Children's Emotional Reactions to a Scary Film The Role of Prior Outcome Information and Coping Style

An experiment examined the influence of happy outcome information and coping style on children's emotional responses to a frightening film sequence. Fourth and fifth graders viewed a program that included a threatening scene and a happy resolution. Before viewing, they heard an audiotaped introduction that either described the happy outcome or did not. Children's preferred coping style was classified as blunting or monitoring, using Miller's Child Behavioral Style Scale. Hypotheses were derived from theory and research on emotion, responses to suspense, and self-regulation processes. Consistent with expectations, prior knowledge of the happy outcome reduced self-reported fear and worry for Hunters but not for monitors. Regardless of coping style, outcome information reduced children's facial expressions of fear and increased positive affect during the conclusion of the show. Interpretations of the findings, as well as implications for understanding emotional responses to mass media, are discussed.     

Emotional and Physiological Responses to Social‐Evaluative Threat

Social‐evaluative threat has been theorized to elicit coordinated psychological and physiological responses, including increases in self‐conscious emotions as well as increases in cortisol and proinflammatory cytokine activity. Acute laboratory stressors with social‐evaluative threat have triggered robust increases in cortisol, whereas equivalent laboratory stressors without this explicit social‐evaluative component have not elicited changes in this physiological parameter. Participants who have reported the greatest increases in self‐conscious emotions have also shown the greatest increases in cortisol activity, suggesting that these physiological changes may occur in concert with self‐conscious states. Other work has shown that social‐evaluative threat and accompanying self‐conscious emotions can influence immune parameters associated with inflammation. These findings have implications for a number of areas of research within social and personality psychology.     

The Influence of Separation from the Mother on Children's Emotional Responses

This study concerns the relationship between alienation and the identity and role crisis in late adolescence. Two hundred and ninety adolescents (18-21 years) divided into age/sex and vocational role commitment groups were given the DJ Scale of Alienation: Self-Social Satisfaction (6). Two indexes were obtained: (a) Alienation (measured by Powerlessness and Self-Abasement) and (b) Self-Dissatisfaction (a measure of psychological disequilibrium). Powerlessness and Self-Abasement were not age/sex differentiated, whereas dissatisfaction-with-self for these attitudes was related to group differences. Young males were self-dissatisfied with their powerless status, and young females with their self-abasing attitudes. Findings were discussed in terms of the resolution of the psychological crisis and the end of the adolescent moratorium.     

Children's Defensive Responses and Emotional Upset Following a Disaster: A Projective Assessment

Projective stories were used to assess the defense mechanisms of 27 preadolescent boys who were victims of a lightning strike in which one boy died. Denial, projection, and identification, in combination, were found to be inversely related to clinical upset, as was the age and sex-appropriate individual defense of projection. in addition, low-defensive boys' self-reports of fears agreed more often with their parents' reports of sleep and somatic disturbances than did high-defensive boys' self-reports. The findings provide support for the validity of the Defense Mechanism Manual (Cramer, 1982) and raise the issue of defense mechanisms as moderator variables in self-report questionnaires.     

Children's Cognitive and Emotional Responses to the Portrayal of Negative Emotions in Family-Formatted Situation Comedies

This experiment assesses children's cognitive and emotional responses to negative emotions in family-formatted situation comedies. Boys and girls from two grade levels (Grades K-2 vs. Grades 3–5) viewed a family sitcom that featured one of two negative emotions (anger, fear) and varied the inclusion of a positive, humorous subplot (no, yes). Results revealed that inclusion of the subplot reduced comprehension of the major story line for younger children as well as for boys. Among all children, the presence of the positive subplot also distorted perceptions of how negative and persistent the main character's emotions were, finally, children who perceived the family sitcom to be highly realistic were more concerned about similar negative emotional events in their own lives than were those whoperceived theprogram to be less realistic. The findings are discussed in terms of children's social learning from television and emotional development.     

Effects of Variation and Prior Knowledge on Abstract Concept Learning

Learning abstract concepts through concrete examples may promote learning at the cost of inhibiting transfer. The present study investigated one approach to solving this problem: systematically varying superficial features of the examples. Participants learned to solve problems involving a mathematical concept by studying either superficially similar or varied examples. In Experiment 1, less knowledgeable participants learned better from similar examples, while more knowledgeable participants learned better from varied examples. In Experiment 2, prior to learning how to solve the problems, some participants received a pretraining aimed at increasing attention to the structural relations underlying the target concept. These participants, like the more knowledgeable participants in Experiment 1, learned better from varied examples. Thus, the utility of varied examples depends on prior knowledge and, in particular, ability to attend to relevant structure. Increasing this ability can prepare learners to learn more effectively from varied examples.     

Prior Exposure to Creatures From a Horror Film

This experiment assesses the impact of two exposure strategies on children's emotional and cognitive reactions to a frightening movie scene. Children from two grade levels (kindergarten and first vs. second through fourth) received a desensitization treatment in which modeled exposure to a live earthworm was factorially varied with exposure to graphic photographs of worms taken from a horror film. Children then viewed a frightening scene involving worms taken from this same film. Results indicated that exposure to photographs increased children's enjoyment of the movie segment and reduced fear reactions to the scene. In contrast, the live exposure strategy was effective in reducing fear reactions to the movie only among boys. However, live exposure did alter children's affective reactions to and judgments of worms themselves. The findings are discussed in terms of current theories of desensitization and information processing.     

The Effects of Mediation Content and Form on Children's Responses to Violent Television

This research explores the role of mediation content and its grammatical structure in children's responses to a violent television program. An experiment was conducted with 103 children ranging in age from 5‐ to 12‐years‐old. Mediation strategies that emphasized the program as either factually inaccurate or socially unrealistic were developed. This information was communicated to children either directly (in statement form) or by asking children to consider the program's reality status. The results revealed that the utility of various approaches to mediation depend on the age and viewing history of the child.     

Cardiovascular Responses to Threat: Effects of the Difficulty and Availability of a Cognitive Avoidant Task

Measures of heart rate (HR), systolic blood pressure (SBP), and diastolic blood pressure (DBP) were taken during an interval immediately preceding a period in which male subjects were to perform an easy or difficult memory task to avoid a noxious noise, or simply wait to receive the noise. As predicted, anticipatory elevations in SBP and HR were relatively higher in the difficult avoidance condition than in the easy and impossible avoidance conditions. In contrast, anticipatory DBP change-scores decreased linearly from easy to difficult to impossible avoidance conditions. Results are discussed in terms of a recent motivational theory suggesting that energy mobilization in the face of threat should be a function of what can, will, and must be done to cope.     

一致的先前知识对类别学习影响机制探讨

探讨一致的先前知识对类别学习的影响,包括2个实验。被试是112名大学生,分别探讨不同实验任务和不同项目呈现时间引发的机械特征在类别学习中的重要程度和加工程度不同的情况下先前知识对类别学习的影响。结果表明:(1)在实验任务为项目类别归属判断任务时,机械特征重要程度低,主题特征与机械特征在学习上存在竞争关系;在实验任务为项目类别归属及记忆任务时,机械特征重要程度高,主题特征与机械特征在学习上存在促进关系。(2)在限制步速呈现项目时,机械特征加工程度低,主题特征与机械特征在学习上存在竞争关系;而在自定步速呈现项目时,机械特征加工程度高,主题特征与机械特征在学习上不存在竞争关系。     

The Effects of Direct Questions on Preschool Children's Responses to Indirect Requests

Indirect instructional approaches, such as responsive interaction, are common in inclusive early childhood settings. Unfortunately, young children with disabilities do not always have the skills to take advantage of these learning opportunities. Teaching children with disabilities to be more responsive to developmentally appropriate indirect instructional strategies may help them take advantage of and benefit from available learning opportunities in inclusive settings. The purpose of this research was to examine the extent to which presenting a series of direct questions increased children's attempts to respond and correct responses to indirect requests. Increased attempts to respond and correct responses to indirect requests were evident for all participants with whom the intervention was implemented. Three of the participants continued to attempt to respond and responded correctly to indirect requests when intervention procedures were removed. The contributions of these findings to literature on language instruction with young children, implications of the findings for practitioners, methodological limitations, and suggestions for future research are discussed.     

Effects of Exposure to Physique Slides on the Emotional Responses of Men and Women

The purpose of this study was to examine high and low body dissatisfied (BD) men's and women's in-task emotional responses to the acute exposure of sex-specific physique slides of the aesthetic ideal (i.e., ideal slides) and themselves (i.e., self-slides). Participants were 35 male and 30 female university students who reported their immediate in-task emotional responses (i.e., pleasure and arousal) to viewing the self- and ideal slides. It was found that the (a) high BD women reported the least amount of pleasure while viewing the self- and ideal slides; (b) women reported less pleasure while viewing the self-slides than did the men; (c) The high BD group reported less pleasure while viewing the self- vs. the ideal slides than did the low BD group, and (d) the high BD men reported the most arousal of any of the groups while viewing the self- and ideal slides. The differing emotional responses of the men and women and the high and low BD groups to viewing the self- vs. ideal slides are discussed, and future research directions are suggested.     

Electromyographic Analyses of Responses to Intergroup Threat

Two studies tested predictions from intergroup threat theory concerning emotional responses to intergroup threat. Study 1 employed threatening video clips of the 9/11/01 World Trade Center attacks. Study 2 employed video clips of a threatening “opponent” in a competition. Facial electromyography (EMG) was employed to capture emotion‐related muscle activity. As participants viewed videos in Study 1, they were instructed to consider Americans' reactions or their personal reactions. In Study 2, an “opponent” presented individually directed or group‐directed stereotype threat. Both studies provide support for the theory: Participants experiencing individual threats displayed greater EMG activity in muscles corresponding to inwardly directed emotions (fear), while participants experiencing group threats displayed greater EMG activity in muscles corresponding to outwardly directed emotions (anger).     

儿童对他人情绪与过去经验的关系的认知

用设置故事情景的方法对儿童对他人情绪与过去经验的关系的认知进行了实验研究。研究表明,4～7岁儿童能够认知他人情绪与过去经验的关系,认知能力随年龄的增长不断提高。情绪效价和情绪情景的匹配性影响儿童对他人情绪与过去经验关系的认知。4、5岁儿童更能认识到正性情绪情景条件下体验到负性情绪的他人情绪与过去经验的关系,其得分显著高于其它情绪情景故事和行为故事。     

9～11岁儿童对失败学习情景的情绪反应和情绪表达研究

本研究对180名9-11岁儿童在失败学习情景下的情绪反应和情绪表达进行了研究。结果表明：(1)儿童在失败学习情景中情绪表达的意愿受年龄影响。(2)儿童在失败学习情景中的情绪表达原因受年龄和观众背景影响。儿童隐藏情绪的原因主要是害怕消极的后果,表达情绪的原因是为了得到积极的结果。(3)儿童在失败学习情景中情绪表达和隐藏的策略受年龄、性别和观众背景的影响。(4)儿童的后继行为受年龄的影响。     

Psychological Responses to the Threat of Nuclear War

We investigated the nature of psychological responses to the threat of nuclear war and the relationships between attitudes and behavior in three studies. The first was a quasi-experimental study of the effects of a film depiction of nuclear war on attitudes and behavior. Results suggested that exposure was mediated by a sense of control over political events, but that exposure itself had no significant effect on psychological responses to nuclear war. The second was an experimental investigation of the effects of efficacy enhancing, fear arousing, or informational tactics as well as individual differences on memory for relevant information and political activism on the issue of nuclear arms control. Results indicated that men exposed to the fear arousal tactic were less likely to take action than those exposed to information alone or efficacy enhancement, whereas women exposed to fear arousal were more likely to act. Gender differences are explained in terms of the socialization of male responses to fear, the "macho" response. Those who showed less denial were more likely to act, as were those who stated intentions to take action. The third study employed structural modeling to examine the relationships between attitudes and behavior. Results supported the Model of Reasoned Action (Fishbein & Ajzen, 1975) in showing that intentions to act mediated the relationship between attitudes and behavior on this issue.     

神经质程度和月经周期对女性主观情绪和生理反应的影响

分别选取两组神经质程度高、低女性16名和25名, 考察两组被试在月经周期不同阶段(经期、卵泡晚期、黄体中晚期)的激素(雌二醇、孕酮)波动以及观看情绪视频(中性、搞笑、悲伤、愤怒)的主观情绪感受和生理反应的差异。结果显示高神经质女性在月经周期中对负性情绪视频的主观情绪和生理反应变化明显, 黄体中晚期对愤怒视频主观情绪体验更低, 对悲伤视频生理反应更小, 而低神经质女性的情绪反应不受月经周期影响。研究表明高神经质女性的情绪反应更易受月经周期影响, 这可能与其对孕酮水平波动的敏感性高有关。     

Emotional Responses to Music: Interactive Effects of Mode,Texture, and Tempo

Although much research has explored emotional responses to music using single musical elements, none has explored the interactive effects of mode, texture, and tempo in a single experiment. To this end, a 2 (mode: major vs. minor) × 2 (texture: nonharmonized vs. harmonized) × 3 (tempo: 72, 108, 144 beats per min) within-participants experimental design was employed, in which 177 college students rated four, brief musical phrases on continuous happy-sad scales. Major keys, nonharmonized melodies, and faster tempos were associated with happier responses, whereas their respective opposites were associated with sadder responses. These effects were also interactive, such that the typically positive association between tempo and happiness was inverted among minor, nonharmonized phrases. Some of these effects were moderated by the gender and amount of musical experience of participants. A principal components analysis of responses to the stimuli revealed one negatively and one positively valenced factor of emotional musical stimuli.     

Electromyographic Analysis of Responses to Third Person Intergroup Threat

This study attempts to replicate and extend the findings from Davis and Stephan’s (2011) article investigating facial electromyographic (EMG) responses to individually directed or group-directed realistic threat. Using news footage from the Columbine school shootings as a third-person threatening stimulus, participants were instructed to view the clips while considering how they felt during the original events (individually primed) or how students felt during the original events (group-primed). EMG analysis of activity levels of the medial frontalis and the corrugator supercilii indicated differential activation based on the instructions. Individually primed participants experienced more fontalis activity and group-primed participants experienced more corrugator supercilii activity. These findings replicated the Davis and Stephan results and extended it to a third person-based intergroup threat.