Maternal Expressive Style and Children's Emotional Development

Maternal expressive styles, based on a combination of positive and negative expressive patterns, were identified at two points in time and related to multiple aspects of preschool children's emotional development. Mother–child pairs from 260 families participated when the children were 3 years old, and 240 participated again at aged 4 years. Expressive styles were identified at age 3 using cluster analysis, replicated at age 4 and examined in relation to children's emotional understanding, expressiveness and regulation. Three expressive styles were identified: high positive/low negative, very low positive/average negative and average positive/very high negative. Cluster membership was stable in 63% of families from age 3 to 4 years; no systematic patterns of change were evident in the remaining families. Expressive style was related to aspects of children's emotional expression at 3 years and to emotion expression and regulation at 4 years. Children's expressiveness and regulation at age 3 were also related to changes in mothers' expressive styles over 1 year. Identifying mothers' expressive styles provides a unique way to understand the potential role of the emotional climates in which preschool‐aged children learn to express and regulate their own emotions. Copyright © 2011 John Wiley & Sons, Ltd.     

Comparing negative emotion differentiation in young and older individuals: A picture-based study

Life span theories suggest that emotional experiences become more complex (i.e., nuanced and differentiated) with age. Theoretically, the cause of this increased complexity has been proposed to be age-related changes in life contexts such as goals and daily stressors. Consequently, age may not affect emotional complexity in settings where the influence of age-specific life contexts is reduced. However, this hypothesis has yet to be explored. In the present study, we investigated one aspect of emotional complexity, namely emotion differentiation. Extending previous research, we assessed age-group differences in negative emotion differentiation between young and older adults in a controlled experimental setting. A sample of 114 young and 132 older adults rated their emotional response to 34 negative pictures according to intensity of four negative emotions. Based on these ratings, two indicators of emotion differentiation were calculated. The results revealed no significant age-group differences in negative emotion differentiation. The findings indicate stability in negative emotion differentiation with increasing age when the influence of life context is reduced. The findings are consistent with life span theories suggesting that developmental changes in emotional complexity occur largely as a result of age-related changes in life contexts rather than more stable age-related changes in individual characteristics.     

情绪设计对多媒体学习的影响

通过两个实验探讨多媒体学习中情绪设计对学习者情绪、认知过程和学习结果的影响。实验1将内部情绪设计与外部情绪诱发两种方式结合起来,探讨多媒体学习环境中不同方式诱发的积极情绪对学习的影响。实验2进一步聚焦于内部情绪设计,考察颜色和拟人化这两个特定的情绪设计元素对学习者情绪和学习的影响。结果发现:(1)积极的外部情绪诱发和内部情绪设计可以诱发积极情绪,并促进学习迁移。(2)对学习材料进行内部积极情绪设计可以诱发学习者积极情绪,增强学习者的学习动机,降低学习者感知到的学习材料的难度,并促进学习迁移。其中,彩色设计可以诱发学习者积极情绪,但拟人化只有与彩色结合才能诱发学习者积极情绪;在拟人化条件下,彩色设计可以增强学习者学习动机;彩色设计可降低学习者对学习材料感知到的难度;彩色和拟人化都可以促进学习迁移。     

Delayed reconfiguration of a non-emotional task set through reactivation of an emotional task set in task switching: an ageing study

ABSTRACT

In our everyday life, we frequently switch between different tasks, a faculty that changes with age. However, it is still not understood how emotion impacts on age-related changes in task switching. Using faces with emotional and neutral expressions, Experiment 1 investigated younger (n?=?29; 18–38 years old) and older adults’ (n?=?32; 61–80 years old) ability to switch between an emotional and a non-emotional task (i.e. responding to the face's expression vs. age). In Experiment 2, younger and older adults also viewed emotional and neutral faces, but switched between two non-emotional tasks (i.e. responding to the face's age vs. gender). Data from Experiment 1 demonstrated that switching from an emotional to a non-emotional task was slower when the expression of the new face was emotional rather than neutral. This impairment was observed in both age groups. In contrast, Experiment 2 revealed that neither younger nor older adults were affected by block-wise irrelevant emotion when switching between two non-emotional tasks. Overall, the findings suggest that task-irrelevant emotion can impair task switching through reactivation of the competing emotional task set. They also suggest that this effect and the ability to shield task-switching performance from block-wise irrelevant emotion are preserved in ageing.     

Facets of Emotion Regulation and Emotional Disorder Symptom Dimensions: Differential Associations and Incremental Validity in a Large Clinical Sample

A growing literature suggests robust associations between dimensions of emotion regulation and emotional disorder psychopathology. However, limited research has investigated associations of emotion regulation dimensions across several emotional disorders (transdiagnostic associations), or the incremental validity of emotion regulation versus the higher-order construct of neuroticism. The current study used exploratory structural equation modeling and a large clinical sample (N = 1,138) to: (a) develop a multidimensional emotion regulation measurement model, (b) evaluate the differential associations between latent emotion regulation dimensions and five latent emotional disorder symptom dimensions (social anxiety, depression, agoraphobia/panic, obsessions/compulsions, generalized worry), and (c) determine the incremental contribution of emotion regulation in predicting symptom dimensions beyond neuroticism. The best-fitting measurement model of emotion regulation included four dimensions: Problematic Responses, Poor Recognition/Clarity, Negative Thinking, and Emotional Inhibition/Suppression. Although many zero-order associations between the four latent emotion regulation dimensions and five latent symptom dimensions were significant, few associations remained significant in a structural regression model that included neuroticism. Specifically, Negative Thinking and Problematic Responses incrementally predicted depression symptoms, while Emotional Inhibition/Suppression predicted both social anxiety and depression symptoms. Associations between neuroticism and the emotional disorder dimensions were similar regardless of whether the emotion regulation dimensions were held constant. These results suggest that self-reported emotion regulation dimensions are associated with the severity and expression of a range of emotional disorder symptoms, but that some emotion regulation dimensions have limited incremental validity after accounting for general emotional reactivity. Studies of emotion regulation should assess neuroticism as a key covariate.     

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。     

服务消费中多次情绪感染对消费者负面情绪的 动态影响机制

在深入剖析情绪感染心理机制的基础上,深入研究了在服务消费中多次情绪感染对消费者负面情绪的动态影响。作者采用实验法,使用真实情景录像作为刺激物,验证了在服务消费中,正向情绪感染和负向情绪感染都是真实存在的,并且服务人员的情绪、语言和行为都会对消费者负面情绪产生持续的动态影响,同时证实了情绪感染敏感度对情绪感染过程产生明显的调节作用。     

The effect of emotional clarity and attention to emotion on job satisfaction: A mediating role of emotion regulation among Chinese medical staff

The present study examined the relationships among attention to emotion, emotional clarity, emotion regulation, and job satisfaction, and tested whether the plausible associations between emotional processes (e.g., attention to emotion, emotional clarity) and job satisfaction can be mediated by emotion regulation in a sample of Chinese medical staff. In total, 1,766 medical staff in Guangdong province completed questionnaires including the demographics, the Minnesota Satisfaction Questionnaire, Emotional Clarity, Attention to Emotion, and the Emotion Regulation Questionnaire. Results showed significant direct effect of emotional clarity, but not attention to emotion on job satisfaction. Cognitive reappraisal significantly mediated the associations between emotional processes (e.g., attention to emotion, emotional clarity) and job satisfaction whereas expressive suppression was not a statistically significant mediator. These results suggest that attention to emotion and emotional clarity contribute to job satisfaction by increasing certain emotion regulation strategies such as reappraisal. Intervention or medical education programs targeting enhancing emotional clarity and reappraisal may be beneficial for increasing job satisfaction of medical staff in China.     

情绪复杂性对精神症状的影响途径及干预技术

情绪复杂性指的是个体情绪体验的多样性和分化度。情绪复杂性影响了精神症状的形成, 它不仅通过改变情绪调节策略的频率和程度来影响精神症状, 而且会影响情绪调节策略和精神症状之间的关系。基于情绪复杂性的干预增加了暴露治疗的疗效。正念能提升情绪复杂性, 但两者的作用机制可能有所差别。情绪复杂性的多角度测量、作用条件及脑机制应成为今后在临床领域的研究方向。     

The role of trait emotional intelligence in driving anger: The mediating effect of emotion regulation

Emotions during driving have an essential impact on driving safety. This study aims to explore the relationships among emotional intelligence, emotional regulation, driving anger and related behaviour. A total of 304 drivers (aged 18–57) completed online questionnaires, including the trait emotional intelligence (TEI) scale, difficulties in emotional regulation scale (DERS), driving anger scale (DAS) and driver anger expression inventory (DAX). The results showed that the influence of TEI on maladaptive driving anger expression was negative, and individuals with higher emotional intelligence showed less maladaptive expressions of driving anger. Difficulties in emotion regulation played a mediating role between emotional intelligence and driving anger. These results suggest that drivers with high emotional intelligence and emotion regulation may face driving situations calmly and with a high level of driving safety.     

青少年负性情绪事件性质判断偏向的情绪弹性和性别效应

研究以青少年学生为被试,采用测验和实验的方法考察了情绪弹性和性别变量对青少年在四类负性情绪事件性质的判断偏向上可能产生的影响。结果表明：（1）情绪弹性对青少年加工负性情绪事件信息时的判断偏向产生一定影响,低情绪弹性个体在面对与一般生活情境相关的负性情绪事件时,更倾向于从消极方面对事件的性质加以判断。（2）性别对青少年加工负性情绪事件信息时的判断偏向不产生实质性影响。     

Inertia of negative emotions at work: Correlates of inflexible emotion dynamics in the workplace*

Emotional inertia is a central feature of emotion dynamics and it refers to the degree to which emotional states are self-predictive and linger over time, describing their resistance to change. It is related to several indicators of maladjustment, yet there is limited research on its correlates in the workplace, where it may be particularly relevant as emotional experiences deeply influence organizational life. In two experience-sampling studies, we studied temporal dependency of negative emotional states at work in terms of emotional inertia. In a first study (n = 128), we investigated the association between exhaustion, the core dimension of burnout, with inertia of negative emotions. In a second study (n = 116), we aimed to replicate findings from the first study and additionally examined the moderating role of inertia of negative emotions in the relationship between negative emotions at work and counterproductive work behaviour. The findings show that exhaustion is consistently associated with inertia of negative emotions, and that inertia of negative emotions aggravates the relation between negative emotions and workers' counterproductive work behaviour.     

Preschoolers’ Emotion Expression and Regulation: Relations with School Adjustment

Children's expression and regulation of emotions are building blocks of their experiences in classrooms. Thus, the authors’ primary goal was to investigate whether preschoolers’ expression or ability to regulate emotions were associated with teachers’ ratings of school adjustment. A secondary goal was to investigate how boys and girls differed across these associations. Children's social-emotional behaviors in Head Start and private childcare center classrooms were observed, and using a series of measures, teachers’ ratings of children's social competence, attitudes toward school, positive teacher relationships, and cooperative participation were collected. Three factors of children's school adjustment were extracted from these indicators. A series of hierarchical regressions revealed that emotion expression and regulation were indeed associated with children's reported school adjustment, with the strongest associations stemming from children's negative emotion expression and their emotion dysregulation. Many of these associations were also different for boys and girls. The results corroborate and extend the authors’ earlier findings, and have implications for social-emotional programming to maximize children's early school success.     

人际情绪调节与内隐/外显积极情绪的关系:情绪调节困难的调节效应与表达抑制的中介效应

人际情绪调节是重要的社会性情绪调节方式,为阐明其与积极情绪的关系,采用人际情绪调节量表、内隐与外显积极情绪量表、表达抑制量表和情绪调节困难量表进行了调查。1159名被试的分析结果表明：（1）人际情绪调节显著正向预测内隐与外显积极情绪;（2）且情绪调节困难是人际情绪调节预测内隐积极情绪的调节变量;（3）表达抑制是人际情绪调节预测外显积极情绪的中介变量。这表明运用人际情绪调节可增加积极情绪,但是其作用效果与个体的情绪特质相关。     

Emotional Schemas

Beck's cognitive model has stressed the influence of cognitive processing in eliciting and maintaining emotional disorders. The concept of schema is extended in Emotional Schema Therapy to account for beliefs, assumptions, and strategies that comprise problematic theories of emotion that result in unhelpful strategies of emotion regulation and acceptance of emotion. In the present paper the central concepts of Emotional Schema Therapy are elucidated and research supporting the model is reviewed.     

中学生学业情绪表达策略及其与学业情绪的关系

采用问卷调查法，以3004名初一至高三学生为被试，探讨了中学生学业情绪表达策略的性别和年级差异，并考察了学业情绪与学业情绪表达策略间的关系。结果发现：（1）在调节积极和消极学业情绪时，中学生对表达抑制和表达宣泄策略的使用在不同性别和年级上存在微弱的差异。（2）在调节积极学业情绪时，积极学业情绪显著正向预测表达抑制和表达宣泄策略；在调节消极学业情绪时，消极学业情绪对表达宣泄策略具有正向预测作用。结果表明了情绪效价在学业情绪表达策略使用中的重要性。     

Mindful attention predicts greater recovery from negative emotions,but not reduced reactivity

This study investigated the role of dispositional mindful attention in immediate reactivity to, and subsequent recovery from, laboratory-induced negative emotion. One hundred and fourteen undergraduates viewed blocks of negative pictures followed by neutral pictures. Participants’ emotional responses to negative pictures and subsequent neutral pictures were assessed via self-reported ratings. Participants’ emotional response to negative pictures was used to index level of emotional reactivity to unpleasant stimuli; emotional response to neutral pictures presented immediately after the negative pictures was used to index level of emotional recovery from pre-induced negative emotion (residual negativity). Results indicated that mindful attention was not associated with the emotional response to negative pictures, but it was associated with reduced negative emotion in response to the neutral pictures presented immediately after the negative pictures, suggesting better recovery as opposed to reduced reactivity. This effect was especially pronounced in later experimental blocks when the accumulation of negative stimuli produced greater negative emotion from which participants had to recover. The current study extends previous findings on the relationship between dispositional mindfulness and reduced negative emotion by demonstrating that mindful attention may facilitate better recovery from negative emotion, possibly through more effective disengagement from previous stimuli.     

The Understanding and Experience of Mixed Emotions in 3–5-Year-Old Children

The term mixed emotions refers to the presence of two opposite-valence emotions toward a single target. Identifying when children begin to report experiencing and understanding mixed emotions is critical in identifying how skills such as adaptive functioning, coping strategies, environmental understanding, and socioemotional competence emerge. Prior research has shown that children as young as 5 years old can understand and experience mixed emotion, but perhaps appropriately sensitive methodologies can reveal these abilities in younger children. The present study evaluated 57 children between 3 and 5 years old for mixed emotion experience and understanding using an animated video clip in which a character experiences a mixed emotional episode. Ordinal logistic regression was utilized to examine the relation of gender, attention, and understanding of content to experience and understanding of mixed emotion. While only 12% of children reported experiencing mixed emotion while watching the clip, 49% of children—some as young as 3 years old—were able to recognize the mixed emotional experience of the character. Thus, mixed emotion understanding emerges earlier than previously identified and the expression of understanding may develop independently of the ability to report mixed emotion experience. These findings are discussed in relation to cognitive and developmental considerations.