Добірка наукової літератури з теми "Extended emotions"

In recent years, human scientists have generalized the so-called hypothesis of the extended mind to human emotional life. The extended mind hypothesis states that objects within the environment function as a part of the mind and are centrally involved in cognition. Some emotion researchers have argued along these lines that there are bodily extended emotions, and (more controversially) environmentally extended emotions. In this article, we will first briefly introduce the idea of the extended mind and extended emotions before applying it to the emotion of grief specifically. We explain by introducing the notion of a cultural affective niche within which grief is scaffolded and enacted. An affective niche couples the person and the environment and enables the realization of affective states.

<xref ref-type="bibr" rid="CIT0019">Hochschild (1983)</xref> introduced the idea of emotional labour to examine how emotions are performed and managed in work settings. Recent writings have extended Hochschild’s works on emotional labour by focusing on the body and collective emotions. Contributing to this literature, we draw on interviews conducted with circus aerialists from several Canadian cities to understand the complexities of emotions, performance and work. Drawing from interviews with 31 aerialists, we examine what aerialists say about emotion management during their performances and travels. We analyse how emotional labour overlaps with the bodily control necessary to engage in circus aerialism as a form of risky work. We also examine how emotional labour is conducted in relation to audience type and the emotional climates that emerge at the group level in aerialist troupes. We conclude by discussing what these findings mean for literatures on emotions and on circus work.

The paper investigates relations between higher education teachers’ approaches to teaching and their emotions during teaching, as well as their emotion regulation strategies. Based on the assumption that the approaches hinge on emotional experiences with higher education teaching and learning, three studies assessed teachers’ emotions, their emotion regulation strategies and their approaches to teaching with questionnaires. Study 1, with n = 145 German university teachers and teaching assistants, found relations between positive emotions and the student-oriented approach to teaching, but not with negative emotions. In addition, cognitive reappraisal and expressive suppression were related to the student-oriented approach. Study 2, with n = 198 German teachers, replicated these findings and, in addition, found relations between perspective taking, empathic concern and personal distress, and the student-oriented approach. Study 3, with n = 76 Australian and New Zealand teachers, again replicated and extended the findings by establishing a relation between negative emotions and the content-oriented approach to teaching. The results of all studies together indicate a significant emotional component of the approaches to teaching. Positive emotions are not only directly related to the student-oriented approach, but also partially mediate the relation between cognitive reappraisal and the student-oriented approach. This link seems to generalize to emotional components of empathy. In addition, the cultural-educational context seems to moderate the relations between negative emotions and the content-oriented approach to teaching. Limitations and directions for future research and educational practice are discussed.

Humans are feeling emotions every day, but they can still encounter difficulties understanding them. To better understand emotions, we integrated interdisciplinary knowledge about emotions from various domains such as neurosciences (e.g., neurobiology), physiology, and psychology (affective sciences, positive psychology, cognitive psychology, psychophysiology, neuropsychology, etc.). To organize the knowledge, we employ technologies such as Artificial Intelligence with Knowledge Graphs and Semantic Reasoning. Furthermore, Internet of Things (IoT) technologies can help to acquire physiological data knowledge. The goal of this paper is to aggregate the interdisciplinary knowledge and implement it within the Emotional Knowledge Graph (EmoKG). The Emotional Knowledge Graph is used within our naturopathy recommender system that suggests food to boost emotion (e.g., chocolate contains magnesium that is recommended when we feel depressed). The recommender system also answers a set of competency questions to easily retrieve emotional related-knowledge from EmoKG, such as what are the basic emotions and the more sophisticated ones, what are the neurotransmitters and hormones related to emotions, etc. To follow FAIR principles, EmoKG is mapped to existing knowledge bases found on the BioPortal biomedical ontology catalog such as SNOMEDCT, FMA, RXNORM, MedDRA, and also from emotion ontologies (when available online). We design the LOV4IoT-Emotion ontology catalog that encourages researchers from heterogeneous communities to apply FAIR principles by releasing online their (emotion) ontologies, datasets, rules, etc. The set of ontology codes shared online can be semi-automatically processed; if not available, the scientific publications describing the emotion ontologies are semi-automatically processed with Natural Language Processing (NLP) technologies. This research is also relevant for other use cases such as European projects (ACCRA for emotional robots to reduce the social isolation of aging people, StandICT for standardization, and AI4EU for Artificial Intelligence) and alliances for IoT such as AIOTI. The recommender system can be extended to address other advice such as aromatherapy and take into consideration medical devices to monitor patients’ vital signals related to emotions and mental health.

In two studies, the development of children's knowledge of the situations that provoke emotion was examined. In the first study, English and Dutch children aged 5, 7, 10 and 14 years were presented with 20 common emotion terms and asked to describe situations likely to provoke each emotion. For children of both nationalities, knowledge of the determinants of emotion was not restricted to emotions that can be easily linked with a discrete facial expression. It rapidly extended to more complex emotions such as pride, worry, or jealousy. A second study undertaken with children living in an isolated Himalayan village confirmed and extended these basic findings. Additional analysis of both the accuracy with which children suggested determinants, and inter-relationships among those determinants suggested that children acquire such knowledge quite abruptly for any given emotion term.

Classroom disruptions and disruptive behaviour occur frequently in physical education and can constitute important psychological stress factors. However, so far, the relationships between disruptive behaviour and emotions in physical education have not been studied in detail. Therefore, a systematic literature review was conducted, to explore these relationships. Studies were selected through a systematic literature search from the databases Pubmed, Web of Science, ERIC, BISp, and SCOPUS. Twelve articles met the specified inclusion criteria. Results show that anger is a well investigated emotion in this context, but psychological constructs such as boredom or low intrinsic motivation to participate in class also were described as leading to disruptions. In accordance with Lazarus's theory on emotions extended by the model of emotional contagion, a first conceptual model of relationships between teachers’ and students’ emotions regarding the identified typical disruptive behaviour in physical education is derived.

Purpose This paper aims to explore how Chinese negotiators’ positive and negative emotions affect value claiming during dyadic negotiations and examine the influence of these aroused emotions on the recipient as well as the antecedents and consequents of such reactions. Design/methodology/approach Using a simulated face-to-face negotiation between buyers and sellers, the authors conducted an experiment based on the manipulation of the sellers’ emotions. About 280 undergraduates participated in a simulated negotiation. SPSS20.0 statistical analysis software was used to test the hypothesis. Findings The results indicated that the sellers who demonstrates negative emotions claimed more value than happy sellers (direct effect), and the perceived power disadvantage mediated this effect. Moreover, buyers in the happy dyads displayed a higher evaluation of their guanxi (relationship). This experiment also indicated that the sellers’ emotions (happiness or anger) evoked a reciprocal emotion in the buyers, supporting the social contagion perspective. More importantly, as emotion recipients, the buyers’ reactions exerted further influence on the outcomes (ripple effect); specifically, in the happy dyads, the buyers’ positive emotional reactions were negatively related to their individual gains. Finally, the buyers with low agreeableness were more likely to display negative emotional reactions. Research limitations/implications Negotiators should have an understanding of how emotions may shape conflict development and resolution via direct and ripple effects. In general, during Chinese negotiations, expressing anger is an effective negotiation tactic that incurs the expense of damaged relationships with counterparts. Originality/value The findings validated the impact of emotions in the Chinese negotiation context. Further, the paper extended the research by demonstrating the influence of emotions on the recipients’ reactions. Both the direct and ripple effect provided evidence for adopting the strategic choice perspective during negotiations.

The COVID-19 global pandemic has resulted in a large number of people suffering from emotional problems. However, the mechanisms by which intolerance of uncertainty (IU) affects negative emotions during the COVID-19 pandemic remain unclear. This study aimed to explore the mediating role of pandemic-focused time and the moderating role of perceived efficacy in the association between IU and negative emotions during the COVID-19 pandemic based on the uncertainty-time-efficacy-emotion model (UTEE). 1131 participants were recruited to complete measures of COVID-19 IU, pandemic-focused time, perceived efficacy, negative emotions and demographic variables during the COVID-19 pandemic. The results showed that COVID-19 IU was significantly and positively associated with negative emotions, and this link could be mediated by pandemic-focused time. Moreover, the direct effect of COVID-19 IU on negative emotions was moderated by perceived efficacy. Specifically, the direct effect of COVID-19 IU on negative emotions was much stronger for individuals with lower levels of perceived efficacy. The current study further extended the previous integrative uncertainty tolerance model. Furthermore, the study suggested that policy makers and mental health professionals should reduce the general public’s negative emotions during the pandemic through effective interventions such as adjusting COVID-19 IU, shortening pandemic-focused time and enhancing perceived efficacy.

The aim of this research is to develop the understanding of food waste behavior by analyzing student’s intention to reduce household food waste. The determinants Attitude, Subjective Norm and Perceived Behavioral Control (scope of Theory of Planned Behavior), as well as the Anticipated Emotions were therefore investigated. Data from a sample of 209 students at Uppsala University, Campus Gotland (Sweden) were collected with a web-based survey and used to identify the relevant factors. A multiple linear regression analysis showed that Attitude and Perceived Behavioral Control has a significant positive relation to the students’ Intention to reduce food waste. Subjective Norm and Anticipated Emotions did not reach statistical significance and could therefore not be used to draw conclusions. As a limitation, it must be considered that the focus is purely on the intention and the actual behavior was not part of the research. In addition, a missing universal definition of food waste leaves space for interpretation. What food (parts) is seen as edible depends on individual perception. People have different perceptions of what is edible. The findings of the research are helpful to recommend strategies on how to increase the intention to waste less food. Therefore it contributes to address the global issue of food waste. It outlines the factors that appear to drive the largest change in altering the intention to reduce food wastage.

According to the Contact Hypothesis, positive encounters with outgroup members have the potential of reducing prejudice toward the whole outgroup (Allport, 1954). Research has widely demonstrated the effectiveness of contact in ameliorating intergroup relations across a variety of situations and cultural contexts (Brown & Hewstone, 2005; Pettigrew & Tropp, 2006); research has further shown that positive contact reduces, besides blatant prejudice, also subtle and implicit forms of prejudice. Recent developments of the Contact Hypothesis investigated the mediators of the contact-reduced prejudice relationship. The recent meta-analysis by Pettigrew and Tropp (2008) underlined that affective mediators, such as reduced intergroup anxiety and increased empathy, have stronger effects than cognitive mediators, such as outgroup knowledge. In four correlational studies, we explored the relationship between different forms of contact and prejudice toward immigrants in Italy. Concerning the mediators of the relationship between contact and prejudice, we considered the affective mediators identified by Pettigrew and Tropp (2008): intergroup anxiety, namely the anticipation of negative psychological or behavioral consequences deriving from intergroup interactions (Stephan & Stephan, 1985), and emotional empathy, namely an other-oriented emotional response, congruent with the perception of her/his welfare (Batson et al., 1997). Besides empathy and anxiety, we considered a more recently proposed mediator, namely outgroup trust. Trust consists in positive expectations about intentions and behaviors of other persons or groups (Kramer & Carnevale, 2001), and is associated to positive attitudes and cooperative behaviors with outgroup members. As regards prejudice, we considered both explicit attitudes toward immigrants, and more indirect prejudice measures, i.e. subtle prejudice and a scale measuring the percentage of crimes in Italy attributed to immigrants. Recent theoretical approaches further studied a very subtle form of prejudice, that consists in attributing more secondary emotions and uniquely human traits to ingroup than to outgroup members (infrahumanization; Leyens, Demoulin, Vaes, Gaunt, & Paladino, 2007). Thus, we also considered humanity attributions to ingroup and outgroup members and hypothesized, consistently with empirical evidence (Brown, Eller, Leeds, & Stace, 2007; Capozza, Trifiletti, Vezzali, & Favara, 2012), that positive intergroup contact could increase the attribution of uniquely human characteristics to outgroup members. In the first study, 174 Italian participants completed a questionnaire including: measures of quantity of meaningful contact with immigrants (Voci & Hewstone, 2003); measures of attitude toward immigrants (Voci & Hewstone, 2003), subtle prejudice (adapted from Pettigrew & Meertens, 1995), attribution of uniquely human and non uniquely human traits to ingroup and outgroup members (Capozza, et al., 2012), estimate of the percentage of crimes in Italy committed by immigrants (Pagotto, Voci, & Maculan, 2010); as emotional processes, measures of intergroup anxiety (adapted from Stephan & Stephan, 1985), emotional empathy (based on Batson et al., 1997), and outgroup trust (Voci, 2006). We used Structural Equation Modelling with latent variables (Lisrel, Jöreskog & Sörbom, 2004) to test the effects of contact; in the model, quantity of contact was the predictor; empathy, anxiety, and trust were the mediators, and attitudes, prejudice, crimes rating, and uniquely human traits attributed to immigrants were the criterion variables. Contact with immigrants led, through reduced intergroup anxiety and increased empathy and trust, to the reduction of prejudice and crimes estimate, to the improvement of outgroup attitudes and to greater attribution of uniquely human traits to immigrants. The first study thus confirmed that meaningful direct contact with outgroup members reduced various forms of prejudice, through affective mediators. Anyway, direct contact with outgroup members is not always attainable and frequent; in highly segregated settings, indeed, people belonging to different groups may not have the chance to develop deep relationships with outgroup members; moreover, even when contact is possible, people may seek friendships among ingroup members, and not form cross-group friendships (see, e.g., Stearns, Buchmann, & Bonneau, 2009). In these situations, indirect forms of contact may have important effects on intergroup attitudes. Wright, Aron, McLaughlin-Volpe and Ropp (1997) proposed that extended contact, namely the knowledge that an ingroup member has an outgroup friend, may reduce prejudice toward the whole outgroup. Experimental and correlational studies demonstrated that extended contact is effective for prejudice reduction toward various outgroups, and has significant effects controlling for direct contact (Turner, Hewstone, Voci, Paolini, & Christ, 2007). Research has also shown that observing cross-group interactions through mass media may affect prejudice and intergroup relationships. Mutz and Goldman (2010), in their review of the effects of exposure to mass media on prejudice, underlined that mass media are the main source of information about outgroups. In Study 2, thus, we investigated, besides direct contact effects, also the effects of extended contact with immigrants and of contact through mass media. Concerning contact through mass media, we chose to consider separately contact through TV news and newspapers and contact through movies and TV series. In the second study, 201 Italian participants completed a questionnaire containing, besides measures included in the questionnaire of Study 1, measures of extended contact (Wright et al., 1997; Turner, Hewstone, Voci, & Vonofakou, 2008), contact through TV news and newspapers, and contact through movies and TV series. We tested a regression model with latent variables; predictors were quantity of the four forms of contact (direct contact, extended contact, contact through TV news and newspapers, contact through movies and TV series); mediators and outcome variables were the same of the model tested in Study 1. Confirming results of Study 1, direct contact ameliorated attitudes, enhanced the attribution of uniquely human traits to immigrants, and reduced prejudice and crimes estimate, through the reduction of intergroup anxiety and the increase of empathy and trust. Extended contact ameliorated outgroup attitudes and reduced prejudice through outgroup trust. Contact through TV news and newspapers instead increased all forms of prejudice, partially via increased intergroup anxiety. Finally, contact through movies and TV series had a positive direct effect on the attribution of uniquely human traits to immigrants. Thus, Study 2 showed that direct contact, extended contact, and contact through movies and TV series were related to lower prejudice, while contact through TV news and newspapers increased prejudice. Recent meta-analysis and theorizations on intergroup contact (Pettigrew, 2008; Pettigrew & Tropp, 2006) underlined the lack of research on the negative episodes of contact, and on comparing the effects of positive and negative contact. Indeed, in most of the published studies, contact measures concerned quantity and quality of contact, and quantity of cross-group friendships; through these procedures, it would not be possible to analyze the role of contact episodes perceived as positive or negative. In the third study, thus, we considered the distinction between positive and negative episodes of the contact forms analyzed in Study 2. Participants were 330 Italian adults and students, who completed a questionnaire containing, besides the prejudice and emotions measures included in the questionnaires of the previous studies, measures of quantity of positive and negative episodes of direct contact with immigrants, quantity of positive and negative episodes of extended contact with immigrants, quantity of positive and negative episodes of contact through TV news and newspapers, quantity of positive and negative episodes of contact through movies and TV series. Preliminary analyses showed that positive direct contact episodes were more frequent than negative ones; we found the same pattern for extended contact and contact through movies and TV series, while negative episodes of contact through TV news and newspapers were far more frequent than positive ones. We tested a regression model with latent variables, where predictors were quantity of positive and negative episodes of the above mentioned forms of contact (eight predictors); mediators were intergroup anxiety, trust, and empathy; the outcome variables were attitudes, subtle prejudice, crimes rating, and uniquely human traits attributed to immigrants. The contact forms which were most influent on prejudice reduction were positive direct contact and positive extended contact; they decreased all the forms of prejudice, and the mediation involved the three emotions (reduced intergroup anxiety, increased empathy and trust). Also contact through TV news and newspapers was very influential: positive contact through TV news and newspapers ameliorated attitudes and increased outgroup humanization, while the negative episodes were related to stronger prejudice, influencing all the outcome measures. It is noteworthy that positive direct contact was related to reduced prejudice more than negative direct contact was related to increased prejudice; the same pattern emerged for extended contact and for contact through movies and TV series, while negative contact through TV news and newspapers was a stronger predictor of prejudice than positive contact through TV news and newspapers of reduced prejudice. In the fourth study we considered, besides variables included in the questionnaire of the third study, implicit attitudes toward immigrants. Participants were 197 Italian adults and students, who completed an online questionnaire, containing the same measures of the questionnaire used in Study 3, followed by a Single Category IAT (SC-IAT, Karpinski & Steinman, 2006). In the SC-IAT score, higher values reflected more positive implicit attitudes; mean score of the SC-IAT was negative, indicating negative implicit attitudes. We applied regression analysis, to test the effects of the contact measures on prejudice indexes. Positive direct contact, positive extended contact, and positive contact through movies and TV series were strong predictors of reduced explicit prejudice; positive direct contact and positive contact through movies were also weakly related to better implicit outgroup attitudes. Negative direct contact and negative contact through TV news were instead related to worse explicit outgroup attitudes. As in Study 3, positive direct contact, positive extended contact, and positive contact through movies and TV series were more influential, respectively, than negative direct contact, negative extended contact, and negative contact through movies and TV series; concerning contact through TV news and newspapers, instead, the negative episodes increased prejudice more than the positive episodes reduced prejudice. Taken together, results of the four studies showed that: 1. All the contact forms we considered (direct contact, extended contact, contact through TV news and newspapers, contact through movies and TV series) have significant effects on prejudice and on intergroup attitudes. The most influent form of contact is direct contact. 2. It is useful to consider separately positive and negative episodes of contact, which have independent effects. 3. Direct contact and extended contact are usually positive, and the positive episodes of these forms of contact have stronger effects on prejudice reduction, compared to the effects of negative episodes on increased prejudice. 4. To improve the relationships between Italians and immigrants, it could be useful to favor meaningful direct contact, given then, when direct contact occurs, positive episodes are more frequent and more influential than negative episodes. 5. Also programs basing on extended contact could be effective: it would thus be useful to favor social networks with individuals belonging to various outgroups; moreover, programs basing on reading romances or tales portraying cross-group friendships could be implemented in schools. 6. Contact through TV news and newspapers is usually negative; only for this contact form, negative episodes are more influential than positive episodes. It would thus be useful to provide guidelines to mass media, to avoid that the conveyed information increase prejudice toward immigrants. 7. Contact through movies and TV series is generally positive, and is mainly related to the perception of immigrants as fully human, and to better implicit attitudes toward immigrants.
Secondo l’ipotesi del contatto, incontri positivi con membri di un gruppo estraneo riducono il pregiudizio verso l’intero gruppo (Allport, 1954). La ricerca ha ampiamente dimostrato l’efficacia del contatto nel migliorare le relazioni intergruppi in una grande varietà di situazioni e contesti culturali (Brown & Hewstone, 2005; Pettigrew & Tropp, 2006); ha inoltre dimostrato che il contatto positivo non solo migliora gli atteggiamenti espliciti verso i gruppi esterni, ma riduce anche forme più sottili e implicite di pregiudizio. Recenti sviluppi dell’ipotesi del contatto hanno indagato i mediatori del contatto, ovvero attraverso quali processi il contatto riduce il pregiudizio. La recente meta-analisi di Pettigrew e Tropp (2008) ha evidenziato che i mediatori affettivi, come riduzione dell’ansia intergruppi ed aumento dell’empatia, hanno effetti più forti dei mediatori cognitivi, come la conoscenza dell’outgroup. In quattro studi correlazionali, abbiamo esplorato la relazione tra diverse forme di contatto ed il pregiudizio verso gli immigrati in Italia. Per quanto riguarda i mediatori della relazione tra contatto e riduzione del pregiudizio, abbiamo considerato i mediatori affettivi identificati da Pettigrew e Tropp (2008): l’ansia intergruppi, ovvero i sentimenti di disagio dovuti all’anticipazione dell’interazione con membri dell’outgroup (Stephan & Stephan, 1985), e l’empatia emotiva, ovvero la risposta emotiva orientata verso l’altro, congruente con la percezione del suo benessere (Batson et al., 1997). Oltre ad empatia ed ansia, abbiamo considerato un mediatore proposto più recentemente, ovvero la fiducia verso l’outgroup. La fiducia consiste nelle aspettative positive riguardo le intenzioni e il comportamento di altre persone o altri gruppi (Kramer & Carnevale, 2001), ed è associata ad atteggiamenti positivi e comportamenti cooperativi con l’outgroup. Come misure di pregiudizio, abbiamo considerato sia l’atteggiamento esplicito verso gli immigrati, sia misure più indirette di pregiudizio, ovvero il pregiudizio sottile ed una scala che misura la percentuale di crimini attribuita agli immigrati. Recenti approcci teorici hanno inoltre studiato una forma molto sottile di pregiudizio, che consiste nell’attribuire ai membri dell’outgroup meno emozioni secondarie e meno caratteristiche unicamente umane che ai membri dell’ingroup (infraumanizzazione; Leyens, Demoulin, Vaes, Gaunt, & Paladino, 2007). Abbiamo quindi considerato anche le percezioni di umanità dell’ingroup e dell’outgroup, ipotizzando, coerentemente con alcune evidenze empiriche (Brown, Eller, Leeds, & Stace, 2007; Capozza, Trifiletti, Vezzali, & Favara, 2012), che il contatto intergruppi positivo potesse aumentare la percezione dell’outgroup come definito da caratteristiche unicamente umane. Nel primo studio, a 174 partecipanti italiani è stato somministrato un questionario contenente misure di quantità del contatto approfondito con immigrati (Voci & Hewstone, 2003); misure di atteggiamento verso l’outgroup (Voci & Hewstone, 2003), pregiudizio sottile (adattamento della scala di Pettigrew & Meertens, 1995), attribuzione di tratti unicamente umani e non unicamente umani all’ingroup e all’outgroup (Capozza, et al., 2012), stima dei crimini commessi da immigrati (Pagotto, Voci, & Maculan, 2010); come processi emotivi legati al contatto, misure di ansia intergruppi (adattamento della scala di Stephan & Stephan, 1985), empatia emotiva (item adattati da Batson et al., 1997) e fiducia verso l’outgroup (Voci, 2006). Abbiamo applicato Modelli di Equazioni Strutturali con variabili latenti (Lisrel, Jöreskog & Sörbom, 2004) per verificare gli effetti del contatto; nel modello, la quantità del contatto era la variabile iniziale, empatia, ansia e fiducia erano i mediatori, e atteggiamento, pregiudizio, stima dei reati commessi dagli immigrati e tratti unicamente umani attribuiti all’outgroup erano le variabili finali. Il contatto con membri del gruppo esterno portava, attraverso la riduzione dell’ansia intergruppi e l’aumento di fiducia ed empatia, alla riduzione del pregiudizio sottile e della stima di reati commessi da immigrati, al miglioramento dell’atteggiamento e a una maggiore attribuzione di tratti unicamente umani agli immigrati. Il primo studio ha quindi confermato che il contatto diretto approfondito con membri dell’outgroup riduceva varie forme di pregiudizio, attraverso mediatori affettivi. Il contatto diretto con membri del gruppo esterno però non è sempre possibile e frequente; in contesti caratterizzati da forte segregazione, infatti, persone che appartengono a gruppi diversi potrebbero non avere occasione di sviluppare conoscenze approfondite; inoltre, anche in casi in cui il contatto è possibile, le persone potrebbero cercare amicizie all’interno dei membri del proprio gruppo, e non avere amici che fanno parte dell’outgroup (si veda, per esempio, Stearns, Buchmann, & Bonneau, 2009). In queste situazioni, forme indirette di contatto possono avere importanti effetti sugli atteggiamenti intergruppi. Wright, Aron, McLaughlin-Volpe e Ropp (1997) hanno proposto che anche il contatto esteso, ovvero la conoscenza che un membro dell’ingroup ha un amico che è un membro dell’outgroup, possa ridurre il pregiudizio verso l’intero outgroup. Ricerche sperimentali e correlazionali hanno dimostrato che il contatto esteso è efficace nella riduzione del pregiudizio verso vari outgroup, e che ha effetti significativi anche considerando simultaneamente gli effetti del contatto diretto (Turner, Hewstone, Voci, Paolini, & Christ, 2007). Recenti teorizzazioni hanno proposto che anche osservare interazioni intergruppi attraverso i mass media possa influenzare il pregiudizio e i rapporti intergruppi. Mutz e Goldman (2010), nella loro review sugli effetti sul pregiudizio dell’esposizione ai mass media, hanno sottolineato che i mass media sono la principale fonte di informazioni degli individui per formarsi impressioni sugli outgroup. Nel secondo studio abbiamo quindi indagato, oltre agli effetti del contatto diretto, anche gli effetti del contatto esteso con gli immigrati e del contatto attraverso i mass media. Per quanto riguarda il contatto attraverso i mass media, abbiamo scelto di considerare separatamente il contatto attraverso telegiornali e quotidiani ed il contatto attraverso film e fiction. Nello specifico, a 201 partecipanti italiani è stato somministrato un questionario, in cui erano inserite, oltre alle misure del questionario dello Studio 1, misure di contatto esteso (Wright et al., 1997, Turner, Hewstone, Voci, & Vonofakou, 2008), di contatto attraverso telegiornali e quotidiani, e di contatto attraverso film, telefilm e fiction. È stato verificato un modello di mediazione con variabili latenti, in cui le variabili iniziali erano i punteggi relativi alla quantità delle quattro forme di contatto (contatto diretto, contatto esteso, contatto attraverso telegiornali e quotidiani, contatto attraverso film e fiction); i mediatori e le variabili finali erano gli stessi del modello verificato nello Studio 1. Confermando i risultati dello Studio 1, il contatto diretto migliorava l’atteggiamento, aumentava l’attribuzione di tratti unicamente umani e diminuiva pregiudizio e stima dei reati, attraverso la mediazione delle tre emozioni verso l’outgroup (diminuzione dell’ansia, aumento di empatia e fiducia). Il contatto esteso migliorava gli atteggiamenti e diminuiva il pregiudizio attraverso la mediazione della fiducia. Il contatto attraverso notiziari e giornali invece aumentava tutte le forme di pregiudizio considerate, in parte attraverso la mediazione dell’ansia. Il contatto attraverso film e fiction, infine, aumentava l’attribuzione di tratti unicamente umani all’outgroup. La Studio 2 ha quindi dimostrato che il contatto diretto, il contatto esteso e il contatto attraverso film e fiction diminuivano il pregiudizio, mentre il contatto attraverso notiziari e giornali lo aumentava. Recenti meta-analisi e teorizzazioni sul contatto intergruppi (Pettigrew, 2008; Pettigrew & Tropp, 2006) hanno evidenziato la mancanza di ricerca sugli episodi negativi di contatto, e sul confronto tra gli effetti del contatto positivo e del contatto negativo. Nella maggior parte degli studi presenti in letteratura, infatti, le misure di contatto intergruppi riguardano quantità e qualità del contatto, o quantità di amicizie intergruppi; tramite tali procedure, risulta difficile analizzare il ruolo di episodi di contatto vissuti come positivi e di episodi di contatto vissuti come negativi. Nel terzo studio abbiamo quindi considerato la distinzione tra gli episodi positivi e negativi delle varie forme di contatto incluse nel secondo studio. A 330 partecipanti italiani è stato somministrato un questionario contenente, oltre alle misure di emozioni e di pregiudizio inserite nei questionari dei due precedenti studi, misure di quantità di episodi positivi e negativi di contatto diretto con immigrati, quantità di episodi positivi e negativi di contatto esteso con immigrati, quantità di episodi positivi e negativi di contatto attraverso telegiornali e quotidiani, quantità di episodi positivi e negativi di contatto attraverso film e fiction. Considerando le medie delle misure di contatto, è emerso che gli episodi di contatto diretto positivo erano più frequenti degli episodi di contatto diretto negativo; abbiamo trovato lo stesso risultato per il contatto esteso e per il contatto attraverso film e fiction; gli episodi negativi di contatto attraverso telegiornali e quotidiani invece erano molto più frequenti degli episodi positivi. È stato verificato un modello di mediazione con variabili latenti; le variabili iniziali del modello erano rappresentate dalla quantità di episodi positivi e negativi delle quattro forme di contatto considerate (otto variabili iniziali); i mediatori erano ansia intergruppi, fiducia ed empatia; le variabili finali erano atteggiamento, pregiudizio sottile, stima dei crimini e tratti unicamente umani attribuiti agli immigrati. Le forme di contatto maggiormente associate alla riduzione del pregiudizio erano il contatto diretto positivo ed il contatto esteso positivo, che diminuivano tutte le forme di pregiudizio, attraverso la mediazione delle tre emozioni intergruppi (diminuzione dell’ansia, aumento di empatia e fiducia). Anche il contatto attraverso notiziari e giornali era molto influente: il contatto positivo attraverso notiziari e giornali migliorava l’atteggiamento e aumentava l’attribuzione di tratti unicamente umani agli immigrati; gli episodi negativi erano invece legati ad un aumento di tutte le forme di pregiudizio. È importante notare che il contatto diretto positivo riduceva il pregiudizio più di quanto il contatto diretto negativo lo aumentasse; gli stessi risultati sono emersi per quanto riguarda il contatto esteso ed il contatto attraverso film e fiction, mentre il contatto negativo attraverso notiziari e giornali aumentava il pregiudizio più di quanto il contatto positivo attraverso notiziari e giornali lo riducesse. Nel quarto studio, abbiamo considerato, oltre alla variabili inserite nel questionario del terzo studio, l’atteggiamento implicito verso gli immigrati. I partecipanti erano 197 adulti e studenti italiani, che hanno completato un questionario contenente le stesse misure del questionario somministrato per lo Studio 3, e un Single Category IAT (SC-IAT, Karpinski & Steinman, 2006). Il punteggio dello SC-IAT è stato calcolato in modo che a valori più alti corrisponda un migliore atteggiamento implicito; il punteggio medio del campione era negativo; i partecipanti avevano quindi un atteggiamento implicito negativo verso gli immigrati. Attraverso l’analisi della regressione, abbiamo verificato gli effetti delle varie forme di contatto sul pregiudizio. Il contatto diretto positivo, il contatto esteso positivo ed il contatto positivo attraverso film e fiction erano fortemente associati a migliori atteggiamenti espliciti verso gli immigrati; il contatto diretto positivo ed il contatto positivo attraverso film e fiction inoltre miglioravano debolmente gli atteggiamenti impliciti verso gli immigrati. Il contatto diretto negativo ed il contatto negativo tramite telegiornali e quotidiani invece aumentavano il pregiudizio. Confermando i risultati dello Studio 3, il contatto diretto positivo, il contatto esteso positivo ed il contatto positivo attraverso film e fiction avevano effetti più forti, rispettivamente, del contatto diretto negativo, del contatto esteso negativo e del contatto negativo attraverso film e fiction; per quanto riguarda il contatto attraverso notiziari e quotidiani, gli episodi negativi aumentavano il pregiudizio più di quanto gli episodi positivo lo diminuissero. Considerando i risultati dei quattro studi insieme, i risultati hanno indicato che: 1. Tutte le quattro tipologie di contatto da noi considerate (contatto diretto, contatto esteso, contatto attraverso telegiornali e quotidiani, contatto attraverso film e fiction) hanno effetti sul pregiudizio e sugli atteggiamenti intergruppi. La forma di contatto che ha effetti più forti, influenzando le emozioni e le variabili finali in tutti gli studi, è il contatto diretto. 2. È utile considerare separatamente episodi positivi e negativi di contatto, che hanno effetti indipendenti. 3. Il contatto diretto ed il contatto esteso sono generalmente positivi, e gli episodi positivi di queste forme di contatto hanno effetti di riduzione del pregiudizio più forti rispetto a quanto gli episodi negativi aumentino il pregiudizio. 4. Per migliorare le relazioni tra italiani e immigrati, potrebbe essere utile favorire il più possibile il contatto diretto approfondito, considerando che, quando il contatto effettivamente avviene, gli episodi positivi sono molto più frequenti e hanno effetti più rilevanti degli episodi negativi. 5. Interventi potrebbero anche essere basati sul contatto esteso: sarebbe quindi utile favorire reti sociali con individui appartenenti a vari outgroup; potrebbero inoltre essere implementati programmi nelle scuole basati su lettura di libri o racconti che presentino storie di amicizia tra membri dell’ingroup e membri dell’outgroup. 6. Il contatto attraverso telegiornali e quotidiani è generalmente negativo; solo per quanto riguarda questa tipologia di contatto, gli episodi negativi hanno effetti più forti degli episodi positivi. Nel contesto analizzato, quindi, sarebbe necessario fornire linee guida ai mezzi di comunicazione, per evitare che le informazioni trasmesse sugli immigrati portino ad un aumento dei pregiudizi verso gli immigrati in generale. 7. Il contatto tramite film e fiction è generalmente positivo, e risulta legato principalmente alla percezione degli immigrati come definiti da tratti unicamente umani, e all’atteggiamento implicito verso gli immigrati.

There is growing evidence showing the significance of student emotions in influencing student engagement and achievement. However, naturalistic studies that provide insights into contextual factors that engender students’ emotion experiences and how students manage these experiences to promote the achievement of their academic goals have been sparse. This study investigated secondary students’ emotion work (i.e., attempts to change the degree or quality of emotion experiences) within a distinctive learning environment. The forty-four participants (15-17 years old) were high-achieving students in a selective, science specialist school in the Philippines, who were undertaking two-year open school science inquiry projects with links to real-world research. Students’ emotion work narratives (68 written narratives and 57 narrative interviews) were collected over a ten-month period (which included an eight-month field work). Data analysis focused on situations that engendered emotion work and the strategies students used. School artefacts and students’ narratives were examined for ideas about achievement that were transmitted to and apprehended by students (i.e., achievement discourses), and how these discourses were linked to students’ emotion work. Five thematic groups of situations and four families of emotion work strategies were identified. The emotiveness of the situations was heightened by discourses that associated achievement with students’ social identities and extraordinary performances. Students’ emotion work served the instrumental goals of sustaining engagement in school work, managing the impact of problematic relationships with peers and teachers, and maintaining students’ social identities. Students demonstrated agency in how they harnessed for their emotion work the resources and opportunities afforded by their social networks and by the achievement discourses. This research underscores the role of emotion work in students’ effective functioning in a demanding learning environment with high levels of uncertainty. Its findings suggest the need for more research that explores students’ potential to shape their school experiences through emotion work.

The psychological research on music and emotion supports how the two concepts have always been intertwined. The most common line of research in this field is related to the commonly experienced phenomenon that major chords sound happy while minor chords sound sad. This proposed study takes a specific extended major chord (the Vadd11 chord) and tests whether the V chord with a color note, an added 11, has a significantly different emotional impact on listeners as compared to a V chord without an 11. The chord will be played within a I-V-I progression so that the Vadd11 chord is given musical context. Participants are asked to rate the how emotional the progression is and to indicate their preference between the two chords. Both piano and strings timbres will be tested. The chord progression change is hypothesized to cause a significantly increased emotional impact. Multiple confounding variables will be examined within the study (specifically cultural musical background, or what culture’s music participants listened to in their upbringing, and musical sophistication, or how musically adept participants are). Neither of these variables nor the timbre are anticipated to affect the changes in emotional reaction.

A well-prepared and qualified special education teacher is crucial to the performance of students with emotional and behavioral disorders (EBD). The prominent educators and federal government encourage the use of extended field experiences in preparing qualified special education teachers. The study examined the strengths and weaknesses of extended field experience in terms of the perceptions of the prospective teachers and teachers of students with EBD. Both individual interviews and a focus group were used to collect data. The results revealed that extended field experience benefits prospective teachers in showing the reality of the teachers' world, self-motivation assessment, and professional development. However, there were some improvements that could be made, including more placement selections and more practical knowledge.

The Early Childhood Educators’ Knowledge of Self-Regulation Skills Questionnaire (ECESRQ) was devised to measure current teacher knowledge and implementation of pedagogical tools that enhance self-regulatory skills in the early childhood classroom. The purpose of the first phase of this study was to conduct test validation on the ECESRQ. The purpose of the second phase of this study was to (a) assess if teacher knowledge of self-regulation skills predicted teachers’ attitudes and beliefs in the classroom, and if (b) the results from the ECESRQ predicted knowledge of instruction of self-regulation skills. To address the first phase of the study an exploratory factor analysis was conducted on the Likert Style items in the ECESRQ. Three factors were extracted and named as teacher attitudes and beliefs (factor 1), children’s behavior (factor 2), and child behavior (factor 3). Cronbach’s Alpha was reported as high for factor 1 (.718), moderate for factor 2 (.552) and factor 3 (.529), suggesting that the survey demonstrated high to moderate estimates of internal consistency. To address the two questions in the second phase of the study, linear regression and multiple regression analysis were conducted. It was found that teacher attitudes and beliefs (represented by the three factors found in phase one) did not significantly predict teacher knowledge where factor 1 was the dependent variable (R2=.003, F(1, 172)=.503, pR2=.010, F(1, 172)= 1.732, pR2=.007, F(1, 172)=1.221, p However, in the second equation, predicting knowledge of instruction, both variables (age and factor 2) were significant in predicting knowledge of instruction accounting for 7% of the variance in the model. Overall, the results suggest a discrepancy between teachers’ attitudes and beliefs and reported classroom management implementation. This indicates that teachers believe children are capable of internal control, yet implement external over internal control in the classroom. Possibilities for this phenomenon are discussed and implications for future research are presented in the discussion of this study.

Critical and enduring questions for teachers are whose ethics or what ethics they should be teaching in schools and how, given the pluralism of the wider society. The focus of this study is to establish whether it is possible to identify a common, non-relativist basis for what should be taught in Ethics Education and then to consider how such an approach might best be undertaken. This task involves finding some basis for ethics that we all have reason to accept and requires an understanding of the nature of moral development and learning. An interdisciplinary approach has been undertaken to investigate whether it is possible to find a common basis for ethics and to determine what constitutes the nature of moral development and learning. In the first instance, this interdisciplinary approach has been used to investigate whether there is justification for believing that as human beings we share certain characteristics and patterns of behaviour, or a common humanity, the features of which might suggest a common basis for ethics that we all have reason to accept. This investigation examines empirical findings and theoretical conclusions relating to the sociobiological, psychosocial and sociocultural dimensions of human beings to support the notion that we share a common humanity which is characterised by a number of features. These features include the deeply reciprocal nature of our relationships with one another and the sociocultural nature of our moral learnings. Moreover, we are a highly interdependent social species whose survival and well-being are dependent not only on cooperation with one another but also with sustaining a satisfactory ecological balance with other forms of life within dynamic, natural systems. This interdependence suggests that the norm of having care for one another and our world is one that we all have reason to accept. This norm, in turn, suggests a telos, or set of goals for ethics, that involve the creation of a just and caring society. However, in order to realise such a telos for ethics it is necessary to provide some specific theoretical and practical guidelines related to deciding what constitutes the nature and scope of care within specific contexts. Accordingly, the study undertakes a brief review of contemporary approaches to ethics to evaluate the extent to which these provide a means for realising the ethical form of life based in the norm of having care for one another and our world. This review suggests that feminist theories of care provide the most promising basis for delineating what it is to care for one another and our world. However, it is also acknowledged that there are a number of limitations with existing theories of care. This study, therefore, undertakes a conceptual analysis of the nature and scope of care and outlines an extended ethic of care. This theorising recognises that care for others is characterised by the dimensions of responsiveness, the exercise of responsible action and is refined and amended by critical reflection. It is acknowledged that justice is intrinsic to the nature of care as is the exercise of a range of virtues. The scope of our caring responsibilities is seen to extend to all others in the global community, as well as all other species, while also requiring care for self, and care for particular others for whom we may have special familial or work-related responsibilities. The evaluation of what constitutes caring practice is also discussed and it is acknowledged that caring practices must meet minimum requirements in terms of respect for basic human rights and should contribute to the welfare and well-being of the recipients of care. This specification of the nature and scope of care, in conjunction with a consideration of the nature of moral learning and development, provides a basis from which to develop a philosophical foundation as well as a set of aims and objectives for Ethics Education. It is acknowledged that students need to develop a wide range of cognitive, emotional and social competencies in order to understand what it means to care for self and others within specific socio-cultural contexts and also to develop the sense of empathetic connection and affiliation to others that translates moral decisions into responsible moral action. It is hoped that the study provides the basis for beginning a dialogue in schools that involves students, teachers, families and members of the wider community about what it means to live the ethical form of life and how education itself might promote broadly such a form of life.

Critical and enduring questions for teachers are whose ethics or what ethics they should be teaching in schools and how, given the pluralism of the wider society. The focus of this study is to establish whether it is possible to identify a common, non-relativist basis for what should be taught in Ethics Education and then to consider how such an approach might best be undertaken. This task involves finding some basis for ethics that we all have reason to accept and requires an understanding of the nature of moral development and learning. An interdisciplinary approach has been undertaken to investigate whether it is possible to find a common basis for ethics and to determine what constitutes the nature of moral development and learning. In the first instance, this interdisciplinary approach has been used to investigate whether there is justification for believing that as human beings we share certain characteristics and patterns of behaviour, or a common humanity, the features of which might suggest a common basis for ethics that we all have reason to accept. This investigation examines empirical findings and theoretical conclusions relating to the sociobiological, psychosocial and sociocultural dimensions of human beings to support the notion that we share a common humanity which is characterised by a number of features. These features include the deeply reciprocal nature of our relationships with one another and the sociocultural nature of our moral learnings. Moreover, we are a highly interdependent social species whose survival and well-being are dependent not only on cooperation with one another but also with sustaining a satisfactory ecological balance with other forms of life within dynamic, natural systems. This interdependence suggests that the norm of having care for one another and our world is one that we all have reason to accept. This norm, in turn, suggests a telos, or set of goals for ethics, that involve the creation of a just and caring society. However, in order to realise such a telos for ethics it is necessary to provide some specific theoretical and practical guidelines related to deciding what constitutes the nature and scope of care within specific contexts. Accordingly, the study undertakes a brief review of contemporary approaches to ethics to evaluate the extent to which these provide a means for realising the ethical form of life based in the norm of having care for one another and our world. This review suggests that feminist theories of care provide the most promising basis for delineating what it is to care for one another and our world. However, it is also acknowledged that there are a number of limitations with existing theories of care. This study, therefore, undertakes a conceptual analysis of the nature and scope of care and outlines an extended ethic of care. This theorising recognises that care for others is characterised by the dimensions of responsiveness, the exercise of responsible action and is refined and amended by critical reflection. It is acknowledged that justice is intrinsic to the nature of care as is the exercise of a range of virtues. The scope of our caring responsibilities is seen to extend to all others in the global community, as well as all other species, while also requiring care for self, and care for particular others for whom we may have special familial or work-related responsibilities. The evaluation of what constitutes caring practice is also discussed and it is acknowledged that caring practices must meet minimum requirements in terms of respect for basic human rights and should contribute to the welfare and well-being of the recipients of care. This specification of the nature and scope of care, in conjunction with a consideration of the nature of moral learning and development, provides a basis from which to develop a philosophical foundation as well as a set of aims and objectives for Ethics Education. It is acknowledged that students need to develop a wide range of cognitive, emotional and social competencies in order to understand what it means to care for self and others within specific socio-cultural contexts and also to develop the sense of empathetic connection and affiliation to others that translates moral decisions into responsible moral action. It is hoped that the study provides the basis for beginning a dialogue in schools that involves students, teachers, families and members of the wider community about what it means to live the ethical form of life and how education itself might promote broadly such a form of life.

This ground-breaking book brings theoretical perspectives from twenty-first century media, film, and cultural studies to medieval hagiography. Medieval Saints and Modern Screens stakes the claim for a provocative new methodological intervention: consideration of hagiography as media. More precisely, hagiography is most productively understood as cinematic media. Medieval mystical episodes are made intelligible to modern audiences through reference to the filmic - the language, form, and lived experience of cinema. Similarly, reference to the realm of the mystical affords a means to express the disconcerting physical and emotional effects of watching cinema. Moreover, cinematic spectatorship affords, at times, a (more or less) secular experience of visionary transcendence: an 'agape-ic encounter'. The medieval saint's visions of God are but one pole of a spectrum of visual experience which extends into our present multi-media moment. We too conjure godly visions: on our smartphones, on the silver screen, and on our TVs and laptops. This book places contemporary pop-culture media - such as blockbuster movie The Dark Knight, Kim Kardashian West's social media feeds, and the outputs of online role-players in Second Life - in dialogue with a corpus of thirteenth-century Latin biographies, 'Holy Women of Liège'. In these texts, holy women see God, and see God often. Their experiences fundamentally orient their life, and offer the women new routes to knowledge, agency, and belonging. For the holy visionaries of Liège, as with us modern 'seers', visions are physically intimate, ideologically overloaded spaces. Through theoretically informed close readings, Medieval Saints and Modern Screens reveals the interconnection of decidedly 'old' media - medieval textualities - and artefacts of our 'new media' ecology, which all serve as spaces in which altogether human concerns are brought before the contemporary culture's eyes.

Current debates about risky technologies are frequently heated and end up in stalemates, due to the scientific and moral complexities of these risks. This chapter argues that emotions can make an important contribution to deliberation about ethical aspects of risk, because emotions can point out what morally matters. However, the chapter will also address the fact that emotions can be biased and that it can be hard to overcome such biases. The role that works of art can play in enticing moral emotions concerning responsible innovation of risky technologies will be examined. It is argued that works of art can contribute to emotional moral reflection on risky technologies by making abstract problems more concrete, letting us broaden narrow personal perspectives, exploring new scenarios, going beyond boundaries and challenging our imagination. In that sense, emotions as well as works of art can contribute to socially extended knowledge concerning ethical aspects of risk.

This volume investigates the various interactions of people, feelings, and things throughout pre-modern Europe. The subject of materiality has been gaining interest in recent historical inquiry, alongside growing emphasis on the relationships between objects, emotions, and affect in archaeological and sociological research. The historical intersections between materiality and emotions, however, have remained under-theorized, particularly with respect to objects which have continuing resonance over extended periods of time, or across cultural and geographical space. The book addresses this need to develop an appropriate cross-disciplinary theoretical framework for analysing the emotional meanings of objects in European history. It draws together an international group of historians, art historians, curators, and literary scholars working on a variety of cultural, literary, visual, and material sources. Objects considered include books, letters, prosthetics, religious relics, shoes, stone, and textiles, and individual chapters address the ways in which emotions such as despair, fear, grief, hope, love, and wonder become inscribed in and ascribed to these items, producing ‘emotional objects’ of significance and agency.

Cognitive Dimensions of Major Depressive Disorder (MDD) examines the key clinical and pathophysiological characteristics and treatment options of MDD. The volume emphasizes that while the traditional model of depression implicates mood as the primary symptom cluster, a more recently published conceptual understanding of depression has been extended to consider cognitive function as more than just a symptom. It furthers our understanding of the central role of the cognitive dimension for the pathophysiology, diagnosis, and treatment of MDD. It reviews the key cognitive dimensions of depression comprising impaired cognitive and emotional processes of cognitive function, emotion processing, and social cognitive processing. It focuses on the cognitive and emotional dimensions of depression and offers extended and novel diagnostic and treatment approaches ranging from pharmacological to psychological interventions targeting those dimensions of depression.

This chapter analyses Bach’s Sonata for Unaccompanied Violin No. 1 in G minor in terms of recent theories of music and emotion. It considers how musical ‘shape’ relates to the structure of affect, conceived in the nuanced terms afforded by recent work in the psychology of discrete emotional categories. Part I is dedicated to a close reading of Bach’s opening Adagio. Analysing three levels of shape (acoustic cues, midlevel phrasing and large-scale form), the chapter compares Bach’s music both to the shape of particular emotional behaviours and to the expressive shapings of a formal model. This notion of shaping is then extended to performance styles of ‘expressiveness’ (mainstream, HIP and deviant) in three interpretations of the Adagio captured in tempo and dynamic maps. Part II analyses the whole sonata cycle in terms of ‘transformational vectors’.

The construct of emotional intelligence is confusing, and emotional intelligence researchers must “seem mad” to be embroiled in debate. To be sure, emotional intelligence has been one of the more controversial constructs to be considered in personnel psychology. There have been wide-ranging and substantial claims about the potential of emotional intelligence in predicting a broad range of workplace behavior. This article assesses the efficacy of the emotional intelligence construct by examining variables that have an impact at the organizational level. In particular, it examines the impact of emotional intelligence on prosocial behaviors, antisocial behaviors, and leadership. This article concludes with some recommendations for advancing research into emotional intelligence in the area of personnel psychology, and in particular, it comments on the need for emotional intelligence research to be extended to cover macro-organizational variables such as culture and climate.

According to phenomenological and enactive approaches, human sociality does not start from isolated individuals and their hidden inner states, but from intercorporeality and interaffectivity. This paper introduces first a general concept of embodied affectivity: it conceives emotions as a circular interaction of the embodied subject and the respective situation with its affective affordances. This leads to a concept of embodied interaffectivity (with others) as a process of coordinated interaction, bodily resonance, and “mutual incorporation,” providing the basis for a primary empathic understanding. Finally these empathic capacities are also based developmentally on an intercorporeal memory acquired in early childhood, which conveys a basic sense of social attunement or a “social musicality” and also manifests itself in an individual’s habitus. Basic empathy mediated by embodied interaction may subsequently be extended by higher-level cognitive capacities such as perspective-taking and imaginary transposition. Nevertheless, intercorporeality and interaffectivity remain the basis of social understanding.

The actions of Thomas Jefferson, slaveholder, and Edward Coles, emancipator of slaves, pose critical questions about how people justify their complicity in evil practices. In this introductory chapter, the author lays out how she will examine four significant impediments to good moral deliberation: cultural norms and pressures, the complexity of consequences, emotions, and self-deception. She explains how she will illuminate the errors of bad people and show how they mirror errors that we ourselves commonly make. Thus, the moral philosophy presented here is an important tool in identifying such errors and can assist in fulfilling our duties of due care in moral deliberation, moral self-scrutiny, and the development of moral virtue. The author previews the case studies of bad people, such as Nazis and slaveholders, that she cites in later chapters, and she shows how the studies can act as extended thought experiments about the nature of moral reasoning and of effective moral education.

The lifetime prevalence of 15% for major depressive disorder (MDD) within the general population is among the highest among all mental disorders. MDD is also one of the leading causes of disability and has been estimated to affect 300 million people worldwide. Clinical, functional, and biological correlates of MDD are frequently investigated almost exclusively based on research that defines depression as a categorical disorder assessed by established diagnostic instruments. Given the phenotypic and biological heterogeneity of depression, a refocus of the clinical phenotype of depression is required and widely recommended. Cognitive dimensions of depression have long been implicated in the nature of depression as a disorder that is characterized by typically impaired cognitive and emotional processes. The systems of cognitive function, emotion processing, and social cognitive processing are regarded as comprehensively describing large parts of the clinical symptoms as well as the pathophysiology of the brain-based disorder of depression. The focus on the above cognitive and emotional dimensions of depression offers promising extended and novel diagnostic and treatment approaches ranging from pharmacological to psychological interventions targeting those dimensions of depression. This book aims to provide an improved understanding of the characteristics of the dimensional approach of depression, focusing on the cognitive, emotional, and social cognitive processes.

AbstractAccumulating evidence indicates that game-based learning is emotionally charged. However, little is known about the nature of emotions in game-based learning. We extended previous game-based learning research by examining epistemic emotions and their relations to flow experience and situational interest. Sixty-eight 15–18-year-old students played the Antidote COVID-19 game for 25 min. Epistemic emotions, flow, and situational interest were measured after the playing session. These measures indicated that the game engaged students. Students reported significantly higher intensity levels of positive epistemic emotions (excitement, surprise, and curiosity) than negative epistemic emotions (boredom, anxiety, frustration, and confusion). The co-occurrence network analyses provided insights into the relationship between flow and situational interest. We found an asymmetrical pattern of the “situational interest-flow” co-occurrence. When situational interest occurred, the flow was always co-occurring. This co-occurrence suggests that situational interest could be a prerequisite or a potential trigger for flow experience but not an adequate state ensuring a high flow experience. Further, flow and situational interest co-occurred mainly with positive epistemic emotions. The findings imply that flow and situational interest are similar constructs and share several characteristics. The study also demonstrated that epistemic emotions, flow, and situational interest can be used as proxies of engagement. Implications of the findings are discussed.

The main objective of this project is to extend software usability testing through human facial expression recognition in software engineering. Measuring the satisfaction of software using questionnaires may be misleading due to the difficulties in expressing their satisfaction through natural language. Therefore, this project proposes to extend the usability testing with emotion recognition based on multimodal inputs by defining test scenarios with required emotional state distinction on the scenarios. This project is equipped with a real-time human expression recognition software which displays the emotion detected on the screen. Example of the emotions are “happy”, “sad”, “angry”, “neutral” and so on. The method applied in this project is a convolutional neural network (CNN). CNN will be constructed with Keras using TensorFlow backend. All the process of analysis will be done using Spyder IDE using Python as the programming language. The library such as TensorFlow and sklearn will be imported for this building of this project. Each prediction will be visualized as a line graph. The facial expression detection should be able to accurately tell the emotion of the user throughout the usability test and developers will be able to make improvements based on the results. Keywords: Network, deep learning, expression recognition, real-time facial expression, software engineering, usability test

This article focuses attention on a critical need for more evidence-based social emotional learning (SEL) programs for middle school students. First, we explore the definition of SEL, pointing out how it has evolved as our world has changed. We review key SEL domains and skills and describe universal school-based SEL programming as one approach to fostering students’ SEL competencies. We highlight the ongoing need for evidence-based middle school SEL programs by demonstrating how few programs meet the rigorous What Works Clearinghouse (WWC), Collaborative for Academic, Social, and Emotional Learning (CASEL), and Blueprints standards for evidence. We extend our summary of these programs by noting that even when positive effects have been demonstrated, these effects were often observed in a single domain, such as substance use, or outnumbered by null effects, which undermines efforts to understand program effectiveness. We conclude by considering the unique developmental needs of early adolescents and providing recommendations for the development or refinement of SEL programs that target middle school students.

This paper explores methodological issues relating to research on children’s socio-emotional learning (SEL), mental health and wellbeing in low- and lower-middle-income countries. In particular, it examines the key considerations and challenges that researchers may face and provides practical guidance for generating reliable and valid data on SEL, mental health and wellbeing in diverse settings and different cultural contexts. In so doing, the paper draws on the experience of recent research undertaken in Ethiopia to illustrate some of the issues and how they were addressed. The present study extends earlier 2018-2019 RISE Ethiopia research, expanding its scope to consider further aspects of SEL, mental health and wellbeing in the particular context of COVID-19. In particular, the research highlights that the pandemic has brought to the fore the importance of assessing learning, and learning loss, beyond academic learning alone.