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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/.
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Bowling, Alexandra J. "Emotional Interference: The Impact of Task-relevant Emotional Stimuli on Cognitive Performance". University of Dayton / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1429958352.
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LaBass, Eric A. "Does Teaching Parents Emotion-Coaching Strategies Change Parental Perception of Children's Negative Emotions?" Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1453835425.
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Root, Lindsey Marie. "Modeling the Parasympathetic Nervous Response to an Emotional Task: The Interaction of Heart Rate Variability, Personality and Emotion Regulation". Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/468.
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Heart rate variability (HRV), a physiological marker of autonomic nervous system (ANS) engagement, has been associated with a wide variety of clinical and psychological processes. High frequency (HF) HRV power, specifically, has been linked with the parasympathetic nervous system (PNS) and self-regulation. The current inquiry used a random effects growth model to study the HF HRV response to an emotional task and to predict individual differences in HF HRV as a function of trait hostility, neuroticism, and emotion regulation strategies (e.g., positive reappraisal, positive refocusing). Results indicated that the task engaged both branches of the ANS. HF HRV was not related to either hostility or neuroticism. However, positive reappraisal was associated with both high baseline values of HF HRV (i.e., greater initial parasympathetic activation) and lower rates of reactivity (i.e., less parasympathetic withdrawal). Overall, these results add to the evidence that positive reappraisal is a powerful component of emotion regulation and may be an important intervention target.
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Kővári, Edit Mária. "Don't worry, be emotionally intelligent : hotel functional managers' trait emotional intelligence and its relation to task and contextual performance within organisational culture in Hungary". Thesis, University of Derby, 2016. http://hdl.handle.net/10545/614995.
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Mauersberger, Heidi. "The Dynamics of Workplace Conflicts". Doctoral thesis, Humboldt-Universität zu Berlin, 2020. http://dx.doi.org/10.18452/22023.
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Konflikte am Arbeitsplatz sind allgegenwärtig–sie erschweren den Berufsalltag und können schlimmstenfalls auch zu privaten Problemen führen. Dennoch ist unklar, wie genau Aufgabenkonflikte das Wohlbefinden und die Leistungsfähigkeit von Beschäftigten beeinflussen. Mechanismen, wann und warum Aufgabenkonflikte negative Folgen haben, wurde bisher wenig erforscht. Begründet werden kann dies damit, dass Aufgabenkonflikte bisher zumeist in Feldstudien mittels retrospektiven (und zudem subjektiven) Momentaufnahmen untersucht wurden. Das erste Ziel meines Vorhabens war es demnach, Aufgabenkonflikte in einer Tagebuchstudie sowie in einem kontrollierten Setting im Labor zu untersuchen, um deren emotionale und kognitive Konsequenzen präzise und unmittelbar zu erfassen.
Weiterhin haben bisherige Studien größtenteils situative Faktoren untersucht und persönliche Charakteristiken, die ebenfalls die Bewertung von Aufgabenkonflikten beeinflussen, außer Acht gelassen. Daher verfolgte ich als zweites Ziel eine ganzheitliche Sichtweise auf den Aufgabenkonflikt einzunehmen. Dafür explorierte ich, ob Unterschiede zwischen Personen emotionale Mimikry zu zeigen (d.h. die Emotionen anderer zu spiegeln) einen Einfluss auf die Beurteilung von Aufgabenkonflikten haben.
Um das Bild auf Aufgabenkonflikte zu komplementieren bestand mein finales Ziel darin, die Wirksamkeit einer Intervention zur Abschwächung von Konfliktkonsequenzen zu untersuchen. Hierfür wählte ich eine allgemein bekannte Strategie der kognitiven Umbewertung („Reappraisal") und prüfte, ob diese Strategie einen Aufgabenkonflikt als weniger emotional aufreibend und somit weniger destruktiv erscheinen lässt.
Durch die Integration von vier empirischen Studien, die in renommierten psychologischen Zeitschriften publiziert wurden, leistet meine Dissertationsschrift einen Beitrag dazu, die von Konflikten am Arbeitsplatz ausgehenden komplexen Wirkweisen besser zu verstehen, sowie Möglichkeiten aufzuzeigen Konfliktkonsequenzen zu modifizieren.Workplace conflicts have been widely recognized as a core social stressor across occupations with detrimental effects for employees’ task progress and employees’ general stress levels and health. Yet, the presumed destructive effects of task conflicts on employee outcomes, such as well-being and performance, have not been confirmed consistently. Further, the fine-grained mechanisms that explain the effects of task conflicts on employee outcomes have not been fully explored yet. This may be because most previous research relied on retrospective self-reports and the complex nature of task conflicts and their multiple emotional and cognitive consequences are difficult to disentangle in cross-sectional field studies. The first aim of my thesis was to examine the short-term effects of task conflicts by measuring conflicts using a diary approach with event-sampling methodology in the field (Study 1) and by inducing conflicts under controlled circumstances in the laboratory (Study 2). Further, previous studies mostly investigated the effects of the conflict situation on health and productivity outcomes. Hence, my second aim was to identify participant characteristics that influence the conflict evaluation in addition to the characteristics of the situation. In Study 3, we explored whether individual differences in emotional mimicry (i.e., the imitation of emotions of others) affect the evaluation of task conflicts. Finally, my last aim was to seek for strategies that help to buffer the negative effects of task conflicts. Hence, in Study 4, we investigated the effectiveness of a conflict re-evaluation (i.e., reappraisal) intervention on several (objective) indices of negative affect. Insights gained from these four studies give a more precise picture of the nature of workplace conflicts and of the modifiability of their consequences.
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Qadar, Farah. "Self-Talk: Effects on Emotion in Interpersonal Communication Context". Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/613581.
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This study examines self-talk within a communication framework and context. The effects of different types of self-talk on emotion are explored. Specifically, this research looks at different types of self-talk based on the language and message aspects of the self-talk including: valence of self-talk (negative vs. positive), and self-talk content (using name vs. second-person pronoun [you] for self-reference). The relative effects of these different types of self-talk on emotion are investigated within the context of interpersonal anger. For control, the study contrasts the effects of self-talk with the effects of thought. Additionally, this study looks at the effects of the different types of self-talk and thought on subsequent interpersonal communication outcomes (perceived satisfaction and effectiveness of written interpersonal communication as well as willingness to communicate interpersonally). Results indicated that valence of self-talk and thought has significant impact on emotional outcomes. Results also indicated an interaction effect between valence and the self-talk/thought manipulation on negative affect. Positive self-talk decreased negative affect more than positive thought. Further results demonstrated a mediated effect of self-talk on subsequent interpersonal communication outcomes. Positive self-talk led to less anger after interpersonal communication which led to greater perceptions of interpersonal communication effectiveness and satisfaction and increased willingness to communicate interpersonally.
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Cox, Michelle, i shelleyjcox@hotmail com. "Attentional bias effects following trauma exposure comparison of emotional Stroop and emotional lexical decision task paradigms". Swinburne University of Technology, 2005. http://adt.lib.swin.edu.au./public/adt-VSWT20051130.132059.
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Attentional bias effects for threat and emotional words were investigated, using both the emotional Stroop and emotional lexical decision paradigms. Twenty-eight controls and twenty-eight survivors of sexual assault participated in this study, which comprised three key comparisons. First, key predictions of the threat and emotionality hypotheses were compared, in particular specific and general threat effects, and positive and negative emotionality effects. Second, two separate group comparisons were conducted, specifically controls versus survivors of sexual assault overall, and a matched subset of controls versus PTSD positive survivors of sexual assault versus PTSD negative survivors of sexual assault. Third, performance on the emotional Stroop task and emotional lexical decision task paradigms were compared directly. Slowed colour naming responses (i.e. interference) were observed for both threat effects and emotionality effects in the emotional Stroop task. For the emotional lexical decision task, slowed lexical decisions (i.e. interference) were observed for threat effects, whereas speeded lexical decisions (i.e. facilitation) were observed for emotionality effects. The findings of the current study indicate that threat and emotionality effects may co-exist in both control and survivor populations. The relationship between the presence or absence of PTSD symptoms and threat and emotionality effects requires further investigation with larger sample sizes. There may be a relationship between the presence of PTSD symptoms and specific threat effects, however the findings of the current study for general threat information were inconclusive. No relationship was evident between the presence of absence of PTSD symptoms and positive or negative emotionality effects. The current findings suggest that the emotional Stroop task may be better suited to quantifying threat effects but not emotionality effects, whereas the emotional lexical decision task appears to be able to quantify both threat and emotionality effects.
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Feldman, Moshe. "CONTROLLING OUR EMOTION AT WORK: IMPLICATIONS FOR INTERPERSONAL AND COGNITIVE TASK PERFORMANCE IN A CUSTOMER SERVICE SIMULATION". Doctoral diss., Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002225.
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Andersson, Kenneth, i Lipi Jaigirdar. "Coping av emotionell stress efter kritisk incident: : Intervjustudie av intensivvårdssjuksköterskors upplevelser". Thesis, Röda Korsets Högskola, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:rkh:diva-2254.
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Bakgrund: Intensivvårdsavdelningen är en högteknologisk miljö där kritiskt sjuka patienter vårdas. Intensivvårdssjuksköterskor möts ständigt av situationer där de utsetts för stress. Det kan vara situationer, anhöriga eller identifiering med patienten som ger emotionell stress. Stress som inte hanteras kan ge följdsjukdomar, kvarvarande emotionell påverkan och leda till utbrändhet. Syfte: Att beskriva intensivvårdssjuksköterskors upplevelser av emotionell stress och copingstrategier efter kritiska incidenter. Metod: Intervjustudie med åtta informanter genomfördes. En kvalitativ innehållsanalys genomfördes av de transkriberade intervjuerna. Resultat: Anhörigas reaktioner uppfattades som en stor del av den emotionella stressen, även brister i vård och rutiner lämnar minnen kvar efter kritiska incidenter. Kollegialt samtal var det som upplevdes ha bäst copingstrategi mot den emotionella stressen. Avkoppling, distraktion och sociala miljöer var också ett stöd mot emotionella upplevelsen. En önskan om mer utrymme för kollegiala samtal framkom under intervjuerna. Slutsats: Att kunna få och ta utrymmet för att genomföra samtal mellan kollegor skulle vara stöd mot emotionell stressen framkom i föreliggande intervjustudie. Ledningen bör skapa utrymme för att kollegiala samtal kan genomföras då det har uppvisat vara bästa copingstrategin hos intensivvårdssjuksköterskor. Det uppdagades att vissa brister fanns i att ledningen inte fick information under obekväm arbetstid och rutiner samt informationskällor behöver förtydligas. Fortsatt forskning: Coping av emotionell stress ger styrkor hos personal att kunna hantera svåra situationer, och gå vidare i arbetet utan kvarvarande påverkan av stressen. Intresse skulle finnas att ta reda på hur andra yrkesgrupper resonerar om coping av emotionell stress i samverkan med intensivvårdssjuksköterskor.Background: The intensive care unit is a high technology environment were critical ill is treated. Intensive care nurses comes in contact of situation where they may encounter stress. It can be situation, relatives or own identifications that gives emotional stress. Stress that is not cooped with can lead to sickness, persistent emotional effects and lead to burnout. Aim: To describe intensive care nurses experiences of emotional stress and coping strategies after a critical incident. Method: Interview study with eight informants was done. A qualitative content analysis was performed of the transcribed interviews. Results: Relatives reaction is a large part of the emotional stress that was experienced, even flaws in care and routines left memories after critical incidents. Peer to peer talks was the support that had best coping strategies against emotional stress. Relaxation, distraction and social context were also support against the emotional distress. Space, time and place, for peer to peer conversation is a desire among informants. Conclusion: To have and to take the time to perform peer to peer talks is a relief against emotional stress. Management should make it a possibility to conclude these talks as it is the preferred coping strategy. Some indication of flaws in information to management during unsocial hours and a need for routines of information need to be looked over and clarified. Further research: Coping of emotional stress gives resilience with the staff to handle difficult situation and to move forward without any lasting effect of the stress. An interest could be in the future to find out how other professionals reasoning about coping of emotional stress in cooperation with intensive care nurses.
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Fasola, Christiana. "The Effects of Emotive Faces and Emotional Intelligence on Task Performance". Xavier University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1500252906257976.
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Lightman, Erin. "Practice effects, emotion, and mechanisms of dual-task interference in driving and cell phone research". Thesis, Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/34850.
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Decades of research suggest that talking on a cell phone interferes with driving performance, but the underlying mechanisms of this interference remain poorly understood. Driving and cell phone research often generalizes easy, novice laboratory tasks to the well practiced task of driving, and it frequently ignores important factors like emotion in tasks used to represent cell phone conversation. This experiment sought to address these issues. Participants performed a tracking task and two verbal tasks over 7 one-hour sessions. At some times the tasks were performed individually, and at others the tracking task was performed concurrently with one of the verbal tasks. Participants watched an anger-inducing film clip at the beginning of the 7th session and were instructed to either down-regulate or maintain that anger. Results challenged the validity of generalizing easy novice task performance to driving performance.
22
Zerbe, Wilfred Joachim. "Mood, motivation, and task me". Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/29224.
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Theorists in organizational behavior have generally ignored emotional determinants of behavior. A task of this dissertation was to extend the use of emotions for understanding organizational behavior in general and work motivation in particular.
Two theories, expectancy theory and network theory, are used to make predictions about the relationship between mood and perceptions of the relationship between effort and performance. According to expectancy theory, the effort that people choose to expend at tasks is a function of their belief about the degree to which effort and performance covary. Network theory predicts that memories are connected by a network of associations. The accessibility for recall of a memory is a function of the activation of these associations. In this way positive events are more accessible for recall when individuals are in a positive mood state because of associations based on the affective valence of memories. Such accessibility of events for recall has been shown to be a determinant of probability judgements. On this basis it was predicted that mood would bias individuals' judgements of the probability that specific levels of effort lead to specific levels of performance. In other words, that mood affects expectancy. Specifically, it was predicted that individuals in an elated mood would report higher expectancy than individuals in a depressed mood. Mood was defined as a self-evaluative feeling state. Two other hypotheses were formed: that mood would influence how cause for behavior is attributed, and that individual differences in self esteem would moderate the relationship between mood and expectancy.
Three studies were performed to provide a foundation for the testing of these hypotheses. In a fourth study they were tested. Study One assessed the psychometric properties of measures of mood states, individual differences, and task perceptions.
Study Two concerned the experimental induction of mood. Mood manipulations used in the experimental literature were reviewed and one, a musical procedure, was chosen. The validity of this manipulation was then tested by having participants listen to the music of an elated, neutral, or depressed mood induction procedure. The results of Study Two provided strong evidence for the validity of the manipulation. Both self-report measures of mood and an unobtrusive behavioral measure were significantly affected. The results of Study Two also showed the utility of a conceptualization of mood as comprising two components: arousal and pleasure. It was shown that depression is characterized by low arousal and displeasure, and elation by high arousal and pleasure.
Study Three reviewed the conceptualization and measurement of expectancy. It was argued that expectancy is properly conceptualized as the perceived covariation between effort and performance. This requires measurement of the relationship between multiple levels of effort and multiple levels of performance and calculation from these measures of an index of perceived effort -- performance covariation. Most prior measurement has only considered the relationship between high effort and high performance. Further, it was argued that such appropriate measurement allows predictions to be made about expectancy across individuals, in contrast to the argument that expectancy theory is a within-subjects theory.
Previous authors have used such an approach to measure expectancy but have not demonstrated its validity. Study Three undertook such validation. Participants completed one of two experimental tasks: one with high objective expectancy, the other with low objective expectancy. As predicted, scores on the perceived covariation measure of expectancy were significantly higher in the high objective expectancy task. Measures of related constructs were influenced in a manner consistent with this finding. It was concluded that strong support for the expectancy measure existed.
On the foundation of Studies One, Two, and Three, Study Four undertook to test the formal hypotheses of the dissertation. In each of three experimental sessions, participants completed a business decision-making task, underwent either an elation, neutral mood, or depression induction procedure, and then completed measures of their mood state, expectancy, and other task perceptions.
The results of Study Four indicated that significant differences in mood resulted from the manipulation. However, none of the experimental hypotheses were supported. Mood did not influence expectancy or task attributions. A number of alternate explanations for this finding were considered, including failure of the mood manipulation, measurement error, and lack of statistical power. Of these, it was concluded that while Study Four lacked power to detect a large effect, this did not fully explain the failure to support the experimental hypotheses. Also compelling was the argument that the mood manipulation was not sufficiently powerful.Business, Sauder School of
Graduate
23
Day, Kimberly L. "Children's Private Speech During an Emotion-Eliciting Task". Thesis, Virginia Tech, 2010. http://hdl.handle.net/10919/42503.
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This study informs research on how private speech, which is typically seen as a cognitive ability, is utilized during an emotion-eliciting task. This research helps to bridge the divide between cognitive and emotional aspects of children's self-regulation by integrating how cognitive private speech strategies may be used to regulate emotion. Preschool-aged children (n = 116) completed a frustration task. Emotional expressions (anger and sadness), emotion regulation strategies (distraction and self-comforting behaviors), persistence (latency to quit and duration of on-task behavior), and children's private speech were coded. Whereas higher levels of nonfacilitative task-relevant private speech were associated with higher levels of both sadness and anger, social speech was positively associated with sadness, and inaudible muttering was positively associated with anger. Private speech, specifically vocalizations and task-irrelevant private speech, was also positively associated with the regulation strategies of self-comforting and distraction. Facilitative task-relevant private speech, however, was negatively associated with distraction. Finally, higher levels of social speech were associated with less persistence, while higher levels of facilitative task-relevant private speech was associated with more persistence. Findings from this study support the idea that private speech can have a regulatory effect during frustrating situations that children experience. Private speech occurred alongside emotions and regulation strategies in meaningful ways. Including measures of private speech in future studies on emotion regulation will add more detail and depth to researchers' understanding of children's regulatory abilities. In the future, interventions could be created to encourage children's use of private speech to enhance their emotion regulatory abilities.Master of Science
24
Nayer, Nandita. "Do different emotional expressions capture attention differently?: assessment through an interference task /". [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19255.pdf.
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Inman, Cory. "Emotional Awareness and Psychophysiological Markers of Performance on the Iowa Gambling Task". Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/psych_hontheses/4.
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The present study examines the relationship of emotional awareness to anticipatory psychophysiological markers and performance on the Iowa Gambling Task (IGT). The IGT is a computerized card game that simulates real-life decisions through uncertainty of reward or punishment. The participant’s goal is to make advantageous card choices. Anticipatory somatic markers of physiological arousal, like electrodermal activity and heart rate, have been proposed to bias decisions in the IGT. The central hypothesis is that a participant’s emotional awareness is related to their ability to make advantageous decisions through biasing psychophysiological responses. The Toronto Alexithymia Scale was used to assess each participant’s emotional awareness. Less emotional awareness was associated with enhanced performance on the IGT. However, anticipatory physiological arousal (electrodermal activity and heart rate) and emotional awareness yielded no significant relationships. Findings suggest a need for further research on cognitive models, such as the expectancy valence model, in relation to decision-making.
26
Merlo, Kelsey L. "Attentional pull: the off-task pull of emotions and on-task pull of goals". Thesis, Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/53541.
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The allocation of attentional resources to a focal task can influence performance on that task, but within-person changes in allocation policy is typically understudied. This study investigates the off-task pull of emotional experiences and the competing on-task pull of goals. Emotional experience was manipulated using an ostracizing event and goals were experimenter-assigned. The results did not support the off-task pull of emotional experiences or the on-task pull of goals. Implications and directions for future research are discussed.
27
Kraemer, Kristen M. "Behavioral Assessment of Emotional Distress Tolerance: Validation of the Distress Tolerance Speech Task". University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377874928.
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Tuft, Samantha E. "Examining effects of arousal and valence across the adult lifespan in an emotional Stroop task". Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1525997542908059.
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Stenudd, Elin, i Rebecka Tholerud. "DEVELOPMENT OF A MODIFIED EXHAUSTION STROOP TASK BASED ON THE SMBQ". Thesis, Umeå universitet, Institutionen för psykologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-148089.
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To explore the application of a cognitive test useful in screening of Exhaustion Disorder (ED), this study aimed to develop a Modified Stroop Task for ED. Participants’ scores on measures of burnout, anxiety, depression and stress were compared with performance on the task. The sample consisted of 56 participants (M=25.3 years), 30 women and 22 males, with the majority enrolled in fulltime higher education. The task consisted of five blocks with 100 stimuli in each block. The task was administered on a computer; upon completion of the task participants completed questionnaires measuring levels of burnout, anxiety and depression, as well as perceived stress. Raw scores on the task were calculated using a format comprised of both response times and number of errors. Data were analysed by comparing mean scores on the Stroop blocks using one-way repeated measures ANOVA. Additionally, median splits were undertaken on the scores on the questionnaires to enable between group comparisons using MANOVAs. The results showed no significant differences between high and low scores on the questionnaires and performance on the task. A Stroop interference effect was observed and there was a tendency that high exhausted participants performed worse than less exhausted participants. In conclusion the Modified Stroop Task offers some promise, although as of yet it cannot be assumed to be an accurate modification of an Emotional Stroop Task, due to limitations regarding the method; preliminary findings may serve as a pilot test for future research.
30
Wahlund, Thomas. "Emotional resilience in humans as an effect of hippocampal pattern separation". Thesis, Högskolan i Skövde, Institutionen för biovetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-19925.
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Pattern separation is the means by which the brain discriminates similar experiences. It enables retrieval of individuated memories without confusing them with other memories. It is the reason one remembers where one parked the car today and does not mix it up with where one parked it previously. Adult neurogenesis refers to the ongoing production of neurons in the mature brain. One of the likely roles of adult neurogenesis in the hippocampus is facilitating pattern separation. Induced reduction of adult neurogenesis in non-human animals is associated with depression- and anxiety-like behaviors. One possible explanation is that reduced neurogenesis leads to reduced pattern separation, further leading to overgeneralization of threat situations. Instead of perceiving threats where it should, the animal risks perceiving threats everywhere. Emotional resilience is the ability to recover from adversity with a minimum of lingering negative effects such as depression or anxiety. This thesis investigates whether pattern separation in the human hippocampus supports emotional resilience. I performed a systematic review of studies that used the Mnemonic Similarity Task – a memory task commonly used to measure human pattern separation – to investigate the relationship between pattern separation and anxiety. The results are inconclusive but suggest a possible interaction effect whereby pattern separation and high-arousal states like stress predict anxiety. Together with the evidence from the non-human animal studies, this suggests that reduced pattern separation as caused by reduced neurogenesis could make one vulnerable to developing anxiety disorders.
31
Sandlund, Erica. "Feeling by Doing : The Social Organization of Everyday Emotions in Academic Talk-in-Interaction". Doctoral thesis, Karlstad University, Division for Culture and Communication, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1557.
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The present dissertation is concerned with the social organization of emotions in talk-in-interaction. Conversation analytic procedures were used to uncover the practices through which participants in social interaction convey, understand, enact, and utilize emotions that are made relevant to the interaction. The central aim is to describe such practices and the contexts in which they are deployed, and to link emotions to the social actions that they perform or contribute to performing within situated activities. Conversation analytic work has generally not addressed emotions explicitly for reasons discussed in the dissertation, and a second aim was therefore to test the applicability of conversation analysis to emotion research, to theoretically bring together separate fields of inquiry, and to discuss advantages and limitations of a talk-in-interactional approach to emotions. Furthermore, the analytic approach to emotions is restricted to displays and orientations that are made relevant by participants themselves.
Data consists of video recordings of six graduate school seminars at a large university in the United States, as well as interviews with all 22 participants. From the analyses, three themes emerged; "frustration", "embarrassment", and "enjoyment", and within each, an assortment of practices for doing emotions were found. Frustration was primarily located in the context of violations of activity-specific turn-taking norms. Embarrassment was found to do multiple interactional work; for example, in contexts of repair, teasing, and culturally delicate matters. Enjoyment was found to be collaboratively pursued between and within institutional activities; for example, through reported speech dramatizations, utilization of activity-transitional environments, and playful 'mock' emotions. Timing of gaze aversion, laughter, and gestures were also found to be key to the display and perception of emotions.
The findings indicate that emotion displays can be viewed as transforming a situated action, opening up alternative trajectories for a sequences-in-progress, and also function as actions in themselves. Furthermore, it was concluded that conversation analysis is indeed a fruitful empirical route for understanding emotions and their role in social interaction.
32
Basgoze, Zeynep. "Emotional Conflict Resolution In Healthy And Depressed Populations". Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610032/index.pdf.
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Conflict resolution is essential for human cognitive system which renders adaptability to the environment, providing humans to fulfill daily activities. The main aim of this thesis is to create a task where the conflict activates emotional networks exclusively, while investigating how the cognitive and emotional conflicts are monitored and then resolved in the brain. After creating the appropriate material composed of controlled words in terms of emotional dimensions and concreteness values, a new Word-face Stroop Task is designed using Turkish words. Firstly subjects participated in a classical Stroop task to measure cognitive conflict and then
in the Word-face Stroop task, the conflict between emotional words and emotional faces is investigated. The same Stroop tasks are then administered to depression patients. The results of the classical Stroop replicated the previous findings: (1) Healthy population was slower in responding to incongruent cases than congruent cases (2) Depressed patients were significantly slower than healthy population. The Word-face Stroop, conducted on healthy population also replicated the earlier findings: (1) People were slower in reacting to incongruent stimuli than congruent stimuli (2) People reacted faster to positive words than negative ones. Same Stroop tasks conducted on depressed patients however revealed interesting results, novel to the literature: (1) Congruency scores were significantly different when healthy population and Depressive Disorder patients with Hamilton scores higher than 20 were compared (2) Patients with Hamilton scores higher than 20 and lower than 20 significantly differed in congruency scores (3) Patients showed a tendency to react faster to incongruent stimuli rather than congruent stimuli, contrary to normal population (4) Normal population showed greater congruency effect in positively valenced abstract words, whereas depression patients showed greater congruency effect in negatively valenced concrete words.
33
Beall, Paula M. "Automaticity and Hemispheric Specialization in Emotional Expression Recognition: Examined using a modified Stroop Task". Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3267/.
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The main focus of this investigation was to examine the automaticity of facial expression recognition through valence judgments in a modified photo-word Stroop paradigm. Positive and negative words were superimposed across male and female faces expressing positive (happy) and negative (angry, sad) emotions. Subjects categorized the valence of each stimulus. Gender biases in judgments of expressions (better recognition for male angry and female sad expressions) and the valence hypothesis of hemispheric advantages for emotions (left hemisphere: positive; right hemisphere: negative) were also examined. Four major findings emerged. First, the valence of expressions was processed automatically (robust interference effects). Second, male faces interfered with processing the valence of words. Third, no posers' gender biases were indicated. Finally, the emotionality of facial expressions and words was processed similarly by both hemispheres.
34
Macias, Gia. "EFFECTS OF ANXIETY AND WORKING MEMORY CAPACITY ON PERFORMANCE IN THE EMOTIONAL STROOP TASK". CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/937.
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Emotional Stroop task results have been shown to be inconsistent throughout the literature due to a multitude of factors including both stimulus and population factors. There are also several theories to explain the emotional Stroop effects, including the attentional control theory (Eysenck et al., 2007). This theory states that anxiety consumes attentional and memory resources, resulting in impairment in executive functions, and thus cognitive performance is lowered. Recently, Owens et al. (2014) reported that the effects of anxiety on cognitive performance might be moderated by working memory capacity (WMC). The present study explored whether Owens et al.'s (2014) paradigm fit the Stroop data. It also explored the role that WMC had in recognition memory for emotional and neutral words. Processing efficiency during the Stroop task and anxiety was expected to show a positive relationship for High WMC and a negative relationship for Low WMC. Furthermore, memory for emotional words were expected to be better for Low WMC due to longer processing times for emotional words. The results showed that WMC did not improve the model for both the emotional Stroop and the surprise recognition memory task, thereby contradicting Owens et al.'s (2014) proposed paradigm. Furthermore, an increase of anxiety scores showed a decrease in memory for emotional words but only for Low WMC.
35
Lanceley, Elizabeth Anne. "The patient and nurse in emotion-talk and cancer : the tempest in my mind". Thesis, King's College London (University of London), 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394393.
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Mcginley, Jared J. "Autonomic Patterns of Emotion across Multiple Contexts". Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/73598.
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Research on the autonomic specificity of emotion has spanned several decades. Even though considerable evidence exists for supporting autonomic specificity for discrete emotion states (Kreibig, 2010), there is still an active debate, and conflicting explanations, for these findings (Quigley and Barrett, 2014). There have been several studies employing multivariate pattern classification analytic techniques and calls for those types of studies are still prevalent (Kragel and LaBar, 2014). Although many studies have explored the autonomic specificity of emotions, few have explored what effects the induction methods, themselves, have had in inducing the autonomic change. Autonomic specificity of induction methods might be a meaningful, and confounding, phenomenon in this literature. Based on this unknown variable, the current experiment was designed to see if methods for emotion elicitation could be meaningfully captured by these same pattern classification techniques. This was accomplished using three separate emotion-elicitation methods to elicit five separate emotions. A sample of 64 college-aged students watched film clips, read imagery scripts, and recalled personal memories for five discrete emotions. Using discriminant analysis, the evidence from the current study lent less support for autonomic specificity of emotion than past experiments, and lends some support for providing future exploration into autonomic change that is related to methods for induction. Potential confounds and task fatigue effects are discussed.Ph. D.
37
Sjödahl, Estelle. "Europas skönaste prins : En känslohistorisk studie om prins Fredrik Adolf i det gustavianska hovet". Thesis, Stockholms universitet, Historiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-158079.
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This study contributes to the particular field of emotional history by exploring collective social attitudes towards affective expression. Here, the passionate behaviour of Swedish Prince Frederick Adolph is witnessed and evaluated by the country’s royal court during the eighteenth-century. The perspective on contemporary elite ideals is influenced by Barbara H. Rosenwein’s theory of “emotional communities”. By methodologically discerning the moral values in aristocratic and royal diaries, one can fruitfully analyse the group’s normative emotional ideas. Resulting from this thesis is an understanding of the royal court’s approval of the prince’s apparent sincere sensitivity and the disapproval of his passionate ways. Also, the importance of the culture of sensibility is understood to have an opponent in the society’s traditional structures. This is a revelation of an early modern emotional group’s formation based on shared European ideals in addition to social communal and individual belonging.KEY WORDS: history of emotions, sensibility, Sweden, royal court, Prince Frederick Adolph, diaries
38
Sanders, Rachael. "The role of transliminality, emotional states as targets, and participant interaction in an ESP task /". Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09AR.PS/09ar.pss2156.pdf.
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Lin, Teresa Y. (Teresa Ye). "A study of how emotional design of a digital task management tool impacts individual productivity". Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/118705.
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Thesis: S.M., Massachusetts Institute of Technology, Department of Mechanical Engineering, 2018.Cataloged from PDF version of thesis.
Includes bibliographical references.
Emotions play a critical role in perception and decision making. The use of emotional design in multimedia learning tools has been previously studied and it has been shown that positive emotions facilitate learning by reducing task difficulty and increasing motivation. This study aims to apply emotional design to task-management environments and study its effect on task productivity. A digital task management tool with five environments - one control, and four emotional - was created and tested by 41 users. For the emotional environments, Calm, Motivational, Sad, and Stressful were chosen from each quadrant of the two-axis valence and activation characterization of emotions. In each environment, users completed 3 tasks, which asked the users to watch a short educational video and answer a quiz based on the video. Affectiva, a facial emotion detection tool, was used in conjunction with PANAVA-KS, a method of measuring self-reported emotions, to determine users' emotional states while completing the tasks. Quiz completion times were analyzed in relation to these emotional states to determine whether or not emotional environments improved task completion. It was found that completion times did not improve significantly on average in comparison to a standard task management environment. However, a significant increase in completion time was seen in the Calm environment, suggesting a possible correlation between low positive activation and low task productivity.
by Teresa Y. Lin.
S.M.
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Abbott, Donna Christine. "First-Time Parenthood: Attachment, Family Variables, Emotional Reactions, and Task Responsibilities as Predictors Of Stress". Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331019/.
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The purpose of this study was to explore factors which are predictive of parenting stress for first-time parents. Based on attachment theory and empirical research, the factors investigated were the responsibility for child care and housework, the current and retrospective relationship with the family of origin, the change in emotions related to parenthood, the marital relationship, and attachment and individuation.
41
Dalili, Michael Nader. "Investigating emotion recognition and evaluating the emotion recognition training task, a novel technique to alter emotion perception in depression". Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.702458.
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Rationale. Accurately recognising facial expressions of emotion is important in social interactions and for maintaining interpersonal relationships. While comparing evidence across studies is difficult, research suggests that depressed individuals show deficits in emotion recognition (ER). A possible explanation for these deficits is the biased perception of these expressions. Research suggests that the emotion recognition training task, a novel cognitive bias modification (CBM) technique, shows promise in improving affect in individuals with low mood. However, further work is necessary to evaluate its training effects. Finally, research in healthy individuals has been limited, with larger studies needed to determine the effects of participant and study characteristics and negative symptoms on ER performance. Methods. Using experimental methodologies such as meta-analysis and online recruitment and testing, the research conducted here reviews and contributes to ER research in healthy and depressed populations. This work also uses CBM paradigms, brain imaging, and randomised controlled trial design to evaluate the emotion recognition training task. Results. This research identifies a general ER deficit in depression, and across emotions except sadness. It also finds effects of presentation time and anxiety, but not sociodemographic characteristics or depression, on performance in healthy individuals. This work also indicates generalisation of emotion recognition training effects across identities, but only partial generalisation across emotions. Finally, it finds increased neural activity for happy faces following training in individuals with low mood. Conclusions. Overall, this thesis has contributed new evidence to understanding ER and factors influencing performance in healthy and depressed individuals. The work presented in this thesis has found partial generalisation of emotion recognition training effects and an increase in neural activation for happy faces following a course of training, resembling antidepressant treatment effects. These findings suggest emotion recognition training is a promising novel CBM technique that should continue being evaluated for use in treatment in conjunction with traditional methods such as cognitive behavioural therapy.
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Gage, Aaron. "Multi-robot task allocation using affect". [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000465.
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Karadoganer, Alper. "The Effect Of Emotional Facial Expressions Of A Virtual Character On People". Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612587/index.pdf.
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This thesis investigates the effect of emotional facial expressions of a virtual character on people&rsquos performance for interactive digital tasks. The basic and universal emotions are used in the study. Facial expressions of these emotions are created according to the Facial Action Coding System (FACS), which is a system that describes facial movements in the face. The patterns of cooccurences of Action Units (descriptions of facial movements defined in FACS) for basic emotions are also implemented into emotional facial expressions with regard to findings of the studies in the literature. A study was conducted to validate the recognition of emotion specific facial expressions that are built by Poser software. To investigate the effect of emotional facial expressions on people&rsquo
s performance for digital interactive tasks in a virtual environment, a digital interactive application created by Unity software was used in the final study of the thesis.
44
Swank, Lauren Elizabeth. "Repairing alliance ruptures in emotionally focused therapy: A preliminary task analysis". Thesis, Virginia Tech, 2010. http://hdl.handle.net/10919/35127.
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Prior research has shown the therapeutic alliance to be positively related to therapeutic outcome in couple therapy (Johnson & Talitman, 2007; Knoblock-Fedders, Pinsoff, & Mann, 2007). It is common for the therapeutic alliance to vary over the course of therapy. Alliance ruptures can be defined as â deteriorations in the relationship between therapist and patientâ (Safran & Muran, 1996, p. 447). If managed successfully, these moments of alliance rupture can positively impact therapy (Safran & Muran, 1996; Sprenkle, Davis, & Lebow, 2009). As a result, researchers have begun to develop models of alliance rupture repair to help further our understanding of how this process is achieved in various therapeutic approaches (Aspland, Llewelyn, Hardy, Barkham, & Stiles, 2008; Binder, Holgerse, & Nielsen, 2008; Safran & Muran, 1996). The purpose of this study was to conduct a preliminary, discovery-oriented task analysis (Greenberg, 2007) in order to develop a model of alliance rupture repair in Emotionally Focused Therapy (EFT), a couple therapy approach which encourages emotional reconnection and restructuring of couple interactions developed by Susan Johnson and Les Greenberg (Johnson, 2004). By conducting a thought experiment with four experienced certified EFT therapists, a rational model of alliance rupture repair in EFT was formulated. The rational model was then compared with the analysis of alliance rupture repair sequences during the process of one coupleâ s therapy with a certified EFT therapist to develop a rational-empirical model of alliance rupture repair in EFT. The final model and treatment implications are discussed.Master of Science
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Chambers, Nicole Elaine. "The Effects of Age and Task on Visual Emotion Processing". TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1475.
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Younger adults’ perception of and attention to facial stimuli are enhanced by positive and negative emotional expressions, with negativity leading to a greater benefit than positivity. Conversely, older adults demonstrate a positivity bias, devoting more attention to positive stimuli and less to negative. It is unclear if age differences in these attentional preferences emerge due to differences in how their perceptual systems respond to positive and negative stimuli. Emotional facial expressions elicit enhanced P1 and N170 components of visually-evoked event-related potentials (ERP) over posterior scalp regions associated with vision. The current study examined the extent to which angry and happy facial expressions evoked differential patterns of P1 and N170 enhancements in younger (n = 21, ages 18-30) and older (n = 20, ages 60-76) adults. Participants were presented with happy, angry, and neutral faces under four instructional conditions: passively view, passively view but consider emotion, categorize emotion, and categorize gender. ERPs were recorded from the posterior scalp electrodes of a 128- channel high density electrode array and were time-locked to the onset of facial stimuli. The recordings were segmented and averaged based on the instructional condition and emotional expression of the stimulus. Analyses of the average P1 and N170 latencies revealed no age differences. Overall, participants displayed larger amplitude P1 and N170 to all stimuli when asked to categorize gender or emotionality. Contrary to expectations, both younger and older adults displayed larger N170 amplitudes for angry
and happy expressions relative to neutral ones. Although older adults display a positivity bias in allocating attention to emotional stimuli, in the current study, younger and older adults both displayed an enhanced N170 for emotional faces relative to neutral faces, suggesting that the perceptual systems of younger and older adults are similarly engaged in processing positive and negative facial expressions at early time points.
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Sullivan, Erin. "Assessment of Hot and Cool Executive Functioning Following Trauma Using the Traditional Stroop Task, Emotional Stroop Task, and a Novel Implicit Association Test". Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822731/.
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Individuals who have experienced a traumatic event and develop Post-Traumatic Stress Disorder (PTSD) frequently show deficits in both primarily “cool” and “hot” cognitive executive functions (e.g., traditional & emotional Stroop tasks, respectively) that can be impacted by high affective salience. Given the dimensional nature of psychopathology, questions remain about individuals within the general population who have experienced trauma but do not meet full criteria for PTSD and yet may manifest problems in these areas, especially areas of hot and cool executive functioning (EF). Thus, the current project was designed to assess hot and cool EF in a relatively large sample of individuals from the general population who have experienced trauma and currently demonstrate sub-clinical levels of post-traumatic symptoms. The Stroop task, Emotional Stroop task, and a novel modified Implicit Association Test were utilized to assess EF across a spectrum of individuals with varying traumatic histories and level of post-traumatic symptoms. Results suggest that a greater frequency of trauma experiences was moderately associated with worse performance on both hot and cool executive functioning measures. Specifically, females within the sample evidenced a close relationship between traumatic experiences, post-trauma symptoms, and executive functioning. Clinical and theoretical implications are discussed.
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Andersson, Per. "Relevance of the Irrelevant : Using Task-Irrelevant Emotional Stimuli to Test the Load-Hypothesis through ERP’s". Thesis, Stockholm University, Department of Psychology, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-37231.
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The role of attention and perceptual resources were studied in a one-back task and a letter-search task, both using the same stimuli. In the letter task, pictures were used as task-irrelevant and distracting emotional stimuli. The emotional processing of the pictures was measured through the Late Positive Potential (LPP), an event-related potential (ERP) recorded with EEG. LPP activity was significantly greater to emotional than neutral stimuli during the one-back task; this shows that emotional stimuli were processed during an easy task (low load). However, LPP activity dropped for all stimuli during the difficult perceptual task (high load). Selective processes of attention are discussed, in relation to Load Theory and the ability to ignore task-irrelevant, but emotionally significant, stimuli.
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Mibashan, David. "Auditory subliminals: Effects on the emotional tone of a writing task and on the subjects' mood". Thesis, University of Ottawa (Canada), 1990. http://hdl.handle.net/10393/5651.
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The effect of an auditory subliminal message upon the performance of a writing task and upon the mood of the participants was investigated in this study. One hundred and twenty-eight subjects (randomly assigned to eight conditions, each one comprising 16 subjects) were asked to create a children's story. One condition was exposed to a happy subliminal message (the word happy repeated every five seconds, 14 dB below ambient noise), one condition to a sad subliminal message, and another condition to a subliminal white noise tape. These three conditions received the message while writing the story. Three additional conditions (incubation) were exposed to the same tapes for twenty minutes before writing the story. In addition, there were two contrast conditions in which subjects were requested to write a happy (sad) children's story without being exposed to a subliminal message. The main dependent measures were: self-ratings of the subjects' mood on the axis of pleasure; judges' ratings of the happiness/sadness of the stories; and happy, sad, happy-related, sad-related, and total word counts. With regards to the task, the results indicated no effects for the no incubation conditions; a significant difference between the happy and sad conditions among the incubation conditions; and a significant difference between the two upon request conditions. With regards to the mood of the participants, there was a decrease in pleasure for the sad no incubation condition and a similar decrease for the happy incubation condition. The main conclusions drawn from the present experiment are: mood and task are affected in an independent fashion by the subliminal messages; the affective tone of the stories did not in turn affect the mood of the subjects in the subliminal conditions; the request to write a happy or a sad story did not give rise to mood change as observed with other supraliminal mood-induction techniques; and it appears that subliminal effects are different from supraliminal effects.
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Marrington, Jessica Zoe. "Differential factors related to the cause and duration of attentional bias in the emotional Stroop task". Thesis, Australian Catholic University, 2014. https://acuresearchbank.acu.edu.au/download/47f9678b28c7a4620a17db6613f3e2a6bd44f0e586d9056e3b05ab6ec22194cf/1401038/MARRINGTON2014.pdf.
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The emotional Stroop task (EST) is a widely used method in demonstrating how emotional material disrupts performance on a simple task through the biasing of attention. The finding that participants take longer to identify the colour of emotional material relative to neutral material is known as the emotional Stroop effect (ESE). The ESE was thought to be relatively fast, occurring on a single trial. However, recent research has suggested that emotional, primarily negative, material may disrupt colour-naming ability beyond the time of its presentation, disrupting performance in subsequent trials. That is, the ESE may be comprised of both fast and slow components. Currently there is no consensus as to the duration of the slow disruption or the mechanisms underlying this form of biased attention. Recently, Wyble, Sharma, and Bowman (2008) developed a computational model accounting for the occurrence of both fast and slow components of biased attention within the EST. The model makes specific predictions regarding the relationship between anxiety and the occurrence of fast and slow effects within the task; however these predictions have not been tested. The purpose of the research was to test these predictions in individuals with varying levels of anxiety. In total, five experiments were conducted; two to select stimuli for use in the ESTs (Experiments 1 and 3; n = 250) and three ESTs (Experiments 2, 3, and 5; n = 317) whereby fast and slow effects were examined in individuals who were low anxious, state anxious, trait anxious, and state-trait anxious. Duration of slow effects was examined by manipulating the length of the inter-trial intervals (ITIs) between words in the EST, in addition to tracking reaction times (RTs) over a series of five positions. Furthermore, positive emotion and negative emotion words with comparable arousal ratings were utilised in conjunction with neutral words to determine whether arousal, in addition to valence, played a role in biasing attention. Results showed mixed support for the hypotheses. The first emotional Stroop experiment (Experiment 2) found no evidence of fast effects. Slow effects were noted at the 32 ms block, albeit in a position later than expected. Slow effects emerged for all individuals on Position 4 between neutral words in the positive emotion sequence versus neutral words in the negative emotion sequence. There were also unexpected patterns of responding to pure sequences of neutral words. Due to the unexpected results, a decision was made to run an additional emotional Stroop experiment (Experiment 3) utilising different neutral stimuli. This experiment found no evidence of fast or slow effects occurring. Based on the inconsistencies in results between Experiment 2 and 3, Experiment 5 was conducted utilising a contingency-free methodology that allowed for the independent assessment of fast and slow effects. Results from Experiment 5 did not find evidence of a fast effect, however, in the anxious group, participants responded to neutral words that were presented after positive emotion words significantly faster than neutral words presented after negative emotion words. Collectively, the results did not find support for a fast component of attentional bias, which was contrary to predictions. Additionally, mixed support emerged for the presence of slow effects. While disruptions in colour-identification were noted on neutral words that followed emotion words, these were generally not in the position expected and did not always implicate the expected word type. The findings of the current study do not support the predictions of the Wyble et al. (2008) model. Implications of the current findings in addition to future directions are discussed.
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Tai, Wing-ying, i 戴穎盈. "Measuring the stigma-sensitivity of psychotic patients in Hong Kong : the effect of stigma-related stimuli on emotional stroop task and attentional probe task". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193090.
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Psychological distress aroused by stigma may lead to impairments in attentional functioning because it calls attention to the experience of stigma-related stress. Very few studies have actually considered whether stigma could disrupt attentional functioning by serving as distractors with emotional valence in the schizophrenia spectrum, given that there is a possible dysfunctional affective system in response to processing of emotional information.
This research employed the paradigm of emotional Stroop task and attentional probe task to investigate how stigma impacts on the functioning of selective attention. The primary objective of this current study was to investigate how selective attention, as measured in terms of reaction time and accuracy, can be disturbed by stigma-related stimuli in schizophrenia patients. The secondary objective of this study was to test the assumption that schizophrenic patients with higher sensitivity towards stigmatization will demonstrate higher impairment of selective attention in relation to stigma-related stimuli, since they may display more intense negative emotions than patients with lower sensitivity.
For emotional Stroop task, two categories of stimuli, including stigma-related words (emotional arousing to schizophrenic patients), furniture-related words (neutral stimuli) were shown in different colors and the subjects were instructed to name the color of words as fast and as accurate as possible. For attentional probe task, a stigma-related word was paired up with a furniture-related word in each trial. Participants had to respond as soon as they detect the dot in the position previously occupied by the words. Two groups of participants, healthy controls (N = 40) and patients with schizophrenia-related disorders (N = 40) were compared regarding their performances on emotional Stroop task and attentional probe task. The patients were further split into two groups; high-sensitivity towards stigma (N = 19) and low-sensitivity towards stigma(N = 18),for comparison on various variables, like level of symptoms, depression, medical adherence and awareness of mental disorders.
Based on the group comparison of performance on emotional Stoop task, schizophrenic patients exhibited significant emotional interference with the presentations of stigma-related words when compared with the healthy controls. Although the group comparison of performance on attentional probe task did not provide a significant result, schizophrenic subjects obtained higher difference scores which indicated that they were in general displayed more attentional bias towards stigma-related stimuli as compared to furniture-related stimuli. Both emotional Stroop and attentional probe task results show that schizophrenia patients in high-sensitivity subgroup demonstrated the greatest effect of emotional interference with the presentations of stigma-related words. Level of emotional interference for stigma-related stimuli in schizophrenic patients was moderately correlated with the measure of positive symptoms severity, and patients in high-sensitivity group had a significantly higher mean depressive symptoms score than patients in low-sensitivity group. Such information might help to identify potential risk factors and lead to improved treatment and prevention strategies for psychotic patients.published_or_final_version
Psychological Medicine
Master
Master of Psychological Medicine