Cette recherche s'appuie d'abord sur les termes structurant le champ des émotions parlées, comme
affect — émotion — humeur — passion — sentiment
(§2). Elle prend en compte la question du lexique ...riche et varié de l'émotion,
termes d'émotion
et
termes ayant une orientation émotionnelle
(§3). L'objet spécifique de la recherche est
l'épisode (la séquence) émotionnelle
, dont la structure interne se caractérise par ses liens spécifiques à une
situation
, à une
action
, à une
transformation du corps de l'expérienceur
et de ses
relations aux autres participants
(§4). Son étude demande qu'on articule les
rôles émotionnels
,
expérienceur, allocateur, orchestrateur de l'émotion
, à la formule élémentaire “qui éprouve quoi” (§5).
This research is grounded on the terms structuring the field of spoken emotions, such as
affect – emotion – mood – passion – feeling
(§2). It takes into consideration the matter of the rich and diverse vocabulary of emotion,
terms of emotion
and
terms having an emotional orientation
(§3). The focus of the research is
the emotion episode (sequence)
, whose internal structure is marked by its specific ties with a
situation
, an
action
, a
transformation of the body of the experiencer
and of his
relationships with the other participants
(§4). In order to study the emotion episode, this contribution articulates the
emotional roles
,
emotion experiencer
,
allocator
,
orchestrator
, to the basic formula “who feels what” (§5).
Les émotions jouent un rôle non négligeable dans le processus d’apprentissage 1. Le présent article a pour but d'explorer dans quelle mesure les usages des traducteurs en ligne par les lycéens sont ...liés aux enjeux affectifs relatifs à l’apprentissage de l’anglais en milieu institutionnel. Il s’appuie sur une étude dont l’objectif était d’observer le rôle des traducteurs en ligne dans le cadre d’activités de production écrite proposées à des lycéens en cours d’anglais. Des captures d’écran vidéo réalisées en salle multimédia ont donné à voir le processus de rédaction et plus particulièrement les recherches effectuées par les élèves. Les entretiens individuels effectués à la suite de cette séance de production écrite ont permis à 5 participants de visualiser la capture d’écran réalisée sur ordinateur et de la commenter. La méthodologie adoptée a permis une mise à distance des émotions ressenties lors de l’activité en vue d’en faciliter la verbalisation, mais le contexte interactionnel de l’entretien a également provoqué l’émergence de nouvelles émotions.
Emotions play a significant role in the learning process 1. The purpose of this article is to explore to what extent the uses of online translators by highschool students are linked to the emotional issues related to the learning of English in an institutional setting. It is based on a study, the goal of which was to observe the role of online translators within the context of writing activities proposed to highschool students during an English lesson. Video screenshots taken in a computer room have shown the writing process and more particularly the research carried out online by the students. The individual interviews carried out after the writing session enabled 5 participants to view and comment on the screenshot taken on the computer. The methodology adopted allowed a distancing of the emotions felt during the activity so as to verbalise them more easily, but the interactional context of the interview also triggered the emergence of new emotions.
Pour que les adultes travaillant dans des crèches ou écoles maternelles bi-plurilingues puissent comprendre le comportement co-régulatif de leurs collègues, issus d'une autre langue-culture, nous ...développons un nouveau modèle sous forme d'un diagramme Kiviat qui se fonde sur ce qu'on peut observer comme adulte au niveau intra-individuel pendant une situation de charge émotionnelle vécue par l'enfant (ici nommé événement émotionnel). Le modèle prend en considération les différentes dimensions qui caractérisent l'événement émotionnel vécu par l'enfant de même que sa gestion par l'adulte. Il visualise l'instant observé selon huit axes, à savoir : la valence émotionnelle, l'intensité du ressenti enfantin, la modalité du traitement offert par l'adulte, le degré de verbalisation du ressenti offert par l'adulte, la familiarité de l'enfant avec les mots utilisés par l'adulte, la sémiotisation des émotions du côté adulte, la focalisation plus ou moins centrée sur les émotions de l'enfant et la situationalité ou le degré d'induction situationnelle du vécu. Sur la base des observations faites dans quatre crèches franco-allemandes de l'espace du Rhin supérieur en 2018, il est possible de montrer l'applicabilité pratique du modèle pour des études interculturelles. De plus, l'abstraction des figures qui reflètent la stratégie de co-régulation des émotions mise en place par chaque pédagogue permet d'identifier des congruences comportementales transculturelles entre les professionnels francophones et germanophones qui ont réussi à établir une culture pédagogique partagée, voire une approche « interdidactique » selon Puren 7.
For day-care centre and preschool teachers in bi-plurilingual settings to understand their colleagues' co-regulative behaviour, we develop a new model in the form of a Kiviat diagram that accounts for the adults' emotion management and intraindividual perception of the child's emotional load during what we call an emotional event. The eight parameters taken into consideration are as follows: arousal, emotional value and intensity of the child's emotion, the modality of the adult's interactions, its degree of verbalisation of the emotion, the child's familiarity with the words used by the adult, the adult's semiotisation of the emotion, his or her child-centredness and the context-drivenness of the co-regulated event. By means of the observations made in 2018 in four French-German day-care centres situated in the region of the Upper Rhine it is possible to demonstrate the model's practical applicability for intercultural studies. The silhouettes reflecting the co-regulation strategy of each pedagogue allows us to identify transcultural congruencies in the behaviour of French- and German-speaking teachers who have managed to implement a shared pedagogical culture, i.e. an “interdidactic” approach according to Puren 7.
The history of emotions is one of the fastest growing fields in current historical debate, and this is the first book-length introduction to the field, synthesizing the current research, and offering ...direction for future study, moving beyond the traditional debate between social constructivist and universalist theories of emotion.
Objectives
Self‐report studies show that negative emotional states and ineffective use of emotion regulation strategies are key maintaining factors of substance use disorders (SUD). However, ...experimental research into emotional processing in adults with SUD is in its infancy. Theoretical conceptualizations of emotion regulation have shifted from a focus on individual (internal) processes to one that encompasses social and interpersonal functions – including the regulation of facial expression of emotion. The purpose of this study was to examine the individual and interpersonal emotion regulation capacity of 35 adults in residential treatment diagnosed with a SUD compared to 35 demographically matched controls (both samples Mage = 25 years; 37% females).
Design and methods
Participants completed a facial emotion expression flexibility task while viewing emotive images, as well as the Difficulties of Emotion Regulation Scale (DERS) and the Social (Emotion) Expectancy Scale (SES).
Results
Adults in SUD treatment experienced significantly more emotion regulation difficulties on all DERS subscales than controls. They also reported higher levels of negative self‐evaluation and social expectancies not to feel negative emotions (anxiety and depression) compared to controls. Moreover, when viewing emotive images, the treatment sample showed significantly less flexibility of their emotional expression compared to the control sample.
Conclusions
These findings demonstrate that the awareness, expression, and regulation of emotions are particularly difficult for people with SUD and this may maintain their substance use and provide an important target for treatment.
Practitioner points
Compared to matched controls, adults with substance use disorders self‐report significantly more difficulties with emotional awareness and regulation.
Compared to matched controls, adults with substance use disorders report significantly greater expectancies not to show depression and anxiety.
When viewing positive and negative images, adults with substance use disorders are significantly less flexible in their facial expression of emotion than matched controls in response to regulatory instructions.
Emotion regulation should be measured and addressed as part of substance use disorder treatment.
The objectives of this article are to analyze the use of analogy as an argumentative form to justify the approval or rejection of agro-mining projects’ implementation in territories from a Colombian ...indigenous community; at the same time, to study the emotional substrate of this argumentative scheme in relation to Christian Plantin’s theory of denoted emotion. From a qualitative and interactional perspective, 18 participants (11 women and 7 men aged 17.3 years up to 23.8 years) discussed an oil extraction project. The corpus used in this report was composed of 8 registers with 1,163 word shifts with a combined duration of 121 minutes and 15 seconds from which two specific sequences were chosen. The analyzes give account of how analogy is used unanimously by the students to justify the rejection of mining on indigenous territories. This resource allowed an analysis of the plausible consequences of mining both financial, environmental and cultural. The scheme proposed by Plantin is pertinent to study the use of emotions as adjuvants to the rejection of the dilemma presented as the object of discussion.
The International Affective Picture System (IAPS) is a battery of images used to induce discrete emotional reactions. In this study an IAPS subsample of 200 images was analysed to elicit discrete ...negative emotions and propose a new categorization of them, according to which discrete negative emotions (disgust, fear, sadness, or anger) they induce, in contrast to a dimensional model of emotion including emotional valence, intensity, and dominance, usually used in the literature. Through a sample by convenience, 447 participants of 3 universities in Bogotá, Colombia, were recruited and shown 60 IAPS images and asked them to what extent they felt fear, sadness, disgust, anger, happiness, or satisfaction when looking at each image. By using the overlap of 95% confidence intervals of the mean of 6 emotions ratings for every image, results revealed that 51.5% of images induced simple emotions (19.5% fear, 16.5% sadness, 13.0% disgust and 2.5% anger), 43% of images induced complex emotions, including more than one negative emotion, 1.5% emotions mixed one negative and one positive emotion, and 4% were undetermined emotions.
This paper discusses recent interpretations of Jean‐Paul Sartre's early theory of emotions, in particular his Sketch for a Theory of the Emotions. Despite the great interest that Sartre's approach ...has generated, most interpretations assume that his approach fails because it appears to be focussed on ‘malformed’, ‘irrational’ or ‘distorted’ emotions. I argue that these criticisms adopt a rationalistic or epistemically biassed perspective on emotions that is wrongly applied to Sartre's text. In my defence of Sartre I show that the directional fit of emotions is not towards an evaluatively loaded world which is independently given and, at best, represented by emotions, but towards a world shaped through the impact of emotions themselves. Sartre's idea of emotions ‘magically transforming’ reality for the subject so that the latter is better able to cope with problematic aspects of practically relevant situations encapsulates the world‐shaping capacities of emotions, which are thus not reserved for a restricted class of emotions. Recognition of the transformative powers of emotions will also direct attention away from their seemingly representative elements to their normative and practical aspects and offer a new basis for delineating the criteria for judging them. The plausibility of this position is discussed with reference to some of Sartre's examples, such as fear, sadness and horror, but also with reference to Joan Didion's account of grief in The Year of Magical Thinking.
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