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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.
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Susa-Erdogan, Georgiana, Oana Bengà, Ionuţ Mone, and Mircea Miclea. "The Impact of Childhood Anxiety on Processes of Attentional Executive Control in the Presence of Emotional Face Distractors." Journal of Experimental Psychopathology 7, no. 3 (June 26, 2016): 404–22. http://dx.doi.org/10.5127/jep.053515.
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Mahyub-Rayaa, Bachir, and Moulay-Lahssan Baya-Essayahi. "Linguistic–Cultural Mediation in Asylum and Refugee Settings and Its Emotional Impact on Arabic–Spanish Interpreters." European Journal of Investigation in Health, Psychology and Education 11, no. 4 (October 18, 2021): 1280–91. http://dx.doi.org/10.3390/ejihpe11040093.
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Emotional factors in linguistic–cultural mediation have attracted the attention of prior literature for a number of decades, both regarding the cognitive processes involved in language interpreting and the impact of stress and emotion on the performance of interpreters. However, research has not yet been replicated in the Arabic–Spanish pair, despite it being one of the combinations most requested by public services in Spain and Europe. Methodology: An exploratory study conducted by an anonymous online 17-item survey was carried out in order to discover the perception of Arabic–Spanish interpreters in asylum and refugee settings about the emotional impact of their job. Out of 30 contacted, 23 active interpreters completed the survey. Results: The answers showed that all of the interpreters had been exposed to situations that had emotionally impacted them. Triggering situations and a list of negative emotions were collected. Discussion: Direct and indirect implications of the referred emotional episodes and their consequences on the performance of the interpreters were analysed and discussed. Conclusions: Linguistic–cultural mediation in these settings exposes interpreters to harsh stories that trigger mostly negative emotions. These professionals lack psychological support; thus, they are forced to deal individually with each situation, without taking into account the possible consequences on their work and their physical and mental health.
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Palm, M. E., R. Elliott, S. McKie, J. F. W. Deakin, and I. M. Anderson. "Attenuated responses to emotional expressions in women with generalized anxiety disorder." Psychological Medicine 41, no. 5 (August 18, 2010): 1009–18. http://dx.doi.org/10.1017/s0033291710001455.
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BackgroundGeneralized anxiety disorder (GAD) is under-researched despite its high prevalence and large impact on the healthcare system. There is a paucity of functional magnetic resonance imaging (fMRI) studies that explore the neural correlates of emotional processing in GAD. The present study investigated the blood oxygen level dependent (BOLD) response to processing positive and negative facial emotions in patients with GAD.MethodA total of 15 female GAD patients and 16 female controls undertook an implicit face emotion task during fMRI scanning. They also performed a face emotion recognition task outside the scanner.ResultsThe only behavioural difference observed in GAD patients was less accurate detection of sad facial expressions compared with control participants. However, GAD patients showed an attenuated BOLD signal in the prefrontal cortex to fearful, sad, angry and happy facial expressions and an attenuated signal in the anterior cingulate cortex to happy and fearful facial expressions. No differences were found in amygdala response.ConclusionsIn contrast with previous research, this study found BOLD signal attenuation in the ventrolateral and medial prefrontal cortex and the anterior cingulate cortex during face emotion processing, consistent with a hypothesis of hypo-responsivity to external emotional stimuli in GAD. These decreases were in areas that have been implicated in emotion and cognition and may reflect an altered balance between internally and externally directed attentional processes.
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Kass, Andrea E., Jennifer E. Wildes, and Emil F. Coccaro. "Identification and regulation of emotions in adults of varying weight statuses." Journal of Health Psychology 24, no. 7 (February 5, 2017): 941–52. http://dx.doi.org/10.1177/1359105316689604.
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Comparing individuals of varying weight statuses on their identification and regulation of emotions may increase our understanding of mechanisms that drive excess weight gain and highlight more precise weight regulation targets. In Study I ( N = 1333), adults with obesity had reduced self-reported attention to and repair of emotions compared to adults with overweight or normal weight. In Study II ( N = 85), adults with obesity had deficits in assessor-administrated tasks of strategic emotional intelligence (i.e. understanding and using emotional information for self-management). Problems identifying and regulating emotions could impact emotion regulation processes that lead to problematic behaviors associated with eating and weight gain.
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Bourgin, Jessica, Laetitia Silvert, Céline Borg, Alexandrine Morand, Mathilde Sauvée, Olivier Moreaud, and Pascal Hot. "Impact of emotionally negative information on attentional processes in normal aging and Alzheimer’s disease." Brain and Cognition 145 (November 2020): 105624. http://dx.doi.org/10.1016/j.bandc.2020.105624.
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Wyczesany, Miroslaw, Szczepan J. Grzybowski, and Jan Kaiser. "Emotional Reactivity to Visual Content as Revealed by ERP Component Clustering." Journal of Psychophysiology 29, no. 4 (November 2015): 135–46. http://dx.doi.org/10.1027/0269-8803/a000145.
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Abstract. In the study, the neural basis of emotional reactivity was investigated. Reactivity was operationalized as the impact of emotional pictures on the self-reported ongoing affective state. It was used to divide the subjects into high- and low-responders groups. Independent sources of brain activity were identified, localized with the DIPFIT method, and clustered across subjects to analyse the visual evoked potentials to affective pictures. Four of the identified clusters revealed effects of reactivity. The earliest two started about 120 ms from the stimulus onset and were located in the occipital lobe and the right temporoparietal junction. Another two with a latency of 200 ms were found in the orbitofrontal and the right dorsolateral cortices. Additionally, differences in pre-stimulus alpha level over the visual cortex were observed between the groups. The attentional modulation of perceptual processes is proposed as an early source of emotional reactivity, which forms an automatic mechanism of affective control. The role of top-down processes in affective appraisal and, finally, the experience of ongoing emotional states is also discussed.
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Brotman, M. A., W. L. Tseng, A. K. Olsavsky, S. J. Fromm, E. J. Muhrer, J. G. Rutenberg, C. M. Deveney, et al. "Fronto-limbic-striatal dysfunction in pediatric and adult patients with bipolar disorder: impact of face emotion and attentional demands." Psychological Medicine 44, no. 8 (August 12, 2013): 1639–51. http://dx.doi.org/10.1017/s003329171300202x.
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BackgroundResearch in bipolar disorder (BD) implicates fronto-limbic-striatal dysfunction during face emotion processing but it is unknown how such dysfunction varies by task demands, face emotion and patient age.MethodDuring functional magnetic resonance imaging (fMRI), 181 participants, including 62 BD (36 children and 26 adults) and 119 healthy comparison (HC) subjects (57 children and 62 adults), engaged in constrained and unconstrained processing of emotional (angry, fearful, happy) and non-emotional (neutral) faces. During constrained processing, subjects answered questions focusing their attention on the face; this was processed either implicitly (nose width rating) or explicitly (hostility; subjective fear ratings). Unconstrained processing consisted of passive viewing.ResultsPediatric BD rated neutral faces as more hostile than did other groups. In BD patients, family-wise error (FWE)-corrected region of interest (ROI) analyses revealed dysfunction in the amygdala, inferior frontal gyrus (IFG), anterior cingulate cortex (ACC) and putamen. Patients with BD showed amygdala hyperactivation during explicit processing (hostility ratings) of fearful faces and passive viewing of angry and neutral faces but IFG hypoactivation during implicit processing of neutral and happy faces. In the ACC and striatum, the direction of dysfunction varied by task demand: BD demonstrated hyperactivation during unconstrained processing of angry or neutral faces but hypoactivation during constrained processing (implicit or explicit) of angry, neutral or happy faces.ConclusionsFindings suggest amygdala hyperactivation in BD while processing negatively valenced and neutral faces, regardless of attentional condition, and BD IFG hypoactivation during implicit processing. In the cognitive control circuit involving the ACC and putamen, BD neural dysfunction was sensitive to task demands.
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Wagener, Bastien. "L’autorégulation conjointe de la cognition et des émotions : quel impact sur les apprentissages ?" Voix Plurielles 12, no. 1 (May 6, 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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Davou, Bettina. "Interaction of Emotion and Cognition in the Processing of Textual Material." Meta 52, no. 1 (March 12, 2007): 37–47. http://dx.doi.org/10.7202/014718ar.
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Abstract Cognitive psychology and cognitive science have only recently come to acknowledge that human beings are not “pure” cognitive systems, and that emotions may be more than simply another form of cognition. This paper presents recent theoretical issues on the interaction of cognition with emotion, drawing on findings from evolutionary, neurobiological and cognitive research. These findings indicate that emotions have a fundamental and, often, universal importance for human cognitive functioning. Advanced cognitive processing, such as the processing required for text comprehension and translation, most of the time follows after a first, primary appraisal of the emotional impact of the information on the reader. This type of appraisal is momentary, non-conscious and non-cognitive, and is carried out by some system in the organism that functions with its own distinctive rules, different from those of the cognitive system. Emotional appraisal of the information sets the mode in which the organism (including its cognitive processes) will operate. Evidence suggests that negative emotions can instantly and non-consciously increase processing effort and time and decrease cognitive capacity, while on the other hand, positive emotions generally increase cognitive resources and expand attention and creativity. This implies that both cognitive processing of textual information, as well as its outcome, are influenced not only by the interpreters cognitive skill or by the emotional features of the text per se (the emotional impact that the writer has attempted to generate), but also (and perhaps most importantly) by the subjective emotional significance that the information has for each individual interpreter.
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Li, Fei, and Lianjiang Jiang. "Understanding efl Teachers’ Emotional Experience of Doing Research: A Review." Beijing International Review of Education 4, no. 1 (April 20, 2022): 11–28. http://dx.doi.org/10.1163/25902539-bja10008.
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Abstract In an era when scientific research is in the spotlight, foreign language teachers have developed a variety of complex and diverse emotions towards it. Research into teachers’ professional development has long focused on rational factors. However, teacher emotions are real and emotions are at the heart of teaching and learning. Teachers’ research emotions are therefore as important as the rational elements of teacher professional development. Indeed, teacher emotions have a crucial impact on teachers’ careers and development, and teacher emotions cannot be ignored. However, little attention has been paid to research on English teachers’ emotions, and there is a lack of literature reviews to sort out the limited research on English teachers’ emotions. Such a literature review would help to understand the gaps in the current field of research on English teachers’ research on emotions and thus better guide the direction of future research. By using keywords to identify relevant studies, further screening and analysing candidate studies, and reporting and summarizing existing research findings, this study reviews the current state of research on English teachers’ research on emotional experiences and finds that research on foreign language teachers’ emotions is mainly concerned with the content of emotional experiences, emotion formation and its influencing factors. On this basis, further directions for research are indicated, including the attention paying to the processes of emotion formation and emotion adjustment strategies of foreign language teachers, the emotions of university teachers and the influence of Chinese society and culture on foreign language teachers in higher education.
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Theodorou, Marios, Nikos Konstantinou, and Georgia Panayiotou. "Your face scares me: Effects of Perceptual load and Social Anxiety on processing of threatening and neutral faces." PLOS ONE 16, no. 3 (March 24, 2021): e0248733. http://dx.doi.org/10.1371/journal.pone.0248733.
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Social Anxiety Disorder is among the most widely studied psychiatric conditions. However, the role of attentional and emotional processes in the maintenance of the condition is still not well-established. This study addressed the impact of individual differences in Social Anxiety, by examining the effects of perceptual load and stimulus valence when processing faces vs objects, here used as distractors, within a letter-search task. In addition to RT and accuracy on the letter search task, heart rate, and skin conductance during the task and participants’ self-report emotional evaluation were assessed to help interpret performance effects. Results suggest that distractor stimuli that are either threatening or faces impair performance of high SA participants. Results demonstrate a hypervigilance for threatening faces in SA but indicate that this happens primarily when cognitive resources are available, that is, under low perceptual load.
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Fondevila-Gascón, Joan-Francesc, Óscar Gutiérrez-Aragón, Meritxell Copeiro, Vicente Villalba-Palacín, and Marc Polo-López. "Influence of Instagram stories in attention and emotion depending on gender." Comunicar 28, no. 63 (April 1, 2020): 41–50. http://dx.doi.org/10.3916/c63-2020-04.
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The impact of media and social networks on users is growing. The fact that commercial activity is flooding most social networks motivates us to enquire about the success factors of posts, and to try to determine if the impact is greater or lesser depending on gender. Attracting attention and exciting the user or customer are the main objectives of advertising, especially interactive advertising. This quantitative research measures the psychophysiological signals of the attentional level and the emotional level of people taking into account gender, through Sociograph, when they visualize Instagram stories of real influencers. To measure the electrodermal activity by means of two electrodes, a measurement instrument is used which integrates the traditional register of the Electrodermal Activity (EDA) and processes the information of the individuals. A questionnaire, the screen to display the Instagram story, the Instagram stories of the influencers, a registration protocol and a record sheet of the activity sequences are used. We observed that a greater number of followers implies greater emotional activation, although it translates into negative emotions, and a greater emotional activation in men than in women, although it is they who show positive emotions towards the video and would make an act of purchase through Instagram. El impacto de los medios y las redes sociales sobre los usuarios es creciente. El hecho de que la actividad comercial esté inundando la mayor parte de redes sociales motiva a indagar sobre los factores de éxito de las publicaciones, y a tratar de determinar si el impacto es mayor o menor en función del género. Llamar la atención y emocionar al usuario o cliente son los principales objetivos de la publicidad, especialmente la interactiva. Esta investigación, de carácter cuantitativo, analiza los datos de las señales psicofisiológicas del nivel atencional y del nivel emocional de las personas teniendo en cuenta el género, a través de Sociograph, cuando visualizan Historias de Instagram de «influencers» reales. Para medir la actividad electrodérmica mediante dos electrodos, se utiliza un instrumento de medición que integra el registro tradicional de la Actividad Electrodérmica (EDA) y procesa la información de los individuos. Se utilizan un cuestionario, la pantalla para la visualización de la Historia de Instagram, las Historias de Instagram de los influencers, un protocolo de registro y una hoja de registro de las secuencias de actividad. Se observa que un mayor número de seguidores implica mayor activación emocional, aunque se traduce en emociones negativas, y una mayor activación emocional en hombres que en mujeres, aunque son ellas las que muestran emociones positivas hacia el vídeo y realizarían acto de compra a través de Instagram.
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Elksne, Gunita, and Zanda Rubene. "EMOTIONAL WELL-BEING IN SCHOOLS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 116–25. http://dx.doi.org/10.17770/sie2018vol1.3258.
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The goal of the paper was to research the emotional well-being of students, teachers, and factors that impact it using quantitative research methods. Research was a case study and reflects a situation in one particular school. Emotional well-being plays an important role in personality development. Presence or absence of emotions like joy, satisfaction, trust, and reliance determines the perception, thinking, and actions of students. Positive emotions cause energetic and functional mobilization of the central nervous system and the whole human organism, promotes purposeful actions by connecting cognitive processes with fulfillment of student’s current needs. Emotions either enable or disable the learning process for a student. If positive emotions are absent, brain is in a passive state - active learning starts when emotions activate the brain. The impact of emotions on a student in the learning process can be mainly observed through attention that is payed towards studying; however, positive emotions that are connected to studying can also promote student’s interest in the study subject. Positive emotions can encourage several abilities like interest, enthusiasm, optimism, loyalty and the motivation to act. In addition, thinking can also be enabled, as well as an improvement in the ability to learn new things. These abilities make the learning process more productive. As a large part of students day is spent at school their emotional well-being is directly related to emotional well-being of pedagogues. It is crucial that a pedagogue is able to be aware of their own emotions and feelings and knows how to accept them and use them in solving pedagogical situations, as well as improving of his/her own life while still acting within professional ethical norms.
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Voloshyna, Valentyna, Inna Stepanenko, Anna Zinchenko, Nataliia Andriiashyna, and Oksana Hohol. "Moderating the Neuropsychological Impact of Online Learning on Psychology Students." European Journal of Educational Research 11, no. 2 (April 15, 2022): 681–95. http://dx.doi.org/10.12973/eu-jer.11.2.681.
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<p style="text-align: justify;">The purpose of the study was to identify what neuropsychological effect online learning had on psychology students and how it could be moderated. The study was descriptive and combined qualitative and quantitative methods to address the research questions. The study relied on three phases such as baseline study, experiment, and reporting. The experiment utilised neuropsychology tests adopted from the NeurOn platform. It was found that the Psychology students’ perceptions of e-learning and their emotional reaction to them were found not to be appreciative. The practices in breathing exercises, meditation, or yoga were proved to be able to moderate the impact of online learning on the experimental group students’ attentional capacities, memory processes, and cognition abilities. The above findings were supported by the results obtained for the neuropsychology tests and the experimental group students’ self-reflections yielded from the use of the MovisensXS App. The students confirmed that breathing exercises, meditation, or yoga reduced study stress and burnout caused by e-learning and improved their academic performance. The focus group online discussion also showed that integration of breathing exercises, meditation, and yoga helped the experimental group students keep emotional balance, concentrate on their studies easier, remember more information, and meet deadlines in completing assignments. The education scientists are suggested to study how the e-learning curriculum could be reshaped so that it used relaxation practices on regular basis.</p>
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Shiller, Alexandra V., and Oleg E. Petrunya. "Architectural Approach to Design of Emotional Intelligent Systems." Russian Journal of Philosophical Sciences 64, no. 1 (June 2, 2021): 102–15. http://dx.doi.org/10.30727/0235-1188-2021-64-1-102-115.
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Over the past decades, due to the course towards digitalization of all areas of life, interest in modeling and creating intelligent systems has increased significantly. However, there are now a stagnation in the industry, a lack of attention to analog and bionic approaches as alternatives to digital, numerous speculations on “neuro” issues for commercial and other purposes, and an increase in social and environmental risks. The article provides an overview of the development of artificial intelligence (AI) conceptions toward increasing the human likeness of machines: from the key ideas of A. Turing and J. von Neumann, who initiated the digitalization of society, to discussions about the definition of AI and the emergence of conceptions of strong and weak AI. Special attention is paid to the approach of A. Sloman, to ideas about the architecture and design of complex artificial systems are considered, which make it possible to “emotionally” expand the idea of weak/strong AI. In the article's section on the necessity and possibility of incorporating emotions into the architecture of AI, the authors reveal the goals and methodological limitations for creating an emotional artificial agent. In addition, the article briefly presents the main principles of the authors' architectural approach to the creation of emotional intellectual systems on the example of the cognitive-affective model of architecture, which allow modeling the impact of emotions on the cognitive processes involved in decision-making processes. The described architectural approach to modeling intelligent systems can be used as a conceptual basis for discussing and formulating a strategy for the development of neurocomputing, philosophy of artificial intelligence, and experimental philosophy, for developing innovative research programs, formulating and solving theoretical and methodological problems.
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Tukaiev, Sergii, Yurii Havrylets, Volodymyr Rizun, Jürgen Grimm, Andreas Enzminger, Igor Zyma, and Mykola Makarchuk. "Short-term media effects include the alterations of sensitivity towards the real violence from the past." Global Journal of Psychology Research: New Trends and Issues 10, no. 1 (March 31, 2020): 132–40. http://dx.doi.org/10.18844/gjpr.v10i1.4411.
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The purpose of this study was to identify the impact of TV news on the perception and processing of emotional footage of a historical documentary. We noted that the emotional frames taken from TV news stories are relatively weak emotional stimuli compared to the emotional frames of historical documentary. The subjects exposed to the pre-stimulus evaluated the Holocaust pictures as more unpleasant and more activating than those not exposed it. The event-related potentials (ERP) recorded during the presentation of the negative (historical) images had various amplitudes of oscillations due to the preliminary affective impact of TV news footage. The amplitude of the frontal ERP component that related to the decision-making (P300) was bigger in the group without preliminary exposure to the emotional TV news frames due to the reduced sensitivity to the content of images. In this case, the historical images attracted less attention and demanded less emotional effort for emotional evaluation of visual information, analysis, retrieval of information from memory and semantic processes, namely searching for the meaning of the pictures (occipital P300 and the late positive potential). Short-term media effects include alterations of sensitivity towards the emotional content of visual information.
Keywords: Emotion; violence; Holocaust TV news;
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Gear, Tony, Hong Shi, Barry J. Davies, and Nagah Abdlelaziz Fets. "The impact of mood on decision-making process." EuroMed Journal of Business 12, no. 3 (September 4, 2017): 242–57. http://dx.doi.org/10.1108/emjb-04-2016-0013.
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Purpose The purpose of this paper is to explore and analyze relationships between contextual factors, and micro-cognitive, emotional and relational factors, influencing the strategic decision-making process. Design/methodology/approach The relative roles of “rationality,” “intuition” and “political behavior” in five recent and critical strategic decisions have been explored using 16 semi-structured interviews with senior decision-makers in three Middle Eastern Arabic commercial banks. Findings Context specific macro-factors were found to influence the emotional state of strategists, leading them to adopt a rational approach, rather than use intuitive judgment, to making all five decisions. Research limitations/implications The study was limited to one contextual situation and business sector in order to maintain these variables relatively constant, with proposals for extending studies to other business situations and contexts. Practical implications The paper provides evidence for the impact of micro emotional and relational factors on decision-making practice, which should lead to increased recognition for strategists, and organizations, of the importance of these influences on strategic decision practice. Social implications A social implication is that organizations should build a level of awareness of the impact of the mood of strategists who are involved with strategic decisions, perhaps through appropriately designed social processes of organizational learning. Originality/value The paper examines the little-researched influence of the mood of strategists on the nature of decision-making process, and demonstrates the importance of including emotional factors in future studies. An explanatory framework is developed which is consistent with an interpretation that places the emotional state (mood) of “concerned attention” which existed within the senior management groups as the dominant factor driving the nature of process. A generalized research framework is proposed to aid future studies of strategic processes.
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Tatarinova, Tatiana V., Trina Deiss, Lorri Franckle, Susan Beaven, and Jeffrey Davis. "The Impact of MNRI Therapy on the Levels of Neurotransmitters Associated with Inflammatory Processes." International Journal of Molecular Sciences 21, no. 4 (February 18, 2020): 1358. http://dx.doi.org/10.3390/ijms21041358.
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The neurotransmitter levels of representatives from five different diagnosis groups were tested before and after participation in the MNRI®—Masgutova Neurosensorimotor Reflex Intervention. The purpose of this study was to ascertain neurological impact on (1) Developmental disorders, (2) Anxiety disorders/OCD (Obsessive Compulsive Disorder), PTSD (Post-Traumatic Stress disorder), (3) Palsy/Seizure disorders, (4) ADD/ADHD (Attention Deficit Disorder/Attention Deficit Disorder Hyperactive Disorder), and (5) ASD (Autism Spectrum Disorder) disorders. Each participant had a form of neurological dysregulation and typical symptoms respective to their diagnosis. These diagnoses have a severe negative impact on the quality of life, immunity, stress coping, cognitive skills, and social assimilation. This study showed a trend towards optimization and normalization of neurological and immunological functioning, thus supporting the claim that the MNRI method is an effective non-pharmacological neuromodulation treatment of neurological disorders. The effects of MNRI on inflammation have not yet been assessed. The resulting post-MNRI changes in participants’ neurotransmitters show significant adjustments in the regulation of the neurotransmitter resulting in being calmer, a decrease of hypervigilance, an increase in stress resilience, behavioral and emotional regulation improvements, a more positive emotional state, and greater control of cognitive processes. In this paper, we demonstrate that the MNRI approach is an intervention that reduces inflammation. It is also likely to reduce oxidative stress and encourage homeostasis of excitatory neurotransmitters. MNRI may facilitate neurodevelopment, build stress resiliency, neuroplasticity, and optimal learning opportunity. There have been no reported side effects of MNRI treatments.
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Camisasca, Elena, Sarah Miragoli, and Paola Di Blasio. "Children’s cognitive and emotional processes in adult versus child-related inter-parental conflicts." Europe’s Journal of Psychology 15, no. 4 (December 19, 2019): 843–57. http://dx.doi.org/10.5964/ejop.v15i4.1613.
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In the literature, little attention has been paid to the specific impact of child-related versus adult-related inter-parental conflicts on children’s intrapersonal processes and adjustment. Aimed to advance knowledge on this topic, the cross-sectional study explores: 1) the predictive effects of the two forms of inter-parental conflicts on: a) children’s internalizing/externalizing behaviors and b) children’s cognitive appraisals, emotional distress, and triangulation; 2) the mediating role of children’s cognitive appraisals, emotional distress, and triangulation, in the association between adult-related vs child-related conflict and children’s adjustment. Seventy-five school-aged children and their parents completed measures of inter-parental conflict, cognitive, emotional and behavioral processes and child adjustment. The results indicated that: 1) higher levels of adult-related inter-parental conflict promoted children’s internalizing behaviors, through the mediation of perceived threat; 2) higher levels of child-related inter-parental discord promoted both children’s internalizing/externalzing behaviors, through the mediation of perceived threat and self-blame.
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Williams, Alishia D., and Michelle L. Moulds. "The Impact of Ruminative Processing on the Development of Intrusive Memories." Behaviour Change 24, no. 2 (April 1, 2007): 55–69. http://dx.doi.org/10.1375/bech.24.2.55.
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AbstractDespite substantial evidence of the detrimental effects of ruminative self-focus, paradoxically (as noted and reviewed by Watkins, 2004) there are clear suggestions that under some circumstances self-focused attention can actually promote well-being and confer benefits. We sought to replicate the findings of Watkins (2004) that adopting an abstract/analytical mode of processing following a negative event results in increased spontaneous intrusions of the event; that is, results in poor emotional processing. In the current study 57 low (BDI-II ≤ 7) and 59 high (BDI-II ≥ 12) dysphoric undergraduate participants viewed a four minute emotion-eliciting video, were randomly assigned to an analytical, experiential, or distraction processing condition, then monitored the frequency of video-related intrusions. Results indicated the effectiveness of the video in inducing moderately distressing intrusions, and suggest that the hypothesised effects of ruminative self-focus on intrusion severity may be dependent upon the self-referential nature of the material to be processed. Results did support previous findings (Williams & Moulds, 2007) that intrusion-related distress is not merely a function of intrusion frequency. Directions for future investigations of the cognitive processes that are important in the maintenance of depressive disorders are discussed.
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Ponchel, Amélie, Stéphanie Bombois, Régis Bordet, and Hilde Hénon. "Factors Associated with Poststroke Fatigue: A Systematic Review." Stroke Research and Treatment 2015 (2015): 1–11. http://dx.doi.org/10.1155/2015/347920.
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Background.Poststroke fatigue (PSF) is a frequent, disabling symptom that lacks a consensual definition and a standardized evaluation method. The (multiple) causes of PSF have not been formally characterized.Objective.To identify factors associated with PSF.Method.A systematic review of articles referenced in MEDLINE. Only original studies having measured PSF and potentially associated factors were included. Data was extracted from articles using predefined data fields.Results.Although PSF tends to be more frequent in female patients and older patients, sociodemographic factors do not appear to have a major impact. There are strong associations between PSF and emotional disturbances (such as depression and anxiety). PSF may also be linked to attentional disturbances (mainly slowing in processing speed). The literature data have failed to demonstrate a clear impact of the type and severity of stroke. It has been suggested that PSF results from alterations in the frontothalamostriatal system and/or inflammatory processes. Pain, sleep disorders, and prestroke fatigue also appeared to be associated with PSF.Implications.A better understanding of PSF may improve stroke patient care and facilitate the development of effective treatments.
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Gámiz, Fernando, and Milagros Gallo. "A Systematic Review of the Dietary Choline Impact on Cognition from a Psychobiological Approach: Insights from Animal Studies." Nutrients 13, no. 6 (June 8, 2021): 1966. http://dx.doi.org/10.3390/nu13061966.
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The influence of dietary choline availability on cognition is currently being suggested by animal and human studies which have focused mainly on the early developmental stages. The aim of this review is to systematically search through the available rodent (rats and mice) research published during the last two decades that has assessed the effect of dietary choline interventions on cognition and related attentional and emotional processes for the entire life span. The review has been conducted according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement guidelines covering peer-reviewed studies included in PubMed and Scopus databases. After excluding duplicates and applying the inclusion/exclusion criteria we have reviewed a total of 44 articles published in 25 journals with the contribution of 146 authors. The results are analyzed based on the timing and duration of the dietary intervention and the behavioral tests applied, amongst other variables. Overall, the available results provide compelling support for the relevance of dietary choline in cognition. The beneficial effects of choline supplementation is more evident in recognition rather than in spatial memory tasks when assessing nonpathological samples whilst these effects extend to other relational memory tasks in neuropathological models. However, the limited number of studies that have evaluated other cognitive functions suggest a wider range of potential effects. More research is needed to draw conclusions about the critical variables and the nature of the impact on specific cognitive processes. The results are discussed on the terms of the theoretical framework underlying the relationship between the brain systems and cognition.
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Andrew, Heather, Helen Haines, and Shaun Seixas. "Using neuroscience to understand the impact of premium digital out-of-home media." International Journal of Market Research 61, no. 6 (June 17, 2019): 588–600. http://dx.doi.org/10.1177/1470785319851316.
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In this article, Heather Andrew and Dr Shaun Seixas of Neuro-Insight, and Helen Haines from Ocean Outdoor explain how modern brain imaging technology can be applied to measure people’s emotional, subconscious responses to different forms of outdoor media, from static paper and paste posters to multisensory advertising screens. With reference to visual attention, emotional intensity, desirability, and memorability, they describe a program of research that investigated brain response to the latest generation of outdoor advertising locations, and which explains the cognitive processes that underlie their success, not just in the context of out–of-home advertising, but in the broader digital world. The conclusions have implications that are fundamental to the planning, design, and development of media campaigns, identifying the role that outdoor advertising can play vis a vis other media, and how different media platforms can work together to the benefit of advertisers.
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Lewandowska, Anna, Izabela Rejer, Kamil Bortko, and Jarosław Jankowski. "Eye-Tracker Study of Influence of Affective Disruptive Content on User’s Visual Attention and Emotional State." Sensors 22, no. 2 (January 11, 2022): 547. http://dx.doi.org/10.3390/s22020547.
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When reading interesting content or searching for information on a website, the appearance of a pop-up advertisement in the middle of the screen is perceived as irritating by a recipient. Interrupted cognitive processes are considered unwanted by the user but desired by advertising providers. Diverting visual attention away from the main content is intended to focus the user on the appeared disruptive content. Is the attempt to reach the user by any means justified? In this study, we examined the impact of pop-up emotional content on user reactions. For this purpose, a cognitive experiment was designed where a text-reading task was interrupted by two types of affective pictures: positive and negative ones. To measure the changes in user reactions, an eye-tracker (for analysis of eye movements and changes in gaze points) and an iMotion Platform (for analysis of face muscles’ movements) were used. The results confirm the impact of the type of emotional content on users’ reactions during cognitive process interruptions and indicate that the negative impact of cognitive process interruptions on the user can be reduced. The negative content evoked lower cognitive load, narrower visual attention, and lower irritation compared to positive content. These results offer insight on how to provide more efficient Internet advertising.
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Martin, Franziska, Marlies Pinnow, Stephan Getzmann, Stefan Hans, Martin Holtmann, and Tanja Legenbauer. "Turning to the negative: attention allocation to emotional faces in adolescents with dysregulation profile—an event-related potential study." Journal of Neural Transmission 128, no. 3 (March 2021): 381–92. http://dx.doi.org/10.1007/s00702-021-02319-x.
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AbstractPatients with irritability, temper outbursts, hyperactivity and mood swings often meet the dysregulation profile (DP) of the Child Behavior Checklist (CBCL) or the Strengths and Difficulties Questionnaire (SDQ), which have been investigated over the past few decades. While the DP has emerged as a transdiagnostic marker with a negative impact on therapeutic outcome and psychosocial functioning, little is known about its underlying mechanisms such as attention and emotion regulation processes. In this study, we tested whether adolescent psychiatric patients (n = 27) with the SDQ-DP show impaired emotional face processing for task-irrelevant stimuli compared to psychiatric patients without the SDQ-DP (n = 30) and non-clinical adolescents (n = 21). Facial processing was tested with event-related potential (ERP) measures known to be modulated by attention (i.e., P1, N1, N170, P2, and Nc) during a modified Attention Network Task, to which task-irrelevant emotional stimuli (sad, fearful, and neutral faces) were added prior to the actual trial. The results reveal group differences in the orienting and in the conflicting network. Patients with DP showed a less efficient orienting network and the clinical control group showed a less efficient conflicting network. Moreover, patients with the dysregulation profile had a shorter N1/N170 latency than did the two control groups, suggesting that dysregulation in adolescents is associated with a faster but less arousing encoding of (task-irrelevant) emotional information and less top-down control.
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Kalafatakis, K., G. M. Russell, C. J. Harmer, M. R. Munafo, N. Marchant, A. Wilson, J. C. Brooks, et al. "Ultradian rhythmicity of plasma cortisol is necessary for normal emotional and cognitive responses in man." Proceedings of the National Academy of Sciences 115, no. 17 (April 9, 2018): E4091—E4100. http://dx.doi.org/10.1073/pnas.1714239115.
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Glucocorticoids (GCs) are secreted in an ultradian, pulsatile pattern that emerges from delays in the feedforward-feedback interaction between the anterior pituitary and adrenal glands. Dynamic oscillations of GCs are critical for normal cognitive and metabolic function in the rat and have been shown to modulate the pattern of GC-sensitive gene expression, modify synaptic activity, and maintain stress responsiveness. In man, current cortisol replacement therapy does not reproduce physiological hormone pulses and is associated with psychopathological symptoms, especially apathy and attenuated motivation in engaging with daily activities. In this work, we tested the hypothesis that the pattern of GC dynamics in the brain is of crucial importance for regulating cognitive and behavioral processes. We provide evidence that exactly the same dose of cortisol administered in different patterns alters the neural processing underlying the response to emotional stimulation, the accuracy in recognition and attentional bias toward/away from emotional faces, the quality of sleep, and the working memory performance of healthy male volunteers. These data indicate that the pattern of the GC rhythm differentially impacts human cognition and behavior under physiological, nonstressful conditions and has major implications for the improvement of cortisol replacement therapy.
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Kovalenko, Alla, and Dmytro Telpis. "Psychological dimension of modern Ukrainian military diaries." Obraz 40, no. 3 (2022): 17–28. http://dx.doi.org/10.21272/obraz.2022.3(40)-17-28.
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Introduction. Invaluable from the point of view of personal military experience, comprehension of the phenomenon of war by the participants themselves is documentary literature, such as the texts of G. Kharchenko «Diary of an Artilleryman», R. Zinenko «Illovaysk Diary», V. Chernienko «Diary of a Military Doctor», etc., the last one was the most emotionally expressive. Relevance and purpose of the study. Undoubtedly, war literature, documentary, journalism are now being actively studied in scientific circles from the standpoint of chronicles of events, interest in the author’s personality, his reactions to events, in general, understanding the phenomenon of war between the «fraternal peoples». Our attention is drawn to the axiological and psychological aspects of the study of the documentary text about the war, hence the purpose: to identify the emotional component in such diaries, to classify emotions, emotional states of the author, characters and reader, to determine their correlation with the subjective psychotype of the author, as well as to describe the ways of representing emotionality in the text. Research methods. The study of emotions and emotional states, their allocation in the diaries was carried out on the basis of the content analysis of the text, the allocation of emotions and emotional states named by the author, the use of general scientific methods of analysis, synthesis, comparison, as well as the structural method to highlight the emergence of psychological states and emotions, their stages of formation, influence on the features of the narration in the diary etc. Conclusions. The genre of the diary allows illustrating self-reflection and specifically reflect personal emotions, the author to be as frank as possible with himself (in the studied test also through confession and sleep), and at the same time show an emotional slice of the social experience of war related to professional and civic duties. The analyzed diary shows that in the course of acquiring their own experience of war, the participant/witness experiences the entire emotional paradigm of both primary (anger, disgust, despair, fear, distress, guilt, interest, joy, love, surprise) and secondary emotions, and secondary emotions (emotions in the course of human socialization), named and unnamed, dominant explicated binary emotions (interest-excitement, disgust-aversion-rejection, alertness-expectation-interest), etc.Existential states reflected in the diary, firstly, reflect the emotional image of the author as fully as possible, demonstrate the highest degree of emotionality of the author’s «I»; and secondly, help reflect also the processes of auto-communication and overcoming the distance in communication with the reader, have a powerful influential potential through frankness, openness. The text highlights flashbacks and triggers, which are often a trigger or a certain stage in the experience of emotions and emotional states. In order to avoid psychological trauma, addiction to the psychological state of shock, the author sublimates in the diary, in particular, in the experiences of positive emotions of childhood, love for his father, beauty, admiration for a little girl and dreams of his own children, and therefore – hope for salvation, survival. The emotions and emotional states highlighted in the diary clearly demonstrate the motivation of the activities of servicemen and ordinary Ukrainians in the occupied territories in extreme conditions, as well as have an informational and psychological impact on mass communication in Ukrainian society.
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Throuvala, Melina A., Mark D. Griffiths, Mike Rennoldson, and Daria J. Kuss. "Perceived Challenges and Online Harms from Social Media Use on a Severity Continuum: A Qualitative Psychological Stakeholder Perspective." International Journal of Environmental Research and Public Health 18, no. 6 (March 20, 2021): 3227. http://dx.doi.org/10.3390/ijerph18063227.
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Evidence suggests that problematic use of gaming, the internet, and social media among adolescents is on the rise, affecting multiple psycho-emotional domains. However, research providing a comprehensive and triangulated stakeholder perspective of perceived harms is lacking. How are adolescent online harms experienced and conceptualized by students, parents, and teachers? The present study comprised part of a qualitative needs assessment investigation with the use of focus groups and individual interviews among key stakeholder groups assessing perceived impacts with a focus on the negative consequences and perceived harms. The study’s sample consisted of students (N = 42, Mage = 13.5, SD = 2.3), parents (N = 9, Mage = 37, SD = 5.6) and teachers (N = 9, Mage = 34, SD = 4.9) from the UK. Data were analysed with thematic analysis. Findings focused primarily on social media use impacts and indicated that processes underlying impacts experienced by adolescents may be conceptualized on a severity continuum. Stakeholder consensus on perceptions of challenges and perceived harms formed the second theme, with impacts further analysed as relating to time displacement, peer judgement, sensory overload and context of the adolescent with functional (performance, task switching, use of multiple devices), cognitive (loss or deterioration of attentional focus, attention deficit), and emotional consequences (stress, anxiety, obsessive-compulsive/checking behaviours). A third theme formed was individual vulnerabilities predisposing poor mental health outcomes. The final theme related to impacts dependent on context and meaning attached. Findings suggest a consideration of a spectrum approach encompassing a broader range of potential psychological challenges and perceived harms beyond safety concerns and addiction in understanding problematic adolescent online experiences. Understanding perceived harms can aid the objective setting of interventions and consideration of mental health literacy in school curricula.
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Salter-Jones, Ellie. "Promoting the emotional well-being of teaching staff in secondary schools." Educational and Child Psychology 29, no. 4 (2012): 18–31. http://dx.doi.org/10.53841/bpsecp.2012.29.4.18.
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The emphasis on schools to promote pupils’ emotional well-being (EWB) has taken prominence in Government initiatives over the last 10 years. Initially focused within primary education, more recent publications have drawn attention to pupils’ EWB within secondary education, as well as the promotion of teaching staffs’ EWB. The prevalence of occupational stress and its negative impact upon teaching staffs’ EWB is increasing. There has been little exploration into the views of teaching staff and pupils concerning the implementation of EWB initiatives and the associated impact on teaching staffs’ daily practice and their own EWB.This paper is based on, and includes, extracts from research carried out during initial Educational Psychology doctoral training at the University of Sheffield (Salter, 2010). This research used a grounded theory (GT) methodological approach. Category themes emerged that outlined psychosocial processes involved in the whole school promotion of pupils and teaching staffs’ EWB in one secondary school. This paper presents a summary of themes arising from the research: the stressors teaching staff face and the impact on their EWB; benefits and barriers that staff experience when promoting pupils’ EWB; examples of current practice which promote teaching staffs’ EWB; and the role of the Educational Psychologist (EP) in supporting teaching staff EWB. All of these are grounded within the sampled views and experiences of pupils, teaching staff and EPs.Recommendations are made for EPs and secondary schools regarding the implementation and implications of associated systems which promote the EWB of teaching staff.
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Rus, Mihaela, Mihaela Luminita Sandu, Alisa Ancuta Dodu, and Adela Marinela Filipov. "Cognitive-emotional coping mechanisms accessed by students in the current pandemic context." Technium Social Sciences Journal 35 (September 9, 2022): 394–404. http://dx.doi.org/10.47577/tssj.v35i1.7280.
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Since the onset of 2019, the new coronavirus (SARS-CoV-2) and its associated disease (COVID-19) have had and continue to have a considerable negative impact worldwide on physical and mental health, but also on daily activities. Various precautionary measures have been put in place to prevent the spread of the virus, measures that have significantly affected various areas and activities, including social, professional, educational, family, sports. Therefore, both the negative experience experienced with the advent of the virus and its rapid spread, as well as the limits imposed by the authorities, have determined a series of negative emotions among the entire population. One of the crucial aspects of everyday life is the management of emotions. The concept of coping or emotional regulation involves a series of processes that organize emotions, processes that can change, shape or inhibit a certain emotional state. Improper management of emotions can cause significant discomfort that persists over time and can cause a variety of symptoms (Gross, 2014 apud Cuevas Lopez et al., 2021). In the current pandemic context, in which negative experiences have increased due to infection with the new virus, but also because of the restrictions that have prevented the normal functioning of the entire population, improper management of emotions is not a topic that must be neglected. This paper starts from the ideas illustrated above and focuses its attention on the students, who have experienced considerable changes during this pandemic period. The main purpose of this paper is to understand the coping strategies adopted by students in the current pandemic context. In order to achieve our goal, in a first stage we will present the main defining aspects of the studied variables, namely emotions and emotional regulation strategies. The study investigates the following 9 coping strategies - self-curing, acceptance, rumination, positive refocusing, positive reassessment, putting into perspective, catastrophizing and blaming others. Another objective that the present research proposes is to highlight the extent to which the coping strategies adopted during the pandemic period differ in the students employed from the unemployed students, respecting the students from the Faculty of Psychology compared to the students from the Faculty of Law. Also, the study aims to bring a novelty to the researches, thus presenting the coping strategies adopted by the students of the Romanian population during this delicate period.
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Zhou, Wencang, Zhu Zhu, and Donald Vredenburgh. "Emotional intelligence, psychological safety, and team decision making." Team Performance Management: An International Journal 26, no. 1/2 (March 12, 2020): 123–41. http://dx.doi.org/10.1108/tpm-10-2019-0105.
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Purpose As teamwork becomes more prevalent in organizational decision-making, the influence of emotional intelligence (EI) on team decision-making process demands more research attention. This study aims to investigate the impact of EI on team psychological safety and decision-making performance. Design/methodology/approach Team decision-making performance and decision quality from a team decision task were obtained from 54 decision-making teams composed of 241 undergraduate business students from a Mid-Atlantic university. Regression analyses were used to test individual and team’s EI relationship with team decision performance and the mediation effect of psychological safety. Findings This study provides empirical evidence that individual EI is positively related to individual influence on team decisions. Team-level EI improves team decision-making performance through increases in psychological safety. Research limitations/implications The sample size is relatively small, and the participants were business students; therefore, the research results may lack generalizability. Future research is encouraged to explore this topic further. Practical implications As teamwork becomes more prevalent in organizational decision-making, the influence of EI on team decision-making process demands more research and managerial attention. The findings of this paper provide insights on the importance of individual/team EI and psychological safety in team decision performance. Originality/value This study furthers research showing that emotions are pertinent to social interactions, including group decision-making, and therefore suggests the desirability of investigating other social processes affecting group decision-making.
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Артеменко, М. П. "ОЦІНКА РОЛІ КОСТЮМА В СИСТЕМІ РЕКРЕАЦІЙНО-ТУРИСТИЧНИХ АТРАКЦІЙ." Art and Design, no. 4 (March 4, 2019): 19–29. http://dx.doi.org/10.30857/2617-0272.2018.4.2.
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The research aims to assess the role of the costume in the processes of recreational and tourist attractions and determine the most influential characteristics of it to attract attention and memorize visitors. The research contains a critical analysis of publications on selected topics, is based on a sociological survey, statistical processing of data. The graphical interpretation of the results of the survey was used, which allowed to assess the emotional impact of the costume on creating an atmosphere of recreational and tourist activities.
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Makarenko, Natalia. "THE REDUCTION OF POST-QUARANTINE EMOTIONAL BURNOUT BY VISUAL ART THERAPY." Psychological journal 6, no. 10 (October 30, 2020): 9–16. http://dx.doi.org/10.31108/1.2020.6.10.1.
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The article substantiates the necessity for scientific studies on the impact of the quarantine on a person’s mental and psychological states. The examples of modern research and approaches solving the problem are given. The research results are summarized: during the quarantine, almost all people show many symptoms of psychological stress, have various disorders (low mood, insomnia, anxiety, irritation, emotional exhaustion). We have noted that the quarantine, namely, the restriction of social activities, communications, constant background excitement affect a person’s cognitive processes. The main consequences of long lockdown are presented: anxiety, stress, aggressiveness, emotional exhaustion. Attention is focused on the influence of the quarantine on teachers with obvious occupational burnout, their burnout syndrome was manifested in physical, emotional, motivational exhaustion, decreased productivity at work, rapid fatigability, a tendency to somatic diseases, and the use of various psychoactive substances in order to obtain temporary relief. General-education school teachers’ occupational burnout syndromes were examined before the quarantine (emotional exhaustion, depersonalization and decline in personal achievements) and after returning to work (tension, resistance, exhaustion) and the results are shown. The necessity of conducting training sessions (visual art therapy) to reduce emotional exhaustion has been substantiated. The performed scientific review has shown that visual art therapy is an effective psychotherapeutic method, working with clients’ feelings and emotions, exploring them and representing them symbolically. The positive influence of drawing is described (feelings expressed in a socially acceptable manner, the formed sense of internal control and order, sublimation, a created positive emotional atmosphere in a group, etc.). The effectiveness of psychotherapeutic influence has been examined and proven if the following stages are implemented: informing about art therapy, activation of motivation for changes, raised interest. The results of the training work are summarized, its advantages are indicated (the created favourable, safe atmosphere for work, the beneficial effect of group work, the formed necessary skills, the sense of security).
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Boikivska, Galyna, Roksolana Vynnychuk, Oksana Povstyn, Halyna Yurkevich, and Zoriana Gontar. "Cognitive Aspects in the Process of Human Capital Management in Conditions of Post-Pandemic Social Constructivism." Postmodern Openings 12, no. 1 (March 19, 2021): 296–307. http://dx.doi.org/10.18662/po/12.1/261.
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In today's post-pandemic reality, human capital plays one of the leading roles in ensuring economic growth. The intensification of innovative processes in the context of post-pandemic social constructivism, the widespread use of information technology, intellectualization of labor, etc. In the context of post-pandemic social constructivism, transformations of the content and structure of human capital take place, make adjustments to the process of its formation, accumulation, use and change the nature of the impact of human capital on economic development. In today's post-pandemic reality, there are many problems both in the field of the formation of innovatively oriented human capital and in the sphere of its use, which necessitates the search for ways to effectively manage these processes in order to ensure the balanced development of production factors in the context of the formation of an innovative economy in the country. The article analyzes the main methods and aspects of cognitive psychology that can be useful in the development of human capital. In particular, special attention was paid to the development of emotional intelligence and emotional competence. The reason for choosing precisely such elements of cognitive psychology as the level of emotional intelligence and emotional competence is that they are a prerequisite for successful self-realization of a person and, as a result, an important prerequisite for successful management of human capital in the conditions of post-pandemic social constructivism.
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Wang, Linzhuo, Ralf Müller, Fangwei Zhu, and Xiaotian Yang. "Collective Mindfulness: The Key to Organizational Resilience in Megaprojects." Project Management Journal 52, no. 6 (November 23, 2021): 592–606. http://dx.doi.org/10.1177/87569728211044908.
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The complexity, internal and external risks, and significant social impact of megaprojects make their organizational resilience particularly important. To survive potential adversities, megaproject organizational resilience depends on collective mindfulness. Drawing on an attention-based view, this study investigates the mechanisms of collective mindfulness for megaproject organizational resilience as a process that functions prior to, during, and after recovery from crises. The results from analyzing six embedded crisis events in two megaprojects indicate that collective mindfulness influences organizational resilience processes through the mechanisms of awareness allocation, emotional detachment, and attention alignment. The study's theoretical and practical implications are discussed.
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Martínez-Garrido, Cynthia, and Javier Murillo Torrecilla. "Research on Effective Teaching. A Multilevel Study for Ibero-America." Educación 31, no. 61 (October 3, 2022): 46–75. http://dx.doi.org/10.18800/educacion.202202.003.
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This research aimed to determine the factors for Educational Effectiveness and to build an empirical model for Teaching Effectiveness in Ibero-America. A Multilevel Model with four levels of analysis was used to assess teaching effectiveness. The sample consisted of 5,722 students, (all at their third year of primary school), from 257 classrooms at 100 schools located in 9 countries of Ibero-America. The results showed the existence of ten factors of Teaching Effectiveness that impact on the cognitive, social, and emotional development of students: Involvement and commitment of the teacher; Classroom climate; High expectations and selfesteem; Structured lessons; Varied-participatory activities; Attention to diversity; Optimization of learning time; Classroom organization and management; Use of educational resources; Educational assessment, monitoring, and continuous feedback.
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Лугова, Вікторія Миколаївна, Яна Миколаївна Кущ, and Дарина Євгенівна Архипова. "ПСИХОЛОГІЧНІ АСПЕКТИ РЕКЛАМИ ЯК ІНСТРУМЕНТУ МАРКЕТИНГОВИХ КОМУНІКАЦІЙ." Bulletin of the Kyiv National University of Technologies and Design. Series: Economic sciences 127, no. 5 (March 29, 2019): 102–10. http://dx.doi.org/10.30857/2413-0117.2018.5.10.
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The paper provides insights to psychological aspects of advertising as marketing communication tools as well as a social and psychological phenomenon. The study seeks to explore the different types of advertising subject to their various effects on consumers, revealing the nature of rational and emotional advertising and the methods of their influence on consumers. The structure of socio-psychological effects of advertising on consumer’s behavior is also disclosed by accounting for their cognitive (gnostic), affective (emotional), conative (behavioral) characteristics. It is assumed that a cognitive component involves the analysis of mental processes and of the information processing model, in the first place: sensation, perception, attention, thinking, memory, etc. The emotional (affective) component is associated with identifying the aspects that foster an emotionally colored attitude towards the advertisement and the product itself. It is argued that the analysis of a behavioral pattern should focus on the study of human behavior underpinned by its purchasing habits under the influence of advertising. The following types of advertising effects have been investigated: AIDA, AIDMA ACCA, DIBABA, DAGMAR and AISAS. The core nature of psychological impact of advertising is disclosed by each of its basic driving elements: attention, interest, motive, action. The methods of advertising psychological effects described in the works by domestic and foreign researchers are discussed. The insights on suggestion and persuasion as the key powerful techniques of psychological influence have been provided. The research findings also present a range of factors regulating human behavior in the advertising environment, revealing the external and internal drivers and effects suggested by the national and foreign scientists. The criteria framework for studying consumer psychological typologies is presented along with suggesting a consumer typologies classification.
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Schneider, Ralf. "Potential and Actual Cognitive-Emotional Engagement with Characters: A Response to Michael Whitenton and Bonnie Howe & Eve Sweetser." Biblical Interpretation 29, no. 4-5 (November 12, 2021): 530–50. http://dx.doi.org/10.1163/15685152-29040006.
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Abstract This article addresses the contributions by Michael Whitenton, and Bonnie Howe and Eve Sweetser, in the present volume. I endorse all three contributors’ use of cognitive-linguistic approaches, highlighting their helpfulness for the reconstruction of frames that shape the reading experience of audiences located in different historical and cultural contexts. The two chapters meticulously trace the complexity and dynamics of understanding exemplary biblical characters. I emphasise that the level of attention to linguistic detail displayed by cognitive stylistics is a desideratum for a reader-oriented analysis of a text’s potential reading effects. At the same time, I question some assumptions in cognitive linguistics concerning the cognitive-emotional processes real readers are actually likely to perform. The two chapters serve as a starting point for me to discuss general tendencies in recent cognitive and empirical literary studies, which have perhaps overstated the intensity and impact of some processes, while overlooking others that may be just as important.
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Mitsea, Eleni, Niki Lytra, Antigoni Akrivopoulou, and Athanasios Drigas. "Metacognition, Mindfulness and Robots for Autism Inclusion." International Journal of Recent Contributions from Engineering, Science & IT (iJES) 8, no. 2 (June 25, 2020): 4. http://dx.doi.org/10.3991/ijes.v8i2.14213.
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<p class="0abstract">Autism is a neurodevelopmental disorder with multi factorial causes, characterized by major cognitive deficits in communication, socialization and emotion recognition and management. Children with autism face a memory mechanism malfunction, difficulty in the control processes (i.e attentional regulation and / or organizing their knowledge in order to make the appropriate decisions solving problems), making it difficult for them, adapt to various environmental changes. Many researchers have shown the effectiveness of robots in developing metacognitive skills to autistic children, as well as in improving social skills, emotion awareness and communication. This article highlights the detailed research took place between 2010 - present, while examining the impact of robots on autistic children through their interaction, use of art, programming, cooperative games and mindfulness training. The outcome of this review emphasizes to the ability of children, to manage and develop mechanisms such as self-control, self-reflection, visualization, focus attention, self-evaluation, self-regulation among others, necessary for their self-awareness. These results to helping children develop the higher mental abilities needed, so that decision-making and problem-solving achieved in their daily life. </p>
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Synchuk, O. "PSYCHOLOGICAL ASPECTS OF CRIMES PRE-TRIAL INVESTIGATION." Theory and Practice of Forensic Science and Criminalistics 22, no. 2 (May 13, 2021): 52–59. http://dx.doi.org/10.32353/khrife.2.2020.04.
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The article is devoted to the problem of a psychological component of crimes pre-trial investigation. The factors of negative impact of circumstances and consequences of illegal actions on the psyche of participants of criminal
proceedings are considered. The need to use knowledge of psychological phenomena and processes in the course of crime investigation by investigators is substantiated.
The activities of investigator are characterized by significant emotional intensity. Taking into account full complexity of investigative activities encompassing a variety of interpersonal interactions, special attention is paid to the issue of psychological training of law enforcement agencies. Long-term perception of antisocial phenomena and communication with representatives of different social classes under conditions of time pressure and strict procedural regulation by investigator can result in increased mental stress in investigator and, as a result, in professional deformation. The investigator, being under the influence of negative emotions, must be able to maintain emotional stability. In this regard, the intellectual, volitional and communicative personal qualities of an investigator are particularly important. Keeping in touch with other participants of criminal proceedings, an investigator must maintain rationalism and composure, avoid formalism and bias. The purpose of such communication is to obtain information contributing to the establishment of truth on a specific criminal proceeding. The main task of an investigator in this process is to establish psychological contact with the use of psychological influence methods.