The anatomy of adolescents’ emotional engagement in schoolwork

This study explores the complexity of emotionally engaging schoolwork among students by analysing the interrelation between the affective and the social dimensions of emotional engagement. The data were collected from 78 Finnish sixth-grade (aged 12–13 years) and 89 eighth-grade (aged 14–15 years) students using picture tasks. The results show that the main elements of the affective dimension are the valuing of schoolwork and the enjoyment of learning, and the main element of the social dimension is a sense of belonging in terms of social cohesion and the support experienced by students. Furthermore, the results suggest that emotional engagement has internal dynamics: the affective and social dimension influence each other, regulating the students’ sense of emotional engagement. Consequently, neither of the dimensions alone result in strong, balanced emotional engagement. In addition, the results show that the relation between the affective and social dimension was more unbalanced in the peer interaction than in the teacher–student interaction at both grade levels. This suggests that tensions in the peer interaction at school make for a more complicated context in terms of emotional engagement.     

Does neuroscience hold promise for the further development of behavior therapy? The case of emotional change after exposure in anxiety and depression

Over the last few years, the integration of biological and psychological models has become increasingly important in clinical psychology. This paper presents a neurobiological framework for exploring how neuroscience research may be valuable in the context of new developments in behavior therapy. The importance of the cortical-subcortical circuitry of emotion processing for investigating the working mechanisms of exposure therapy is illustrated by current neuroimaging research. The implication is that during exposure therapy the focus of attention must be fully directed towards the emotional content of the threatening situation to facilitate prefrontal control over the amygdala and that new contextual information, of emotional salience, must be added to create inhibitory projections from the hippocampus. In addition, some possible mechanisms of action for different therapeutic approaches to both anxiety and depression and the role of neuroimaging techniques in predicting treatment outcome are discussed.     

Who benefits from emotional expression? An examination of personality differences among gynaecological cancer patients participating in a randomized controlled emotional disclosure intervention trial

The present study examined the role of neuroticism and extraversion in the effects of written emotional disclosure in patients diagnosed with gynaecological cancer. It was hypothesized that high levels of neuroticism would be associated with an increase in distress after emotional disclosure as mediated by heightened negative affect and avoidance post-disclosure. Conversely, we expected high extraversion to be associated with decreased distress as mediated by heightened positive moods and a decrease in avoidance. Eighty-eight participants were randomly assigned to participate in an expressive writing task versus a control writing task. Distress and avoidance were assessed at baseline and 6 months post-writing. Negative and positive mood were assessed immediately following writing. Multiple regression confirmed that neuroticism but not extraversion moderates the effects of emotional disclosure on distress, however no significant mediating relationships were found.     

The dot-probe task to measure emotional attention: A suitable measure in comparative studies?

For social animals, attending to and recognizing the emotional expressions of other individuals is of crucial importance for their survival and likely has a deep evolutionary origin. Gaining insight into how emotional expressions evolved as adaptations over the course of evolution can be achieved by making direct cross-species comparisons. To that extent, experimental paradigms that are suitable for investigating emotional processing across species need to be developed and evaluated. The emotional dot-probe task, which measures attention allocation toward emotional stimuli, has this potential. The task is implicit, and subjects need minimal training to perform the task successfully. Findings in nonhuman primates, although scarce, show that they, like humans, have an attentional bias toward emotional stimuli. However, the wide literature on human studies has shown that different factors can have important moderating effects on the results. Due to the large heterogeneity of this literature, these moderating effects often remain unnoticed. We here review this literature and show that subject characteristics and differences in experimental designs affect the results of the dot-probe task. We conclude with specific recommendations regarding these issues that are particularly relevant to take into consideration when applying this paradigm to study animals.     

The emotional memory effect: Differential processing or item distinctiveness?

A color-naming task was followed by incidental free recall to investigate how emotional words affect attention and memory. We compared taboo, nonthreatening negative-affect, and neutral words across three experiments. As compared with neutral words, taboo words led to longer color-naming times and better memory in both within- and between-subjects designs. Color naming of negative-emotion nontaboo words was slower than color naming of neutral words only during block presentation and at relatively short interstimulus intervals (ISIs). The nontaboo emotion words were remembered better than neutral words following blocked and random presentation and at both long and short ISIs, but only in mixed-list designs. Our results support multifactor theories of the effects of emotion on attention and memory. As compared with neutral words, threatening stimuli received increased attention, poststimulus elaboration, and benefit from item distinctiveness, whereas nonthreatening emotional stimuli benefited only from increased item distinctiveness.     

Do difficulties with emotions inhibit help-seeking in adolescence? The role of age and emotional competence in predicting help-seeking intentions

We examined whether adolescents who are poor at identifying, describing, and managing their emotions (emotional competence) have lower intentions to seek help for their personal-emotional problems and suicidal ideation, as observed in adult studies. We also examined whether age moderated the relationship between competence and help-seeking. Two hundred and seventeen adolescents completed measures of emotional competence, help-seeking, hopelessness, and social support. Results indicated that adolescents who were low in emotional competence had the lowest intentions to seek help from informal sources (i.e., family and friends) and from some formal sources (e.g., mental health professionals), and the highest intentions to seek help from no-one. There was one important age-related qualification: difficulty in identifying and describing emotions was associated with higher help-seeking intentions amongst young adolescents but lower intentions among older adolescents. Social support, hopelessness, and sex could not entirely explain these relationships. Thus, even those who had high quality social support had less intention to use it if they were low in emotional competence.     

Mood-congruent memory in depression: emotional priming or elaboration?

We investigated whether mood-congruent memory (MCM) bias in depression is a function of implicit or explicit memory. Implicit memory is taken as a measure of ease of activation, whereas explicit memory also taps elaboration. As expected, MCM bias was found in the explicit memory task but not in the implicit memory task. We believe this finding supports the involvement of elaborative mechanisms in MCM. In addition, memory bias was found with words related to depression but not with words denoting physical threat. Thus, the MCM bias in explicit memory was found to be specific to information that was congruent with depression rather than to all negative information.     

Changes in Hungarian academic psychology after the end of “people's democracy”

The paper surveys the last 30 years of Hungarian academic psychology. Around 1989–1990, the time of the great social changes Hungarian psychology was rather Westernized, but still a relatively small scientific field and applied profession. The opening and liberalization of politics made psychology in Hungary a booming profession and a rich research field. Education of psychologists was spreading, and becoming more Westernized in textbook usage and reading materials. Entrance numbers at two universities with 80 students were replaced by 2010 by 6 university programs and about 8000 incoming students. The training system is a Bologna type BA + MA + PhD system, The educational booming has its own problems. As all university subjects, psychology training is also underfinanced, with high teaching loads and a move by university management towards applied areas, neglecting basic research. The research activity is characterized by a fivefold increase of English language publications coming from Hungary over a 20 years period. University research was strengthened, and competitive grant systems were introduced, whth good success aretes by psychologists. Here again, managerial thinking questions many aspects of basic research and liberalized science management. These factors are peculiar to psychology, but they do have an impact on it. The paper gives some details about one chapter of academic psychology, cognitive psychology. Institutionally, support by the Soros foundation in the 90s for the university cognitive programs had as one consequence that three departments of cognition are active in Budapest today. Another aspect of insitutional development was the series of multidisciplinary conferences in Hungary (MAKOG), and Hungarian involvement in international graduate training programs in cognitive science. The most successful cognitive group, at Central European University (5 ERC grants, publications in leading journals) is recently chased out of Hungary by anti-Western and antiliberal legal moves. This would certainly have a detrimental effect on Hungarian cognitive psychology for quite a time.     

Decoders' processing of emotional facial expression — a top-down or bottom-up mechanism?

To date little evidence is available as to how emotional facial expression is decoded, specifically whether a bottom-up (data-driven) or a top-down (schema-driven) approach is more appropriate in explaining the decoding of emotions from facial expression. A study is reported (conducted with N = 20 subjects each in Germany and Italy), in which decoders judged emotions from photographs of facial expressions. Stimuli represented a selection of photographs depicting both single muscular movements (action units) in an otherwise neutral face, and combinations of such action units. Results indicate that the meaning of action units changes often with context; only a few single action units transmit specific emotional meaning, which they retain when presented in context. The results are replicated to a large degree across decoder samples in both nations, implying fundamental mechanisms of emotion decoding.     

Can Voters Predict Changes in Theor Own Attitudes?

Although scholars have established that voters have unstable preferences (e.g., Converse, 1964; Zaller, 1992) and that they are not accurate when recalling past preferences (e.g., Markus, 1986; Niemi, Katz, & Newman, 1980; Smith, 1984), existing research has not systematically explored whether voters can accurately predict the changing nature of their own opinions. The question of whether whether people recognize the instability of their political preferences was explored in a random sample of Pennsylvania registered voters who were surveyed in August and October 1996, during the presidential election campaign. The first survey elicited respondents' positions on two political issues (welfare reform and the environment) and on the two major candidates, and also asked them to estimate the likelihood that each of these positions would change during the next 2 months. The second survey elicited positions at that time and also asked voters to recall their prior positions. Measured both by expectations and recall, respondents tended to underestimate the degree to which their own positions would change or had changed over time. This research has implications for the use of public opinion polling and more broadly for the practice of democratic politics.     

The Growing-Block: just one thing after another?

In this article, we consider two independently appealing theories—the Growing-Block view and Humean Supervenience—and argue that at least one is false. The Growing-Block view is a theory about the nature of time. It says that (a) past and present things exist, while future things do not, and (b) the passage of time consists in new things coming into existence. Humean Supervenience is a theory about the nature of entities like laws, nomological possibility, counterfactuals, dispositions, causation, and chance. It says that none of these entities are fundamental, since if they were, this would entail the existence of irreducible necessary connections between matters of fact. Instead, these entities supervene on a fundamental, non-nomological ‘Humean mosaic’ of property instances at spacetime points. We will further explain and motivate the Growing-Block view and Humean Supervenience in Sects. 2 and 3, but first, we turn to our master argument.     

Cardiovascular correlates of emotional expression and suppression: do content and gender context matter?

Three studies examined cardiovascular (CV) responses during emotional expression with empathically responsive strangers. Study 1 demonstrated that self-relevant emotional expression fostered CV reactivity consistent with challenge. Study 2 manipulated content of discussion by assigning participants to 1 of 4 conditions: emotional, nonemotional, emotional suppression, nonemotional suppression. In same-sex dyads. emotional expression elicited CV challenge reactivity whereas emotional suppression evoked CV threat reactivity, both compared with appropriate control groups. In opposite-sex dyads, however, emotional expression engendered CV threat. Because same- and opposite-sex disclosures differed, Study 3 controlled the content of emotional expression while manipulating gender context. Results confirmed findings from the first 2 studies, indicating that both context and content of emotional expression influenced CV effects. Findings are discussed within a theoretical challenge and threat perspective.     

Induced forgetting and reduced confidence in our personal past? The consequences of selectively retrieving emotional autobiographical memories

People build their sense of self, in part, through their memories of their personal past. What is striking about these personal memories is that, in many instances, they are inaccurate, yet confidently held. Most researchers assume that confidence ratings are based, in large part, on the memory's mnemonic features. That is, the more vivid or detailed the memory, the higher the confidence people have in its accuracy. However, we explore a heretofore underappreciated source on which confidence ratings may be based: the accessibility of memories as a result of selective retrieval. To explore this possibility, we use Anderson, Bjork, and Bjork's retrieval-induced forgetting (RIF) paradigm with emotional (positive and negative) autobiographical memories. We found the standard RIF effect for memory recall across emotional valence. That is, selective retrieval of emotional autobiographical memories induced forgetting of related, but not retrieved emotional autobiographical memories compared to the baseline. More interestingly, we found that the confidence ratings for positive memories mirrored the RIF pattern: decreased confidence for related, unpracticed autobiographical memories relative to the baseline. For negative memories, we found the opposite pattern: increased confidence for both practiced autobiographical memories and related, unpracticed autobiographical memories. We discuss these results in terms of accessibility, the diverging mnemonic consequences of selectively retrieving positive and negative autobiographical memories and personal identity.     

The Use of Sulfanilamide in the Treatment of “Sniffles” in Rats

A nonprojective measure of achievement motivation, the Lynn Questionnaire (7), was administered to 67 Western Samoans, 34 Cook Islanders, 84 Maoris, and 103 European New Zealanders in an urban work environment in New Zealand. Results indicated that Western Samoans had lower achievement motivation levels than the other three groups, Cook Islanders were lower than European New Zealanders and equivalent to Maoris, and Maoris did not vary from European New Zealanders. Findings were interpreted as supportive of previous New Zealand research and in accordance with cultural assimilation theory.     

Negative affectivity: moderator or confound in emotional dissonance-outcome relationships?

This study was an examination of the impact of negative affectivity on relationships between emotional dissonance, job satisfaction, and emotional exhaustion. Negative affectivity is the predisposition to view life in negative terms. Emotional dissonance originates from the conflict between expressed and experienced emotions. In organizations that require the expression of positive emotions, high negative affectivity individuals may experience conflict between expressed, positive emotions and felt, negative emotions. A moderator effect exists when high negative affectivity individuals experience greater job dissatisfaction and emotional exhaustion. Alternatively, negative affectivity may exert a confounding effect through its relationship to both emotional dissonance and its outcomes. Empirical tests showed that negative affectivity moderated the emotional dissonance-job satisfaction relationship and confounded the emotional dissonance-emotional exhaustion relationship.     

Do Cognitive Changes Accompany Developments in the Adolescent Brain?

ABSTRACT— The news that the brain continues to develop through much of adolescence risks becoming an explanation for anything and everything about teenagers and suggests the need for closer analysis. Central to such analysis is clarifying what develops at a psychological level during these years. An examination of contemporary research data on adolescent cognitive development identifies increased executive control as a major dimension of cognitive development during the second decade of life. Such development is consistent with changes occurring in the brain during this period.     

Changes in repeated references: Collaboration or repetition effects?

According to the Clark & Wilkes-Gibbs' collaborative model of reference, the repetition of a referential communication task produces changes in the making of references (decreasing number of words and of turns with the passing trials, increasing number of definite references and of labels), and these changes are interpreted as revealing the outgrowth of a collaborative process aiming at mutual understanding at the lowest cost. Using a repeated referential paradigm but without any physically present interlocutor, the present study aimed at answering the question of whether these changes are attributable to the mere repetition of the referential task. In adifferent addressee (DA) condition, the subjects were told before each new trial that what they would say would be presented later to another person; in asame addressee 9SA) condition, the subjects were told before each new trial that what they would say would be presented to the same person. With the passing trials, the subjects in the DA condition produced more and more words, but did not use any definite references or labels: These observations have no common point with the ones obtained within a conversational framework. The data obtained from speakers in the SA condition were only slightly different and far from being close to the ones gained in referential dialogues: The number of words remains constant, there was only a slight increase of definite references, and there were no labels. Repetition itself clearly cannot account for the changes in referring that have been reported in recent studies of how subjects cooperate in the making of references.This research was partly supported by a project grant from the National Fund for Scientific Research (Belgium) to Y. Chantraine, research assistant at the University of Louvain in Belgium.