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1
Boakes, Jolee Alison. "The role of specific emotions in affective priming effects". University of Western Australia. Graduate School of Education, 2010. http://theses.library.uwa.edu.au/adt-WU2010.0116.
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[Truncated abstract] The finding that less time is needed to evaluate the valence of a target when it is preceded by a prime of the same valence, as opposed to one of the opposite valence, has become known as the affective priming effect. The research reported here investigated a new model of the mechanisms underlying affective priming effects, which focuses on the role of specific emotions within global valence categories. Specifically, this model stipulates that when presented with a stimulus that elicits particular emotions, the area of the brain corresponding to that emotion is automatically stimulated. This in turn will produce a diffuse activation of meaning nodes that are associated with that emotion. This emotion-based priming model departs from previous spreading activation accounts of affective priming, as it suggests that the facilitation effects observed in such studies may be due primarily to spreading activation via emotion-congruent, rather than valence-congruent, nodes. The overarching goal of the empirical research programme reported here was to test predictions based on this model. In three studies, facilitation effects ascribable to specific emotion-based congruence (e.g., fear-fear) were compared with those ascribable to global valence-based congruence (e.g., negative-negative) alone (i.e., in the absence of emotion-based congruence). Participants made valence judgements on targets which represented one of five basic human emotions: one positive (happy) and four negative (disgust, fear, sad, and anger). ... The fundamental design elements were the same across all three studies: the only difference was in the stimulus format of the prime-target pairs: emotion-laden scenes were used in Study One; facial expressions in Study Two; and emotion-laden words in Study Three. Results showed that, in comparison to the neutral and incongruent baselines, there were significant emotion-based priming effects across all stimulus formats. This result was also consistent across all of the negative emotions employed. Significant valence-based priming effects were, however, also obtained in each of the three studies, although these effects were more inconsistent than those obtained for emotion-based priming. That is, reaction times were significantly shorter on valence-congruent than on neutral and incongruent baseline trials, but only for a portion of the tests performed across the three studies. In Studies One and Two, reaction times were consistently shorter for emotion-congruent prime-target pairs than for valence-congruent prime-target pairs. This trend was absent in Study Three, in which word stimuli were used. These results indicate that while reaction times were facilitated, albeit inconsistently, for valence-congruent prime-target pairs, they were facilitated significantly further for emotion-congruent pairs when picture-based stimuli were used. The emotion-based and valence-based priming effects obtained across the three studies are discussed in terms of three competing theories: (i) spreading activation via global valence nodes, (ii) spreading activation via emotion centres, and (iii) expectancy-based processes. A dual-process hypothesis of affective priming is then proposed. The plausibility of the hypothesis is then explored through a synthesis and re-examination of results reported in previous affective priming research. Directions for future research to elaborate and extend on this work are discussed.
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Araya, Jose Manuel. "Emotion and predictive processing : emotions as perceptions?" Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/33156.
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In this Thesis, I systematize, clarify, and expand the current theory of emotion based on the principles of predictive processing-the interoceptive inference view of emotion-so as to show the following: (1) as it stands, this view is problematic. (2) Once expanded, the view in question can deal with its more pressing problems, and it compares favourably to competing accounts. Thus, the interoceptive inference view of emotion stands out as a plausible theory of emotion. According to the predictive processing (PP) framework, all what the brain does, in all its functions, is to minimize its precision-weighted prediction error (PE) (Clark, 2013, 2016; Hohwy, 2013). Roughly, PE consist in the difference between the sensory signals expected (and generated) from the top-down and the actual, incoming sensory signals. Now, in the PP framework, visual percepts are formed by minimizing visual PE in a specific manner: via visual perceptual inference. That is, the brain forms visual percepts in a top-down fashion by predicting its incoming lower-level sensory signals from higher-level models of the likely (hidden) causes of those visual signals. Such models can be seen as putting forward content-specifying hypotheses about the object or event responsible for triggering incoming sensory activity. A contentful percept is formed once a certain hypothesis achieves to successfully match, and thus supress, current lower-level sensory signals. In the interoceptive inference approach to interoception (Seth, 2013, 2015), the principles of PP have been extended to account for interoception, i.e., the perception of our homeostatic, physiological condition. Just as perception in the visual domain arises via visual perceptual inference, the interoceptive inference approach holds that perception of the inner, physiological milieu arises via interoceptive perceptual inference. Now, what might be called the interoceptive inference theory of valence (ITV) holds that the interoceptive inference approach can be used so as to account for subjective feeling states in general, i.e., mental states that feel good or bad-i.e., valenced mental states. According to ITV, affective valence arises by way of interoceptive perceptual inference. On the other hand, what might be called the interoceptive inference view of emotion (IIE) holds that the interoceptive inference approach can be used so as to account for emotions per se (e.g., fear, anger, joy). More precisely, IIE holds that, in direct analogy to the way in which visual percepts are formed, emotions arise from interoceptive predictions of the causes of current interoceptive afferents. In other words, emotions per se amount to interceptive percepts formed via higher-level, content-specifying emotion hypotheses. In this Thesis, I aim to systematize, clarify, and expand the interoceptive inference approach to interoception, in order to show that: (1) contrary to non-sensory theories of affective valence, valence is indeed constituted by interoceptive perceptions, and that interoceptive percepts do arise via interoceptive perceptual inference. Therefore, ITV holds. (2) Considering that IIE exhibits problematic assumptions, it should be amended. In this respect, I will argue that emotions do not arise via interoceptive perceptual inference (as IIE claims), since this assumes that there must be regularities pertaining to emotion in the physiological domain. I will suggest that emotions arise instead by minimizing interoceptive PE in another fashion. That is, emotions arise via external interoceptive active inference: by sampling and modifying the external environment in order to change an already formed interoceptive percept (which has been formed via interoceptive perceptual inference). That is, emotions are specific strategies for regulating affective valence. More precisely, I will defend the view that a certain emotion E amounts to a specific strategy for minimizing interoceptive PE by way of a specific set of stored knowledge of the counterfactual relations that obtain between (possible) actions and its prospective interoceptive, sensory consequences ("if I act in this manner, interoceptive signals should evolve in such-and-such way"). An emotion arises when such knowledge is applied in order to regulate valence.
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Friesen, Andrew P. ""Catching" emotions : emotion regulation in sport dyads". Thesis, University of Wolverhampton, 2013. http://hdl.handle.net/2436/621877.
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The purpose of the present research programme was to inform the development and subsequent delivery of an intervention to enhance interpersonal emotion regulation. Although emotion regulation has been emphasised due to its importance in explaining performance and well-being, the focus of research has predominantly been on intrapersonal emotion regulation. The present study addressed the dual-gap in research by extending research in interpersonal emotion regulation in general and developing and testing theory-led interventions for use in sport. A three-stage programme of research was set up with stage one reviewing the extant literature before proposing a social-functional approach to emotions, and in particular the Emotions As Social Information (EASI) model, as possible theoretical frameworks for use in sport. Qualitative methods were emphasised as these are particularly useful in studies seeking to identify mechanisms underlying the effectiveness of interventions. Stage two began with a narrative analysis to outline the potential social functions and consequences of emotional expressions, verbalisations, and actions in ice hockey. Two ice hockey players, each captain of their respective team, participated in semi-structured interviews. Participants described how emotions informed them of important circumstances in their environment that required attention and prepared them for such challenges at the individual level. At a dyadic level, emotions helped participants understand the emotional states and intentions of their teammates contributing toward an assessment of the extent to which they were prepared to face their challenges. At a group level, emotions helped participants lead their teammates in meeting team goals. Finally, at the cultural level, emotions helped participants maintain culture-related identities. Stage two continued with examining the processes, strategies used, and potential moderating factors in interpersonal emotion regulation among 16 ice hockey players from an English professional league. An inductive and deductive analysis revealed 22 distinct strategies used to regulate teammates' emotions. These were distinguished between strategies that were verbal or behavioural in nature. They were further distinguished between strategies employed to initiate interpersonal emotion regulation through affective and cognitive channels. Moderating factors in the interpersonal emotion regulation process were consistent with the EASI model. Stage three involved the development, delivery and assessment of the intervention. A British ice hockey team was recruited and the intervention was delivered over the course of three competitive seasons. The primary intervention goal was to improve interpersonal emotion regulation as evidenced by being able to accurately identify when an emotion regulation strategy was needed, and select and use a strategy that changed emotions in the direction and strength intended (Webb, Miles, & Sheeran, 2012). Given the link between emotion and performance, it was expected that the intervention would bring about improvements in individual and team performance. Techniques to bring about change comprised of brief contact interventions, dressing room debriefs, feedback from emotional intelligence assessments, and the practitioner managing himself as an intervention tool. The merit of the intervention was judged through practitioner reflections, social validity assessments, pre- and post-intervention measures of emotional intelligence and performance. Collectively, the present research programme contributes to the emotion regulation literature not only in sport, but also in psychology in general. A key achievement of the programme has been the development of a theoretically sound but ecologically valid intervention designed to improve the interpersonal emotion regulation skills of athletes. Although the intervention primarily catered to the needs of the current team and utilised the professional philosophy of the researcher-practitioner, the intervention provides support for enhanced performance derived from theory explaining a social-functional account of emotions. Future research might use the theory and approach to testing the theory in different sports to examine the role of each sport sub-culture on interpersonal emotion regulation.
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McWeeny, Jennifer. "Knowing emotions : emotional intentionality and epistemological sense /". view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3201692.
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Thesis (Ph. D.)--University of Oregon, 2005.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 256-273). Also available for download via the World Wide Web; free to University of Oregon users.
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Dwyer, Erin. "Mastering Emotions: The Emotional Politics of Slavery". Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10408.
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Mastering Emotions: The Emotional Politics of Slavery explores how the emotions and affective norms of the Antebellum South were conditioned upon and constructed through the institution of slavery. Though slavery is a subject wrought with emotion, there has been no focus in recent historical scholarship on the affective dimensions of slavery. Studies in the history of emotion have also largely ignored slavery. My intervention in these fields reveals the ways that both slaveholders and slaves wielded fear, trust, jealousy, and affection in their interactions with one another. The project also sheds light on how the emotional norms of societies are learned and policed, manipulated and enforced. I argue that the emotions of slaveholders and slaves alike were irrevocably shaped by slavery. The daily negotiations and contestations that occurred between slaveholders and slaves through and about feelings, in conjunction with larger debates about race, freedom, and emotional norms, form the backbone of what I call the emotional politics of slavery. Mastering Emotions examines how the affective norms of slavery were taught, how emotional transgressions were punished, and the long-term impacts of those emotional norms on the affective landscape of the post-Reconstruction South. To gain insight into the emotional lives and affective experiences of enslaved people of color I use a variety of primary sources such as slave narratives, letters, and court testimony. Steeped in the mode of sentimentalism, which encouraged people to reflect upon and articulate their feelings, slaveholders revealed how they felt about their slaves, and how they believed their slaves felt, in diaries, wills, and even records of slave sales and manumissions. Studying the affective terrain of the Antebellum South provides fresh insight into the politics of slavery, revealing how those in bondage used feelings to resist slavery, and how the planter class employed emotions to enforce the institution. This project also contributes to the burgeoning field of affective history by complicating understandings of how emotions are constructed in relation to power, and how power operates in affective relations.
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Stanciu, Marian Andrei. "Emotional memory for basic emotions in amnesia". Thesis, Bangor University, 2014. https://research.bangor.ac.uk/portal/en/theses/emotional-memory-for-basic-emotions-in-amnesia(6a5048d6-86f4-41bb-be90-73fcac5a99a2).html.
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Emotions are ubiquitous in everyday life, and can often be re-experienced accurately after long periods. Emotions also have a strong mutual influence on other memory systems (most notably episodic memory), but rely on different neuroanatomical structures, and can function independently – often reported in amnesic patients. However, unlike episodic memory, many fundamental questions about the structure of emotions remain unresolved. The two most influential accounts of the organisation of affect (the dimensional and categorical theories) are surprisingly divergent, an issue not addressed by the fact that emotion memory studies tend to be based on two rather than many emotion categories. Moreover, the field lacks sophisticated empirical tools for analysing discrete emotions, and calculating their specificity. Using a novel set of controlled emotional stories, the present thesis investigated the re-experience of four discrete classes of emotion (anger, fear, sadness, and happiness) in three samples: neurologically-normal participants (N=32), Korsakoff’s syndrome patients (N=20), and age-matched controls (N=20). The results suggest that: (1) The most durable form of emotional memory encodes affective valence. Discrete emotions can be reliably re-experienced, but require stronger forms of emotion elicitation than valence. (2) Remarkably, severely amnesic Korsakoff’s syndrome patients show a preserved ability to re-experience discrete emotions, at similar levels of intensity to neurologically-normal age-matched controls. Furthermore, the intensity of discrete emotions, in patients and controls, appears to be related to core executive functions; (3) Using a novel methodological approach, it is clear that the brief experience of certain discrete emotions (e.g., happiness) also increases the specificity of other emotions (e.g., anger and fear). Thus, the present thesis provides a unique attempt to reconcile the dimensional and categorical theories of emotions, and allows the investigation of specific basic emotions, while accounting for the experience of other basic emotions.
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Stanley, Jennifer Tehan. "Emotion recognition in context". Diss., Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/24617.
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Thesis (Ph.D.)--Psychology, Georgia Institute of Technology, 2008.Committee Chair: Blanchard-Fields, Fredda; Committee Member: Corballis, Paul; Committee Member: Hertzog, Christopher; Committee Member: Isaacowitz, Derek; Committee Member: Kanfer, Ruth
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Laukka, Petri. "Vocal Expression of Emotion : Discrete-emotions and Dimensional Accounts". Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis, Uppsala universitet, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-4666.
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Doak, Jennifer Nicole. "The effect of character education on emotional intelligence". [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=964.
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Stapleton, Clare Marie. "The Use of Emotions in Social Work Practice". Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/15807.
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This thesis explores the explicit and implicit use of emotions in social work practice and the ways in which social workers’ emotions interact with formal theory and practice to create knowledge for practice. It describes the practices of 10 expert social workers with extensive experience in working in relationship-oriented models. The social workers live and work in three Australian cities. The descriptions of their practices are drawn from indepth interviews with the social workers. Interpretative phenomenological analysis was used to guide the research inquiry. Findings from the study were interpreted using the social work practice theory of relationship-based social work and the sociological theories of the emotional self and emotional labour. The findings are presented in three chapters exploring four major themes: • Descriptions of social work practice, including participants’ understandings of the theoretical and practice frames that inform their work, and the credentialing of their expertise in social work practice. • Participants’ expressed views on the place of emotions in accountable and ethical social work practice, plus their descriptions of the ways they work with emotions in practice. • Participants’ understandings of their emotional self and its influence on the ways in which they implement their practice. • Participants’ descriptions of the characteristics of their emotional labour, including the ways their emotions and emotional self interact with theory and ethics to create the labour of social work practice. The study revisits a central concern in the social work literature — the place of emotions and tacit forms of knowledge in expert practice. It concludes, from a practitioner perspective, that emotions and emotive knowledge hold a central position in practice. The findings have implications for understanding what constitutes useful and necessary knowledge for practice, as well as suggesting new perspectives on the training and supervision of social workers on emotion and its use in practice. The findings suggest that an ability to work competently and intelligently with emotions, including making use of the knowledge gleaned from one’s own emotions in explicit and conscious ways, is part of expert social work practice.
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Engelbrektsson, Hilda. "Dream emotions and their relationship to next-day waking emotional reactivity and regulation : An online study". Thesis, Högskolan i Skövde, Institutionen för biovetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-20132.
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Emotions are a central part of our lives and the ability to effectively regulate them is central to well-being. Although a lot of research shows the beneficial role of sleep on emotional reactivity and regulation, little is known about how dream emotions relate to emotional reactivity and regulation. The current study investigated how dreams with high vs low levels of self-rated negative dream affect related to next-day waking emotional reactivity and regulation. Participants kept a home dream diary until reporting dreams on five days. They also reported dream and wake emotions and performed an online emotional reactivity and regulation task. Opposing predictions were derived from the continuity hypothesis and from the emotion regulation theories of dreaming. However, no significant differences were found between emotional reactivity and regulation on mornings following dreams with high vs low negative affect. Thus, no support was provided for the direct predictions made from the two theories. Nevertheless, morning wake affect differed significantly as a function of dream emotions. Specifically, participants reported significantly higher levels of positive emotions on mornings after a dream low, rather than high, in negative affect. Similarly, wake morning negative affect was higher following dreams high, rather than low, in negative affect. Thus, the results support a form of affective continuity between dreams and morning wakefulness.
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Ferreira, Maria da Piedade Aldinhas de Freitas. "Embodied emotions". Doctoral thesis, Universidade de Lisboa, Faculadade de Arquitetura, 2017. http://hdl.handle.net/10400.5/14117.
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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.
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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.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology
Griffith Health
Full Text
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Maclellan, Susanne. "Using emotions : biological and social factors influencing emotion understanding and antisociality". Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11908/.
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People are guided by their emotions which in turn are a consequence of their understanding of others’ emotion expressions. Their skills to read and accurately identify others’ emotion expressions are a key ingredient for good emotion understanding. That is, accurate emotion identification can be considered as the first frontier of successful emotion understanding, and as the first step of a sequence which results in empathic responding. Impairment within this sequence might mean that the way people respond to their environment may not be appropriate or even cause harm to others. Children and adolescents with callous-unemotional traits have difficulties reading emotional cues correctly, specifically those cues which show others in distress. Such an impairment is thought to underlie a distinct pathway to severe and stable antisocial behaviour. Conventional methods of curbing the antisocial behaviour of children with high callous-unemotional traits such as punishment or time-out do not have the desired effect. Instead, this group of individuals seems to respond well to parental warmth and sensitive responding. Given that children start to learn early how to read and respond to emotions in an empathic manner through interactions, parents have a potential role by intervening early to foster good emotional and social skills even in children with high callous-unemotional traits. Study 1 tested whether adolescent boys with high callous-unemotional traits exhibit an impairment that is specific to distress cues such as fear, sadness or pain as difficulties to recognise such cues in others may impair typical inhibition to behave in an antisocial manner. In Study 2, it was expected that successful parental scaffolding is dependent on parent’s own emotion understanding skills, and therefore, study 2 investigated ways in which parents can scaffold emotion understanding in typically developing children, e.g. through talking about others’ emotion states and through engaging children in mutual eye gaze. Study 3 examined the impact that varying levels of child callous-unemotional traits have on parent-child interaction. Specifically, it was of interest whether children with high callous-unemotional traits are willing to engage with their parents on an emotional level permitting successful parental scaffolding. Parental understanding of emotions was tested in terms of promoting parental sensitive responsiveness. In sum, there are three main points the present thesis contributed: first, findings of Study 1 and 3 support a theory of emotion processing impairment that is not specific to fear or sadness, but describe a broader impairment of a failure to engage with the emotional environment and attend to salient emotional stimuli. Second, this thesis confirms the value of studying callous-unemotional traits in adolescents and young children as well as their parents. Third, findings of Studies 2 and 3 support the important role parents play in the lives of their children with callous-unemotional traits, specifically through their own emotion understanding.
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Kleef, Gerben Alexander van. "Emotion in social conflict the interpersonal effects of emotions in negotiations /". [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2004. http://dare.uva.nl/document/73573.
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Laws, Ben. "Emotions in prison : an exploration of space, emotion regulation and expression". Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/280669.
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Emotions remain notably underexplored in both criminology and prisons research. This thesis sets out to address this problem by centralizing the importance of emotions in prison: especially the way prisoners express and regulate their affective states. To collect the data, 25 male and 25 female prisoners were 'shadowed', observed and interviewed across two prisons (HMP Send and HMP Ranby). Based on these findings, this thesis describes the emotional world of prisoners and their various 'affective' strategies. The three substantive chapters reveal the textured layers and various emotional states experienced by prisoners: first, at the level of the self (psychological); second, as existing between groups (social emotions); and, third, in relation to the physical environment (spatial). An individual substantive chapter is dedicated to each of these three levels of analysis. A primary finding was the prevalence of a wide range of 'emotion management' strategies among prisoners. One such strategy was emotion suppression, which was extremely salient among both men and women. While this emotion suppression was, in part, a product of pre-prison experiences it was also strongly influenced by institutional practices. Importantly, there was a strong correlation between prisoners who suppressed emotions and who were subsequently involved in violence (towards others, or inflicted upon themselves). A second key finding was the wide range of emotions that exist within, and are shaped by, different prison spaces-previous accounts have described prison as emotionally sterile, or characterised by anxiety and fear but this study develops the idea that prisons have an 'emotional geography' or affective 'map'. The study findings have implications for the 'emotional survivability' of our prisons; the need to open legitimate channels for emotional expression; and designing prisoners that are supportive, safe and secure establishments for prisoners to live in.
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Bohné, Gunnar. "Emotions at play : gaining emotional knowledge using a video game". Thesis, Uppsala universitet, Människa-datorinteraktion, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-232370.
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The use of video games for teaching children different subjects is commonly believed to be a good approach. In general has learning theme for these games focused on traditionally subject, such as math or biology. Important as they can be for education, other softer aspects can also be considered important for the children and education. One such aspect is emotions and the role it has on a social level. However, it is not much research showing how to use emotions in a learning game. In this thesis, I examine how children perceive and use emotions as they play a game specially designed for teaching emotions. The game utilises emotions in a new design that let the player interact with cartoon animals in different scenarios. I report findings based on a sample of thirty-three (33) preschool children, and six (6) parents who took part in the study. Data was collected using a qualitative method in a two step procedure with observation of play and follow up interviews in the first step, followed by video recordings of play and demonstrations using cuddly pets in the second step. Using an ecological framework for analysis and theory from the field of emotional intelligence, I show that children playing this game can perceive emotions expressed in the game. I also show that it is possible to play this particular game without the need to involve emotions. Children do not learn emotions from playing the game. These results carries important implication for the design of learning games as it illuminates that learning can come from possible sources other than the gameplay.Det finns en spridd uppfattning att videospel kan fungera som lärandespel för barn. Generelltsätt har denna uppfattning stöd i skolan och det finns därför även en önskan att producera spel som kan användas till att undervisa traditionella kärnämnen, exempelvis matematik eller biologi. Dessa ämnen är betydelsefulla att bemästra, dock finns även andra mer mjuka aspekter som kan ha en avgörande betydelse för barnets lärande. En sådan aspekt gäller den viktiga betydelse som känslor har i ett socialt sammanhang. I denna uppsats undersöker jag hur barn uppfattar och använder känslor då barnen spelar ett spel som är designat enkom för detta syfte. Spelet utnyttjar en design som låter spelaren interagera med tecknade djur i skilda scenarion. Jag redovisar resultat som baseras på ett urval av trettiotre (33) förskolebarn och sex (6) föräldrar. De material som samlades in bygger på en kvalitativ datainsamlingsmetod som är uppbyggd i två steg. I steg ett samlades data in genom observationer samt uppföljande intervjuer. I steg två genomfördes sedan observationer följt av demonstrationer då barnen använde gosedjur. Jag visar, genom att applicera ett ekologiskt ramverk samt teori kring emotionell intelligens, att barnen kan uppfatta känslor som manifesteras i ett videospel. Jag visar också att spe- let kan spelas genom en slumpmässig interaktion där barnen inte behöver använda känslor för att föra spelet framåt, och jag konkluderar därför att det är möjligt att barnen inte lär sig känslor som en följd av själva spelandet.
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Aare, Therese, i Weronica Wernh. "Emotionella upplevelser och emotionsreglering i samband med en nedskärningsprocess". Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-12223.
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The aim of this study was to investigate emotions and emotion regulation of a downsizing in an industrial company. The sample consisted of persons who had experienced a downsizing but have kept the employment, within a same position or being transferred to another one. Data consisted of two focus group interviews, analysed by an inductive thematic analysis. The results have indicated that emotional reactions changed over time as well the emotional regulation did during the different phases. The groups differed in emotional reaction related to the time of decision regarding the retention of employment. One conclusion is that fast and accurate information during the different phases of a downsizing process may lead to more positive emotional reactions, which in consequence may result in a positive experience of the reduction process as a whole. The confidence in management increased across the time, due to its decisiveness during the process of downsizing.Syftet med studien var att undersöka individers emotionella upplevelser och emotionsreglering i samband med nedskärningsprocess på ett industriföretag. Urvalet bestod av individer som varit med om en nedskärningsprocess och fått behålla sin anställning, antingen på samma tjänst eller blivit omflyttade till annan tjänst. Data samlades in genom fokusgruppsintervjuer och analyserades med induktiv tematisk analys. Resultatet indikerar att de emotionella upplevelserna av nedskärningsprocessen förändrades över tid liksom emotionsregleringen vid de olika faserna i processen. Resultaten från de olika grupperna vad gäller emotionell reaktion skiljer sig åt framförallt vid tidpunkten för beslut om behållande av anställning. En slutsats är att snabb och tydlig information i samband med nedskärningsprocessens olika faser leder till mer positiva emotionella upplevelser, vilket bidrog till att nedskärningsprocessen som helhet upplevdes som positiv. Företagsledningens agerande, som visade på handlingskraft, ledde till ett ökat förtroende för företagsledningen.
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Svensson, Helen. "Attachment dimensions as a predictor of emotional intelligence and sociability". Thesis, Stockholms universitet, Psykologiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-62733.
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One of the ways in which the attachment relationships we develop during infancy influence us throughout life is by emotion regulation. Although studies have shown that attachment orientations affect emotional functioning, the effect of attachment dimensions on overall emotional functioning and sociability has still not been investigated. The purpose of the present study was to examine if attachment dimensions predict emotional intelligence (EI) and sociability. The sample consisted of 75 psychology students at Stockholm University who completed the Attachment Style Questionnaire (ASQ; Feeney, Noller & Hanrahan, 1994) and a section of the Understanding Personal Potential (UPP; Sjöberg, 2001) that measures EI with self-report as well as performance measures, and sociability. The current data did not offer conclusive evidence for the impact of attachment on EI, but suggests that secure attachment predicts sociability. The results are discussed in relation to existing theory and a more integrative approach is suggested for future studies.
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Conradt, Travis W. "Children’s Suggestibility for a Happy, Sad, or Angry Event after a One-week Delay". University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1320353844.
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Rodríguez-Lluesma, Carlos. "Structuring emotions : emotions as interface between organizational structure and work /". May be available electronically:, 2009. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.
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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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Duringer, Eva-Maria. "Emotions and values". Thesis, University of York, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.516616.
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Kanoi, Swati. "Emotions in negotiations". Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:f290543d-3ac2-4567-bf05-aefd5d43b311.
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The chief aim of this thesis was to investigate the effect of emotions on negotiation outcomes. Using the social functional account as a framework (Keltner & Haidt, 1999), I investigated the effect of anger, contempt, sadness, embarrassment, and shame on bargaining outcomes. In addition, this thesis has also investigated the effect of status and relevance of emotions. Chapter 2 presents Studies 1 and 2. Study 1 was a lab study investigating the effect of the other person's status (high vs. low) and emotion (contempt, anger or neutral) on negotiation concessions. As expected, participants gave more concessions to angry partners than to contemptuous partners. Unexpectedly, participants also gave more concessions to low status partners than to high status partners. Study 2 extended study 1 with the inclusion of sadness. The results showed no significant effect of emotion or status on concessions. Chapter 3 presents Studies 3 and 4, which used vignettes and were designed to extend and replicate the findings of Studies 1 and 2. Study 3 investigated the effect of emotion (anger, contempt, sadness, and neutral emotion) and partner status (high vs. low) on concessions. Participants gave more concessions to angry partners (as in study 1) but status had no effect on concessions. Study 4 used a different status manipulation (own status vs. other status). The results showed a similar pattern to Studies 1 and 3, in terms of concessions to angry partners. Like Study 3, Study 4 also showed that perceptions of partner's emotion stability mediated the effect of emotion on concessions. Moreover, more concessions were given to high status partners than low status partners, and perceptions of partners' agreeableness mediated this relationship. Chapter 4 presents two Studies 5 and 6, which were online experiments investigating the effects of emotion (embarrassment and shame) and their relevance to the task (task relevant and irrelevant emotion) on behaviour in an ultimatum game. The results showed that emotion and relevance had a significant interactive effect on participants' satisfaction and fairness ratings. Participants accepted more offers in the task irrelevant condition and made larger offers to proposers in the shame condition. Study 6 included a control condition, and changed the emotion manipulation slightly. The results of this study failed to replicate those obtained in Study 5. To summarise the findings of this thesis, Chapter 5 presents the general discussion, implications, contributions, limitations, and future directions for research. Overall, the results found that partner's emotions affect the perceptions of partner's personality and concessions in negotiations.
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Lastovetska, Ludmila. "Chemistry of emotions". Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13080.
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Crabbe, Rowena C. "Emotions in Sports". Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/33193.
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In recent years the NCAA has had problems with the delinquent behavior of collegiate athletes on and off the field. The ability to know what causes athletes to act out will help athletic programs and reputations. Psychological behaviors have been related to sports performance and behavior in prior studies
In this study, we hypothesized that higher Emotional Intelligence in collegiate athletes, the ability to perceive, understand and manage oneâ s emotions, will be related to lower acts of delinquent behavior on and off the field, as well as better performance during games. Study participants were Virginia Tech Soccer, Basketball, and Football male student athletes. We assessed emotional intelligence using the MSCEIT v.2.0 and also measured self report delinquent behavior and game statistics. None of our hypotheses were supported. A major reason for the lack of evidence to support our hypotheses may have been low statistical power and possible sampling biases.Master of Science
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Parker, Darnell E. II. "Expressed Emotions Architecture". Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/33443.
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Two primary ideas contribute to the design of this Community Art Center in the city of Milwaukee, Wisconsin, particularly, in the neighborhoods of Avenue west and Midtown. The quality of light expressed through the movement of shadows in time is casted in the interior by openings in the roof and on the exterior walls by columns surrounding the building. These exterior and interior walls of the building are the result of rigorous experimentation to maximize space for interaction. The walls and quality of light is expressed both in the interior and exterior of the building. The second main idea is center around creating a place for interaction to generate communication and collaboration within the community. The primary design is of the delicate undulating walls as it continues to define interaction space in the Community Art Center. It is the form of the walls and quality of light that express movement.
As a secondary concern, these neighborhoods are on the edge of Milwaukeeâ s near west side that includes the Milwaukee High School of the Arts (MHSA). The community expresses art in the form of dance, music and creative writing. The building express art in the form of a decision. Each decision that is made expresses a quality about design. Each space is transformed into a place by the nature of its design. The building achieves a sense of community through the primary ideas expressed through the notion of emotions.Master of Architecture
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Golan, Ofer. "Systemising emotions : teaching emotion recognition to people with autism using interactive multimedia". Thesis, University of Cambridge, 2007. https://www.repository.cam.ac.uk/handle/1810/252028.
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Recognition of emotions and mental states (ER) in others is a core difficulty for individuals with autism spectrum conditions (ASC). In contrast, they show good skills in ‘systemizing’- understanding non-agentive systems. This thesis evaluated the effectiveness of Mind Reading, a computer program teaching ER from a wide range of facial expression videos and recorded speech segments, systematically presented. Three different experiments tested the effectiveness of a minimum of 10 hours of software use over a period of 10-15 weeks among individuals with ASC. Experiments included evaluation of independent use of the software by adults and by 8-11 year olds with ASC, and tutor and group supported use of the software in adults with ASC. ER skills were assessed on four levels of generalisation before and after the training period, and compared to matched ASC and typically developing control groups. Results showed improved ER for software users from faces and voices, compared to the ASC control groups. Improvement was mostly limited to faces and voices which were included in the software. Generalisation to stimuli not included in the software was found in the children experiment, in the vocal and visual channels separately. Follow up assessment after a year showed greater improvement on general socio-emotional functioning measures among child and adult software users, compared to ASC controls. These results suggest that individuals with ASC can improve their ability to recognise emotions using systematic computer-based training with long term effects, but may need further tutoring to prevent hyper-systemising, and to enhance generalisation to other situations and stimuli. The reasons behind generalisation difficulties and the study’s limitations are discussed, and suggestions for future work are offered.
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Nesbitt, Catherine. "Emotion and trauma : underlying emotions and trauma symptoms in two flooded populations". Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/4021.
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Flood literature presents an inconsistent account of post-disaster distress; debating whether distress is pathological or normal and attempting to understand distress in terms of disaster variables. The literature therefore provides little guidance as to how to formulate difficulties in a clinically meaningful way reflective of individual’s experiences. The SPAARS model is presented as a model by which to reconcile these differences and quantitative support for its concepts were studied within two flooded samples. Participants who were flooded in Carlisle in 2005 (n=32) and participants flooded in Morpeth in 2008 (n=29) provided two samples at different stages in flood recovery and facilitated a quasi-longitudinal sample for comparison of flood-related distress over time. Participants were asked to complete a survey pertaining to: basic emotions experienced during the flood event, basic emotions experienced after the flood, Impact of Events Scale-Revised (IES-R), Regulation of Emotions Questionnaire (REQ) and the Trauma Symptom Inventory (TSI). Findings suggest that a third of participants who were flooded experienced clinically significant levels of distress, even after four years. Both samples showed higher levels of impact symptoms on the IES compared to symptoms on the TSI. Anxiety and anger were significant in reported flood experiences both during and after the flooding. Flood-related variables and previous experiences had no effect on increased distress but greater use of internal-dysfunctional emotion regulation strategies was related to increased impact and distress symptoms. Study findings and the SPAARS model are discussed in relation to previous flooding and PTSD literature, as well as clinical implications for the treatment of post-disaster distress and for the future management of flood-affected populations.
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Caswell, Nicole I. "RECONSIDER EMOTION: UNDERSTANDING THE RELATIONSHIP BETWEEN TEACHERS’ EMOTIONS AND TEACHERS’ RESPONSE PRACTICES". Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1340319622.
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Nilsson, Peter. "Empathy and emotions : on the notion of empathy as emotional sharing". Doctoral thesis, Umeå University, Philosophy and Linguistics, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-75.
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The topic of this study is a notion of empathy that is common in philosophy and in the behavioral sciences. It is here referred to as ‘the notion of empathy as emotional sharing’, and it is characterized in terms of three ideas. If a person, S, has empathy with respect to an emotion of another person, O, then (i) S experiences an emotion that is similar to an emotion that O is currently having, (ii) S’s emotion is caused, in a particular way, by the state of O or by S’s entertaining an idea of the state or situation of O, and (iii) S experiences this emotion in a way that does not entail that S is in the corresponding emotional state. The aim of the study is to clarify this notion of empathy by clarifying these three ideas and by tracing the history of their development in philosophy.
The study consists of two parts. Part one contains a short and selective account of the history in Western philosophy of the notion of empathy as emotional sharing. In chapter 2 Spinoza’s theory of imitation of affects and Hume’s theory of sympathy are presented. It is argued that these theories only exemplify the second idea characteristic of the notion of empathy as emotional sharing. Chapter 3 contains presentations of Adam Smith’s theory of sympathy, and Schopenhauer’s theory of compassion. These theories are shown to exemplify the second and the third idea. In chapter 4 there are presentations of Edith Stein’s description of Einfühlung, and Max Scheler’s account of empathy and fellow-feeling. It is shown that these accounts contain explicit specifications of the third idea, and it is argued that they also exemplify the second idea.
In part two, the three ideas are further clarified and the notion of empathy as emotional sharing is defined. Chapter 5 contains a discussion of the main contemporary philosophical analyses of empathy. Three different views are distinguished: one that construes empathetic emotions as emotional states, one that construes them as imagined emotions, and one that construes them as off-line emotions. The first two views are criticized and rejected. The third is accepted and further developed in chapter 6, which contains a general analysis of the emotions. A distinction is made between two ways of experiencing an emotion, and it is argued that it is possible to have the affective experience characteristic of a particular kind of emotional state without being in that kind of state. In chapter 7, a definition of ‘empathy’ is proposed. This definition contains specifications of the three ideas characteristic of the notion of empathy as emotional sharing, and it shows both how the empathizer’s emotion resembles the emotion of the empathee, and how this emotion is caused and experienced.
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Baumeister, Jenny Charlotte. "Physically emotional: the role of embodied emotions from encoding to memory". Doctoral thesis, SISSA, 2015. http://hdl.handle.net/20.500.11767/3910.
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Theories of embodied cognition hold that the perception of an emotional stimulus can trigger a simulation of the correspondent state in the motor, somatosensory, and affective systems. Amongst other bodily reactions, it is thought that such embodied simulations are also reflected in facial expressions in accordance to the emotional connotation of the presented stimulus – a phenomenon also referred to as facial motor resonance. Chapter 1 reviews the theories of embodied cognition, in general, and facial motor resonance, in particular. The aim of the present thesis was to further define the function of embodied simulations, reconciling previous inconsistent results concerning the level at which embodied simulations affect the processing of emotional information, and to explore uncharted aspects of embodiment theories such as their role in memory for emotional information.
In Chapter 2, I investigated the hypothesis that embodied simulations play a key role in processing only emotional information (happy and sad sentences and faces), which is low in emotional intensity or difficult to encode. This hypothesis was tested in a behavioral experiment involving a group of participants undergoing subcutaneous cosmetic injections of Botulinum Toxin-A (Botox) compared with a matched control group. The results confirmed the hypothesis: participants in the Botox group, but not those in the control group, rated emotional sentences and faces as less emotional after the Botox treatment. Furthermore, they were slower at identifying sad faces as sad after the treatment. The critical nuance of these findings was that only stimuli with moderate emotional intensity were affected.
Upon considering the findings of Chapter 2, the question arose as to whether facial motor resonance, in addition to playing a role in the initial processing and recognition of emotional content, also determines its retrieval. This topic was investigated in the study reported in Chapter 3, in which eighty participants underwent a memory task for emotional and neutral words. The task consisted of an encoding and a retrieval phase. Facial muscles were blocked by a hardening facial mask in one of four conditions: during encoding, during retrieval, during both encoding and retrieval, or never (control). The results showed that memory for emotional words decreased significantly if embodiment was blocked at either point in time during the experiment (during encoding, during retrieval, or during both), in contrast to the control condition. These results suggest that facial motor resonance is involved in the encoding and retrieval of emotional words.
In Chapter 4, this line of research was extended and applied to the processing of emotional content in a second language (L2). In a classical memory task involving an encoding and a retrieval phase, thirty-two Spanish/English late bilinguals were presented with emotional (happy and angry) and neutral words. Electromyographic (EMG) activity and skin conductance (SC) were recorded during the encoding phase. The results suggest that the emotionality of an L2 appears to be not only reduced as compared with a first language (L1), but also to be less embodied. This was suggested both by the absence of the Enhanced Emotional Memory (EEM) effect in L2 as well as by partially decreased and delayed EMG and SC activity in response to emotional words in L2 as compared with L1.
If facial motor resonance is involved in the recollection of emotional information, what is its role in forgetting emotional information? This question was pursued in the study reported in Chapter 5, employing the directed forgetting paradigm (DF), which involves the presentation of a stimulus (e.g. a word), followed by a cue to “remember” (R-cue) or to “forget” (F-cue). Twenty-one participants were instructed to remember or to intentionally forget neutral, negative, and positive words. EMG from the zygomaticus and corrugator muscle was simultaneously recorded with event related potentials (ERPs). The behavioral results showed that both neutral and emotional words were forgotten at equal rates. However, the type of word and cue instruction interactively modulated facial motor resonance, as measured by EMG. Upon R-cues, the muscle activation patterns for both negative and positive word types were significantly enhanced, in contrast to the facial motor resonance evoked by F-cues. It was speculated that the increase in facial motor resonance reflects active rehearsal, whereas the decrease is associated to active suppression mechanisms. This assumption was supported by the ERP data, indicating that the successful forgetting of affective words required more active suppression, as was indexed by enhanced frontal positivities. In contrast, intentional encoding of emotional words followed by R-cues seemed to be facilitated by an enhanced P3 and late positive potential (LPP) components emerging from centro-parietal areas. These components have been hypothesized to reflect rehearsal and memory consolidation processes.
Overall, the present results suggest that embodied simulations help with the processing of indefinite emotional information and assist with the formation of enduring representations of emotional stimuli. The implications of these findings for theories of embodied cognition, in general, and for emotion processing, in particular, are discussed in Chapter 6.
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Macijauskaite, Aida, i Frank Verstraeten. "Influence of Entrepreneur’s Emotions: : How do you handle your boss' emotions?" Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, EMM (Entreprenörskap, Marknadsföring, Management), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-18611.
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This thesis illustrates the complexity of emotions in the entrepreneurial context. By using vignettes and in-depth interviews conducted among nine employees from entrepreneurial firms in Lithuania and nine employees from entrepreneurial firms in the Netherlands, this study offers a perspective on how emotional display of the entrepreneur influence employee’s behavior. The display of two negative (anger and fear), two positive (joy and confidence) emotions, and entrepreneurial passion are studied and the findings show that there is (a) a significant relationship between entrepreneur’s display of positive and negative emotions and employee’s behavior (e.g., motivation and decision-making); (b) the entrepreneur’s emotions have potentially positive and negative effect on the employee’s behavior and this is largely influenced by the relationship and dynamics between the employee and entrepreneur defined by the duration and intensity of the relationship, the formal/informal distance between the entrepreneur and employee, past experiences with the entrepreneur, the degree of honesty and sincerity expressed, and the level of mutual trust; (c) the reaction of the employees is partly based on the characteristics above as well as on sensitivity towards the emotions to whom they are displayed. In terms of reactions, the employees have a certain emotional balance based on the past situation, current situation, and the personal preference towards the degree and frequency of positive versus negative emotions. Each emotional display is weighed on this balance and inflicts a feeling, which results in a certain behavior. Finally, studying (d) the patterns between Dutch and Lithuanian employees in their perception of the entrepreneurs’ emotions, the results show that Dutch employees, in general, are more direct and assertive. They indicate that they greatly enjoy displays of positive emotions, passion and a degree of informalities when the relationship with the entrepreneur develops, but in negative situations they have the tendency to direct their irritation-adjusting behavior directly towards the entrepreneur. Lithuanian employees are more focused on finding solutions to negative situations together with colleagues rather than confronting the entrepreneur, and to balance on so called “blinding” effect they greatly value rationality and reason from the entrepreneur. To interpret and fully understand the specifics of the findings we use valence, appraisal, and expectancy theories. Based on this analytical approach, we provide two tentative models that, we think, both well summarize the results of this research and call for a need for a further research suggesting that there might be much more hidden behind the curtains of the emotional scene introduced by this thesis.
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MAGGIONI, EMANUELA. "The Smell of Emotions: Olfactory Influences on Emotions and Consumer Behaviour". Doctoral thesis, Università degli Studi di Milano-Bicocca, 2015. http://hdl.handle.net/10281/70695.
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Molti studi nel campo del comportamento di consumo hanno sottolineato il ruolo fondamentale che le emozioni esercitano sul comportamento. La maggioranza dei nostri comportamenti è guidata da risposte emozionali all’ambiente. Allo scopo di comprendere il comportamento di consumo è cruciale indagare cosa siano le emozioni, come possano essere misurate ed elicitate, e come queste possano direttamente influenzare il comportamento. Le emozioni possono essere elicitate da diversi stimoli sensoriali. Precedenti studi di psicologia e neurofisiologia hanno usato esclusivamente stimoli affettivi visivi per elicitare le emozioni, mentre altre modalità sensoriali hanno ricevuto meno attenzione.
La presente tesi si focalizza sugli stimoli olfattivi come trigger inconsci di emozioni. L’olfatto è stato studiato per le sue connessioni e la sua influenza sulle emozioni umane e sui processi cognitivi, ma le corrispondenze cross-modali e le interazioni tra l’odore e gli altri sensi sono state scarsamente indagate. Questa tesi affronta specificamente le problematiche teoretiche di come possano essere definite e misurate le emozioni, in particolare di come le emozioni possano essere elicitate da stimoli olfattivi e come questi influenzino la propensione all’acquisto dei consumatori. In relazione agli ambiente dei punti vendita reali, un’altra questione affrontata è come stimoli affettivi (in-)congruenti provenienti da diverse modalità sensoriali influenzino la risposta emozionale e come la percezione degli odori possa essere influenzata dalle corrispondenze cross-modali con gli altri sensi. In tre studi, per comprendere queste problematiche, sono stati utilizzati strumenti per la valutazione delle emozioni implicite e self-report, questionari comportamentali self-report, test di associazioni implicite e misurazioni fisiologiche.
Il primo studio ha indagato come gli odori congruenti con i prodotti stimolino l’intenzione d’acquisto. I risultati mostrano come gli odori congruenti con i prodotti aumentino l’intenzione d’acquisto tramite l’effetto che hanno sulle emozioni positive e facilitino l’accesso alle informazioni del prodotto. Il secondo studio ha verificato l’effetto combinato di stimoli attivanti olfattivi e uditivi sulla percezione di immagini affettive. I risultati mostrano che stimoli congruenti in termini di attivazione influenzano differentemente le misure self-report e fisiologiche. L’effetto della co-occorrenza di stimolazione attivante tra le modalità olfattiva e uditiva migliora marcatamente l’esperienza emozionale evocata da immagine affettive. Nel terzo studio è stata indagata l’interazione cross-modale tra odore e differenti modalità sensoriali tramite test di associazione. I risultati hanno suggerito che gli odori possono essere classificati e indentificati usando come attributi distintivi principali gli stimoli provenienti da altre modalità sensoriali, associazioni cross-modali ed emozioni.
Considerati insieme, questi risultati suggeriscono che gli stimoli olfattivi influenzino inconsciamente il comportamento di consumo non solo attraverso gli effetti diretti che l’odore ha sulle emozioni ma anche attraverso il priming. L’odore ambientale può guidare il consumatore ad acquisti non pianificati, in quanto opera da sollecitatore inconscio di bisogni di consumo. Questi risultati sono in linea con la letteratura precedente dimostrando che gli stimoli olfattivi influenzano direttamente le emozioni. Queste scoperte portano a nuova conoscenza su come la congruenza, in termini di attivazione affettiva tra diverse modalità sensoriali, moduli le risposte emozionali. I presenti risultati contribuiscono a una conoscenza migliore delle interazioni cross-modali nella percezione dell’odore. L’odore può essere classificato usando attributi distintivi di altre modalità sensoriali. Vengono discusse le implicazioni teoriche e pratiche.
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Lymperopoulou, Ioana Anca. "A cognitive neuroscience perspective of emotions". Thesis, Högskolan i Skövde, Institutionen för biovetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-11364.
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Emotions have a remarkable capacity to mobilize an individual and shape a person’s behavior in order to ultimately lead to a higher wellbeing. The importance of emotions is further emphasized by pathological cases of people who suffer from an inability to normally regulate their emotional life, such as people who suffer from major depression disorder (MDD), eating disorders, or borderline personality disorder. Given the central role emotions play in our lives, it is very easy to understand the great interest cognitive neuroscientists have in this research field. Emotions have been approached in the last decades from different angles and as such, distinct theories arose. The goal of this study is to give a comprehensive overview of the emotion theories that exist, with a focus on three of the fastest developing cognitive theories of emotions: Frijda’s action-readiness, Russell’s core affect and the communicative theory. Additionally, the neural correlates of emotions will be discussed, focusing on the role of amygdala in the negative emotion of fear. Neuroimaging studies that reveal a correlation between the amygdala and emotions, fear in particular, will be described. Given that the ability of self-regulation is crucial for the achievements of our aims and goals, fMRI studies designed to investigate neural the underpinnings of emotion regulation will be presented. The process of cognitive reappraisal will be used to point towards the brain regions that act as down-regulators for the activity of amygdala while processing negatively valenced stimuli.
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Zhang, Yali. "The Role of Negative Emotions in Constructing Meaning in Interactive Contexts". Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/132451/1/Yali_Zhang_Thesis.pdf.
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This research explores the potential of negative emotions in creating meaningful user experience. It investigates the transformation of negative emotions during interactions and its functional consequences on meaning perception. The causes of specific negative emotions in different contexts of interactions and their effects on cognition and behaviours were examined. The findings reveal the mechanism of changes in emotions over the course of interactions. The predominant role of negative emotions in the meaning-making process is demonstrated. This research outcome consists of two conceptual models for modelling meaningful experiences and systematic methods of emotion induction in users.
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Olsson, Eva. "Emotioner i Arbete : En studie av vårdarbetares upplevelser av arbetsmiljö och arbetsvillkor". Doctoral thesis, Karlstad University, Faculty of Social and Life Sciences, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1421.
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Abstract
The aim of this work is to understand, from a perspective of sociology of emotions, how employees within the health care sector experience their working environment and the conditions. By analysing how these experiences shape the interviewees’ perceptions of the quality of their working environment, the dissertation also seeks to arrive at an understanding of what the contributing factors are for their choice to either remain in or leave the organizations in which they are employed.
This study has been conducted as a qualitative interview study. Vocational categories represented in the study are doctors, nurses, assistant nurses, midwives, and physical therapists.
The analysis has employed an abductive approach, in which empirical sensitivity, interpretation, and theory are combined. The interpretative and empirical focus, and the theory used concentrate largely on emotions, and the resulting analysis is, thusly, a contribution within the sociology of emotions.
The empirical analysis is organized in three chapters, describing and analysing three main areas: dissatisfaction with public organisations, social embeddedness, and emotional labour.
In terms of results the dissertation demonstrates that workplaces undergoing repeated changes without strong support from the staff are experienced as bad, while workplaces where the employees feel affirmed and competent are experienced as good. However, it is not working environment and conditions alone that are meaningful for the interviewees, but so is the balance between work and private life, as well as the balance between social relations in and outside of the workplace.
In addition, the emotional culture in workplaces and among colleagues is of crucial importance for the interviewees’ perceptions of their work. It is suggested that this pertains to the fact that health care work constitutes a specific type of emotional labour which, in the dissertation, is described as harbouring work. Hence, more than a matter of working environment and conditions, the interviewees’ experiences depend more upon factors such as the degree of embeddedness in social relationships, the emotional climate in the workplace, and the possibility to form a buffer culture. Moreover, it is these factors that underpin how and why employees choose to remain in or leave their workplaces.
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Savina, Cristina, i Gunnarsson Yasmine Johansson. ""Man måste vara mer känslostyrd inom psykiatrin. Det går inte att vara helt känslokall." : En kvalitativ studie på tre slutenvårdsavdelningar i en svensk psykiatrisk verksamhet och den emotionella påverkan på dess anställda". Thesis, Högskolan i Halmstad, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-28084.
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Denna studie har, utifrån den hermeneutiska traditionen, utförts på en psykiatrisk verksamhet i syfte att nå en förståelse för vad det på mikronivå kan innebära att arbeta emotionellt. Inledningsvis fördjupade vi oss i vetenskapliga artiklar vilka gav oss verktyg att arbeta med för att öka förståelsen av fältet. Detta uppmärksammade viktiga faktorer som betydelsen av samarbete, gemenskap och emotionshantering som de anställda utför. Psykiatrin betraktas som ett emotionellt arbete vilket gör att de anställda kan påverkas av de starka emotioner som råder. Den känslomässiga karaktären kan medföra ett behov för den anställde att hantera sina emotioner i syfte att undvika den eventuella belastningen det kan innebära. Strategier de anställda använder sig utav kan exempelvis vara genom deras förhållning gentemot patienterna och emotionerna, det samarbete som återfinns bland kollegorna samt de interaktionsritualer de ingår i. Vårt empiriska material samlades in genom kvalitativa intervjuer som sedan studerades utifrån teorierna kring emotionellt arbete, interaktionsritualer och effektiva team. Detta, tillsammans med vetenskapliga artiklar, gav oss material för att kunna besvara vår frågeställning.This study has, based on hermeneutic science, taken place in a psychiatric workplace in order to reach an understanding of what it can imply on micro level to work in such organizations. We initiated the study by reading scientific articles in order to increase our understanding of the field which also gave us tools to work with. This brought up the significance of collaboration and solidarity in the workplace and also the management of emotions the employees performs as important components for the study. The psychiatry is seen as an emotional labor which implies that employees may be affected by the strong emotions that are found at work. The emotional nature may imply the need for the employees to manage their emotions in order to avoid the possible impact it might entail. Their attitude towards patients and emotions along with the interaction rituals and collaboration within the workgroup are examples of strategies the employees use to manage the emotions. This stated above was studied based on the theories of emotional labor, interaction rituals and effective teams. This, along with scientific articles and qualitative interviews, gave us material to reach a result.
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Kehoe, Christiane Evelyne. "Parents' meta-emotion philosophy, emotional intelligence and relationship to adolescent emotional intelligence". Swinburne Research Bank, 2006. http://hdl.handle.net/1959.3/4486.
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Thesis (BA(Hons) (Psychology)) - Faculty of Life and Social Sciences, Swinburne University of Technology, 2006."July 2006". A thesis is submitted in fulfilment of the requirements for the degree Bachelor of Social Science with Honours in Psychology, [Faculty of Life and Social Sciences], Swinburne University of Technology - 2006. Typescript.
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Stott, Jeffrey W. "Equipping selected members of Country Meadows Baptist Church to discover their unhealthy emotions and develop skills to manage those emotions". Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p054-0287.
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Moore, Rebecca R. "Mothers' Responses to their Children's Negative Emotions and their Effects on Emotion Regulation". Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19931.
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Research on the socialization of emotion has examined the role of parents’ behavioural responses to children’s negative emotions in the development of a number of psychosocial outcomes for children. Parents’ unsupportive socialization practices have predicted poorer social and emotional functioning both in childhood and later in adulthood. The current study aimed to broaden existing knowledge of the nature and impact of parent emotion socialization practices on emotion regulation. This was done through an exploration of the emotional, cognitive, and behavioural aspects of mothers’ responses to their children’s anger and sadness; by examining the impact of factors such as child gender and age as well as contextual factors on mothers’ responses; and by examining the impact of socialization practices on the development of emotion regulation.
An online community sample of 114 mothers of 6- to 10-year-old children read a series of hypothetical situations in which they were asked to imagine their child responding with either anger or sadness. Mothers reported on their emotional responses, their acceptance of their child’s reaction, their causal attributions, and their socialization responses. Mothers also completed measures that assessed perceived social support, recent stressful life events, and the emotion regulation abilities of their child.
Mothers were generally positive and supportive in their responses. Mothers were more likely to endorse negative responses to anger than sadness Responses did not differ according to the gender or age of the child. There was general consistency in the tendency to react positively or negatively. High levels of stressful life events predicted anger and punishment responses to child anger. Minimization of sadness was predicted by lower educational status. No other contextual factors were significant. As expected, minimization of sadness and anger both emerged as significant predictors of poorer emotion regulation in children; problem-focused responses predicted better emotion regulation for anger not sadness; unexpectedly emotion-focused responses to anger predicted poorer emotion regulation.
Results are discussed in relation to the existing literature on the socialization of emotion and child outcomes. Limitations of this study and future directions for the research are discussed.
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Middleton, Katherine. "Encounters with emotion : the experience of emotions in decision-making in normal individuals". Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275973.
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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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Lauritzen, Michael Kenneth. "Acoustic Mediation of Vocalized Emotion Identification: Do Decoders Identify Emotions Idiographically or Nomothetically?" Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3352.pdf.
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Sampasivam, Lavanya. "Goal orientations and emotions: the role of cognitive appraisals and emotion regulation strategies". Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119402.
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Goal orientations are posited to create a framework for how students interpret and experience achievement settings, which subsequently affect their achievement emotions. To date, the empirical picture relating goal orientations and emotions have largely been inconsistent. Three competing theoretical frameworks that describe perceived progress, control-value appraisals, and emotion regulation strategies as mediators and moderators of the relations between goal orientations and emotions were examined. Two hundred seventy-three undergraduate students completed self-report measures of their goal orientations, emotions, perceived progress, control, value, and emotion regulation strategies. Structural equation modeling was used to compare the three models. Mastery (i.e., enjoyment and hope) and performance-approach (i.e., hope) orientations were generally positively related to positive emotions, whereas performance-avoidance orientation was positively related to negative emotions (i.e., anxiety). Bootstrap analyses were then conducted to identify significant mediators. Results revealed that perceived progress partially mediated the relationship between mastery goals and enjoyment and hope. Suppression partially mediated the relationship between mastery goals and boredom. Linear regression analyses were also carried out to identify if emotion regulation strategies moderate relations between goal orientations and emotions. Analyses revealed five significant interactions between goal orientations and emotion regulation strategies (i.e., performance-approach goals and cognitive restructuring, performance-avoidance goals and cognitive restructuring, performance-avoidance goals and wishful thinking, mastery goals and wishful thinking and mastery goals and social withdrawal). These results support some emerging findings in the literature but also add new direction to this field of study by showing that there are direct, mediating, and moderating effects in the relations between goal orientations and emotions. Despite a number of limitations identified in this study, these results provide additional evidence for the complexity among relations between goal orientations and emotions and suggest that more research is needed in this important area.La capacité à s'orienter vers un but découle d'un cadre interprétatif déterminant l'interprétation de l'étudiant de son expérience des éléments de réussite fournis par l'environnement. Cette interprétation serait en lien direct avec les émotions ressenties qui sont liées avec cette réussite. Jusqu'à présent, les écrits scientifiques traitant du lien entre la capacité à s'orienter vers un but et les émotions sont contradictoires. Trois cadres théoriques distincts sont examinés pour clarifier cette relation. Ces trois modèles placent la perception du progrès, l'évaluation de la capacité de contrôle et les stratégies de régulation émotionnelle comme médiateurs et modérateurs du lien entre la capacité à s'orienter vers un but et les émotions. 173 étudiants universitaires de premier cycle ont rempli des questionnaires évaluant la capacité à s'orienter vers un but, les émotions, la perception du progrès, la capacité de contrôle et les stratégies de régulation émotionnelle. La modélisation par équation structurelle est utilisée pour comparer ces trois modèles. Les buts de maitrise (ex, l'espoir et la jouissance) et d'approche en terme de performance (ex, l'espoir) sont généralement positivement associés aux émotions positives, tandis que les buts d'approche en terme d'évitement sont positivement associés aux émotions négatives (ex, anxiété). Des méthodes d'analyse bootstrap ont été utilisées pour identifier les médiateurs statiquement significatifs. De plus, les résultats révèlent que la perception du progrès agit en tant que médiateur partiel de la relation entre les buts de maitrise et l'espoir et la jouissance. Aussi, les résultats indiquent que la suppression agit en tant que médiateur partiel dans la relation entre les buts de maitrise et l'ennui. Des analyses de régression linéaire sont utilisées pour identifier si les stratégies de régulation émotionnelle modèrent la relation entre la capacité à s'orienter vers un but et les émotions. Les analyses ont révélé cinq interactions significatives entre la capacité à s'orienter vers un but et les stratégies de régulation émotionnelle (ex, les buts d'approche en terme de performance et la restructuration cognitive, les buts d'approche en terme d'évitement et la restructuration cognitive, les but d'approche en terme d'évitement et les pensées magiques, les buts de maitrise et les pensées magiques et les buts de maitrise et le retrait social). Ces résultats appuient les résultats émergents et ajoutent une nouvelle direction à ce champ d'études en démontrant qu'il y a des effets directs, médiateurs et modérateurs sur la relation entre la capacité à s'orienter vers un but et les émotions. Malgré certaines limites identifiées dans cette étude, ces résultats fournissent des preuves additionnelles sur la complexité des relations entre la capacité à s'orienter vers un but et les émotions et cette étude ouvre ce champ de recherche sur de nouvelles pistes de recherches.
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Gutica, Mirela. "Emotional design : an investigation into designers' perceptions of incorporating emotions in software". Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2863.
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In my teaching and software development practice, I realized that most applications with human-computer
interaction do not respond to usersâ emotional needs. The dualism of reason and emotion as two
fairly opposite entities that dominated Western philosophy was also reflected in software design.
Computing was originally intended to provide applications for military and industrial activities and was
primarily associated with cognition and rationality. Today, more and more computer applications interact
with users in very complex and sophisticated ways. In human-computer interaction, attention is given to
issues of usability and user modeling, but techniques to emotionally engage users or respond to their
emotional needs have not been fully developed, even as specialists like Klein, Norman and Picard argued
that machines that recognize and express emotions respond better and more appropriately to user
interaction (Picard, 1997; Picard & Klein, 2002; Norman, 2004). This study investigated emotion from
designersâ perspectives and tentatively concludes that there is little awareness and involvement in
emotional design in the IT community. By contrast, participants in this study (36 IT specialists from
various fields) strongly supported the idea of emotional design and confirmed the need for methodologies
and theoretical models to research emotional design. Based on a review of theory, surveys and interviews,
I identified a set of themes for heuristics of emotional design and recommended future research
directions. Attention was given to consequences; participants in this study raised issues of manipulation,
ethical responsibilities of designers, and the need for regulations, and recommended that emotional design
should carry standard ethical guidelines for games and any other applications. The research design
utilized a mixed QUAN-qual methodological model proposed by Creswell (2003) and Gay, Mills, and
Airasian (2006), which was modified to equally emphasize both quantitative and qualitative stages. An
instrument in the form of a questionnaire was designed, tested and piloted in this study and will be
improved and used in future research.
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Pouilot, Simon-Pierre. "Politics and emotions : making sense of the emotional component in political communications". Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33919.
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In the 20th century, political communications have evolved at a tremendous pace. In its present version, as can be encountered everywhere in the Western world, this type of communication increasingly makes use of marketing-related techniques. These techniques, coupled with the naturally affective characteristics of modern media have influenced political campaigning into featuring more and more emotional messages. This tendency has decisively affected the quality of the information that political actors (politicians, parties, etc.) contribute to the public sphere, thus impeding on citizens' capacity to construct rational opinion on a variety of political matters.This thesis sets out to explore two examples from Quebec's history to show how this increasing use of emotional messages in political communications has found its way into the province's social environment.
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Tam, Mei Ngan. "Emotions and emotional experiences : a case study of Hong Kong novice teachers". Thesis, University of East Anglia, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437887.
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Rosenkoetter, Ulrike. "Beliefs About Emotions: A Psychometric Investigation Of The Leahy Emotional Schemas Scale". Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/15681.
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Beliefs about emotions are meta-cognitive processes that describe the appraisal of emotional experiences. The Leahy Emotional Schemas Scale (LESS; Leahy, 2002) assesses such meta-cognitive beliefs, but it is unclear if scores obtained with the LESS are valid and reliable due to a lack of psychometric data. Study 1 systematically reviewed validation studies on instruments that assess beliefs about emotions, and established the evidence for their psychometric properties, applying the Terwee scale (De Vet, Terwee, Mokkink, & Knol, 2011; Terwee et al., 2007) and the COSMIN checklist (Terwee et al., 2012). The synthesis of scientific quality of sixteen studies, representing 12 measures, provided no strong evidence for any measure. Scientific quality information for the LESS was scarcest. Study 2 investigated the scale structure of the LESS and provided preliminary support for its convergent, divergent and discriminant validity. The LESS and additional measures were completed by 503 participants online. Principal axis factoring and Mokken scale analysis (MSA) were employed; both methods suggested the extraction of five scales. An 18-item version of a “Beliefs about emotions” scale showed preferable person-ordering properties compared to a 25-item version, as well as excellent internal consistency. The other four scales each contained less than five items and are not recommended for use. Preliminary evidence of convergent, divergent and discriminant validity for the “Beliefs about emotions” scales was established. Overall, the evidence of scientific quality for any of the available beliefs about emotions measures is insufficient. In this study, the original structure of the LESS was not supported, but sum scores of an 18-item “Beliefs about emotions” scale can potentially be of clinical utility. Future research may focus on the re-development of the LESS based on a sound theoretical construct, and on producing further psychometric evidence for the extracted scales.