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.
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GRAZZANI, ILARIA, i VERONICA ORNAGHI. "Emotional state talk and emotion understanding: a training study with preschool children". Journal of Child Language 38, nr 5 (23.03.2011): 1124–39. http://dx.doi.org/10.1017/s0305000910000772.
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ABSTRACTThe present study investigates whether training preschool children in the active use of emotional state talk plays a significant role in bringing about greater understanding of emotion terms and improved emotion comprehension. Participants were 100 preschool children (M=52 months; SD=9·9; range: 35–70 months), randomly assigned to experimental or control conditions. They were pre- and post-tested to assess their language comprehension, metacognitive language comprehension and emotion understanding. Analyses of pre-test data did not show any significant differences between experimental and control groups. During the intervention phase, the children were read stories enriched with emotional lexicon. After listening to the stories, children in the experimental group took part in conversational language games designed to stimulate use of the selected emotional terms. In contrast, the control group children did not take part in any special linguistic activities after the story readings. Analyses revealed that the experimental group outperformed the control group in the understanding of inner state language and in the comprehension of emotion.
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Khrystenko, Oksana. "Implicit displays of emotional vulnerability: A cross-cultural analysis of “unacceptable” embarrassment-related emotions in the communication within male groups". Open Linguistics 8, nr 1 (1.01.2022): 209–31. http://dx.doi.org/10.1515/opli-2022-0189.
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Abstract One of the previously widespread sociolinguistic theories about gender differences was related to differences in the expression of emotion. Women’s language was stereotypically associated with emotional expressivity, whereas male language was connected to a lack of affect and toughness evincing (cf. Eckert, Penelope, and Sally McConnell-Ginet 1992). With regard to gender differences in the expression of emotion, in this article, I provide a brief overview of the existing research findings pertaining to males’ expressions of emotion, followed by an examination of embarrassment-related expressions of emotions and the role of paralinguistic cues in this respect. To accomplish this, I adopt a contrastive focus based on analysis of male talk in Ukraine and Austria that will enable the identification of the likely differences and similarities in expressing emotional vulnerability.
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Cross, Tracy L. "Social/Emotional Needs: Social and Emotional Development of Gifted Children: Straight Talk". Gifted Child Today 32, nr 2 (1.01.2009): 40–41. http://dx.doi.org/10.4219/gct-2009-879.
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Shahin, Ismail. "Employing Emotion Cues to Verify Speakers in Emotional Talking Environments". Journal of Intelligent Systems 25, nr 1 (1.01.2016): 3–17. http://dx.doi.org/10.1515/jisys-2014-0118.
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AbstractUsually, people talk neutrally in environments where there are no abnormal talking conditions such as stress and emotion. Other emotional conditions that might affect people’s talking tone include happiness, anger, and sadness. Such emotions are directly affected by the patient’s health status. In neutral talking environments, speakers can be easily verified; however, in emotional talking environments, speakers cannot be easily verified as in neutral talking ones. Consequently, speaker verification systems do not perform well in emotional talking environments as they do in neutral talking environments. In this work, a two-stage approach has been employed and evaluated to improve speaker verification performance in emotional talking environments. This approach employs speaker’s emotion cues (text-independent and emotion-dependent speaker verification problem) based on both hidden Markov models (HMMs) and suprasegmental HMMs as classifiers. The approach is composed of two cascaded stages that combine and integrate an emotion recognizer and a speaker recognizer into one recognizer. The architecture has been tested on two different and separate emotional speech databases: our collected database and the Emotional Prosody Speech and Transcripts database. The results of this work show that the proposed approach gives promising results with a significant improvement over previous studies and other approaches such as emotion-independent speaker verification approach and emotion-dependent speaker verification approach based completely on HMMs.
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Polo, Claire, i Kristine Lund. "La saisie emotive du kairos avec des enfants : entre acte philosophique et geste didactique". Studia Universitatis Babeș-Bolyai Philosophia 66, nr 3 (5.12.2021): 103–34. http://dx.doi.org/10.24193/subbphil.2021.3.05.
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Emotional Grasping of the Kairos in Children Talk: between Philosophical Act and Didactical Gesture. An essential gesture of animating a philosophical dialogue with children consists in grasping within their talk, an opportune word or turn of phrase, the kairos, and bouncing off it to advance reasoning. Based on the analysis of expert practices, we propose a typology of the emotional grasp of Kairos that reflects the tension between investigative and educational aims in these exchanges. Beyond the effect of surprise, regulation makes it possible to welcome and share one's emotions and to make them evolve into wonder, astonishment or doubt. Such trajectories are decisive for the future of the new idea. But other reactions are frequent, offering other opportunities for the current activity and children training in the long term. Keywords: educational dialogue, emotional regulation, kairos, opportunity, philosophical inquiry.
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Zhu-Zhou, Fangfang, Roberto Gil-Pita, Joaquín García-Gómez i Manuel Rosa-Zurera. "Robust Multi-Scenario Speech-Based Emotion Recognition System". Sensors 22, nr 6 (18.03.2022): 2343. http://dx.doi.org/10.3390/s22062343.
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Every human being experiences emotions daily, e.g., joy, sadness, fear, anger. These might be revealed through speech—words are often accompanied by our emotional states when we talk. Different acoustic emotional databases are freely available for solving the Emotional Speech Recognition (ESR) task. Unfortunately, many of them were generated under non-real-world conditions, i.e., actors played emotions, and recorded emotions were under fictitious circumstances where noise is non-existent. Another weakness in the design of emotion recognition systems is the scarcity of enough patterns in the available databases, causing generalization problems and leading to overfitting. This paper examines how different recording environmental elements impact system performance using a simple logistic regression algorithm. Specifically, we conducted experiments simulating different scenarios, using different levels of Gaussian white noise, real-world noise, and reverberation. The results from this research show a performance deterioration in all scenarios, increasing the error probability from 25.57% to 79.13% in the worst case. Additionally, a virtual enlargement method and a robust multi-scenario speech-based emotion recognition system are proposed. Our system’s average error probability of 34.57% is comparable to the best-case scenario with 31.55%. The findings support the prediction that simulated emotional speech databases do not offer sufficient closeness to real scenarios.
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Springstein, Tabea, i Tammy English. "FAMILIAR CONTEXTS, FAMILIAR EMOTIONS? A NEW PERSPECTIVE ON CONTEXT-SPECIFIC EMOTION PROCESSES IN OLDER ADULTHOOD". Innovation in Aging 6, Supplement_1 (1.11.2022): 364–65. http://dx.doi.org/10.1093/geroni/igac059.1441.
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Abstract As people age, their emotional well-being tends to be maintained or improves. Theories of adult development suggest that features of the context (e.g., more familiar environments) and successful management of emotions contribute to this effect. This talk focuses on how familiarity may promote emotional differentiation (e.g., knowing whether one feels angry or sad) in daily life, an important predecessor to emotion regulation success. A sample (N=290) of community participants between the ages of 25 and 85 years old completed an experience sampling study (6x/10days). When people were more familiar with their current situation, they differentiated more between emotions. The relationship between familiarity and differentiation was stronger for older adults than younger adults. These results support the perspective that emotional well-being benefits from wisdom accrued over the lifespan, such that older adults are at more of an advantage when their daily contexts afford for them to draw on their prior experiences.
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Depape, Anne-Marie R., Julie Hakim-Larson, Sylvia Voelker, Stewart Page i Dennis L. Jackson. "Self-talk and emotional intelligence in university students." Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement 38, nr 3 (2006): 250–60. http://dx.doi.org/10.1037/cjbs2006012.
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Pawelczyk, Joanna. "therapist’s emotional presence and its interactional functions in promoting client change in relationship-focused integrative psychotherapy". Communication and Medicine 16, nr 2 (15.09.2020): 142–56. http://dx.doi.org/10.1558/cam.33823.
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Therapeutic alliance is often posed as an explanation for why therapy works, and there seems to be a consistent finding that the stronger the alliance, the greater the therapeutic change. Although extensively documented in the professional literature as an essential aspect of therapeutic alliance, the concept of emotional presence and its actualization in moment-by-moment interaction have not been adequately described. This paper applies integrative qualitative methodology, including tools and insights from discourse analysis and conversation analysis, to five extracts of Relationship-focused Integrative Psychotherapy sessions with three different clients. It examines the concept of emotional presence operationalized in terms of the therapist’s invoking the client’s immediate experience. The analytical focus falls on an interactive sequence involving the therapist’s topicalization of the client’s (proffered) non-verbal cues aiming at eliciting emotion talk in the interactional here-and-now and the latter’s orientation to it. The psychotherapist’s strategy of emotional presence is proposed to play a salient role in promoting the client’s (gradual) change by focusing the talk on the client’s here-and-now experience. Thus clients are prompted to project their emotions and/or engage in overt self-reflexive examination of emotional and relational patterns in the immediate context of their concrete trouble-telling. By being regularly exposed to such practices in therapy, clients are instilled with a sense of being in touch with how they feel about a particular situation or person.
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Shi, Xiaowei, Thomas Brinthaupt i Margaret McCree. "Understanding the Influence of Self-Critical, Self-Managing, and Social-Assessing Self-Talk on Performance Outcomes in a Public Speaking Context". Imagination, Cognition and Personality 36, nr 4 (16.05.2017): 356–78. http://dx.doi.org/10.1177/0276236617708740.
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This study examines how different types of self-talk (self-reinforcing, self-critical, self-managing, and social-assessing) influence speakers’ emotional experience of public speaking anxiety and actual performance outcomes. A total of 152 participants reported their speech-specific self-talk frequencies and emotional states of anxiety at two time periods. External raters scored each participant’s video-recorded speech. Results revealed that different types of self-talk exert influence on performance outcomes through distinct pathways. For example, self-managing self-talk had a direct positive impact on speakers’ performance qualities, whereas social assessing self-talk had both a direct and an indirect effect but with opposite operating mechanisms. The study found that self-reinforcing self-talk provides little benefit in overcoming anxiety. It appears that the frequent engagement of self-critical self-talk that contributes substantially to the experience of speech-related anxiety. Theoretical and practical implications for self-talk monitoring and public speaking interventions are discussed.
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Brownlie, Julie. "The Age of Grief in the Time of Talk". Sociological Research Online 14, nr 5 (listopad 2009): 259–71. http://dx.doi.org/10.5153/sro.1964.
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Responding to Charles Tilly's call to map how individuals and groups encounter big structures or large processes, this article is concerned with experiences of one particular social process: the move towards emotional openess. Drawing on a mixed methods study of emotions talk, the article questions this ‘en bloc’ narrative of social change ‘in our own time’ (Tilly, 1984). In particular, through analysis of survey data, it highlights the life-stage and cohort effects shaping the experiences of those in their middle years, ‘the age of grief’; and through indepth analysis of qualitative interviews, it embeds these effects in particular local contexts and relationships and within a particular historical time, the time of talk. In doing so, it concludes that while Tilly is right to suggest stories about social change do social work, he underestimates the extent to which they also offer crucial insight in to the nature of the social, particularly through the reckoning of relationships and their emotional legacies.
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An, Soontae, i Hannah Lee. "Digital Youth's Self-talk and Pep-talk: Mood Regulation via Mobile Media and Emotional Well-being". Journal of Korean Academy of Fundamentals of Nursing 29, nr 3 (31.08.2022): 337–49. http://dx.doi.org/10.7739/jkafn.2022.29.3.337.
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Purpose: The purpose of this study was to investigate the relationship between an individual's daily well-being and the self-talk and pep-talk type. Methods: A total of 378 Koreans between the ages of 18 and 37 participated in an online survey. The participants were presented with four vignettes and then responded to the question, “If you were feeling the same way as presented in the vignette, what type of self-talk and pep-talk would you be likely to have?” Descriptive and frequency analysis was used to examine the participants’ demographic characteristics and their preferred types of self-talk and pep-talk according to mood state. Moreover, hierarchical regression analysis was used to examine the relationships among the study variables. Results: The message types of self-talk and pep-talk changed according to the participant’s mood state (i.e., anger, sadness, anxiety, and self-harm). In addition, people with higher levels of daily well-being were more likely to engage in active self-talk to regulate their mood. Conclusion: This study implies that self-talk and pep-talk via mobile media can serve as effective regulation strategies for people’s daily negative moods.
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Spangler, Gottfried, i Peter Zimmermann. "Emotional and adrenocortical regulation in early adolescence". International Journal of Behavioral Development 38, nr 2 (3.02.2014): 142–54. http://dx.doi.org/10.1177/0165025414520808.
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The aim of the present study was to examine differences in emotion expression and emotion regulation in emotion-eliciting situations in early adolescence from a bio-psycho-social perspective, specifically investigating the influence of early mother-infant attachment and attachment disorganization on behavioural and adrenocortical responses. The sample consisted of 96 children of the Regensburg Longitudinal Study IV. At age 12 months, attachment security and disorganization were assessed in the Strange Situation. At age 12 years, the adolescents were observed together with their mother during a computer game (eliciting anger) and the “Talk Show Task” (eliciting fear). Analyses included self-ratings and mother-ratings of the adolescents’ emotions (anger and fear), observations of the adolescents’ emotional expression and emotional regulation (social regulation, effective regulation) as well as concurrent maternal emotional support. In addition, adrenocortical activity was assessed from saliva samples before and after observation. The findings revealed different patterns of social-emotional responses depending on early attachment security. Adolescents with secure infant attachment reported more anger, when anger was induced, were rated as less anxious by their mothers, and their emotion self-ratings were more similar to their mothers’ ratings compared to adolescents with an early insecure attachment. An increased adrenocortical response was only found in the group of adolescents with attachment disorganization in infancy, especially with increased fear.
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Eryucel, Mehmet Emre. "An Analysis of Self-Talk and Flow State of Athletes in Team and Individual Sports". Journal of Education and Learning 8, nr 2 (26.03.2019): 286. http://dx.doi.org/10.5539/jel.v8n2p286.
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The purpose of this study is to analyze the self-talk and optimal emotional state of athletes in team and individual sports. In this research, 86 females and 156 males—a total of 242—athletes participated on a voluntary basis. The self-talk scale and the optimal performance emotion state scale were identified as data collection tools in the scope of the research. For the analysis and evaluation of the data, descriptive statistical methods and Independent Sample t-test were used. The analyses were carried out using the SPSS package, and the significance level was determined as P <0.05. Upon evaluation of the findings in terms of branch and gender variables, no significant difference was observed in the optimal performance emotion states and self-talk levels of the athletes who took part in the study. It can be concluded that individual or team sports do not have an influence on self-talk or optimal performance emotion state of athletes.
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Israelashvili, Jacob, i Agneta Fischer. "Recognition of Emotion from Verbal and Nonverbal Expressions and Its Relation to Effective Communication: A Preliminary Evidence of a Positive Link". Journal of Intelligence 11, nr 1 (28.12.2022): 6. http://dx.doi.org/10.3390/jintelligence11010006.
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Previous work has shown that emotion recognition is positively related to effective social interactions, but the mechanism underlying this relationship has remained largely unclear. Here, we examined the possibility that people who understand others’ emotions also talk to them using similar language. In the current study participants (N = 106) listened to emotional stories people shared from their own lives. They were later asked to recognize the storytellers’ feelings and finally provide written support messages. Perceivers’ ability to accurately recognize others’ feelings was assessed using the Emotional Accuracy Test (EAT), which uses naturalistic verbal and nonverbal emotional cues, and using two standard tests of nonverbal emotion recognition (GERT, RMET). The language of the expressor (target) was compared to the language of the supporter (participant) to quantify Language Style Matching, a proxy for effective communication. People who perform better in emotion recognition with verbal cues (EAT) also communicate their understanding and support using language similar to the expresser (r = .22, p = .02). This relation was insignificant for tests without verbal information (RMET, GERT). The result provides additional construct validation for the EAT and supports the view that understanding the emotions of others and communicating with them are two manifestations of a broader interpersonal skill.
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Lane, Andrew M., Richard C. Thelwell, James Lowther i Tracey J. Devonport. "Emotional intelligence and psychological skills use among athletes". Social Behavior and Personality: an international journal 37, nr 2 (31.03.2009): 195–201. http://dx.doi.org/10.2224/sbp.2009.37.2.195.
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Relationships between self-report trait emotional intelligence and psychological skills were investigated. Male athletes (54) completed the Emotional Intelligence Scale (EIS; Schutte et al., 1998) and the Test of Performance Strategies (TOPS; Thomas, Murphy, & Hardy, 1999). Canonical correlation results suggested psychological skills used in both competition and in practice relate to perceptions of emotional intelligence (Practice: Canonical R = .69, p < .001; Competition: Canonical R = .67, p < .01). Specifically, self-talk, imagery, and activation in both practice and competition were associated with perceptions of the appraisal of others' emotions and the ability to regulate emotions. The direction of relationships showed that individuals reporting frequent use of psychological skills also reported stronger perceptions of emotional intelligence. Future researchers should seek to establish the direction of relationships by investigating whether increased psychological skills use is associated with enhanced emotional intelligence or vice versa.
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Grant, Louise, Gail Kinman i Kelly Alexander. "What's All this Talk About Emotion? Developing Emotional Intelligence in Social Work Students". Social Work Education 33, nr 7 (4.03.2014): 874–89. http://dx.doi.org/10.1080/02615479.2014.891012.
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Garcia, David, i Bernard Rimé. "Collective Emotions and Social Resilience in the Digital Traces After a Terrorist Attack". Psychological Science 30, nr 4 (13.03.2019): 617–28. http://dx.doi.org/10.1177/0956797619831964.
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After collective traumas such as natural disasters and terrorist attacks, members of concerned communities experience intense emotions and talk profusely about them. Although these exchanges resemble simple emotional venting, Durkheim’s theory of collective effervescence postulates that these collective emotions lead to higher levels of solidarity in the affected community. We present the first large-scale test of this theory through the analysis of digital traces of 62,114 Twitter users after the Paris terrorist attacks of November 2015. We found a collective negative emotional response followed by a marked long-term increase in the use of lexical indicators related to solidarity. Expressions of social processes, prosocial behavior, and positive affect were higher in the months after the attacks for the individuals who participated to a higher degree in the collective emotion. Our findings support the conclusion that collective emotions after a disaster are associated with higher solidarity, revealing the social resilience of a community.
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Amanullah, Akhmad Syah Roni. "Mekanisme Pengendalian Emosi dalam Bimbingan dan Konseling". CONSEILS: Jurnal Bimbingan dan Konseling Islam 2, nr 1 (28.04.2022): 1–13. http://dx.doi.org/10.55352/bki.v2i1.549.
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This study contains a discussion of the mechanisms and techniques that can be done by someone including students to practice controlling their emotions taken from various counseling approaches, both Islamic and Western, which are found in various scientific literature. The purpose of this study is to find out theoretically that in psychology books and guidance and counseling as well as articles on guidance and counseling there are various mechanisms of emotional control both in terms of behavioral counseling, reality counseling, cognitive counseling and Islamic counseling that can be read, understood, internalized and implemented. in daily life so that a person can become a wise person every time he takes steps in behavior and in responding to various kinds of life conditions. The method in this research is the literature review method. Researchers conducted a literature study of various books and scientific works that discussed emotional control and counseling guidance from both general and Islamic science reviews. The results of the study stated that there are six mechanisms of emotional control that can be applied by anyone, including students at school. The six mechanisms are; (1) emotion control mechanism using displacement technique. (2) the mechanism of emotional control by using cognitive adjustment techniques. (3) emotion control mechanism using self talk technique (4) emotion control mechanism using ablution technique (5) emotion control mechanism using deep breathing technique and (6) emotion control mechanism using coping technique. The conclusion of this research is that there are many ways, many techniques and mechanisms that can be used by someone to serve as a way of controlling emotions. The six mechanisms are relatively successful techniques in helping a person to practice controlling his emotions.
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Garner, Pamela W., i Tameka S. Parker. "Young children’s picture-books as a forum for the socialization of emotion". Journal of Early Childhood Research 16, nr 3 (15.05.2018): 291–304. http://dx.doi.org/10.1177/1476718x18775760.
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Guided by Vygotsky’s zone of proximal development, this article examined whether characters in emotion picture-books express and talk about emotions in ways that are consistent with theory and research on children’s emotions. In general, we found that picture-books recommended by experts in social-emotional development contain content that is fairly consistent with published research in early childhood. We also found parents’ reading of the picture-books was consistent with the content analysis, even though we recorded their spontaneous emotion-based language in addition to the text presented in the picture-books. The findings also suggested that reading of emotion picture-books may increase preservice teachers’ references to emotions, which could translate into greater use of emotion language in the early childhood classroom. Results are discussed with regard to the role of picture-books as an important source of emotion-related information for children, parents, and teachers.
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Beheshti, Atefeh, Hassan Gharayagh Zandi, Zahra Fathirezaie i Fatemeh Heidari. "Mental toughness and performance strategies of martial artists in practice and competition". Exercise and Quality of Life 13, nr 1 (15.06.2021): 13–21. http://dx.doi.org/10.31382/eqol.210602.
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Abstract This study’s objective was to analyze the relationship between mental toughness and martial artists’ performance strategies. Two hundred athletes (male: 105, female: 95) with an age range of 18-36 years (mean:25.12, s=4.96) who competed at university to the national standard of martial arts participated in this study. Participants answered mental toughness questionnaires and performance strategies inventory. The Pearson correlation results showed a positive and significant relationship between mental toughness and automaticity, goal-setting, imagery, self-talk, and emotional control, and a negative and significant relationship between mental toughness and attentional control in practice. Furthermore, there is a positive and significant relationship between mental toughness and activation, relaxation, self-talk, imagery, goal-setting, and emotional control in the competition. The multiple linear regression analysis results showed that goal-setting and imagery in practice and competition, self-talk in practice, and relaxation in the competition could predict mental toughness. In analyzing the subscales of mental toughness, it was concluded that tough emotions could be loaded on eight subscales of performance strategies. In the Independent-Sample T-Test, the significant differences related to gender were that men reported higher levels of self-talk (t=3.24, p<0.001), automaticity (t=2.76, p<0.006), goal-setting (t=2.63, p<0.009), imagery (t=2.18, p<0.03) and relaxation (t=2.17, p<0.03) than women.
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Pohárnok, Melinda, i András Láng. "Gender differences in mother-child conversations about shame and pride in a Hungarian sample". Europe’s Journal of Psychology 17, nr 2 (31.05.2021): 58–74. http://dx.doi.org/10.5964/ejop.2859.
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Although meta-analytic reviews repeatedly found significant gender differences in the experiences of shame and pride throughout the life span, to date, gender differences in conversations about these emotions have not been studied. Our research was aimed at investigating the effect of child gender on maternal conversational style in and emotional content of mother-child conversations about shame- and pride-related past events in preschool years. Fifty four mother—preschool child dyads (52% girls, children’s age M = 70.36 months [SD = 8.13], mothers’ age M = 37.51 years [SD = 3.70]) from middle class Hungarian families were asked to talk about two past events, one in which children felt ashamed, and one in which they felt proud. The conversations were transcribed and coded for maternal conversational style and for emotional content. Maternal conversational style was indicated by maternal elaboration and evaluation of the child’s contributions. Emotional content was indicated by specific emotion terms, emotional behavior and emotional evaluations. In mother-son shame conversations, we found higher amount of negative emotional behavior. Boys also had longer conversations with their mothers, and mothers used more open-ended memory questions and more repetitions with boys in both shame and pride conversations. Girls had shorter contributions to pride stories than to shame stories, which was not the case for boys. Exploration of verbal socialization of shame and pride helps us to understand the development of individual differences in proneness to self-conscious emotions, and their implications for mental health.
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Irby, Courtney Ann. "Instructions for God’s Gift: Emotional Management in the Cultural Transmission of Evangelical Sexuality". Journal of Contemporary Ethnography 48, nr 5 (31.10.2018): 645–73. http://dx.doi.org/10.1177/0891241618808353.
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Drawing on a comparative study of evangelical premarital counseling programs, I analyze how the leadership construct sexual discourses that reimagine and reify existing views about sex and how to feel about it. Situated within evangelicalism’s emotional regime that conceptualizes unmarried believers in a sexual battleground and married couples in a playground, engaged couples occupy a liminal position where they must engage in emotion work to relearn how to think and feel about sex. Comparing the sexual discourses at each program— sexuality as a behavior and sexuality as embodied—that inform leaderships’ advice to couples beginning to make this transition, I find that how they talk about sex has consequences for how they imagine people should manage their emotions.
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Lee, Juwon, Vicki S. Helgeson, Meredith Van Vleet, Eunjin L. Tracy, Robert G. Kent de Grey, Melissa Zajdel i Cynthia A. Berg. "Implications of we-talk for relationships and health among patients with type 1 diabetes and their spouses". Journal of Social and Personal Relationships 37, nr 1 (28.07.2019): 345–54. http://dx.doi.org/10.1177/0265407519865613.
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We-talk (first-person plural pronoun usage) is frequently used to represent the degree to which a person views an illness as shared within a couple. There is evidence that we-talk is related to good relationship and health. However, research has failed to examine the implications of we-talk for spouses and the interpersonal mechanisms that underlie relational and health benefits. To address these limitations, we investigated the association of we-talk to relationship and health among 199 couples in which one person had type 1 diabetes. We-talk was assessed in the context of a brief coping interview with patients and spouses separately. Patients reported their perceptions of their spouse’s behavior over the past month. Actor–partner interdependence, regression, and bootstrap models showed that patient we-talk was unrelated to patient and spouse well-being, but greater spouse we-talk was associated with higher patient relationship satisfaction, higher patient self-efficacy, and better patient self-care behavior. For spouses, greater spouse we-talk also was associated with higher relationship satisfaction, lower stress, and fewer depressive symptoms. Mediational analyses showed that patients’ perceptions of spouses’ greater emotional support and fewer critical behaviors partially accounted for these associations. Spouse we-talk may be more important than patient we-talk because it signifies that spouses are involved in helping with diabetes management, namely by providing emotional support and refraining from criticizing the patient.
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Bruun, Hanne. "Global tv-genre og komplekse nærhedsoplevelser". Dansk Sociologi 13, nr 2 (3.04.2006): 51–71. http://dx.doi.org/10.22439/dansoc.v13i2.494.
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Hanne Bruun: A global TV-genre and the complexity of proximity
Television is often considered an agent of cultural globalization, and the American television industry is often equated with globalization in part due to the ability of its genre’s to travel. Media reception studies show the viewers’ expectations of a genre are influenced by these television genres. But such studies also show that the cultural origin of television products plays an important role in viewers’ experiences. This article presents a study of young Danish women’s experience of viewing two daytime talk shows: the Ricki Lane Show and the Danish show Det Nye Synnøve (TV Danmark 1999). The article discusses two main findings. The first is that the daytime talk show is a transnational and, in some respects, a global television genre. It is part of a global television culture, which means that local or national productions must comply with viewers’ genre expectations in order to succeed. The Danish viewers of the American show found that it had important qualities. It broke the boundaries of sociability by offering an emotionally provocative yet attractive display of private emotions and behavior. At the same time it offered a melodramatic treatment of relevant basic human emotional and moral conflicts. In short the American show offers emotional proximity. The Danish show did not offer this kind of emotional proximity and the viewers rejected it. The second finding concerns the function of cultural origins, and that cultural origin seems crucial for the viewers of the American show. The American-ness of The Ricki Lake Show makes it ‘an emotion safe zone’, while the cultural basis of the Danish show represent a dilemma of social proximity for the viewers. The article discusses the sense of national mentality and national identity that the women display in their experience of the two TV programs. It concludes with a discussion of how a genre approach to studies of television as an agent of cultural globalization can be fruitful.
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Byrne, Chris. "Emotional Engineering". International Journal of Engineering, Social Justice, and Peace 2, nr 2 (29.12.2013): 40–42. http://dx.doi.org/10.24908/ijesjp.v2i2.5105.
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I want to talk about emotions. Well, I don’t really want to. Frankly, not having to deal with emotions was one of the attributes of engineering that attracted me to this field of study. I liked keeping interactions on an intellectual level. Answers to Math and Physics homework sets were cut and dried and the odd numbered ones could be found in the back of the book. There was security in knowing the right answer. However, despite the promise of clarity, even as an engineer, I found questions finding their way in, or their way out, questions that were rooted in my emotional landscape. Is this all there is? What do I want my life to be about? How am I making the world a better place by the work that I do? These weren’t academic questions for me; they were soul searching questions that challenged the core of my identity. Could I be an engineer and be whole, whatever that might mean? I’m proud of the work I have done to become an engineer, but there is something missing.
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Beadle, Janelle, i Felipe Jain. "Caregiver Stress: Biomarkers Linked to Disease Risk and the Psychobiology of Stress Reduction". Innovation in Aging 5, Supplement_1 (1.12.2021): 177. http://dx.doi.org/10.1093/geroni/igab046.676.
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Abstract Caregivers to older adults with chronic diseases frequently experience chronic stress which can negatively affect caregivers’ physical and mental health, and increase disease risk. This interdisciplinary symposium will highlight critical factors influencing caregiver stress, and the role of biomarkers in detecting caregiver disease risk. First, we will discuss the effects of stress and emotional experiences on risk for cardiovascular disease in caregivers of persons with dementia (PWD). In the first talk, Dr. Mausbach will examine relationships among perceived stress, blood glucose and risk of diabetes and cardiovascular disease in caregivers of PWD. Next, Dr. Losada-Baltar will discuss the degree to which caregivers’ ambivalent feelings towards providing care are associated with inflammatory markers of cardiovascular risk. Following this, two talks will investigate critical links between stress and caregiver emotional well-being. Dr. Liu will report relationships among the stress-related hormone cortisol, sleep, and anxiety in the context of adult day services. Dr. Beadle will examine the degree to which caregivers’ affiliative, empathetic interactions with others relate to their experience of stress through cortisol assessments and neuroimaging. The final talk by Dr. Jain will investigate the effects of a Mentalizing Imagery Therapy intervention for family PWD caregivers on stress, evidence for mindfulness as a causal mediator of stress reduction, and the relationship to brain networks associated with emotion regulation. Taken together, this symposium will identify relevant psychosocial and biological factors that contribute to caregiver stress, as well as discuss the psychobiology of amelioration of caregiver stress.
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Abdolrezapour, Parisa. "Improving learners’ oral fluency through computer-mediated emotional intelligence activities". ReCALL 29, nr 1 (6.04.2016): 80–98. http://dx.doi.org/10.1017/s0958344016000069.
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AbstractPrevious studies have shown that emotional intelligence (henceforth, EI) has a significant impact on important life outcomes (e.g., mental and physical health, academic achievement, work performance, and social relationships). This study aimed to see whether there is any relationship between EI and English as a foreign language (EFL) learners’ oral fluency and investigated the possibility of enhancing EI through computer-mediated emotional activities. The participants were 63 students on the Interchange 2 course in a language center in Iran. Participants in the experimental group received EI training using movies with highly emotional content, with the express purpose of inducing them to talk about their emotions and raising their emotional intelligence. Movies shown to the control group did not place any emphasis on emotional content. The results showed a significant increase in EI scores in the experimental group, but no significant change was observed in the control group’s EI scores. Moreover, emotional intelligence correlated positively with the students’ levels of oral fluency.
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Thornton, Stephanie. "Emotional and mental health: Is it always good to talk?" British Journal of School Nursing 12, nr 4 (2.05.2017): 196–98. http://dx.doi.org/10.12968/bjsn.2017.12.4.196.
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Wilson, Stephanie, William Malarkey i Janice Kiecolt-Glaser. "The Story of Us: Older and Younger Couples’ Language and Emotional Responses to Jointly Told Relationship Narratives". Innovation in Aging 4, Supplement_1 (1.12.2020): 562–63. http://dx.doi.org/10.1093/geroni/igaa057.1854.
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Abstract Social-emotional well-being is said to improve with age, but evidence for age differences in couples’ behavior and emotions—studied primarily during marital conflict—has been mixed. Characteristics of jointly told relationship stories predict marital quality among newlyweds and long-married couples alike, yet younger and older couples’ accounts have never been compared. To examine age differences in couples’ emotional responses and in their I/we-talk, emotion word use, and immediacy (i.e., self-focused, present-tense style), 42 married couples ages 22–77 recounted their relationship’s history then rated the discussion and their moods. Compared to younger couples, older couples used more we than I language, more positive than negative words, and less immediacy. Partners in older pairs shared more similar language patterns. In turn, lower immediacy mediated links between older age and less negative mood, and explained husbands’ more positive appraisals. Indeed, relationship accounts reveal novel insights into age differences in marriage and well-being.
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Bosacki, Sandra, i Christine Tardif-Williams. "Children’s Mental State Talk, Empathy, and Attachments to Companion Animals". Psychology of Language and Communication 23, nr 1 (1.01.2019): 284–301. http://dx.doi.org/10.2478/plc-2019-0013.
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Abstract Children’s emotional and mental worlds are often influenced by their experiences with companion animals. This study explored 77 (50 g; 27 b) 6- to 12-year-old children’s empathy; perceived companion animal friendship, comfort, and bonding; and mental state talk in conversations about their interactions with their companion animal. Children completed self-report questionnaires and responded to two moral stories about companion animals. Results showed that higher levels of children’s mental state talk were related with high levels of empathy for companion animals. Compared to boys, girls reported significantly stronger companion animal friendships, and that they received more comfort from their companion animals. Results also showed that, for girls only, higher levels of perceived companion animal friendship were related to higher levels of emotional comfort received. The findings can inform humane education programs that promote mental state talk, moral agency, and relationships.
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Savenkova, Iryna, i Natalia Tsumarieva. "PSYCHOTHERAPEUTIC METHODS APPLICATION IN FOLLOW-UP OF EMOTIONALLY DEPRIVED ELEMENTARY SCHOOL CHILDREN". Science and Education 2021, nr 2 (czerwiec 2021): 5–15. http://dx.doi.org/10.24195/2414-4665-2021-2-1.
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Hardships experienced many times in the family and outside it in the past, have a negative impact on formation of children’s personality. Emotional deprivation is one of such factors. Long-term stay of elementary school children under emotional deprivation conditions results in a whole number of adverse effects. Being directly dependent on environment adverse changes and impacts emotional sphere is most vulnerable in this respect. The range of emotional deprivation adverse effects on elementary school children is quite wide: from mild emotional disorders that can be corrected with the help of correctional and developmental activities to severe mental disorders and diseases that require long-term treatment. Thus, the situation of emotional deprivation requires the use of prophylactic, corrective and rehabilitative actions. The purpose of the article is to reveal the features of psychotherapeutic methods application in arranging psychological follow-up of emotionally deprived elementary school children. To achieve the determined purpose we’ve applied a mix of speculative (analysis, synthesis, comparison and generalization) and empiric (observation, survey, talk, expert evaluations, testing, quantitative and qualitative evaluation of the results obtained) research methods. The results of the literature sources analysis let us sum up by saying that such methods as adaptation, socialization, learning, development, correction, counseling, psychotherapy, follow-up and rehabilitation may be applied to cope with children’s emotional deprivation. We consider follow-up to be the most effective and comprehensive method. The psychological follow-up model developed and tested by us includes support provided to foster families in the course of coping with children’s emotional deprivation adverse effects and is based on the system of working with foster children and parents, as well as on conducting joint classes involving parents and children. We’ve applied various psychological correction and development methods (talk, games, exercises, drawing, fantasizing and relaxation) in combination with psychotherapeutic methods (symbol drama, art therapy and positive psychotherapy) to conduct psychological follow-up of children. Effectiveness and efficiency of the emotionally deprived elementary school children psychological follow-up model developed by us has been tested on the ground of repetitive psychodiagnostic testing and comparing its results of control and experimental groups. The application of remedial methods in combination with psychotherapeutic methods has made it possible to obtain constant and long-lasting results in emotional deprivation evidences reducing and elementary school children emotional intelligence level raising.
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Van Dyke, Erika D., Judy L. Van Raalte, Elizabeth M. Mullin i Britton W. Brewer. "Self-Talk and Competitive Balance Beam Performance". Sport Psychologist 32, nr 1 (1.03.2018): 33–41. http://dx.doi.org/10.1123/tsp.2016-0085.
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Little research has explored the relationship between highly skilled athletes’ self-talk and their competitive performance over the course of a season. For the current study, positive, negative, motivational, instructional, and functional dimensions of collegiate gymnasts’ (N = 141) self-talk were assessed. The gymnasts’ competitive balance beam performances in intercollegiate meets were also recorded. Multiple regression analysis revealed that positive self-talk significantly predicted balance beam performance and performance consistency. Significant positive correlations were found among key self-talk variables, except negative self-talk. Significant negative correlations were found between negative self-talk and self-talk functions (i.e., attention, cognitive and emotional control, and confidence). The results highlight the interrelationships among various types and functions of self-talk in competitive settings, and provide evidence for the ways in which self-talk is related to the performance of highly skilled athletes. Suggestions for how these findings might be applied by athletes, coaches, and sport psychology practitioners are provided.
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Thahura, Farahdiba. "Emotional maturity of early age marriage's woman". INSPIRA: Indonesian Journal of Psychological Research 1, nr 1 (18.06.2020): 19–24. http://dx.doi.org/10.32505/inspira.v1i1.1720.
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Marriage is quite interesting to talk about more and more at this time because at this time many problems arise related to marriage because marriage is a complicated and complex thing. There are many things to be prepared for before someone decides to enter the marriage level, especially for a wife. The purpose of this study is to assess the extent of the role of emotional maturity of young wives in creating harmony in the family. Respondents in this study were women, aged 18-20 years in Aceh, marriage period of 0-3 years. The number of respondents is 2 people using qualitative research methods. The method of data collection in this study is by observation and interview using tape recorder tools and observation sheets. These internal and external factors affect whether or not the respondent is mature emotionally. This emotional immaturity is a reaction seen in every respondent. The maturity of respondents is different from each other. The respondents were aware of the impact on marriage at a young age but did not make the respondents dissolve in any conflicts that occurred due to immature emotions of the respondent, but rather made efforts to be able to control and overcome all conditions faced wisely and try to make positive efforts to foster family harmony.
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Pinto, Giuliana, Caterina Primi, Christian Tarchi i Lucia Bigozzi. "Mental State Talk Structure in Children’s Narratives: A Cluster Analysis". Child Development Research 2017 (21.03.2017): 1–7. http://dx.doi.org/10.1155/2017/1725487.
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This study analysed children’s Theory of Mind (ToM) as assessed by mental state talk in oral narratives. We hypothesized that the children’s mental state talk in narratives has an underlying structure, with specific terms organized in clusters. Ninety-eight children attending the last year of kindergarten were asked to tell a story twice, at the beginning and at the end of the school year. Mental state talk was analysed by identifying terms and expressions referring to perceptual, physiological, emotional, willingness, cognitive, moral, and sociorelational states. The cluster analysis showed that children’s mental state talk is organized in two main clusters: perceptual states and affective states. Results from the study confirm the feasibility of narratives as an outlet to inquire mental state talk and offer a more fine-grained analysis of mental state talk structure.
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van Honk, Jack, i J. L. G. Schutter. "Dynamic brain systems in quest for emotional homeostasis". Behavioral and Brain Sciences 28, nr 2 (kwiecień 2005): 220–21. http://dx.doi.org/10.1017/s0140525x05490044.
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Lewis proposes a solution for bridging the gap between cognitive-psychological and neurobiological theories of emotion in terms of dynamic systems modeling. However, an important brain network is absent in his account: the neuroendocrine system. In this commentary, the dynamic features of the cross-talk between the hypothalamic-pituitary-adrenal (HPA) and gonadal (HPG) axes are discussed within a triple-balance model of emotion.
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Abdul Ghani, Kartini, i Lau Choon Ning. "Does Talking about Emotion Help Eyewitness Memory? The Role of Emotional and Factual Retelling in Memory Accuracy". Journal of Cognitive Sciences and Human Development 1, nr 2 (1.03.2016): 1–10. http://dx.doi.org/10.33736/jcshd.193.2016.
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Eyewitnesses typically talk about the traumatic events that they have experienced based on their memory. This research aimed to investigate differences between emotional and factual retelling of eyewitness in terms of memory accuracy and error. Participants watched a traumatic robbery video and were instructed to recall the events in detail. Participants were divided into three retelling conditions where they: a) discussed the robbery in a factual way, b) focused on discussing their emotional response, and c) performed unrelated tasks. Results showed that eyewitnesses who talked about their emotion recalled less detailed memories and made more errors in free recall while eyewitnesses who focused on factual detail seem to be able to maintain their memory accuracy of the event.Keywords: eyewitness memory; emotional retelling; factual retelling; memory accuracy; memory error
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Ispa-Landa, Simone, i Sara Thomas. "Race, Gender, and Emotion Work among School Principals". Gender & Society 33, nr 3 (22.01.2019): 387–409. http://dx.doi.org/10.1177/0891243218821920.
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Researchers have highlighted how gendered associations of femininity with emotional labor can complicate professional women’s attempts to exercise managerial authority. However, current understandings of how race and gender intersect in professional women’s emotional labor remain limited. We draw on 132 interviews from eight white women and 13 women of color who are novice principals. White women began the principalship wanting to establish themselves as emotionally supportive leaders who were open to others’ influence. They viewed emotional labor as existing in tension with showing authority as a leader. Over time, however, most white women reported adopting more directive practices. By contrast, women of color reported beginning the principalship with a more directive, take-charge leadership style. They viewed emotional labor and authority as part of a blended project and did not talk about these two aspects of leadership as existing in tension. Over time, their self-reported leadership style changed little. We analyze our findings in light of recent theorizing about gender and intersectionality.
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Goedecke, Klara. "Walk the Talk". Culture Unbound 12, nr 3 (2.02.2021): 444–65. http://dx.doi.org/10.3384/cu.v12i3.3243.
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This article explores two Swedish TV shows centred on close, emotional friendships between men, Våra vänners liv (2010) [Our friends’ lives] and Boys (2015), as examples of postfeminism with a Swedish twist, inspired by Swedish ideologies of gender equality. Explicitly referring to feminism and gender equality, both shows explore what can be considered progressive masculine positions, drawing on ideas about sincerity, authenticity, emotionality and insight in men as central but not easily attained. I discuss portrayals of men as well as their friendships and explore the meanings of race, class and sexuality in the shows. Unlike many US and UK postfeminist representations of bumbling, ironically sexist anti-heroic men, efforts at reaching sincerity and authenticity characterize the protagonists of the shows. Similar to other postfeminist cultural representations, both shows portray political problems as individual ones or, alternatively, as issues that already have been dealt with. For instance, Boys portrays a posthomophobic and postracial Sweden where racism and homophobia are of the past, and both shows portray personal development in individual men aimed at becoming progressive as solutions to problems regarding gender justice. Both shows explore masculine positions that are available and unavailable, comprehensible and incomprehensible in contemporary Sweden, said to be one of the most gender-equal countries of the world. New masculine positions and intimacies between men, incorporating and referring to feminist or gender equality discourses, may be imagined and made available in shows like Våra vänners liv and Boys. However, such references and their consequences must be critically scrutinized.
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Aripova, Anastasiya O., i Tat'yana L. Kryukova. "Emotional support: the concept and forms". Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, nr 2 (2019): 102–7. http://dx.doi.org/10.34216/2073-1426-2019-25-2-102-107.
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The article presents a concept reflecting the phenomenon of emotional support. Its place in the structure of coping behaviour as a component of social support is defined. The forms of emotional support are highlighted, the authors` classification of the forms is presented. The results of these forms` study interconnection with the value of emotional support for a personality are discussed. It is shown that a person in a stressful situation prefers certain forms of emotional support: among them "heart-to-heart talk", "humour", etc.: they are chosen by different categories of people. There are complex ties between the value of emotional support for a person and the chosen forms.