“直觉调整差误”偏向对贝叶斯推理成绩的影响

采用贝叶斯推理问题作为实验材料,探讨被试解决贝叶斯推理问题的启发式策略,从认知偏向的角度分析该问题的困难原因。结果发现:(1)贝叶斯推理问题解决过程中的可得性启发与后验概率估计过程中的直觉调整差误密切相关;(2)贝叶斯推理问题解决过程中文、理科被试都同样会产生直觉调整差误偏向;(3)贝叶斯推理问题解决过程中的后验概率估计值和对推理问题中包括虚报率信息的命题的可得性测量所得主观概率之间存在显著的负相关。     

知识图式对贝叶斯推理的影响

选取具有概率知识的大学生(专家)和没有概率知识的大学生(新手)为被试,进行贝叶斯推理中的概率估计,探讨知识图式对贝叶斯推理的影响。结果表明,具有概率知识背景的大学生比没有概率知识背景的大学生概率估计的准确性更高,反应时更长,说明知识图式影响概率信息的搜索和判断。     

基础概率在贝叶斯推理中的作用

针对贝叶斯推理研究中基础概率忽略现象的争论,直接操纵基础概率水平,考察被试在贝叶斯推理时是否加工了基础概率信息。结果表明,低基础概率组后验概率估计显著低,无基础概率组后验概率估计反应时显著短于有基础概率组。被试在各种条件下估计的正确率都较低,说明对基础概率在贝叶斯推理中的作用考虑不充分。     

情绪调节自我效能感在神经质、尽责性与心盛之间的中介作用

以412名大学生为被试,运用问卷调查法探讨情绪调节自我效能感在神经质、尽责性与心盛之间的中介作用。结果表明,(1)神经质与表达积极情绪效能、调节消极情绪效能、心盛呈负相关;(2)尽责性与表达积极情绪效能、调节消极情绪效能、心盛呈正相关;(3)表达积极情绪效能、调节消极情绪效能与心盛呈正相关;(4)神经质通过情绪调节自我效能感的中介作用间接影响心盛,同时尽责性不仅直接影响心盛,还能通过情绪调节自我效能感的中介作用间接影响心盛。     

主体关联性对贝叶斯推理概率估计的影响

用贝叶斯推理问题为实验材料,探讨了主体关联性对贝叶斯推理概率估计的影响。结果表明,当估计的事件与主体有关时,被试对消极事件概率估计较低,对积极事件概率估计值;当估计的事件与主体无关时,被试对消极事件和积极事件的概率估计无显著差异。反应时分析表明,被试对消极事件的概率估计比对积极事件的概率估计时间显著地长,当消极事件与主体有关时概率估计时间就更长;而对积极事件的概率估计,与主体有关和与主体无关时反应时差异不显著。这表明,被试对消极事件的概率估计(特别是消极事件与己有关时)更为慎重。     

分视野范式呈现的情绪性面孔的加工

研究采用36名被试(女20名,男16名),采用4种变化强度(5%、10%、20%、30%)的5种情绪面孔(愉快、惊讶、悲伤、厌恶、愤怒),记录被试对左右视野呈现的中性面孔和情绪面孔识别的正确率,考察情绪效价单侧化效应的性别差异。结果发现:积极情绪面孔比消极情绪面孔的识别正确率更高;表情强度高的面孔识别正确率高于表情强度低的面孔;女性被试对左视野出现的消极情绪面孔识别正确率高于右视野出现的消极情绪面孔,相反,对右视野出现的积极情绪面孔识别正确率更高。说明在女性被试上出现了效价单侧化效应。     

线索—提示任务下情绪对注意转换的影响

大量研究表明情绪状态会影响认知灵活性。本研究运用情绪影片片段作为情绪诱发的手段,以68名女大学生为被试,采用线索-提示任务范式考察了不同情绪效价(积极、消极)对认知灵活性重要成分之一注意定向转换的影响。结果发现,对于有效提示,积极情绪和消极情绪两种条件下的反应时差异不显著;对于无效提示,积极情绪下的反应时显著快于消极情绪;而且,积极情绪下的线索有效性效应不显著,但消极情绪下表现出显著的线索有效性效应。实验结果说明,积极情绪有助于注意定向的转换,消极情绪延缓了注意定向的转换。这一结果进一步支持了积极情绪扩展认知范围,而消极情绪缩窄认知范围的观点。     

情绪状态对大学生条件推理的影响

采用不同情绪效价的电影片断诱发大学生不同的情绪,并运用眼动仪器记录条件推理的过程和结果,探讨了不同情绪状态对条件推理的影响状况。实验采用3（情绪组别：积极情绪、消极情绪、中性情绪）×4（推理形式：MP、DA、AC、MT）的混合实验设计。研究结果发现,中性情绪状态下的条件推理成绩显著地高于积极和消极情绪状态,结果支持抑制假说。     

情绪的相容性对创造性思维的影响

为探讨具身内隐情绪和外显情绪之间的相容性和不相容性对创造性思维的影响,实验采用情绪视频启动范式诱发被试的积极情绪或消极情绪,同时采用面部表情操纵技术诱导其具身积极情绪或具身消极情绪,然后要求被试完成创造性思维测验中的替代使用任务（AUT）与顿悟字谜测验。结果发现：在积极情绪下,情绪相容组的AUT流畅性得分显著高于情绪不相容组;而在消极情绪下,情绪相容组的AUT原创性得分与顿悟字谜得分显著高于情绪不相容组;灵活性在两种情绪条件下的差异均不显著。结果表明,面部表情和外显情绪的相容性有利于创造性思维的表现,积极情绪和消极情绪下的情绪相容性分别影响着创造性思维的不同成分。     

情绪对职业决策的影响

职业决策是决策研究领域的重要课题,引起了心理学家和决策研究者的高度关注.本文在以往研究的基础上,引人情绪和职业种类变量探讨了情绪对职业决策的影响,结果显示:(1)无论是四种还是八种职业决策任务,积极情绪的被试同消极情绪的被试相比,信息搜索的时间较长,信息搜索的深度显著增加;(2)在职业选择策略上,积极情绪的被试更加倾向于基于选项的加工,而消极情绪的被试随着从四种职业决策任务到八种决策任务的转变,逐渐倾向于基于属性的加工;(3)情绪影响了决策者职业决策的信息加工能力.     

Development and validation of a measure for emotion regulation at work: Introducing the Workplace Emotion Regulation Preference Inventory (WERPI)

Emotion regulation preference varies from person to person. However, the emotion regulation literature has mostly dichotomized preference to cognitive change and response modulation. The current investigation focused on development and validation of a comprehensive measure of workplace emotion regulation and examined the relationship between all emotion regulation strategies using a well-known taxonomy (Gross, 1998) and customer service performance. Preliminary evidence supports the validity of the new measure. The four groups identified in this analysis showed significant differences on customer service performance, suggesting that individual differences in regulation preference may be important to consider. Theoretical and practical implications of findings are discussed.     

Cognition and Emotion Lecture at the 2010 SPSP Emotion Preconference

One of the most fundamental distinctions in the field of emotion is the distinction between emotion generation and emotion regulation. This distinction fits comfortably with folk theories, which view emotions as passions that arise unbidden and then must be controlled. But is it really helpful to distinguish between emotion generation and emotion regulation? In this article, we begin by offering working definitions of emotion generation and emotion regulation. We argue that in some circumstances, the distinction between emotion generation and emotion regulation is indeed useful. We point both to citation patterns, which indicate that researchers from across a number of sub-areas within psychology are making this distinction, and to empirical studies, which indicate the utility of this distinction in many different research contexts. We then consider five ways in which the distinction between emotion generation and emotion regulation can be problematic. We suggest that it is time to move beyond debates about whether this distinction is useful to a more specific consideration of when and in what ways this distinction is useful, and in this spirit, we offer recommendations for future research.     

Early antecedents of emotion differentiation and regulation: Experience tunes the appraisal thresholds of emotional development in infancy

In this review, we synthesize evidence to highlight cognitive appraisal as an important developmental antecedent of individual differences in emotion differentiation and adept emotion regulation. Emotion differentiation is the degree to which emotions are experienced in a nuanced or “granular” way—as specific and separable phenomena. More extensive differentiation is related to positive wellbeing and has emerged as a correlate of emotion regulation skill among adults. We argue that the cognitive appraisal processes that underlie these facets of emotional development are instantiated early in the first year of life and tuned by environmental input and experience. Powerful socializing input in the form of caregivers’ contingent and selective responding to infants’ emotional signals carves and calibrates the infant’s appraisal thresholds for what in their world ought to be noticed, deemed as important or personally meaningful, and responded to (whether and how). These appraisal thresholds are thus unique to the individual child despite the ubiquity of the appraisal process in emotional responding. This appraisal infrastructure, while plastic and continually informed by experience across the lifespan, likely tunes subsequent emotion differentiation, with implications for children’s emotion regulatory choices and skills. We end with recommendations for future research in this area, including the urgent need for developmental emotion science to investigate the diverse sociocultural contexts in which children’s cognitive appraisals, differentiation of emotions, and regulatory responses are being built across childhood.     

Unfinished business: How completeness affects the impact of emotional states and emotion concepts on social judgment

In two studies, we compared the impact of cold emotion concept primes with induced hot emotional states on subsequent social judgments. We hypothesized that the completeness of the prime episode is an important determinant of whether accessible information will lead to emotionally congruent or incongruent judgments. We extend previous research on knowledge and emotion accessibility effects by demonstrating that the effects of incomplete versus completed prime episodes are independent of whether we prime emotion states or emotion concepts. That is, our results show that both hot and cold affective information activated by incomplete prime episodes leads to assimilation, whereas information activated by completed prime episodes leads to contrast effects. Implications for accessibility research are discussed.     

Attentional mechanisms associated with repressive distancing

This research explores the role of attentional shift and disengagement in repressive distancing. During a target-detection task in which emotional and neutral facial expressions were used as cues, participants received performance feedback intended to elicit a negative emotional reaction that rendered the task either threatening or not threatening to self-concept. When the task was perceived to threaten self-concept, repressors distanced themselves by rapidly disengaging their attention from the facial expressions rather than by slowly shifting or not shifting their attention to the facial expressions. Attentional disengagement was accompanied by sympathetic nervous system activity suggestive of a defense response. This research provides further insight into the nature and consequences of the interplay of dispositional tendencies, situational contexts, and higher order cognitive influences in attentional behavior.     

Humour as emotion regulation: The differential consequences of negative versus positive humour

Humour is often seen as an adaptive coping strategy; however, the empirical literature is inconclusive. One possible explanation is that different types of humour have different adaptive consequences. In the present research, we predicted that positive (good-natured) humour would be more effective at regulating negative emotions than negative (mean-spirited) humour. In Study 1, participants were shown negative pictures two times. First, they simply viewed the pictures and rated their levels of positive and negative emotions. Second, they were instructed to: (a) view; (b) use positive humour; or (c) use negative humour, and then rate their reactions. Compared to negative humour, positive humour was more successful at down-regulating negative and up-regulating positive emotion. In Study 2, we replicated these findings and showed that these effects cannot be explained by differences in difficulty between the two humour conditions, participants’ expectations, or social desirability. Taken together, these findings suggest that positive (but not negative) humour may be an effective form of emotion regulation.     

Parents' inconsistent emotion socialization and children's socioemotional adjustment

Parents socialize children's emotion through active, purposeful strategies and through their own expressivity; yet little research has examined whether parents are inconsistent within or between these socialization domains. The author presents a heuristic model of inconsistency in parents' emotion socialization. Parents (M age = 34.8 years, 85% mothers) of preschool-aged children (M age = 4.5 years, 53% female) reported on their responses to children's emotions, their own expressivity, child emotion regulation and expressivity, child social competence, and child internalizing and externalizing. Parents were largely consistent in their emotion socialization, with one exception being that some highly negatively expressive parents punished children's negative expressivity. This pairing of inconsistent socialization behaviors interacted to explain variance in child emotion regulation and internalizing. The author discusses the implications and limitations of the findings and directions for future research.     

Comparison of different strategies to decrease negative affect and increase positive affect in women with borderline personality disorder

Background

In this study we compared the effect of different emotion regulation strategies on positive and negative emotions in patients with borderline personality disorder.

Methods

Emotion regulation strategies were a distracting task, individual positive memory imagery, individual soothing imagery, and a neutral comparison condition. During two separate sessions, 17 participants watched either neutral or negative movie segments before using these strategies.

Results

All three strategies influenced emotions into a favorable direction as compared to the neutral comparison condition. The positive memory image increased positive emotions significantly stronger than counting colors and distracting.

Discussion

Different strategies seem to have similar effects in decreasing negative emotions. Positive emotions may be affected in particular by positive and soothing imagery techniques.     

Remembering the silver lining: Reappraisal and positive bias in memory for emotion

Reappraisal and distraction, unlike suppression, are known to decrease the intensity of negative emotion in the short term. Little is known about long-term characteristics associated with emotion regulation strategies, however. In a longitudinal study, we examined the relation between the strategies people reported using to regulate emotions during a stressful situation and their later memory for their emotions. Students in Italy rated the intensity of positive and negative emotions they were experiencing as they prepared for their high school exit exam. They also rated the extent to which they were regulating emotion using reappraisal, distraction, and suppression. Six weeks later, students recalled their pre-exam emotions. The more students reported engaging in reappraisal before the exam, the more they overestimated positive emotion and underestimated negative emotion when recalling their experience. The association between reported reappraisal and memory bias was partially mediated by positive changes over time in students’ appraisals of the exam preparation experience. Reports of engaging in distraction and suppression were not associated with memory bias. Because remembered emotion guides future choices, these findings suggest that reappraisal is a highly adaptive strategy for coping with stressful situations, not only in the short run, but also in the long run.     

The effect of self- and interpersonal emotion regulation on athletes’ anxiety and goal achievement in competition

ObjectivesThere exists a wealth of evidence that athletes must regulate their emotions for optimal performance and wellbeing. In addition to athletes’ attempts to regulate their own emotions, they may also attempt to regulate each other’s emotions (interpersonal emotion regulation). Though self- and interpersonal emotion regulation likely co-occur, previous research has not explored how these strategies concurrently impact athletes’ emotions and performance outcomes. In the current study, we examined whether athletes’ emotional self-regulation and the receipt of interpersonal emotion regulation from their teammates were related to their anxiety and goal achievement during competition.DesignQuantitative, cross-sectional retrospective survey design.MethodData were gathered following sport competitions from 509 participants from 50 interdependent sport teams from Canada and the UK (M_age = 19.0, SD = 3.1).ResultsAnalysis of the data using structural equation modeling revealed that after accounting for pre-competition anxiety, received interpersonal emotion regulation was not associated with anxiety during competition, though affect-worsening self-regulation was positively associated with anxiety during competition. Received interpersonal emotion regulation was also not associated with goal achievement, yet affect-improving and affect-worsening self-regulation were associated with goal achievement. Nevertheless, when the influence of emotional self-regulation on anxiety and goal achievement was set to zero, affect-improving and affect-worsening interpersonal emotion regulation were associated with anxiety during competition and affect-improving interpersonal emotion regulation was associated with goal achievement.ConclusionsThese data can be interpreted as evidence that emotion regulation actions between teammates are important for anxiety and performance outcomes, albeit this effect is attenuated in the presence of athletes’ own emotional self-regulation. These results extend the extant research on self- and interpersonal emotion regulation in sport, and in line with these observations, we highlight a number of future research opportunities for researchers examining emotion regulation in performance contexts.