaux et de leur disponibilitéThe great diversity in the response to stress observed among individuals originates from their genetic background in interaction with environmental factors. Some responses can be less adaptive and increase the vulnerability to develop stress-associated disorders. CBG is a plasma glycoprotein that regulates the bioavailability of glucocorticoids, one of the main mediators of the stress response. Genetic studies pointed out variations in the gene coding for CBG as a major factor influencing the glucocorticoid response to stress. To better understand the mechanisms involved and the consequences on endocrine and behavioral responses to stress, our team has developed a mouse model of CBG deficiency. These mice present blunted glucocorticoid response to stress associated with increased despair-like behaviors. This thesis aimed at further exploring the physiological and behavioral alterations presented by the Cbg ko mice. We showed that the lower glucocorticoid levels observed in Cbg ko mice stems from their higher clearance from plasma. A study performed on Cbg ko female mice revealed that estrogens outpass CBG deficiency in inducing despair-like behavior. Additionally, we evidenced that CBG deficiency leads to lower behavioral and endocrine sensitivity to chronic stress, and we observed impairment of hippocampal-dependent long-term memory in these mice. Finally, we found that chronic stress combined to high-fat diet leads to alteration in glucose metabolism in CBG deficient animals. These findings reinforce the important role of CBG influencing the broad range of actions of glucocorticoids by modulating their levels and availability
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Adams, Danielle. "Exploring the attentional processes of expert performers and the impact of priming on motor skill execution." Thesis, Brunel University, 2010. http://bura.brunel.ac.uk/handle/2438/5082.
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It is widely acknowledged that under situations of heightened pressure, many expert athletes suffer from performance decrements. This phenomenon has been termed ‘choking under pressure’ and has been the subject of extensive research in sport psychology. Despite this attention, gaps in the literature remain leaving opportunities for further advancements in knowledge about the phenomenon, particularly in relation to its underlying processes and the development of appropriate interventions that can be adopted in order to alleviate, or even prevent choking. The present programme of research, in general terms, aimed to develop and test the efficacy of an intervention tool, based on priming, to alleviate choking under pressure. It was acknowledged that such a tool should be matched to the mechanisms that underlie the choking process and although an abundance of research has provided valuable information about these mechanisms, it was identified that there still remains a lack of consensus regarding the most appropriate explanatory theory. Therefore the initial study in this thesis aimed to provide further insight into the processes that govern choking by examining accounts from elite international swimmers of their experiences of performing under high levels of pressure. The results provided further support for the postulation that choking under pressure occurs as a result of a combination of conscious processing hypothesis (Masters, 1992) and processing efficiency theory (Eysenck & Calvo, 1992) and that an optimum level of skill-focused attention is beneficial to performance. The following studies utilised this information as well as that of the existent theories of choking, to develop and examine an effective priming based intervention tool (a scrambled sentence task). Specifically, Studies 2, 3 and 4 examined the amount of residual working memory available after activation of the prime, the optimisation of the priming task and the efficacy of the tool in promoting performance under high pressure respectively. Results revealed support for the efficacy of the tool in reducing online skill-focused attention and promoting performance under both low- and high-pressure conditions. Finally, the general themes that emerged throughout the whole programme of study are discussed, as well as the limitations and recommendations for future research. Implications for coaches, athletes and practitioners are also presented.
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Kotsou, Ilios. "Emotional plasticity: the impact of the development of emotional competence on well-being. Conditions, effects and change processes." Doctoral thesis, Universite Libre de Bruxelles, 2017. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/246651.
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This thesis focuses on the acquisition of emotional competence (EC) skills in adults and its impact on well being. The first part of the thesis is dedicated to the definition of EC, including a review of EC in order to better understand and operationalize its main dimensions and correlates. We also present a systematic review of EC intervention studies on adult populations in order to assess their outcomes and make recommendations for the development and implementation of future interventions. We then provide a theoretical and practical framework for emotional competence (EC) based interventions. We describe the main components of an EC intervention, underline the important characteristics of the intervention pedagogy and discuss theoretical and practical implications of this framework.In a second part we investigate whether a sustainable improvement in emotional competencies is possible in adults, and what are the conditions and effects of this improvement on well-being (e.g. on mental and physical health and quality of interpersonal relationships). Results of three empirical studies confirm that EC can be significantly increased following an intervention (and compared to a control group) and that this intervention impacts favourably personal and interpersonal well-being as measured by psychological health, quality of relationship and employability.A last part of the thesis explores the mechanisms underlying this improvement of competencies and well-being. We focus on emotional acceptance, self-compassion, self kindness and behavioural flexibility. Because there was no scale measuring self-compassion or self kindness in French, we validate two scales and assess the relationships between these constructs and well-being.We then examined the possible benefits of emotional acceptance and behavioural flexibility in a randomized controlled study, showing how increasing emotional competence can enhance these change processes and how these processes can, in turn, enhance well-being.This research helps to further elucidate the role of active change processes in EC increase related to the promotion of well-being.Doctorat en Sciences psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
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Kornacka, Monika. "Don't stop me now… I'm ruminating ! : the distinctive impact of processing modes on emotional regulation, inhibition and attentional disengagement." Thesis, Lille 3, 2015. http://www.theses.fr/2015LIL30032.
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Les pensées répétitives négatives (PRN) sont considérées comme un des processus transdiagnostiques impliqués dans le développement, le maintien et la récurrence de plusieurs troubles psychologiques tels que les troubles de l'humeur, les troubles anxieux ou les addictions. Une des priorités dans les recherches actuelles sur les PRN est de déterminer quel processus contribue au développement et au maintien des PRN inadaptés. La littérature suggère que les déficits d’inhibition et de désengagement attentionnel sont deux facteurs potentiellement impliqués dans la récurrence des PRN. L’objectif de la présente thèse de doctorat était, premièrement de systématiser les recherches antérieures sur le lien entre les PRN et l’inhibition. Deuxièmement nous avons testé dans des études expérimentales comment l’induction des PRN affectait l’inhibition et le désengagement attentionnel.Le premier article expérimental présente une série d’études testant l’impact des PRN sur l’efficacité de l’inhibition. Le second article expérimental montre comment l’induction des PRN affecte le désengagement attentionnel. Une plus-value des études présentées dans cette thèse est la différenciation faite entre les PRN constructives (concrètes expérientielles) et non constructives (abstraites analytiques) dans la procédure d’induction.Les résultats suggèrent que les pensées analytiques abstraites interfèrent avec la régulation émotionnelle dans une situation de problème non résolu. Contrairement aux prédictions, il semble que les pensées abstraites favorisent les processus inhibiteurs et attentionnels dans le traitement des stimuli verbaux.Les résultats sont discutés selon la perspective de la théorie du mode de traitement et de la théorie de dérégulation du niveau objectif/action. Une nouvelle approche des fonctions exécutives dans les PRN est également proposée : l’hypothèse de l’allocation des ressources cognitives dirigée par le mode de traitementRepetitive negative thinking (RNT) is one of the transdiagnostic processes involved in development, recurrence and relapse of various psychological disorders, i.e. mood disorders, or anxiety disorders. One of the priorities in the current RNT research is to identify the mechanisms responsible for RNT development and maintain. RNT theory and previous research identified inhibition and attentional disengagement impairment as two potential factors of RNT recurrence.The first aim of the dissertation was to systematize previous research exploring the relation between RNT and inhibition. The second aim was to experimentally test how RNT induction affects both, inhibition and attentional disengagement. The first two chapters present RNT concept itself and a systematic literature review on the links between RNT and inhibition. The following chapters are composed of two empirical articles. The first article presents three experimental studies exploring the impact of RNT induction on inhibition efficiency. The second article tests experimentally how RNT affects attentional disengagement. An important contribution of these experimental studies lays also in testing separately constructive (concrete experiential) and unconstructive (abstract analytic) RNT processing mode.The results suggest that abstract analytic thinking impairs emotional regulation in a non-resolved problem situation – a situation predicted to activate RNT. Contrarily to the predictions, it seems that abstract analytic processing enhances inhibition and attentional performance for verbal stimuli comparing to concrete processing.These results are discussed at the theoretical level in the processing mode theory and deregulation of goal/action level perspective. We provide also methodological recommendation for the further research on the link between RNT and executive functions. Finally, we propose a new framework for the hypothesis of processing mode driven resource allocation in RNT
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Patacca, Alessia. "The impact of emotional stressors on distractor filtering." Doctoral thesis, 2019. http://hdl.handle.net/11562/995343.
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Human beings constantly deal with an enormous amount of information that cannot be processed at once. Given the limited cognitive resources available for the processing of incoming information, visual selective attention has the role to differentiate between competing stimuli in order to facilitate the processing of stimuli that are relevant for adaptive behaviours. From an evolutionary perspective, stimuli with emotional content, in particular those signalling danger or threat, are very powerful in attracting and holding attention even if they are task-irrelevant. Moreover, emotional stimuli get higher processing priority compared with other competing stimuli and their access to further processing and conscious perception is thought to be automatic, at least when sufficient cognitive resources are available. Therefore, avoiding emotional stimuli, especially those with negative content, requires a conspicuous amount of resources that, if engaged for a prolonged period of time in a highly demanding cognitive task, they can undergo depletion, and eventually lead to the mental fatigue phenomenon. We propose that the amount of resources specifically dedicated to selective attention are also limited, and that they can be depleted specifically, and possibly independently, from the resources available for other cognitive mechanisms. This work was planned in order to directly explore this possibility, assuming that the crucial resources necessary to overcome the impact of irrelevant emotional distractors are also involved in attentional processing, and – more specifically – in the filtering of distracting visual information. We expected that by heavily engaging these inhibitory mechanisms, providing conditions of heavy and persistent distraction, we would observe phenomena suggesting that they were being depleted during the course of the experimental session (i.e. one-hour session). In a series of visual search experiments, young adult participants had to discriminate a target stimulus, while ignoring a task-irrelevant distractor that could be present in a portion of trials. According to the aim of our research, in order to increase, on the one hand, the attentional load and, on the other, the need to filter out distracting information, task-irrelevant stimuli with emotional content were introduced prior to each visual search trial. I then measured performance to evaluate the overall impact of emotional stimuli, revealing that while the onset of all emotional stimuli affected attentional deployment in the subsequent trial, such impact was different according to the valence of the stimuli involved. Analysing the efficiency of distractor filtering processes over the experimental session, I observed changes in performance suggesting that the attentional resources specifically involved during the inhibition of distractors in the visual search task could indeed be depleted. By this new approach, in this series of studies I offered new evidence relative to the depletion of cognitive resources specific associated with selective attention. I demonstrated that these domain-specific resources can be depleted in a relatively short period of time (i.e., one-hour session). Moreover, I highlighted how emotional activation can either enhance or impair cognitive performance depending on the emotional valence of the stimuli involved, with negative emotions leading to detrimental effects and positive emotions leading to restorative effects on cognitive resources. I also provided evidence on the fact that under condition of high load on attentional processing, the active engagement of top-down behavioural control may limit, or even abolish, the detrimental effects of negative emotional stimuli.
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Allen, Rosemary Anne. "The Impact of a Concurrent Auditory Stimulus on Attentional Processes in Children with ADHD." Thesis, 2016. http://hdl.handle.net/1885/102379.
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Attention Deficit/Hyperactivity Disorder (ADHD) is a common
neurodevelopmental disorder that can have a significant impact on
multiple facets of a child’s life. Children with ADHD are
generally considered to be more susceptible to distraction than
other children; however, recent research has suggested that under
certain circumstances, concurrent noise (e.g., music or white
noise) may improve academic and cognitive performance in children
with ADHD (Abikoff, Courtney, Szeibel, & Koplewicz, 1996; Pelham
et al., 2011; Söderlund, Sikström, & Smart, 2007). These
studies were not able to draw conclusions about which underlying
cognitive processes may be improving with the addition of a
concurrent auditory stimulus.
This thesis contributes to current knowledge by investigating the
impact of a concurrent auditory stimulus on attention in children
with ADHD, as measured by performance on computer-based attention
tasks. We are interested in whether a possible improvement in
basic attentional processes could account for the improvements
task performance observed in previous studies. The aim of the
current thesis was to start to tease out which attentional
processes, if any, may benefit from the presence of concurrent
auditory stimulus such as white noise. Twenty-eight children with
a diagnosis of ADHD-PI or ADHD-C were administered a battery of
computer-based attention tasks under two noise conditions: a
classroom noise only condition, and a classroom noise + white
noise condition. The white noise stimulus comprised sounds of
rain, administered using an iPhone application called Sleep
Machine.
The test battery consisted of four tasks assessing different
types of attention – selective attention, sustained
attention/vigilance, and aspects of executive attention (response
inhibition and conflict resolution). White noise had no impact on
children’s performance on the task measuring response
inhibition. For two of the attention tasks, the effects of white
noise differed for medicated and non-medication children.
Overall, a pattern emerged on the visual search and continuous
performance tasks that suggested that white noise could improve
attention in children with ADHD who are on stimulant medication
(i.e., beneficial as an adjunct to medication). Further research
is needed to clarify the impact of white noise on attentional
processes for non-medicated children with ADHD. For the two
executive attention tasks, a Go/no-go task and a Simon task, the
white noise had no meaningful impact on task performance.
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Mahjoub, Nadia. "Differences of emotional intelligence between men and women and its impact on team leadership and effectiveness." Master's thesis, 2016. http://hdl.handle.net/10400.14/21012.
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The objective of this study is to explore the leader’s Emotional Intelligence (Goleman,
2004) influence team leadership (Morgeson et al., 2010) in order to achieve better Team
Effectiveness (Kozlowski & Bell, 2003). The relationship between these three variables
has not been identified in the past, which is the reason this study has been conducted. A
survey has been created based on validated scales and was distributed to teams. After an
extensive literature review, four hypotheses about these relationships have been created
and were all supported after the statistical analysis. This study confirms the link
between Emotional Intelligence, Leadership and Team Effectiveness. Our findings
show that Emotional Intelligence leads to better Team Effectiveness through Leadership
Support the Social Climate function. It also shows a higher level of Emotional
Intelligence in Women Leaders compared to Men Leaders. Taking into consideration
these results, companies should start paying more attention to Emotional Intelligence
values of the candidates during the hiring and promotion processes, in order to achieve
higher overall organizational succes.O objetivo desta dissertação é o estudo da influência da Inteligência Emocional (Goleman, 2004) na função de Suporte de um líder (Morgeson et al., 2010), de forma a conseguir uma melhor Eficácia da Equipa (Kozlowski & Bell, 2003). A relação entre estas três variáveis ainda não foi identificada no passado, sendo a principal razão da condução deste estudo. Um questionário foi criado baseado em escalas validadas e foi distribuido por equipas. Depois de uma extensa revisão de literatura, foram criadas quatro hipóteses referentes a estes relacionamentos, que foram suportadas por uma análise estatística. Este estudo confirma a ligação entre Inteligência Emocional, Liderança e Eficácia de uma Equipa. As nossas conclusões mostram que a Inteligência Emocional leva a uma melhor Eficácia numa equipa, através da função de Suporte do líder da equipa. As conclusões também mostram que há um maior nível de Inteligência Emocional nas mulheres, em comparação com os homens. Considerando estes resultados, as empresas devem prestar mais atenção aos valores da Inteligência Emocional de candidatos nos processos de recrutamento e de promoção, de forma a chegar a um melhor nível de sucesso organizacional.
Books on the topic "Emotional impact on attentional processes"
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Margaret, O'Dougherty Wright, ed. Childhood emotional abuse: Mediating and moderating processes affecting long-term impact. Binghamton, NY: Haworth Maltreatment & Trauma Press, 2007.
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Margaret, O'Dougherty Wright, ed. Childhood emotional abuse: Mediating and moderating processes affecting long-term impact. Binghamton, NY: Haworth Maltreatment & Trauma Press, 2007.
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Wright, Margaret O'Dougherty. Childhood Emotional Abuse: Mediating and Moderating Processes Affecting Long-Term Impact. Taylor & Francis Group, 2014.
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Wright, Margaret O'Dougherty. Childhood Emotional Abuse: Mediating and Moderating Processes Affecting Long-Term Impact. Taylor & Francis Group, 2014.
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Wright, Margaret O'Dougherty. Childhood Emotional Abuse: Mediating and Moderating Processes Affecting Long-Term Impact. Taylor & Francis Group, 2014.
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Wright, Margaret O'Dougherty. Childhood Emotional Abuse: Mediating and Moderating Processes Affecting Long-Term Impact. Taylor & Francis Group, 2014.
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Worline, Monica C., and Jane E. Dutton. How Leaders Shape Compassion Processes in Organizations. Edited by Emma M. Seppälä, Emiliana Simon-Thomas, Stephanie L. Brown, Monica C. Worline, C. Daryl Cameron, and James R. Doty. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190464684.013.31.
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This chapter focuses on how leaders matter for the expression of compassion in organizations. Leaders are imbued with both instrumental and symbolic power to shape individual and organizational responses to suffering. To understand how leaders impact a system’s compassionate responses, we focus on leadership moves, defined as actions taken by leaders in relation to those who are suffering and/or those who are seeking to alleviate suffering. We identify twelve leadership moves and offer a theoretical view of how these twelve leaders’ moves impact the way emergent compassion processes unfold. We focus particularly on the importance of (1) how leadership moves shape the expression of suffering; (2) how leaders draw attention to pain; (3) how leaders feel and express emotion; and (4) how they frame and narrate suffering. This review illuminates the variety of ways that leaders matter and invites further research into new questions about compassion and leadership.
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Goetz, Jennifer L., and Emiliana Simon-Thomas. The Landscape of Compassion. Edited by Emma M. Seppälä, Emiliana Simon-Thomas, Stephanie L. Brown, Monica C. Worline, C. Daryl Cameron, and James R. Doty. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190464684.013.1.
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How do we, as scientists, define compassion? Is it an emotional state, a motivation, a dispositional trait, or a cultivated attitude? In this introductory chapter, we set forth a working definition for compassion, situate compassion in the context of related terms and mental experiences, and orient readers to the key questions addressed by the authors in this handbook. Particular attention is paid to the evolutionary origins of compassion, the biological structures and processes implicated in compassion, the degree to which compassion is universal and variable across cultures, and documented approaches to fostering compassion. In closing, we explore the potential impact of training compassion on personal well-being, the quality of relationships, organizational success, and society more broadly.
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Najdowski, Cynthia, and Margaret Stevenson, eds. Criminal Juries in the 21st Century. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190658113.001.0001.
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The jury is often celebrated as an important symbol of American democracy. Yet much has changed since 1791 when the Sixth Amendment guaranteed all citizens the right to a jury trial in criminal prosecutions. Psychological and legal scholars have empirically evaluated many claims about the strengths and limitations of the jury system. Now, scientific attention is focusing on new challenges that contemporary juries face. The authors of the chapters in this volume consider myriad legal issues that arise when jurors decide criminal cases while reviewing cutting-edge psychological research and ways that this research can improve the experience and performance of the modern criminal jury. The first part of this book reviews recent societal shifts in attitudes and their potential impact on the demographic and ideological composition of the criminal jury and, in turn, the jury’s ability to make fair and just decisions. The second part of the book considers how recent technological advances have generated new sources of influence on jurors’ evaluations of evidence and decision-making. The final part of the book examines how emotions impact the jury decision-making process and individual citizens’ experiences of serving as jurors. Each of these sets of issues is relevant to understanding the structure, functioning, and performance of today’s juries. This volume offers a unique and broad view of criminal juries, drawing attention to a wide range of issues that impact jurors’ decision-making in the 21st century and, thus, are in need of theoretical, scientific, and legal attention.
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Hamilton, Nancy A., and Rick E. Ingram. Self-Focused Attention and Coping. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195130447.003.0009.
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This chapter explores self-focused attention and coping. It presents definitions of self-focused attention, theories incorporating attentional variables (schemas and automatic thinking, differential activation processes, associative network models, ruminative response styles, self-regulatory perseveration, and self-statement specificity in emotional distress), self-focus and coping with distress, distraction, and mindfulness.
Book chapters on the topic "Emotional impact on attentional processes"
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Healy, Joseph M. "Emotional Adaptation to Life Transitions: Early Impact on Integrative Cognitive Processes." In Personality Psychology, 115–27. New York, NY: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4684-0634-4_8.
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Campbell, Alice, and Francisco Perales. "Intergenerational Processes of Disadvantage in the Lives of Lesbian, Gay and Bisexual Australians: From Relationships with Parents to Parenting Expectations." In Family Dynamics over the Life Course, 251–77. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12224-8_12.
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AbstractAustralia remains a heteronormative society, with many of our social, legal, and moral structures still assuming and reinforcing heterosexuality as the default norm. The impacts of heteronormativity on the family lives of lesbian, gay and bisexual (LGB) Australians can be profound. In this chapter, we draw from the lifecourse principles of linked lives, trajectories and turning points to examine how family dynamics produce disadvantage in the lives of LGB Australians. We begin by documenting trajectories of satisfaction, closeness, and support in relationships between LGB children and their parents. We then test associations between the quality of the parent-child relationship and LGB people’s mental health and emotional wellbeing across the life course. Next, we turn our attention to LGB people’s desires and expectations to have children of their own, and test whether relationships with parents play a role in shaping these. Overall, we find evidence that family dynamics continue to be a source of disadvantage in the lives of some LGB Australians. On average, LGB people are less likely to report a positive relationship with their parents than heterosexual people, and negative relationships with parents appear to suppress desires for having children of one’s own. Further, gay men who desire to have children are significantly less likely to expect to fulfill those desires the more dissatisfied they are with their relationships with their parents. Our findings demonstrate how social structures have the power to shape our most important, personal relationships and, through these, our mental health and wellbeing.
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Benedan, Laura, May El Hachem, Carlotta Galeone, Paolo Mariani, Cinzia Pilo, and Gianluca Tadini. "Patient-generated evidence in Epidermolysis Bullosa (EB): Development of a questionnaire to assess the Quality of Life." In Proceedings e report, 203–7. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-461-8.38.
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Epidermolysis Bullosa (EB) is a group of genetic conditions that cause fragile and blistering skin. Although there are different types of EB, which differ in severity, their signs and symptoms overlap. As a result of this disorder, patients face an unbearable burden in their lives, and their Quality of Life (QoL) is negatively affected at every life cycle stage. Nevertheless, the assessment of the quality of life of these patients is scanty. This project aims to develop a patient-centered questionnaire to assess the QoL of EB patients. This tool will be a valid aid for clinicians to understand patients better and identify the areas that need more attention; moreover, it will allow them to follow the patients over time and evaluate the impact of any treatments. The methodological process to develop the questionnaire consisted of two phases: firstly, a critical review of scientific literature was performed; secondly, a pseudo-Delphi study was carried out. A multidisciplinary panel (including patients, caregivers, and clinicians) actively participated in round tables to discuss the main areas of interest. Starting from this initial set of areas and through the repetition of Delphi (up to three rounds), a gradual refinement of the statements was carried out to define a list of items to be included in an easy-to-use but meaningful questionnaire. The final patient-centered questionnaire is thus able to measure the QoL beyond the physical symptoms and the clinical evolution of the disease, encompassing functional autonomy, psycho-emotional state, social relations and the working field.
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Toropova, Anna. "Emotional Education." In Feeling Revolution, 16–41. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198831099.003.0002.
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Soviet cinema’s ‘affective turn’ in the 1930s took shape in the context of far-ranging scientific debates about emotion and perceptual management. The Soviet film industry’s attention to emotional appeal and push to develop its genre repertoire at the end of the 1920s were closely linked, this chapter shows, to a broader re-evaluation of emotional life in Soviet psychology, as well as to a new scientific interest in the effects of cultural production on audiences. At the end of the 1920s, psychologists including Lev Vygotsky and Aleksandr Luria began to discredit the physiological reading of emotion that had held sway over the human sciences. Alongside its integration into the processes of the mind by the 1930s, emotion was rendered inextricable from the social environment and thereby amenable to cultivation and direction. The setting forth of ‘emotional education’ as a crucial cultural agenda spurred a wave of enquiries into the emotional impact of Soviet cinema. I explore how these sociological and psycho-physiological investigations not only re-conceptualized film viewing as predominantly an emotional experience, but established a correlation between the spectator’s emotional engagement and a film’s use of familiar narrative structures and clear genre markers. The chapter concludes by discussing Stalinist cinema’s commitment to increasing genre variety as both the corollary of an increased audience mindedness, and a symptom of its desire to better manage and guide audience response.
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Trinh, Mai P. "When Demographic and Personality Diversity are Both at Play." In Impact of Diversity on Organization and Career Development, 54–79. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7324-3.ch003.
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This chapter reviews what we know about the effects of demographic diversity (age, sex, and ethnicity) and personality diversity (conscientiousness, openness to experience, extraversion, emotional stability, and agreeableness) in teams in organizations. It also outlines challenges to today's diversity management and Human Resource (HR) practices, such as the lack of definite conclusions from research results, the mismatch between team diversity research designs and organizations' needs, and the lack of research examining simultaneously different aspects of diversity. Drawing from analysis results of team data from 55 teams of volunteers from Shanghai, the author recommends that HR training and selection take specific team contexts into account and increase attention on functions that support important team processes such as communication and mutual support among team members.
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Fernandes, Blossom, Roseann Tan-Mansukhani, and Cecilia A. Essau. "Emotion Regulation and Attention Deficit Hyperactivity Disorder." In Emotion Regulation and Psychopathology in Children and Adolescents, edited by Cecilia A. Essau, Sara Leblanc, and Thomas H. Ollendick, 113–28. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780198765844.003.0006.
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Chapter 6 describes emotion dysregulation features which are associated with children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD). In ADHD adaptive emotion regulation processes are impaired; this negatively impacts the individual’s ability to flexibly select, attend, and appraise emotionally evocative stimuli. This is identified as emotion dysregulation, which occurs when individuals fail to alter emotional states that affect behaviours necessary for achieving one’s goals. This review also examines the relationship between executive functions and emotion dysregulation in ADHD. Successful modulation of emotion occurs as a result of intact executive functions; however, ADHD is characterized by poor executive functions as a result of deficits in the prefrontal cortical networks. Along with describing neural mechanisms associated with ADHD, this review also focuses on the development of emotion dysregulation, clinical implications and current interventions.
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Fuemmeler, Bernard F., and Larry L. Mullins. "Peer, Friendship Issues, and Emotional Well-Being." In Comprehensive Handbook of Childhood Cancer and Sickle Cell Disease. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780195169850.003.0011.
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The assertion that social relationships contribute to a child’s psychological adjustment, health, and overall well-being is commonly accepted and supported by numerous investigations in the clinical child literature (Erdley, Nangle, Newman, & Carpenter, 2001). A wide variety of social phenomena have been examined, including the association between social and emotional adjustment, social network structure, how children are perceived and accepted by their peer group, and children’s ability to establish friendships and close relationships. Given the importance of peer relationships to emotional well-being, it is surprising that this subject has not received greater attention in the pediatric psycho-oncology literature. Understanding children’s social relationships in the context of cancer is important for four primary reasons. First, many aspects related to having cancer and undergoing treatment for cancer, such as school absence, fatigue, interruptions in play and daily activities, changes in physical appearance, strict medical regimens and their associated adverse side effects, and neurocognitive impairments can increase children’s risk for social adjustment problems. Second, positive peer relationships and social support may facilitate the adjustment of children to the experience of cancer. Third, although understudied in the pediatric literature, having positive social support from peers and friends could potentially influence the course of cancer by enhancing the functioning of the neuroendocrine and immune systems. Finally, with a broader understanding of the relevance of social relationships among children with cancer, targeted interventions can be developed and evaluated for their role on outcomes related to adjustment, quality of life, and mediating mechanisms influencing mortality and morbidity. This chapter provides a general overview of the literature related to the role that peers and friendships have on adjustment and presents a review of the relationship of social support to adjustment and health outcomes. The impact of cancer on peer relationships and friendships also is discussed. The chapter concludes with a presentation of extant literature on interventions that have been developed to promote social adjustment and a discussion of future directions. To begin, a description is provided of the terminology and how social processes are often conceptualized. Such information is presented as a heuristic for future research in pediatric psycho-oncology.
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Thompson, Catherine, and Sharon Coen. "The Importance of Visual Attention and Perception in Journalism." In The Psychology of Journalism, 53–86. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190935856.003.0003.
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In this chapter, psychological theories of visual perception and attention are considered in relation to journalism. First, the chapter discusses so-called limited capacity processing—that is, humans are limited in the amount of information they can process at any one time. Next, journalists’ use of visual images is discussed. Although a picture ‘may be worth a thousand words’ (or more), journalists also need to take account of so-called ‘wishful seeing’—that people may see only what they want to see. The chapter then considers the phenomenon of ‘priming’ in relation to the way in which a story is framed, which may trigger particular concepts or stereotypes (positive or negative). Finally, the chapter considers emotional processing within journalism—how an individual’s emotional state may impact on their perceptions of a story, and how journalists may utilize emotion to influence audience engagement and comprehension.
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Heimans, Jan J. "Ethical issues in neurology." In Advocacy in Neurology, edited by Wolfgang Grisold, Walter Struhal, and Thomas Grisold, 41–52. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198796039.003.0004.
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Neurologic diseases may lead to brain dysfunction and consequently to impairment of consciousness, cognitive decline, and emotional disturbances. These conditions may give rise to a wide array of ethical issues. Cerebral dysfunction can be temporary but many conditions are chronic and/or progressive, and the impact of such long-lasting brain dysfunction on decision-making processes is substantial. In this chapter, disturbances of consciousness and the decision-making process, with focus on communication during the various stages of coma, persistent vegetative state, and permanent vegetative state, are discussed. Special attention is paid to the role of proxies, who often have to act as surrogate decision-makers. Further, some aspects of brain death and organ donation are reviewed and the role of the neurologist as a specialist with respect to brain functioning, but also as an advocate acting in the interest of the patient and the patients’ relatives is depicted. Subsequently, consequences of impaired decision-making capacity in dementia and other diseases leading to diminished cognitive functioning are discussed and a short reflection is dedicated to driving ability. Ultimately, ethical issues in connection with decisions on withdrawing and withholding life-sustaining treatment including end-of-life decisions are discussed, both in neurologic diseases with diminished cognitive functioning but also in neurologic disorders, like motor neuron disease, where cognitive functions are preserved.
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Doran, Jim E. "Trajectories to Complexity in Artificial Societies: Rationality, Belief, and Emotions." In Dynamics in Human and Primate Societies. Oxford University Press, 2000. http://dx.doi.org/10.1093/oso/9780195131673.003.0010.
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This chapter illustrates and discusses the use of agent-based artificial societies to explore possible trajectories into social complexity through the integration of ideas from both anthropology and agent technology. Particular attention is paid to the role of rational cooperation, collective belief, and emotional dynamics in these trajectories. Some methodological problems associated with the use of artificial societies to build social theory are also discussed, especially how best to reduce the impact of our own cultural preconceptions. Computer simulation work in archaeology and anthropology is more than 25 years old (see Doran and Hodson 1975, chapter 11; Doran 1990; and compare Halpin to appear). After a period of enthusiasm in the early 1980s interest waned, but recently there have been a number of important computer-based studies of (human) social phenomena using so-called agent-based modeling (e.g., Kohler et al. this volume) and agent-based artificial societies (e.g., Epstein and Axtell 1996), and more are in progress. Both types of study involve (software) agents, that is, according to a standard textbook definition, entities which perceive and act in an environment (Russell and Norvig 1995:49). Reactive agents are typically built around a small number of relatively simple situation-to-action rules. Deliberative agents are more complex, typically posting goals and then forming and executing plans to achieve them. It is this rapidly developing "agent technology," largely based upon artificial intelligence studies, that is the driving force behind the new work. The methodology associated with both agent-based modeling and agentbased artificial societies emphasizes the ability to address explicitly processes of cognition, and hence phenomena that previous models could not tackle, and also the ability to explore what could happen rather than what has happened or is happening. However, unlike agent-based modeling, artificial societies are, in essence, models without a specific target system, and it has been argued that this type of modeling permits the study of societies and their processes in the abstract (Epstein and Axtell 1996; Doran 1997). An underlying assumption is that it is possible and useful for social scientists to explore wide-ranging and abstract social theories and that these theories can be expressed in terms of computational processes.
Conference papers on the topic "Emotional impact on attentional processes"
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Köhler, Markus, Björn Falk, and Robert Schmitt. "Integrating User Attention for Design Evaluations in Customer-Oriented Product Development." In Applied Human Factors and Ergonomics Conference. AHFE International, 2021. http://dx.doi.org/10.54941/ahfe100591.
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The importance of user-oriented design enhancing Perceived Quality increases. The impact of customers’ emotions on purchasing decisions increases the interest in applying multi-sensorial measurement methods during the product development process (PDP) in order to objectify emotions. It is important that emotional information about products can be gathered and applied by the combined usage of visual impressions with different modalities for capturing and objectifying user attention and emotions. Furthermore, rules are necessary to define a sufficient level of data as well as to communicate it into product development. This paper describes a methodology based on principles of Kansei Engineering and presents selected results of the research project CONEMO. An overview is given on how to measure and to use emotion and objectified data about quality perception for decision-making during a customer-oriented product development. CONEMO aims at a standardized procedure with an easy-to-follow methodology that is based on a Quality Gate systematics which involves customers’ attention and emotional evaluation of design alternatives during early phases of PDP and contains descriptions, requirements, measurement parameters, product structure and function. Specifications were developed to transfer Eye-Tracking data into design requirements to combine both latent, objectified and explicit, conscious data during the PDP. The presented methodology intends to support product designers by evaluating product concepts and innovations.
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Sirotova, Mariana, and Alzbeta Lobotkova. "The impact of a teacher´s motivational influence on pupils´emotional experience." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8003.
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It is necessary to pay increased attention to the managing of emotions, to motivation and empathy, which requires most of all an individual approach to pupils in the process of teaching. This scientific study focuses on motivating and demotivating reactions of teachers and their impact on positive and negative emotional experiences of pupils during lessons. Our goal was to find out, if there are differences between emotional experiences of pupils taught by teachers, whose motivating had a positive character, and pupils of those teachers, whose motivating had a negative character. We have executed a quantitative research supplemented by a qualitative analysis. The research sample consisted of students of higher secondary education and their teachers from secondary vocational schools in the Trenčín district. Ten teachers and 375 students had been included in the research. We have identified the differences with the help of a method of microteaching analysis with the use of analytical scheme AS9 (author is Miron Zelina) and a modified version of the Questionnaire of Emotional Experience. The questionnaire contains entries focusing on positive and negative experiences. In both variables we have observed a statistically significant difference with students taught by Teacher 10, whose motivating had a negative character.
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Shang, Huifang, Guo Xincheng, and Chuanshun Wang. "The Positive Distraction Effect of Toys in Children's Venous Blood Sampling." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002096.
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Based on the positive distraction concept in Roger S. Ulrich's supportive design theory, this research selected toys as positive distraction elements in children's venous blood sampling to find more game elements that can effectively divert children's attention and alleviate children's anxiety and fear emotions. The research designed the Children’s Venous Blood Sampling Anxiety Scale by referring to the modified version of the Yale Preoperative Anxiety Scale. The experiment took 3-5 years old children as the research object, and accessed the general distraction effects of toys on children in the process of venous blood sampling. As well as the differences of the distraction effect between normative toy and medical toy on children in blood sampling process, and the differences in long-term impact on children's emotional recovery after blood sampling were compared.
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RACU, Igor, and Maria Nicoleta MOCANU. "Goals and strategies for studying the development of coping." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p61-67.
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Coping is the product of a multi-level system, including subsystems (physiological, neurological, emotional, attentional, cognitive, motivational). Coping processes work on many levels and time scales: as a process of adaptation, as part of resilience in development niches, as an episodic process between days and months and as an interactive regulatory process, inducing endocrine responses at the system level, nervous system, as well as the secretion of hormones involved. The principles from which we must start researching coping mechanisms in a dynamic way focus on development and resilience in contexts of risk and adverse circumstances.
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Ciolan, Lucian ion. "IMAGINATION AND AUTHENTIC LEARNING." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-184.
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When developing curriculum and designing learning experiences, the pedagogy focused on different aspects, as learning practice evolved over the years. If the content was considered for a long time the most important part of the process, its supremacy was dethroned as the knowledge and information produced and accumulated by human kind became almost incommensurable, and the pace of becoming obsolete alarming... So, a next wave proposed the learning outcomes as being the key principle for organizing the learning, and a whole range of formulations came into everyday educational language: objectives, standards, attainment targets, competences or qualifications. But it seems none of these approaches is adapted enough to instill authentic learning for the digital natives. Having a great value from the planning and development perspective, this outcome-based approach seem to be not sufficient in generating authentic learning. The current paper deals with the challenges of creating the conditions for authentic learning in the case of the new millennium learners. As one of the key perspectives on learning process is to create disposition for learning, we will analyze how virtual learning environments positively impacts and supports high quality learning processes. A new trend in curriculum development and learning practice is emerging, with a key focus on learning scenarios which can nurture a consistent disposition for learning processes. Constructing learning is highly enhanced by the learning environments, not only referring to physical ones, but also to all components (physical, cognitive, emotional and actional) of a learning situation. The consequences at learning practice level will be investigated, with a special attention to the VLEs.
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Barile, Sergio, Clara Bassano, Paolo Piciocchi, Pietro Vito, and James Clinton Spohrer. "Algorithms and Human Creativity: Threats or Opportunities?A Literature Review." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002563.
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We explore the move from a mechanical vision of Artificial Intelligence (AI) to a systemic vision of Intelligence Augmentation (IA) (Barile et al., 2018, 2019, 2020, 2021; Navarrini, 2020; Chiriatti, 2019). AI assumes the role of empowered intelligence (IA) as it is capable of expressing a capacity for modeling integration of experiences, knowledge and emotions in conditions of strong uncertainty (Barile et al., 2021; Hagel, 2021). But in a world where the nature of machine learning is changing so rapidly, does technology empower or annihilate creativity? The aim of the paper is to draw attention to the impact that disruptive technology has on human creative processes. How might progress in AI affect Human Creativity (HC)? We propose a literature review to better understand both trends and gaps.Keywords: AI, Human Creativity, Viable Systems Approach (VSA).
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Rodrigues Leite, Amanda, Shayane Pereira Gonçalves, Anderson Pontes Morales, Bruna Carvalho Pelliciari, and Mauricio Rocha Calomeni. "Combined physical and cognitive exercises impact on the power of slow brainwaves of elderly with mild cognitive commitment (MCC)." In 7th International Congress on Scientific Knowledge. Biológicas & Saúde, 2021. http://dx.doi.org/10.25242/8868113820212388.
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Population aging is a global phenomenon, the passage from an aging state that is healthy to a process of loss of cognitive functions is mediated by the installation of a state of Mild Cognitive Commitment (MCC), which may or may not evolve into dementia. . In the early stages of dementia there is an increase in Theta activity and the more advanced stages there is an increase in Delta activity. The study verified the effect of the association of physical and cognitive stimuli on the power of Theta and Delta brain waves of elderly people with MCC. 18 elderly of both genders,aged over 60 years, diagnosed with CCL were divided into Control Group (CG, n=8); Experimental Group (GE, n=10). Brainwave power was determined via EEG with electrodes positioned according to the international 10/20 system. Asepsis of the checkpoints was performed with cotton and a 70º alcohol solution. For data collection, it was verified if the electrode impedance rate was below 20 (KΩ). Brain activity was monitored for 3 minutes to determine a baseline. The points of interest were points F7 which is related to visual and auditory working memory, selective and divided attention, F8 related to visual and spatial working memory, emotional processing and attention maintenance, and finally points P3 and P4 related to problem-solving, attention, and association, visual processing and non-verbal association. In addition to these, points A1 and A2 were used as a reference and another point as ground. The CG continued to attend memory training meetings. The GE went through training sessions that combined physical and cognitive exercises. Weekly 40-minute sessions were held for 7 weeks. Test T was used in all comparisons. It was found that the GC registered Theta increase in the parietal areas and Delta in both the parietal and frontal areas. The GE had a decrease in theta wave power in the parietal and frontal areas. None of the comparisons between groups proved to be statistically significant. It is concluded that the association of physical and cognitive stimuli applied in weekly sessions of 40 minutes for 7 weekswas not sufficient to produce statistically significant results. However, the observed results are qualitatively similar to those of other studies that indicate the efficiency of this type of training when used during longer intervention periods.
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Hadzimustafa, Shenaj, and Nermine Shabani. "THE IMPACT OF OVERCONFIDENCE BIAS ON PERSONAL INVESTMENT DECISIONS: THE CASE OF NORTH MACEDONIA." In Economic and Business Trends Shaping the Future. Ss Cyril and Methodius University, Faculty of Economics-Skopje, 2020. http://dx.doi.org/10.47063/ebtsf.2020.0008.
Full textAbstract:
The "Financial Behavior" in the field of "decision making" is the topic that awarded the economist Richard H. Thaler the Nobel Prize in 2017. According to him, after many investigations made on human decisions, it is noticed that they often depend on nature, intuition, habits, cognitive biases, emotional biases which lead the investor to wrong decisions. Given that the investments play an important and central role in the economy, the main purpose of the paper is to analyze the investment decision making process based on emotional bias, or more specifically the overconfidence bias. This study captures the impact of gender, and level of education on overconfidence during investment decision making in North Macedonia. The results show that investors' decisions were significantly influenced by the overconfidence bias. Although men and women are found to be overconfident, studies have shown that the degree of overconfidence varies among them and men are more overconfident than women. Also, overconfidence increases with the level of education. Based on the results certain recommendations are provided in order to assist future investment decision-making processes by notifying and eliminating the overconfidence bias identified during this research as a key factor leading to wrong and failing, non-rational investment decision making.
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Museanu, Elena, and Roxana Birsanu. "PSYCHOLOGICAL IMPLICATIONS OF E-LEARNING PROCESSES." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-082.
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Learning is a process that relies on numerous psychological processes and mechanisms such as motivation, need for collaborative experiences and for positive reinforcement, as well as an innate drive to look for new experiences. E-learning has already proven its usefulness at both educational and corporate level. But in order to maximize its outcomes, consideration should be given to all the psychological aspects that enhance the learning process, all the more so in the challenging e-learning environment. This paper looks into factors such as the psychological characteristics of e-learning users (learning style, openness to innovation, acceptance of technological devices involved in the process), previous (e-)learning experiences), as well as features of the learning process in order to determine the degree to which they impact the outcome of virtual imparting of information in a formal classroom. In doing so, it relies on the main learning theories that explain the extent to which various influences (emotional, cognitive, developmental) contribute to how people acquire and retain information. Thus, the cognitive approach focuses on the features of the learner with particular emphasis on memory, since it pinpoints that individual learners are more important than the environment; the behaviourist theory considers learning from the perspective of the constant interplay of reward and targets as a motivational factor for achieving success in the learning process; constructivists such as Jean Piaget advocate that learners should rely largely on the knowledge already acquired and should be actively involved in designing the content they wish to learn. These theories will be revisited in the context of virtual learning, so as to deduct their relevance for this innovative form of the teaching-learning paradigm.
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Mitevska, Mayiana, and Paulina Tsvetkova. "THE MEDIATING EFFECT OF EMOTIONAL INTELLIGENCE ON THE BIG FIVE PERSONALITY TRAITS AND THE BIG SIX VOCATIONAL INTERESTS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact063.
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"A central theme in the present study is the assumption that the influence on the human behavior is mediated by different internal processes in the career choice. Emotional intelligence is defined as a variable which is a cause for the relationship between personality traits and the choice of a certain career. Three causal paths to the dependent variable were tracked – a path to the direct impact of the emotional intelligence on the career choice, a path to the influence of personality traits on the emotional intelligence as well as a path to the impact of personality traits on the career choice via the emotional intelligence. The aim of the study is to show the mediating role of emotional intelligence in the relationship between personality traits and career choice. A total of 100 Bulgarian secondary and university students (42 males and 58 females), aged 17-40 years, were included in the research. The following measures were used for the purpose of the study - Trait Emotional Intelligence Questionnaire – Short Form (TEIQue-SF), The Big five questionnaire and the Big six method for career choices. The Bulgarian version of the emotional intelligence questionnaire was translated and adapted for Bulgarian sociocultural context by Antonina Kardasheva (Kardasheva, 2012). The Big five questionnaire and the Big six method for career choices were adapted for Bulgarian conditions by S. Karabelyova (Karabelyova, 2015). The results showed that there was a direct positive impact of the emotional intelligence on the relationship between the enterprising type and conscientiousness, the artistic type and neuroticism and a negative impact on the relationship between the conventional type and extraversion. The conclusions derived from the study could be used for further psychological research in the field, as well as for enhancing the knowledge of one’s personality."
Reports on the topic "Emotional impact on attentional processes"
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Oleksiuk, Vasyl P., and Olesia R. Oleksiuk. Exploring the potential of augmented reality for teaching school computer science. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4404.
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The article analyzes the phenomenon of augmented reality (AR) in education. AR is a new technology that complements the real world with the help of computer data. Such content is tied to specific locations or activities. Over the last few years, AR applications have become available on mobile devices. AR becomes available in the media (news, entertainment, sports). It is starting to enter other areas of life (such as e-commerce, travel, marketing). But education has the biggest impact on AR. Based on the analysis of scientific publications, the authors explored the possibilities of using augmented reality in education. They identified means of augmented reality for teaching computer science at school. Such programs and services allow students to observe the operation of computer systems when changing their parameters. Students can also modify computer hardware for augmented reality objects and visualize algorithms and data processes. The article describes the content of author training for practicing teachers. At this event, some applications for training in AR technology were considered. The possibilities of working with augmented reality objects in computer science training are singled out. It is shown that the use of augmented reality provides an opportunity to increase the realism of research; provides emotional and cognitive experience. This all contributes to engaging students in systematic learning; creates new opportunities for collaborative learning, develops new representations of real objects.