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.
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 classical view of emotion hypothesizes that certain emotion categories have a specific autonomic nervous system (ANS) "fingerprint" that is distinct from other categories. Substantial ANS ...variation within a category is presumed to be epiphenomenal. The theory of constructed emotion hypothesizes that an emotion category is a population of context-specific, highly variable instances that need not share an ANS fingerprint. Instead, ANS variation within a category is a meaningful part of the nature of emotion. We present a meta-analysis of 202 studies measuring ANS reactivity during lab-based inductions of emotion in nonclinical samples of adults, using a random effects, multilevel meta-analysis and multivariate pattern classification analysis to test our hypotheses. We found increases in mean effect size for 59.4% of ANS variables across emotion categories, but the pattern of effect sizes did not clearly distinguish 1 emotion category from another. We also observed significant variation within emotion categories; heterogeneity accounted for a moderate to substantial percentage (i.e., I2 ≥ 30%) of variability in 54% of these effect sizes. Experimental moderators epiphenomenal to emotion, such as induction type (e.g., films vs. imagery), did not explain a large portion of the variability. Correction for publication bias reduced estimated effect sizes even further, increasing heterogeneity of effect sizes for certain emotion categories. These findings, when considered in the broader empirical literature, are more consistent with population thinking and other principles from evolutionary biology found within the theory of constructed emotion, and offer insights for developing new hypotheses to understand the nature of emotion.
Public Significance Statement
This meta-analytic investigation demonstrates that there is no 1-to-1 mapping between an emotion category and a specific autonomic nervous system response pattern. In addition, we observed substantial variability in autonomic nervous system changes during instances of the same emotion category that was not accounted for by experimental moderators (such as the way the emotion was induced). These findings suggest that autonomic nervous system changes during emotion are less like a bodily fingerprint and more like a population of variable, context sensitive instances.
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.
Sozialklima in der Grundschule Hövel, Dennis Christian; Schmidt, Lisa; Osipov, Igor
Prävention und Gesundheitsförderung,
01/2019, Letnik:
14, Številka:
2
Journal Article
HintergrundGeringe soziale Kompetenzen und eine verzerrte sozial-kognitive Informationsverarbeitung können bereits in der Grundschule zu aggressivem Verhalten und Ablehnung durch Gleichaltrige ...führen.MethodeIn der vorliegenden Studie wurde die Wirksamkeit des Gewaltpräventionsprogramms „Mut tut gut“ und dessen Alltagstransfer durch die Lehrkräfte über einen 3‑monatigen Zeitraum bei 271 Kindern aus sieben Grundschulen überprüft. Die Programmevaluation erfolgte summativ mit einer Prä- und Posterhebung sowie einem 3‑Monats-Follow-up in den Bereichen (1) emotional-soziale Schulerfahrungen und (2) Wissen sowie (3) prosoziales Verhalten. Die Datenauswertung erfolgte mittels Strukturgleichungsmodellen mit dem Ansatz der Latent-difference-score-Analyse.ErgebnisseDie Ergebnisse zeigen signifikante Trainingseffekte in der emotional-sozialen Schulerfahrung, eine Erweiterung des emotional-sozialen Wissens und eine positive Veränderung des prosozialen Verhaltens. Die Umsetzung der Inhalte im Schulalltag hat sich als essentiell erwiesen.
The dynamic features of emotion-intensity, speed of response, rise time, persistence, recovery-are important to emotion development, but there remains limited understanding of early developmental ...changes in these dynamics and how they are organized. In this exploratory study, 58 White infants were observed at ages 6, 9, and 12 months in four social episodes designed to elicit positive emotion (two games with mother) and negative emotion (stranger approach and separation from mother). Continuous time-sampled ratings and summary assessments of facial and vocal responding yielded measures of onset intensity, peak intensity, onset latency, time to peak intensity, rise time, persistence, and recovery for each episode and expressive modality. Central findings indicated significant developmental increases in the intensity and speed of response for positive and negative episodes, but across age and expressive modality the organization of positive and negative responses differed consistently. Specifically, responses to negative emotion episodes reflected characteristics of a preemptory response to perceived threat (e.g., intensity positively correlated with persistence), while intense positive emotion involved quicker onset and longer rise time, consistent with establishing and maintaining social engagement. Implications of these findings and directions for further study are outlined.
This study was based on the International Research Project called "Games and Emotions", developed by Lavega et al (2008). The study aims to identify, describe and interpret the emotional expression ...tendencies of individuals who participated in the "Capoeira Workout". The method used was quasi-experimental, and the Games and Emotions Scale (GES) was the instrument used to assess the emotions felt by the participants. The variables were emotions and gender, and a specific protocol was developed. The sample consisted of 10 men and 10 women, and the data related to the 2nd session of the Capoeira gymnastic workout was used, which is based on the inverse execution of the groups of movements applied in the 1st session. We conclude that men expressed higher values for all types of emotion, with positive emotions being the most significant, and joy, happiness and humor being the most relevant. The data expressed by the individuals, emphasises that actions of the psychomotor domain can influence the expression of the emotions of men and women. Activities with the characteristics of workout gimnic are relevant for the education of the emotions, for the improvement of the physical, social and also an alternative subject for the school environment, providing greater involvement and motivation for students in Physical Education classes.
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