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Artykuły w czasopismach na temat "Emotional talk"
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Slakmon, Benzi, i Baruch B. Schwarz. "Deliberative emotional talk". International Journal of Computer-Supported Collaborative Learning 14, nr 2 (czerwiec 2019): 185–217. http://dx.doi.org/10.1007/s11412-019-09304-3.
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Bryant, Melanie, i Julie Wolfram Cox. "The expression of suppression: Loss and emotional labour in narratives of organisational change". Journal of Management & Organization 12, nr 2 (wrzesień 2006): 116–30. http://dx.doi.org/10.1017/s1833367200004065.
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ABSTRACTThis paper focuses on themes of emotionality and emotional labour derived inductively from retrospective narratives constructed by employees who experienced rapid organisational change and specifically addresses the question: ‘How do people talk about the need to “dull down” their emotions during situations of organisational change?’ We highlight themes of loss associated with retrospective displays of emotion and argue that loss and emotion management are most typically associated with issues concerning transition from the past or resistance to the future. We show how emotional labour serves both to mute and, ironically, to heighten emotions in the talk of change and extend studies of emotional labour beyond the service encounter and into the realm of organisational change.
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Bryant, Melanie, i Julie Wolfram Cox. "The expression of suppression: Loss and emotional labour in narratives of organisational change". Journal of Management & Organization 12, nr 2 (wrzesień 2006): 116–30. http://dx.doi.org/10.5172/jmo.2006.12.2.116.
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ABSTRACTThis paper focuses on themes of emotionality and emotional labour derived inductively from retrospective narratives constructed by employees who experienced rapid organisational change and specifically addresses the question: ‘How do people talk about the need to “dull down” their emotions during situations of organisational change?’ We highlight themes of loss associated with retrospective displays of emotion and argue that loss and emotion management are most typically associated with issues concerning transition from the past or resistance to the future. We show how emotional labour serves both to mute and, ironically, to heighten emotions in the talk of change and extend studies of emotional labour beyond the service encounter and into the realm of organisational change.
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Springstein, Tabea, i Tammy English. "NEW SPINS ON CLASSIC IDEAS ABOUT CONTEXT IN ADULT EMOTIONAL DEVELOPMENT". Innovation in Aging 6, Supplement_1 (1.11.2022): 364. http://dx.doi.org/10.1093/geroni/igac059.1440.
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Abstract Individuals often experience improvements in emotional well-being into old age. Understanding mechanisms contributing to these emotional outcomes in daily contexts can inform ways to support healthy aging. Development is embedded within various contexts that shape individuals’ experiences. Novel perspectives are emerging on how to conceptualize context and the way it can contribute to emotional development during the aging process. This symposium illustrates four innovative ways to consider contextual contributions to emotional well-being across adulthood. The first talk will use experience sampling to illustrate age differences in how daily situations contribute to emotion regulation related processes, showing that older adults can more easily distinguish between emotions when in familiar situations. The second talk will take a fresh perspective on psychosocial contexts by distinguishing between types of social interactions in couples, highlighting the important role of affection for well-being in adulthood. The third talk will introduce the idea that the body itself provides context for emotional processes, showcasing that the way this context affects emotional experience changes as individuals age. The fourth talk will center on how renewing our classical developmental models of context in modern ways can help to overcome shortcomings of previous research and provide insight into how engagement with environmental features contributes to well-being across the lifespan. In sum, this symposium features innovative perspectives on how context can be leveraged to gain a deeper understanding of psychosocial development into old adulthood and illustrates specific ways individuals can navigate their social world to preserve or improve mental health across adulthood.
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Semendeferi, Katerina. "Why do we want to talk?" Interaction Studies 19, nr 1-2 (17.09.2018): 102–20. http://dx.doi.org/10.1075/is.17046.sem.
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Abstract Cognitive and emotional processes are now known to be intertwined and thus the limbic system that underlies emotions is important for human brain evolution, including the evolution of circuits supporting language. The neural substrates of limbic functions, like motivation, attention, inhibition, evaluation, detection of emotional stimuli and others have changed over time. Even though no new, added structures are present in the human brain compared to nonhuman primates, evolution tweaks existing structural systems with possible functional implications. Empirical comparative neuroanatomical evidence is presented here in support of such changes in the limbic system, including the amygdala and the orbitofrontal cortex. Given their possible functional significance, these alterations may further enable and enhance human interest and motivation to communicate beyond what is seen in other primates living in complex social groups. The argument here is that even though emotion processing is likely needed for increased social complexity independent of language, the reason why humans want to talk may be related in part to the enhancement of socioemotional processes resulting from the reorganization and rewiring of underlying neural systems some of which are interconnected to the language areas. Neurodevelopmental disorders in humans affecting both language and sociability fuel such arguments.
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Jozwiak, Gabriella. "training talk". Nursery World 2021, nr 6 (2.06.2021): 50. http://dx.doi.org/10.12968/nuwa.2021.6.50.
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Reblin, Maija, Lee Ellington, Margaret Clayton, Michael Caserta, Dale Lund i Kathi Mooney. "Emotional disclosure in home hospice cancer care: Implications for spouse caregiver bereavement." Journal of Clinical Oncology 34, nr 26_suppl (9.10.2016): 54. http://dx.doi.org/10.1200/jco.2016.34.26_suppl.54.
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54 Background: Evidence shows the benefit of positive and negative emotional disclosure for family caregivers (CG), but little is known about the impact of emotional disclosure at end of life. We assessed the effect of CG and hospice nurse disclosure during home visits on CG anxiety and depression in bereavement. Methods: As part of a larger study, nurse visits to 95 spouse CGs of cancer home hospice patients were audio recorded. An adapted Roter Interaction Analysis System was used to identify emotional disclosure: CG and nurse positive emotion (humor, gratitude), CG distress, and nurse emotional response (reassurance, validation). CGs completed demographics at hospice enrollment, and HADS anxiety scale, and Geriatric Depression Scale (GDS) at enrollment, and 2, 6 and 12 months after patient death. Growth curve analysis was conducted to predict HADS and GDS trajectories, controlling for CG gender, total talk, anxiety and depression at enrollment. Results: Average spouse CG age was 65; 60% were female and 98% were white. There were no GDS effects for CG expression of distress or nurse emotional response. Higher CG positive emotion talk predicted higher GDS at 2 months (B = .18, p < .01), but a significant decline of GDS over time (B = -.08, p = .03). There were no effects for CG emotional disclosure on anxiety. However, more nurse emotional response predicted lower anxiety at 2 months (B = -.10, p = .02) which did not significantly change over time. More nurse positive emotion did not impact anxiety at 2 months, but predicted lower anxiety over time (B = -.04, p = .04). Conclusions: Emotional disclosure during cancer hospice visits was associated with spouse CG bereavement trajectories. CG positive emotion talk may signal increased potential for depression early in bereavement, but appears to lessen over time. CGs who express more positive emotion, which includes humor, gratitude and savoring the moment, may be more sensitive to loss, but appear to recover in time. Nurse expression of reassurance and validation, and of positive emotions seems to be effective in addressing and normalizing CG anxiety during bereavement. These findings have potential implications for communication interventions.
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Wu, Qian. "Communicating emotions in L2 Chinese: Talk in the dorm during study abroad". Global Chinese 4, nr 2 (25.09.2018): 337–59. http://dx.doi.org/10.1515/glochi-2018-0016.
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AbstractCommunication of emotion is at the heart of human interaction. For second language (L2) learners, the ability to communicate one’s emotion is crucial, especially in the context of study abroad when they are in frequent contact with native speakers. The aim of the case study is to investigate how an American sojourner Puppies and her Chinese roommate Kiki (both pseudonyms) participated in conversational narratives in the dormitory to construct emotions, and how the contextualized interaction facilitated Puppies’ development of a linguistic repertoire for the expression of emotion in Chinese. Informed by Vygotskian sociocultural theory, the study followed the genetic method in tracing the history of Puppies’ Chinese emotional repertoire across the semester, thereby elucidating the language developmental processes in the situated oral interaction. Audio-recorded everyday interaction in the dorm is triangulated by Puppies’ responses to the pre- and post-Mandarin Awareness Interview and interviews with Puppies and Kiki. Analysis revealed that the contextualized dorm talk provided abundant L2 resources for Puppies to develop a L2 emotional repertoire, especially fear-related emotion expressions. A discrepancy in the product of development as gleaned from the Mandarin Awareness Interview, and the process of development as seen in the naturally occurring dorm talk, suggests that Puppies’ use or non-use of local emotional expressions could be mediated by her partial understanding of the forms and the speech style and identity she wished to assume.
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Allerton, Mark. "Emotions and coping: Children's talk about negative emotional responses to television". Early Child Development and Care 109, nr 1 (styczeń 1995): 1–22. http://dx.doi.org/10.1080/0300443951090101.
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Ye, Zhengdao. "Different modes of describing emotions in Chinese". Pragmatics and Cognition 10, nr 1-2 (11.07.2002): 307–39. http://dx.doi.org/10.1075/pc.10.1-2.13ye.
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This paper examines the different ways in which the body is linguistically codified in the Chinese language of emotions. The three general modes of emotion description under examination are via (a) externally observable (involuntary) bodily changes, (b) sensation, and (c) figurative bodily images. While an attempt is made to introduce a typology of sub-categories within each mode of emotion description, the paper focuses on the meaning of different iconic descriptions through the Natural Semantic Metalanguage (NSM). On one hand, the linguistic evidence, from a Chinese perspective, attests to the emotional universals proposed by Wierzbicka (1999). On the other, it points to cultural diversity in bodily conceptualisation and interpretation in emotional experiences, which are crystallised in linguistic conventions of Chinese emotion talk, including certain syntactic constructions. This paper also demonstrates the importance of examining the language of emotions in emotion studies, and concludes that a full account of emotions must include the examination of the language of emotions.
Rozprawy doktorskie na temat "Emotional talk"
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Newman, Ruth Malka Charlotte. "Making talk work : exploring the teaching of collaborative talk". Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/14981.
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This thesis is the outcome of a PhD CASE Studentship funded by the ESRC and British Telecom. It presents an exploration into the teaching of collaborative talk. The study was conducted in three phases: exploratory, development and implementation. During the exploratory phase, observations and interviews were conducted in authentic workplace settings to gain an understanding of workplace collaboration and collaborative talk. During the development phase, a teaching unit for the teaching of collaborative talk at GCSE was devised, informed by understandings gleaned during the preceding phase. During the implementation phase, the teaching unit was taught by two teachers in their secondary English classrooms. Both participating classes were arranged into groups of 4: 8 groups in School 1 and 7 in School 2. For the duration of the 3 week teaching unit, groups were recorded via camera and audio recorder, and the data later synchronised. Both teachers wore an audio recorder to capture interactions with groups and the whole class. To complement the core data set, students were interviewed for their views on their learning. Student booklets provided a means of collecting both group and individual reflections and evaluative comments. The data was analysed to explore the development of students’ collaborative talk. The role of the teacher in implementing the teaching unit and supporting students’ development was also examined. The findings provide an insight into the realities of implementing successful collaborative talk in the ‘real’ secondary classroom. It contributes to conceptualisations of collaborative talk and its development. It makes links between the role of emotional engagement and dialogic interactions in supporting that development. It proposes teaching strategies which challenge perceived notions of ‘good’ talk and encourages the development of meta-language to support self-evaluation and the development of collaborative talk.
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Aznar, Ana. "Parent-child emotional talk, parent-child physical touch, and children's understanding of emotions". Thesis, Kingston University, 2012. http://eprints.kingston.ac.uk/26292/.
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The aim of the present research was to analyze parent-child emotion talk and parent-child physical touch and their relation with children's understanding of emotions. A total of sixty¬three children (30 girls and 33 boys), aged 4 (M= 53.35 months, SD = 3.86; range = 48 - 60 months) and ö-years-old (M= 76.62 months, SD = 3.91; range = 72- 84 months) participated with both of their parents. Parent-child interviews took place in the participants' own homes. On a first visit, the mother or the father and the child completed two storytelling tasks. One of these tasks involved a storytelling task and the other involved a four events reminiscence task. Within a minimum of one day and a maximum of seven days, the other parent and the child completed the same two tasks. Parent-child emotion talk and parent-child physical touch was analyzed throughout both tasks. The findings indicated that mothers and fathers did not differ in how they talk about emotions. Indeed, mothers' and fathers' talk correlated with each other and with their children's emotion talk. However, mothers and fathers talked more about emotions with their daughters than with their sons. Parents discussed more often happiness with their daughters than with their sons. No gender or age differences were found in children's emotion talk. The analysis of parent-child touch revealed that where age differences were found, findings indicated that parent-child touch decreased as children grow older. Where parent gender differences were found, results show that mothers were more physically affectionate than are fathers. In addition, children completed twice a standardised test of emotion understanding (Test of Emotion Comprehension, TEC). On the first occasion the TEC was administered before one of the two parent-child storytelling sessions. Six months later it was administered again. Findings indicated that emotion understanding is predicted by prior emotion understanding. Above and beyond prior emotion understanding, fathers' emotion explanations during the events task predicted children's emotion understanding and mothers' use of emotion labels during the storytelling task predicted children's emotion understanding. On the contrary, parents' physical touch was not related to children's emotion understanding. Finally, children completed a test (Test of Behavioural Consequences of Emotions, TBCE) analyzing the relation between emotions and their behavioural consequences. Six-year-old children had a greater understanding that emotions influence situations than did four-year-old children. Moreover, understanding that emotions influence situations was related to mentalistic aspects of emotion understanding. The implications of these findings for future research on children's socializations of emotions are discussed.
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O'Kearney, Richard, i n/a. "Language for Emotions in Adolescence: Effects of Age, Gender, and Type of Emotional Disorder". Griffith University. School of Applied Psychology, 2001. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20050831.145059.
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Recent research on the early development of knowledge about emotions shows that young children's use and comprehension of emotion language develops from an initial emphasis on expressive/behavioural referents to situational terms towards referents emphasising the sub] ective/experiential nature of emotions. Gender, the type of emotion, the discourse context of the emotion talk and individual differences in strategies to regulate negative emotions are some factors that are shown to moderate the development of emotion language abilities. However, as most of the data comes from early language users there are significant limitations to our knowledge of emotion language development and its implications for emotion regulation. This thesis examines emotion language in early to middle adolescence. It develops a theoretically derived classification model to study the representational and causal structure of emotions evident in the emotion language of 13 to 17 yearolds. Study 1 uses a group format to sample descriptive accounts of emotions and their causes from a normative sample of 303 adolescents in response to emotionally relevant vignettes prototypical of anger and fear. Study 2 compares the lepresentational structure and quality of emotion language between 21 adolescents diagnosed with extemalising disorders (Conduct disorder, Oppositional Defiant disorder), 18 with internalising disorders (Depressive disorders, Anxiety disorders) and 16 without a disorder. It broadens the types of emotion eliciting material by including autobiographical events and an actual emotional challenge as well as the vignette stimuli. In addition, the second study uses an individual participant-interviewer procedure. Results of Study 1 indicated increase in the range and complexity of emotion referents and causal accounts of emotions from early to middle adolescents. Despite an increase in internalist/subjective causal accounts of emotions with age, there was a move towards a more externalised or situational focus in the representation of emotions for the older adolescents in response to the anger material. The findings showed that the ability to distinguish between sadness and anger and appropriately use anger and sad referents develops relatively late with some younger adolescents continuing to have difficulties with this distinction. There were a number of specific gender related differences in emotion language consistent with gender differences in display rules for emotions. In particular, boys showed a preference for expressive/behavioural emotion referents while girls preferred referents with a cognitive focus and use more inner-focused referents. Study 1 also provided initial data about differences between adolescents with extemalising problems, those with intemalising problems and non-problem adolescents. Results indicated more use of non-specific referents by adolescents with extemalising behavioural problems as well as less intensity and involvement in their emotion referents. Adolescents with extemalising problems were more likely to use non-specific referents in responses to anger material than those with intemalising problems. The results of Study 2 showed that adolescents with oppositional and conduct problems show deficits in the fluency, complexity and degree of specification of their emotion language and their causal accounts of emotions compared to non- problem youth and those with depression and anxiety problems. In addition, adolescents with intcmalising problems were less fluent in the production of causal accounts of emotions and used less specific emotion referents to fear events compared to non-problem youth. The results highlight the finding that emotion language is affected differentially for extemalising and internalising adolescents depending on the nature of the emotion-eliciting event. In particular, intemalising youth's language responses to anger events are characterised by inner-directed referents, and reduced intensity and involvement while their conceptualisation of salient fear material is dominated by cognitively focused terms and accounts. Extemalising adolescents language responses to anger events are more outer-directed and intense, and their emotion construals in a fear situation less cognitive and more affect orientated. The data from these studies highlight the need to study emotion language for specific emotion domains, and suggest that the most interesting theoretical questions are in respect of emotion understanding and emotion language abilities for specific behavioural and emotional disorders. The results also support the utility of an approach that combines knowledge about emotion language from the psychological and linguistic literature. It argues for an expansion of our knowledge about the development of the lexicon for emotions and other syntactic and pragmatic linguistic competencies that are important for conceptualising emotions in language. Such an expansion is crucial to investigating associations between early emotional competencies assessed through language and later outcomes in terms of behavioural, emotional and social difficulties.
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O'Kearney, Richard. "Language for Emotions in Adolescence: Effects of Age, Gender, and Type of Emotional Disorder". Thesis, Griffith University, 2001. http://hdl.handle.net/10072/366816.
Pełny tekst źródłaStreszczenie:
Recent research on the early development of knowledge about emotions shows that young children's use and comprehension of emotion language develops from an initial emphasis on expressive/behavioural referents to situational terms towards referents emphasising the sub] ective/experiential nature of emotions. Gender, the type of emotion, the discourse context of the emotion talk and individual differences in strategies to regulate negative emotions are some factors that are shown to moderate the development of emotion language abilities. However, as most of the data comes from early language users there are significant limitations to our knowledge of emotion language development and its implications for emotion regulation. This thesis examines emotion language in early to middle adolescence. It develops a theoretically derived classification model to study the representational and causal structure of emotions evident in the emotion language of 13 to 17 yearolds. Study 1 uses a group format to sample descriptive accounts of emotions and their causes from a normative sample of 303 adolescents in response to emotionally relevant vignettes prototypical of anger and fear. Study 2 compares the lepresentational structure and quality of emotion language between 21 adolescents diagnosed with extemalising disorders (Conduct disorder, Oppositional Defiant disorder), 18 with internalising disorders (Depressive disorders, Anxiety disorders) and 16 without a disorder. It broadens the types of emotion eliciting material by including autobiographical events and an actual emotional challenge as well as the vignette stimuli. In addition, the second study uses an individual participant-interviewer procedure. Results of Study 1 indicated increase in the range and complexity of emotion referents and causal accounts of emotions from early to middle adolescents. Despite an increase in internalist/subjective causal accounts of emotions with age, there was a move towards a more externalised or situational focus in the representation of emotions for the older adolescents in response to the anger material. The findings showed that the ability to distinguish between sadness and anger and appropriately use anger and sad referents develops relatively late with some younger adolescents continuing to have difficulties with this distinction. There were a number of specific gender related differences in emotion language consistent with gender differences in display rules for emotions. In particular, boys showed a preference for expressive/behavioural emotion referents while girls preferred referents with a cognitive focus and use more inner-focused referents. Study 1 also provided initial data about differences between adolescents with extemalising problems, those with intemalising problems and non-problem adolescents. Results indicated more use of non-specific referents by adolescents with extemalising behavioural problems as well as less intensity and involvement in their emotion referents. Adolescents with extemalising problems were more likely to use non-specific referents in responses to anger material than those with intemalising problems. The results of Study 2 showed that adolescents with oppositional and conduct problems show deficits in the fluency, complexity and degree of specification of their emotion language and their causal accounts of emotions compared to non- problem youth and those with depression and anxiety problems. In addition, adolescents with intcmalising problems were less fluent in the production of causal accounts of emotions and used less specific emotion referents to fear events compared to non-problem youth. The results highlight the finding that emotion language is affected differentially for extemalising and internalising adolescents depending on the nature of the emotion-eliciting event. In particular, intemalising youth's language responses to anger events are characterised by inner-directed referents, and reduced intensity and involvement while their conceptualisation of salient fear material is dominated by cognitively focused terms and accounts. Extemalising adolescents language responses to anger events are more outer-directed and intense, and their emotion construals in a fear situation less cognitive and more affect orientated. The data from these studies highlight the need to study emotion language for specific emotion domains, and suggest that the most interesting theoretical questions are in respect of emotion understanding and emotion language abilities for specific behavioural and emotional disorders. The results also support the utility of an approach that combines knowledge about emotion language from the psychological and linguistic literature. It argues for an expansion of our knowledge about the development of the lexicon for emotions and other syntactic and pragmatic linguistic competencies that are important for conceptualising emotions in language. Such an expansion is crucial to investigating associations between early emotional competencies assessed through language and later outcomes in terms of behavioural, emotional and social difficulties.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology
Griffith Health
Full Text
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Chatterjee, Karishma. "An examination of self reports of young adults' talk about safer sex in dating relationships health, relationship and emotional outcomes /". Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1197598039.
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Johnson, Betty J. PhD. "Video Meetings in a Pandemic Era: Emotional Exhaustion, Stressors, and Coping". Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1612609329629973.
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Broccoli, Laura [Verfasser], i Rainer [Akademischer Betreuer] Spanagel. "Cross-talk of the Corticotropin Releasing Hormone Receptor Subtype 1 with the Dopamine System: Functional Evidence on Emotional Responses to stress and Alcohol Dependence / Laura Broccoli ; Betreuer: Rainer Spanagel". Heidelberg : Universitätsbibliothek Heidelberg, 2016. http://d-nb.info/1180735951/34.
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Lochan, Winton Ruth Alicia. "Talk through IT : Using Common Ground to build Bridges with Weak Ties in the Design of Online Psychosocial Support". Doctoral thesis, Uppsala universitet, Informationssystem, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-333680.
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There is growing interest in applying information and communication technology (ICT) in healthcare. The attention to ICT stems from several factors: costs of healthcare, high prevalence of somatic diseases, longer life expectancy and technological advancements. The quest to meet the growing healthcare needs has led authorities to allocate resources to develop technological solutions. Although this research investment is helpful for the information technology sector, these projects face challenges in working with multidisciplinary teams, recruiting participants and moving research to practice. This dissertation investigates the potential of ICT use in psychosocial support communication designed for people with emotional distress associated with a somatic disease (PEDASDs). The research aims to deliver design principles (DPs) for these ICTs, for three stakeholder groups: nurses, therapists and PEDASDs. The DPs focus on communication between these stakeholder groups and not on the overall ICT design. An interpretative approach was adopted to investigate the stakeholders’ unique ICT requirements. This method allows insights into the stakeholder’s world. Three studies, using semi-structured interviews, at oncology facilities in two healthcare system models (Trinidad & Tobago and Sweden), provide the empirical data. The stakeholders revealed not only their communication support needs but also other issues including the practical distresses of living with a chronic disease, limited support, lack of information, unwillingness to associate with other PEDASDs, professionalism between healthcare providers and disconnected healthcare services. Common ground, bridges and weak ties provide the theoretical framework to explore the findings. Eight DPs emerged from the studies: the healthcare system model, need to educate the stakeholders, ICT customisation, support of stakeholders’ information needs, allow access to external resources, support multidisciplinary team communication, support for self-care and support for significant others. The findings could potentially serve as a guide for ICT projects that develop artefacts for psychosocial support and provide a theoretically grounded understanding of stakeholder communication and relationships. The potential for future work includes investigating the issues of legislation and ethics, studying the needs of significant others, exploring the potential for ICTs in other healthcare system models (particularly the out-of-pocket health system) and examining the impact of social media on psychosocial support.Det finns ett växande intresse att använda informations- och kommunikationsteknologi (IKT) inom hälso- och sjukvården. Intresset för IKT påverkas av flera faktorer: sjukvårdens kostnader, prevalensen av somatiska sjukdomar, ökad medellivslängd och teknologiska framsteg. Utmaningen att hantera de växande sjukvårdsbehoven har lett till att statliga myndigheter har allokerat resurser för att utveckla teknologiska lösningar. Trots att forskningsinvesteringarna gynnar informationsteknologisektorn i stort möter de konkreta forskningsprojekten utmaningar såsom arbete inom tvärvetenskapliga grupper, rekrytering av deltagare till studier samt implementering. Denna avhandling undersöker möjligheten att använda IKT för kommunikation av psykosocialt stöd eller vård (care). Detta stöd är utformat för personer med emotionella problem relaterade till en somatisk sjukdom (PEDASD). Forskningen syftar till att leverera designprinciper (DP) för tre intressegrupper som använder IKT: sjuksköterskor, terapeuter och PEDASD. Designprinciperna fokuserar på kommunikation mellan de tre intressegrupperna och inte på den övergripande IKT-designen. Ett tolkande tillvägagångssätt har använts för att undersöka intressegruppernas unika IKT-krav och önskemål. Denna metod gör det möjligt att studera intressegruppernas upplevelser. Tre undersökningar, som baseras på semistrukturerade intervjuer, har genomförts vid avdelningar för onkologisk vård inom två sjukvårdssystemmodeller i Trinidad & Tobago respektive Sverige. Studiens empiriska data utgörs av intervjuerna. Data har sedan analyserats utifrån det teoretiska ramverket: Common ground, bridges och weak ties. I sina svar nämnde intressegrupperna inte enbart deras behov av kommunikationsstöd, utan också annat som till exempel praktiska problem att leva med en kronisk sjukdom, begränsat stöd, brist på information, ovillighet att förknippas med andra PEDASD, de professionella relationerna mellan sjukvårdens olika yrkesgrupper samt avsaknaden av koordination inom sjukvården. Analysen resulterade i åtta designprinciper: sjukvårdssystemmodellen, behovet av att utbilda intressegrupperna, IKT-anpassning, stöd för intressegruppernas informationsbehov, tillgång till externa resurser, stöd för kommunikation inom tvärvetenskapliga forskargrupper, stöd för självhjälp och stöd till närstående. Resultaten har potential att fungera som en guide för IKT-forskningsprojekt som utvecklar artefakter för psykosocialt stöd och som presenterar en teoretiskt grundad förståelse av intressegruppers kommunikation och relationer. Resultaten pekar också på behovet av framtida forskning om lagstiftning och etik, nära anhörigas behov, potentialen för IKT inom andra sjukvårdssystemmodeller (i synnerhet system där patienter betalar mer själva) samt sociala mediers inverkan på psykosocialt stöd.
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Perez-Rivera, Marie Belle. "Mothers' beliefs about emotions, mother-child emotion discourse, and children's emotion understanding in Latino families". Thesis, Virginia Tech, 2008. http://hdl.handle.net/10919/32229.
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The purpose of this study was to better understand associations between acculturation, parental beliefs, mother-child emotion talk, and emotion understanding in Latino preschool-aged children. Research on Latino families may prove to be important given the little research that has focused on emotion understanding strictly in Latino cultures. Forty Latino mother-child dyads were observed throughout a series of naturalistic observations. Mothers self-reported their acculturation and their beliefs about the value and danger of childrenâ s emotions, childrenâ s emotional development processes, and their role in guiding their childrenâ s emotions. Mother-child emotion talk and framing was measured during a 15 minute story-telling task using a Lego house and through a wordless picture book. Childrenâ s emotion understanding was measured using two standard tasks. Results showed that mothersâ acculturation was related to their beliefs about the danger of emotions, their role in guiding their childâ s emotions, and their childâ s readiness to learn about emotions. Mothersâ acculturation was also related to childrenâ s emotion understanding. Mothersâ beliefs about guiding childrenâ s emotions were related to mothersâ labeling of emotions and to childrenâ s emotion understanding. This study confirms and expands several previous findings relating to emotion socialization of children. Overall, results highlight the importance of acculturation for parentsâ beliefs about emotions and childrenâ s emotion understanding.Master of Science
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Eisenbarth, Hedwig. "Assessment of emotional detachment in psychopathy via self-report and an emotion detection task". Doctoral thesis, kostenfrei, 2008. http://www.opus-bayern.de/uni-wuerzburg/volltexte/2008/2781/.
Pełny tekst źródłaKsiążki na temat "Emotional talk"
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Namovicz, Gene Inyart. To talk in time. New York: Four Winds Press, 1987.
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Altman, Ellyn. Talk with me: Giving the gift of language and emotional health to the hearing-impaired child. Washington, D.C: Alexander Graham Bell Association for the Deaf, 1988.
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Life talk for a daughter: Emotional wisdom and practical survival skills on 60 of life's most significant issues. Oxford: Spring Hill, 2007.
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Feist, Ansgar. Emotionale Wirkungen von Fernsehtalkshows. Aachen: Shaker, 2000.
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Emotion talk across corpora. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2008.
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Bednarek, Monika. Emotion Talk Across Corpora. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230285712.
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Robles, Jessica S., i Ann Weatherall, red. How Emotions Are Made in Talk. Amsterdam: John Benjamins Publishing Company, 2021. http://dx.doi.org/10.1075/pbns.321.
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Berry, Joy Wilt. Let's talk about feeling worried. Scottsdale, Ariz: Gold Star Pub., 2000.
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Apel, Melanie Ann. Let's talk about feeling embarrassed. New York: PowerKids Press, 2000.
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Heart talk. Wyd. 2. Bangkok: Heaven Lake Press, 1998.
Znajdź pełny tekst źródłaCzęści książek na temat "Emotional talk"
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Clark, Adele, i Jacqui Blades. "Positive self-talk". W Practical Ideas for Emotional Intelligence, 83–84. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315169224-45.
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Lorenzo-Dus, Nuria. "Emotional Conflict Talk and Reality Television". W Television Discourse, 105–20. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-11717-5_9.
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Forbes, David. "MindSight: Learning to Talk to the Emotional Brain". W The Science of Why, 223–33. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137502049_17.
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van Rooyen, Annelien A., i Jacobus S. Wessels. "Small Talk Versus Smart Talk: Providing Accounting Content and Emotional Support in a Distance Education Course". W Communications in Computer and Information Science, 184–97. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-25684-9_14.
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Sikveland, Rein Ove, Heidi Kevoe-Feldman i Elizabeth Stokoe. "Managing emotion". W Crisis Talk, 75–102. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429354892-4.
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Bednarek, Monika. "Emotion Profiling". W Emotion Talk Across Corpora, 27–64. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230285712_2.
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De Angelis, Jacopo, i Paola Ricciardelli. "Emotional Stroop Task". W Encyclopedia of Personality and Individual Differences, 1339–42. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_813.
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De Angelis, Jacopo, i Paola Ricciardelli. "Emotional Stroop Task". W Encyclopedia of Personality and Individual Differences, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-28099-8_813-1.
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Bamberg, Michael. "Emotion talk(s)". W The Language of Emotions, 209. Amsterdam: John Benjamins Publishing Company, 1997. http://dx.doi.org/10.1075/z.85.15bam.
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Gou, Xinyue. "Non-conformist Visions of Chinese Female Queers: Locating Emotional Appealing in Chinese Lesbian Movies Small Talk (2016) and Intimates (1997)". W Proceedings of the 2022 International Conference on Science Education and Art Appreciation (SEAA 2022), 693–701. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-05-3_84.
Pełny tekst źródłaStreszczenia konferencji na temat "Emotional talk"
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Lobo, Carla, Puja Kumar i Luisa Barreto. "Defining the Complex Emotional Experiences of Depression through Visual Language – Colour as Expressive Tool". W 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001408.
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According to survey reports by World Health Organization, depression was ranked as the third leading cause of the global burden of disease in 2004, moving into the first place by 2030. Considering this scenario, a research project has been conducted focusing on the potential of graphic design in health care as an opportunity to communicate complex emotional experiences of depression. Using colour as a design strategy, conceptualizes a methodological approach that can be adopted to develop colour palettes in graphic design by considering the focal parameters relevant to the specific project, in this case, connect the emotional dimension of colour experience with depression to visualise the illness in a new light.All works of graphic design establishes a visual communication with its audiences by connecting directly or indirectly on an emotional level, establishing a visual communication with their audiences, connecting directly or indirectly on an emotional level. This paper proposes a methodological approach that can be adopted to derive the appropriate colour for any design, based on the message it is intended to communicate.The development of the tool is based on the importance of the relationship between the relative degree of each emotion and the specific cultural symbolism for the derivation of colours, aiming to capture an individual's emotional attention and produce flawless results in the final design work.The work is based on a transversal approach, correlating different graphic design strategies, including colour and its symbolism, in this case with reference to Indian culture, with the aim of identifying and subsequently portraying the different types of depression, motivating depressed people to express themselves, and the population in general to change their perception about the disease, promoting greater sensitivity and sympathy towards the subject. The proposed colour tool ambitions to create a solution for the inability of people to put together words for their emotional experiences/ feelings when they are going through depression. The colours chosen by them would give a clearer understanding of the emotions/ feelings they might be going through and would play an indicative role to determine the type of depression.Hence, the project is an effort to channel appropriate color as a design tool to talk about depression, spread information and ultimately enrich humane diagnoses and treatment when it comes to fight depression.The development of this interactive visual medium to express complex emotion is fulfilled by incorporating colour variations as a paramount feature in the design strategy. To effectively portray depression as a serious illness using the expressive potential of colour to convey right emotions when used aptly, a colour code was designed, considering the variations in colour dimensions (saturation and light scales) as ways of expressing the degree of severity of the disease.The colour palette was achieved by theoretical research of colour concepts crossed with analytical study of survey results, which allowed the most significant associations between colours and emotions to be identified, and from these to build a functional colour code, providing a visual expressive tool to those going through depression.
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Christiansen, Julie A. "“I Don’t Want to Talk About It”: Solutions for Resolving Emotional Dysregulation". W Canada International Conference on Education. Infonomics Society, 2022. http://dx.doi.org/10.20533/cice.2022.0011.
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Yang, Jufeng, Dongyu She i Ming Sun. "Joint Image Emotion Classification and Distribution Learning via Deep Convolutional Neural Network". W Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/456.
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Visual sentiment analysis is attracting more and more attention with the increasing tendency to express emotions through visual contents. Recent algorithms in convolutional neural networks (CNNs) considerably advance the emotion classification, which aims to distinguish differences among emotional categories and assigns a single dominant label to each image. However, the task is inherently ambiguous since an image usually evokes multiple emotions and its annotation varies from person to person. In this work, we address the problem via label distribution learning (LDL) and develop a multi-task deep framework by jointly optimizing both classification and distribution prediction. While the proposed method prefers to the distribution dataset with annotations of different voters, the majority voting scheme is widely adopted as the ground truth in this area, and few dataset has provided multiple affective labels. Hence, we further exploit two weak forms of prior knowledge, which are expressed as similarity information between labels, to generate emotional distribution for each category. The experiments conducted on both distribution datasets, i.e., Emotion6, Flickr_LDL, Twitter_LDL, and the largest single emotion dataset, i.e., Flickr and Instagram, demonstrate the proposed method outperforms the state-of-the-art approaches.
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Slavev, Svetislav, i Evelina Savcheva. "INFLUENCE OF PERSONAL CHARACTERISTICS ON MENTAL SKILLS OF TAEKWONDO ATHLETES". W INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/63.
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Our research is based on the need for more in-depth studies of the relationships and the impact of personal characteristics and mental skills on the successful performance of athletes. The present study aims to examine the connections and interrelations among personality traits of Big-Five factor markers, International Personality Item Pool - IPIP, (Goldberg, 2001): extraversion, conscientiousness, agreeableness, emotional stability, and openness to experience on mental skills related to successful performance in sport (Thomas, Murphy, Hardy, 1999). The research was done among 28 Bulgarian taekwondo athletes (WTF, ITF; 12-46 years old), divided into groups according to their age, gender, and sports qualification. There are significant differences depending on gender, age, and qualification (medalists and non-medalists). Analysis showed statistically significant correlations between extraversion and goal setting (r=.374; p˂.05), emotional control (r=.458; p˂.01); visualization (r=.441; p˂.05), activation (r=.375; p˂.05) and self-talk (r=.406; p˂.05) in competition; conscientiousness and negative thinking (r=-.487; p˂.01), goal setting (r=.418; p˂.05), automaticity (r=.391; p˂.05) in practice; openness to experience and goal setting (r=.466; p˂.05), self-talk (r=.482; p˂.01) in competition and goal setting (r=.382; p˂.05) in practice; emotional stability and emotional control (r=.657; p˂.01) and relaxation (r=.504; p˂.01), negative thinking (r=-.546; p˂.01) in competition, emotional control (r=.645; p˂.01), attention (r=.464; p˂.05) in practice. The results of the study enrich the knowledge of the mental preparation of taekwondo athletes. Still, some limitations are related to the relatively small number of researched individuals.
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Allen, Elizabeth. "How Preservice Teachers Flutter in Race Conversations: The Verbal and Emotional Content of White Talk (Poster 5)". W AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1885242.
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Fimpel, Mieke, Nathan Flach, Mats Reckzügel i Bernhard Maurer. "“Hey, can we talk?”: Exploring How Revealing Implicit Emotional Responses Tangibly Could Foster Empathy During Mobile Texting". W TEI '23: Seventeenth International Conference on Tangible, Embedded, and Embodied Interaction. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3569009.3573124.
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Zhang, Yuxiang, Jiamei Fu, Dongyu She, Ying Zhang, Senzhang Wang i Jufeng Yang. "Text Emotion Distribution Learning via Multi-Task Convolutional Neural Network". W Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/639.
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Emotion analysis of on-line user generated textual content is important for natural language processing and social media analytics tasks. Most of previous emotion analysis approaches focus on identifying users’ emotional states from text by classifying emotions into one of the finite categories, e.g., joy, surprise, anger and fear. However, there exists ambiguity characteristic for the emotion analysis, since a single sentence can evoke multiple emotions with different intensities. To address this problem, we introduce emotion distribution learning and propose a multi-task convolutional neural network for text emotion analysis. The end-to-end framework optimizes the distribution prediction and classification tasks simultaneously, which is able to learn robust representations for the distribution dataset with annotations of different voters. While most work adopt the majority voting scheme for the ground truth labeling, we also propose a lexiconbased strategy to generate distributions from a single label, which provides prior information for the emotion classification. Experiments conducted on five public text datasets (i.e., SemEval, Fairy Tales, ISEAR, TEC, CBET) demonstrate that our proposed method performs favorably against the state-of-the-art approaches.
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Wang, Weiwei, i Ting Wei. "A Multimodal Interaction Experience Design Approach for Negative Emotional Driving Situations". W 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002005.
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To investigate the effect of a multimodal interaction balance model on improving the emotional driving experience when users perform a high load driving task in a negative driving emotion context. The questionnaire analysis was used to obtain the main negative emotions and the corresponding driving situations. Combined with the STAR interview method to understand the user's interaction task in specific contexts, the user's cognitive load was assessed by the SWAT subjective load assessment technique to obtain a high cognitive load task, and the VACP model was used to establish a balanced model of interaction task and interaction modality. Simulated multimodal interaction physiological experiments were conducted to analyze the impact of the multimodal balance model on participants' physiological data when they performed high cognitive load tasks with different emotions, and the physiological data were analyzed to assess participants' emotional experience. The emotional experience design of an intelligent vehicle robot is used as an example to validate the method. The results show that the multimodal interaction balance model can effectively reduce the user's cognitive load and improve the pleasantness of the interaction experience, and find a breakthrough for the development of intelligent vehicle-mounted robots in emotional experience.
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Shapir, Barbara, Teresa Lewin i Samar Aldinah. "LET’S TALK! PROMOTING MEANINGFUL COMMUNICATION THROUGH AUTHENTIC TEACHER CHILD DIALOGUE". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end031.
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The heart of this study is an analysis of teacher–child dialogue in a classroom environment. An authentic dialogue enables children to express their real thoughts and ideas, to present insights, to ask questions, to make comments and to argue about different interpretations. In an effort to help our future teachers improve the quality of their verbal and nonverbal interactions with children as well as emotional and social support, we created a “community of learners”. Mentors and eight students - teachers (Israeli Jews and Arabs) participated in a reciprocal process of learning through experimentation while building new knowledge. Their interactions were examined how the teachers’ verbal and nonverbal responsiveness helped them to open or close conversational spaces for children while enabling them to listen to their voices. The research methodology was a discourse analysis i.e. analyzing the use of language while carrying out an act of communication in a given context. It presents a qualitative analysis of 20 transcripts of students - teacher's conversations with Israeli Jewish and Arab children from ages 4 – 6 years old. The analysis revealed that as teachers provided open conversational spaces with children, authentic dialogue emerged. Both voices were expressed and the child’s world was heard. The significance of thisstudy isto demonstrate the importance that authentic dialogue between teachers and young children has on the learning process as well as teacher’s acknowledgment on how children think and feel. This offers an opportunity for them to learn with and from the children.
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Achiche, Sofiane, i Saeema Ahmed. "Mapping Shape Geometry and Emotions Using Fuzzy Logic". W ASME 2008 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/detc2008-49290.
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An important aspect of artifact/product design is defining the aesthetic and emotional value. The success of a product is not only dependent on it’s functionality but also on the emotional value that it creates to its user. However, if several designers are faced with a task to create an object that would evoke a certain emotion (aggressive, soft, heavy, friendly, etc.) each would most likely interpret the emotion with a different set of geometric features and shapes. In this paper the authors propose an approach to formalize the relationship between geometric information of a 3D object and the intended emotion using fuzzy logic. To achieve this; 3D objects (shapes) created by design engineering students to match a set of words/emotions were analyzed. The authors identified geometric information as inputs of the fuzzy model and developed a set of fuzzy if/then rules to map the relationships between the fuzzy sets on each input premise and the output premise. In our case the output premise of the fuzzy logic model is the level of belonging to the design context (emotion). An evaluation of how users perceived the shapes was conducted to validate the fuzzy logic model and showed a high correlation between the fuzzy logic model and user perception.
Raporty organizacyjne na temat "Emotional talk"
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Yatsymirska, Mariya. MODERN MEDIA TEXT: POLITICAL NARRATIVES, MEANINGS AND SENSES, EMOTIONAL MARKERS. Ivan Franko National University of Lviv, luty 2022. http://dx.doi.org/10.30970/vjo.2022.51.11411.
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The article examines modern media texts in the field of political journalism; the role of information narratives and emotional markers in media doctrine is clarified; verbal expression of rational meanings in the articles of famous Ukrainian analysts is shown. Popular theories of emotions in the process of cognition are considered, their relationship with the author’s personality, reader psychology and gonzo journalism is shown. Since the media text, in contrast to the text, is a product of social communication, the main narrative is information with the intention of influencing public opinion. Media text implies the presence of the author as a creator of meanings. In addition, media texts have universal features: word, sound, visuality (stills, photos, videos). They are traditionally divided into radio, TV, newspaper and Internet texts. The concepts of multimedia and hypertext are related to online texts. Web combinations, especially in political journalism, have intensified the interactive branching of nonlinear texts that cannot be published in traditional media. The Internet as a medium has created the conditions for the exchange of ideas in the most emotional way. Hence Gonzo’s interest in journalism, which expresses impressions of certain events in words and epithets, regardless of their stylistic affiliation. There are many such examples on social media in connection with the events surrounding the Wagnerians, the Poroshenko case, Russia’s new aggression against Ukraine, and others. Thus, the study of new features of media text in the context of modern political narratives and emotional markers is important in media research. The article focuses review of etymology, origin and features of using lexemes “cмисл (meaning)” and “сенс (sense)” in linguistic practice of Ukrainians results in the development of meanings and functional stylistic coloring in the usage of these units. Lexemes “cмисл (meaning)” and “сенс (sense)” are used as synonyms, but there are specific fields of meanings where they cannot be interchanged: lexeme “сенс (sense)” should be used when it comes to reasonable grounds for something, lexeme “cмисл (meaning)” should be used when it comes to notion, concept, understanding. Modern political texts are most prominent in genres such as interviews with politicians, political commentaries, analytical articles by media experts and journalists, political reviews, political portraits, political talk shows, and conversations about recent events, accompanied by effective emotional narratives. Etymologically, the concept of “narrative” is associated with the Latin adjective “gnarus” – expert. Speakers, philosophers, and literary critics considered narrative an “example of the human mind.” In modern media texts it is not only “story”, “explanation”, “message techniques”, “chronological reproduction of events”, but first of all the semantic load and what subjective meanings the author voices; it is a process of logical presentation of arguments (narration). The highly professional narrator uses narration as a “method of organizing discourse” around facts and impressions, impresses with his political erudition, extraordinary intelligence and creativity. Some of the above theses are reflected in the following illustrations from the Ukrainian media: “Culture outside politics” – a pro-Russian narrative…” (MP Gabibullayeva); “The next will be Russia – in the post-Soviet space is the Arab Spring…” (journalist Vitaly Portnikov); “In Russia, only the collapse of Ukraine will be perceived as success” (Pavel Klimkin); “Our army is fighting, hiding from the leadership” (Yuri Butusov).
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Rosato-Scott, Claire, Dani J. Barrington, Amita Bhakta, Sarah J. House, Islay Mactaggart i Jane Wilbur. How to Talk About Incontinence: A Checklist. Institute of Development Studies (IDS), październik 2020. http://dx.doi.org/10.19088/slh.2020.006.
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Incontinence is the medical term used to describe the involuntary loss of urine or faeces. Women, men, girls, boys and people of all genders, at any age, can experience incontinence. A person with incontinence can experience leakage occasionally, regularly or constantly; and leakage can happen at any time, day or night. A person may also experience leakage of urinary or faecal matter due to not being able to get to the toilet in time or not wanting to use the toilet facilities available. This is known as social, or functional, incontinence. In many low- and middle-income countries (LMICs) understanding of incontinence is still in its early stages: the term ‘incontinence’ may not be known, knowledge of the condition is rare, and the provision of support is lacking. Those who experience incontinence may face stigma due to having the condition, and this may affect their willingness or confidence to talk about it. There is a need to better understand incontinence in LMICs, and how best to support people living with the condition to improve their quality of life. This requires having conversations with individuals that experience the condition, and with individuals who care for those who do: they will have the lived experiences of what it means to live with incontinence practically, emotionally and socially for them and their families. Living with incontinence can have a range of impacts on the people living with it and their carers. These include increased stress and distress; additional needs for water and soap; and restricted ability to join in community activities, school or work. Living with incontinence can also lead to a range of protection issues. The potential challenges that people face may be quite diverse and may vary between people and households. The checklist below, and corresponding page references to ‘Incontinence: We Need to Talk About Leaks’ can be used to increase your understanding of incontinence and the options available to support people living with the condition; and provide guidance on how to have conversations to understand how best to support people living with incontinence in your area.
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Rosato-Scott, Claire, Dani J. Barrington, Amita Bhakta, Sarah J. House, Islay Mactaggart i Wilbur Jane. How to Talk About Incontinence: A Checklist. Institute of Development Studies (IDS), październik 2020. http://dx.doi.org/10.19088/slh.2020.012.
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Incontinence is the medical term used to describe the involuntary loss of urine or faeces. Women, men, girls, boys and people of all genders, at any age, can experience incontinence. A person with incontinence can experience leakage occasionally, regularly or constantly; and leakage can happen at any time, day or night. A person may also experience leakage of urinary or faecal matter due to not being able to get to the toilet in time or not wanting to use the toilet facilities available. This is known as social, or functional, incontinence. In many low- and middle-income countries (LMICs) understanding of incontinence is still in its early stages: the term ‘incontinence’ may not be known, knowledge of the condition is rare, and the provision of support is lacking. Those who experience incontinence may face stigma due to having the condition, and this may affect their willingness or confidence to talk about it. There is a need to better understand incontinence in LMICs, and how best to support people living with the condition to improve their quality of life. This requires having conversations with individuals that experience the condition, and with individuals who care for those who do: they will have the lived experiences of what it means to live with incontinence practically, emotionally and socially for them and their families. Living with incontinence can have a range of impacts on the people living with it and their carers. These include increased stress and distress; additional needs for water and soap; and restricted ability to join in community activities, school or work. Living with incontinence can also lead to a range of protection issues. The potential challenges that people face may be quite diverse and may vary between people and households. The checklist below, and corresponding page references to ‘Incontinence: We Need to Talk About Leaks’ can be used to increase your understanding of incontinence and the options available to support people living with the condition; and provide guidance on how to have conversations to understand how best to support people living with incontinence in your area.
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Filiz, Ibrahim. Overconfidence: Der Einfluss positiver und negativer Affekte. Sonderforschungsgruppe Institutionenanalyse, 2017. http://dx.doi.org/10.46850/sofia.9783941627598.
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Die Auswirkungen von Selbstüberschätzung betreffen viele Bereiche des wirtschaftlichen Lebens. Doch es sind bisher nur wenige Faktoren bekannt, die das Ausmaß möglicher Selbstüberschätzungen bestimmen. Zudem gibt es kaum Untersuchungen, ob positive oder negative Emotionen einen Einfluss auf die Selbsteinschätzung haben. Ob Emotionen mögliche Lerneffekte bei der Selbsteinschätzung beeinträchtigen können, ist bisher noch gar nicht untersucht worden. Die vorliegende Studie wendet sich dieser Fragestellung zu. In einem Real-Effort-Task-Experiment werden den Probanden in 5 Spielrunden Aufgaben gestellt. Nach jeder Spielrunde sollen die Probanden ihre Leistung einschätzen. Anschließend erhalten sie jeweils ein Feedback, wie sie tatsächlich abgeschnitten haben. Auf diese Weise werden Lerneffekte möglich. Die Stimmungsinduktion wird durch positive (Treatment „Positiv“), negative (Treatment „Negativ“) und neutrale (Treatment „Neutral“) Filmausschnitte erzeugt. Sowohl hinsichtlich der absoluten Overconfidence als auch hinsichtlich der relativen Overconfidence zeigen sich keine signifikanten Unterschiede zwischen den drei Treatments. Im Hinblick auf das Auftreten von Lerneffekten zeigt sich dann aber doch ein Unterschied zwischen den Stimmungslagen. Bei Betrachtung der absoluten Overconfidence zeigen sich in neutraler Stimmungslage deutliche Lerneffekte. Diese Lerneffekte bleiben hingegen sowohl bei positiver als auch bei negativer Stimmungslage aus.
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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, luty 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.
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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
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Changes in emotional problems, hyperactivity and conduct problems in moderate to late preterm children - Dr. Ayten Bilgin. ACAMH, wrzesień 2021. http://dx.doi.org/10.13056/acamh.16988.
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In this podcast we talk to Dr. Ayten Bilgin about her JCPP Advances paper 'Changes in emotional problems, hyperactivity and conduct problems in moderate to late preterm children and adolescents born between 1958 and 2002 in the United Kingdom',
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Language and communication problems, and their relation to non-language difficulties' In Conversation with Dr. Hannah Hobson. ACAMH, wrzesień 2021. http://dx.doi.org/10.13056/acamh.16841.
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In this podcast we talk to Dr. Hannah Hobson, Lecturer in Psychology and Researcher at York University, and heads up the Emerald Lab (Emotional and Mental Health Research in Autism and Language Disorders).
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‘Emotional functioning in the transition from childhood to adolescence, and beyond’ – In Conversation with Professor Nick Allen. ACAMH, listopad 2020. http://dx.doi.org/10.13056/acamh.13766.
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In this podcast, Professor Nick Allen, Director of the Centre for Digital Mental Health at the Department of Psychology at the University of Oregon talks about developmental transitions from childhood to adolescence.