The Cognitive Emotions and Emotional Cognitions

Studies in Philosophy and Education - Israel Scheffler's "In Praise of the Cognitive Emotions" (1977, 1991) extends earlier analyses of the role of emotions in rational undertakings....     

Alexithymia, Irrational Beliefs, and the Rational-Emotive Explanation of Emotional Disturbance

In recent discussions of Rational-Emotive Behavior Therapy (REBT), Ellis has argued that unconscious processes supplement irrational beliefs in explaining psychopathology. The hypothesis of this investigation was that these unconscious processes reflect alexithymia. University students responded to the three factors from the Toronto Alexithymia Scale, the Malouff and Schutte Belief Scale (MSBS), 5 subscales from the Survey of Personal Beliefs, and instruments recording depression, anxiety, and neuroticism. As hypothesized, alexithymia and irrational beliefs predicted greater emotional disturbance while also displaying some small positive correlations with each other. In multiple regressions, both types of variables combined to predict emotional disturbance, with alexithymia explaining the greater amount of variance. Alexithymic difficulties in identifying emotions had uniquely negative mental health implications. The MSBS and the Low Frustration Tolerance subscale were the most noteworthy measures of a pathogenic irrationality. These data supported the claim that the unconscious processes of REBT could be conceptualized in terms of alexithymia.     

Deliberative Democracy and Emotional Intelligence: An Internal Mechanism to Regulate the Emotions

Deliberative democracy, it is claimed, is essential for the legitimisation of public policy and law. It is built upon an assumption that citizens will be capable of constructing and defending reasons for their moral and political beliefs. However, critics of deliberative democracy suggest that citizens?? emotions are not properly considered in this process and, if left unconsidered, present a serious problem for this political framework. In response to this, deliberative theorists have increasingly begun to incorporate the emotions into their accounts. However, these accounts have tended to focus only upon the inclusion of emotions in the external-collective exchange of reason between citizens. Little work has been done on how the individual will actually cope with emotions internally within their own minds. There has been no consideration of the capacities that citizens will need to perceive, understand and regulate emotions as they formulate reasons both by themselves and with others. Moreover, there has been little consideration of how these capacities might be educated in children so that emotionally competent deliberative citizens can be created. In this paper, emotional intelligence is presented as an essential capacity that can fulfil this role for the deliberative citizen and deliberative democracy more generally. The ??deliberative school?? is suggested as a potential site for this transformation that can progress from generation to generation, cultivating citizens that are increasingly better equipped to handle emotionally-laden deliberative engagement.     

Emotional Mimicry: Why and When We Mimic Emotions

The goal of this review was to provide a brief overview of recent developments in the domain of emotional mimicry research. We argue that emotional signals are intrinsically meaningful within a social relationship, which is crucial for understanding the functionality and boundary conditions of emotional mimicry. On the basis of a review of the literature on facial mimicry of emotion displays, we conclude that the classic matched motor hypothesis does not hold for emotional mimicry. We alternatively propose a contextual view of emotional mimicry, which states that emotional mimicry depends on the social context: we only mimic emotional signals that are interpreted to promote affiliation goals and not necessarily what we see. As a further consequence, we are less likely to mimic strangers and we do not mimic people we do not like nor emotions that signal antagonism.     

The Impact of Music-Based Rational-Emotive and Cognitive-Behavioral Education on Positive and Negative Emotions: A Preliminary Investigation in Ecological Conditions

Although there is an extensive literature showing that both rational-emotive and cognitive-behavioral interventions (REBT/CBT) and music can alter various emotional responses, little is known about their ability to impact on both positive and negative emotions simultaneously. Thus, the present study aimed to investigate whether classical music combined with REBT/CBT psycho-education on emotions can alter people’s levels of positive and negative emotions. A number of 459 participants (62.7% females; m age = 36.67, SD = 11.754) were recruited for this study from the public attending to a classical music concert. The classical music pieces were selected by a group of experts in order to be conceptualized in relationship with components of the REBT/CBT’s ABC model of emotions (e.g., catastrophyzing, acceptance/meditation) and this conceptualization was also delivered during the concert (i.e., before each corresponding musical part). Emotions were assessed before and after the entire performance for all participants. Results indicated a significant change in emotions between the two assessments (F(11,397) = 59.99, p < .001, partial η² = .62), revealing significant increases for all the positive emotions and decreases for all the negative emotions that have been evaluated. This is one of the first experimental studies conducted on large-scale in fully ecological settings to confirm that music-based rational-emotive and cognitive-behavioral education might change the intensity of people’s positive and negative emotions simultaneously. These findings are discussed in line with the existing models of music and emotions.     

Resilience and Positive Emotions: Examining the Role of Emotional Memories

Abstract Resilience has been frequently associated with positive emotions, especially when experienced during taxing events. However, the psychological processes that might allow resilient individuals to self-generate those positive emotions have been mostly overlooked. In line with recent advances in memory research, we propose that emotional memories play an important role in the self-generation of positive emotions. The present research examined this hypothesis in two studies. Study 1 provided initial data on the validity and reliability of a measure of emotional memories networks (EMN) and showed that it had a predictive value for broad emotion regulation constructs and outcomes. In addition, Study 1 showed that positive EMN mediated the relationship between psychological resilience and the experience of positive emotions in a context of sadness, even after controlling for pre-experimental positive mood. Study 2 replicated results of Study 1 in a context of anxiety and after controlling for positive affectivity trait.     

应对与积极情绪研究:意义应对、积极情绪应对、情绪表露和情绪粒度

研究者们发现了应激状态下积极情绪与消极情绪共生的现象,这对于缓解压力提高应对效能有重要意义,积极情绪的研究成为应激和应对领域一个新的方向。为进一步明晰应对过程中积极情绪发生的特点、机制以及它们之间的关系,以应对过程中积极情绪发生的不同阶段为基点,探讨意义指向应对(应对失败之后),积极情绪指向应对(应对初始阶段),以及积极情绪的拓展建构(应对行为之前,并进一步探讨了情绪表露和情绪粒度两个与积极情绪密切相关的因素)。以后研究的重点主要有以下几点:应激源类型的划分,意义指向应对、积极情绪指向应对以及情绪表露和情绪粒度的进一步研究,并积极关注临床实践。     

Divine Emotions: On the Link Between Emotional Intelligence and Religious Belief

There have been only few attempts to explore the relationship between emotional intelligence (EI) and religiosity. However, none of them included measures of ability EI. In two studies, we investigated the potential associations between various aspects of religious belief and ability and trait EI. In Study 1 (N = 240), we found that ability EI was positively associated with general level of religious belief. Study 2, conducted among Polish Christians (N = 159), replicated the previous result on the connection between ability EI and religion. Moreover, both trait and ability EI were negatively correlated with extrinsic religious orientation and negative religious coping. Additional analysis showed that extrinsic orientation mediated the relationship between ability EI and religiosity.     

Managing Emotions During Team Problem Solving: Emotional Intelligence and Conflict Resolution

Although the potential links between emotional intelligence and performance continue to garner interest, few empirical studies have examined this phenomenon. The influence of emotional intelligence on team performance is of particular interest to researchers and practitioners as teamwork becomes more prevalent in organizations. In this article, we examine the utility of emotional intelligence for predicting individual performance, team performance, and conflict resolution styles. Three-hundred-and-fifty respondents working in 108 teams were administered a measure of team members' emotional intelligence. Participants then completed a problem-solving task, individually and as a team member, and afterwards reflected on the conflict resolution tactics used to achieve the team outcome. In line with expectations, emotional intelligence indicators were positively linked with team performance and were differentially linked to conflict resolution methods. Limitations and implications for future research are also discussed.     

Appropriate Control Groups in Feminist Research

Control groups in psychological research reveal the outlines of the investigator's theoretical framework. They identify variables which are assumed to affect the causal relationship between independent and dependent variable and by implication, those which are not. This role of control groups is implicitly denied when they are discussed simply as a methodological issue. Feminist psychologists can use the inevitable interpenetration of methodological and theoretical issues to promote new theoretical perspectives under the guise of sounder methodology. One result may be to move the psychology of women outside (beyond-?) a conceptualization of science in which the notions of experimentation and control are central.     

Gender and Emotions at Work: Organizational Rank Has Greater Emotional Benefits for Men than Women

Sex Roles - The way people feel is important for how they behave and perform in the workplace. Experiencing more positive?and less negative?emotions at work is often associated with...     

Depression and the Emotions: An Argument for Cultivating Cheerfulness

In this paper, I offer an argument for cultivating cheerfulness as a remedy to sadness and other emotions, which, in turn, can provide some relief to certain cases of depression. My thesis has two tasks: first, to establish the link between cheerfulness and sadness, and second, to establish the link between sadness and depression. In the course of accomplishing the first task, I show that a remedy of cultivating cheerfulness to counter sadness is supported by philosophers as diverse as Thomas Aquinas, Baruch Spinoza, and David Hume in their writings on the passions. I also show that my argument can generalize to promote the cultivation of other emotions. In the course of accomplishing the second task, I consider different models of depression and how the emotions are related to depression. The purpose of this paper is to offer conceptual, philosophical support that is consistent with the most current empirical data on depression.     

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.     

情绪和控制幻觉对投资者羊群行为的影响

本研究采用双因素被试间实验具体考察了特定情绪和控制幻觉对于个体投资者羊群行为的影响,结果发现存在显著的主效应和交互作用。愉悦情绪与投资者的追涨羊群行为呈正向关系,恐惧情绪与跟跌羊群行为呈正向关系;控制幻觉与投资者的追涨羊群行为呈正向关系,与跟跌羊群行为呈负向关系;高控制幻觉的投资者在愉悦情绪下倾向于乐观追涨,而低控制幻觉的投资者在恐惧情绪下倾向于悲观跟跌。     

Rational-Emotive Therapy and Youth: Some New Techniques for Counselors

Derived from experience with cognitively and emotionally impaired juvenile offenders, several techniques are presented for counselors to increase the effectiveness of RET interventions with youth.     

The Developmental Functions of Emotions: An Analysis in Terms of Differential Emotions Theory

A substantial body of theoretical literature testifies to the evolutionary functions of emotions. Relatively little has been written about their developmental functions. This article discusses the developmental functions of emotions from the perspective of differential emotions theory (DET; Izard, 1977, 1991). According to DET, although all the emotions retain their adaptive and motivational functions across the lifespan, different sets of emotions may become relatively more prominent in the different stages of life as they serve stage-related developmental processes. In the first section, we present a brief overview of relevant aspects of the theory. In the second section, we discuss how emotions play a central role in helping the individual achieve developmental milestones and tasks during four major periods of life: Infancy, toddler through preschool years, middle to late childhood, and adolescence. The underlying thesis of this article is that emotions play a central role in stimulating social cognitive attainments at each stage of development.     

Brief Christian and Non-Christian Rational-Emotive Therapy With Depressed Christian Clients: An Exploratory Study

The current outcome study operationalized a brief “Christian” form of rational-emotive therapy (CRET) and compared the therapeutic efficacy of this treatment with a standard version of brief rational-emotive therapy (RET) with depressed Christian clients. Results indicated that both treatments were effective in reducing depression and automatic negative thoughts, while only the CRET reduced clients' irrational beliefs. No between-group differences were obtained for clients' perceptions of the counselor. Findings are discussed in terms of applied integration issues and the long-standing antagonism of rational-emotive philosophy toward religious beliefs.