Perceptual learning and recognition confusion reveal the underlying relationships among the six basic emotions

The six basic emotions (disgust, anger, fear, happiness, sadness, and surprise) have long been considered discrete categories that serve as the primary units of the emotion system. Yet recent evidence indicated underlying connections among them. Here we tested the underlying relationships among the six basic emotions using a perceptual learning procedure. This technique has the potential of causally changing participants’ emotion detection ability. We found that training on detecting a facial expression improved the performance not only on the trained expression but also on other expressions. Such a transfer effect was consistently demonstrated between disgust and anger detection as well as between fear and surprise detection in two experiments (Experiment 1A, n?=?70; Experiment 1B, n?=?42). Notably, training on any of the six emotions could improve happiness detection, while sadness detection could only be improved by training on sadness itself, suggesting the uniqueness of happiness and sadness. In an emotion recognition test using a large sample of Chinese participants (n?=?1748), the confusion between disgust and anger as well as between fear and surprise was further confirmed. Taken together, our study demonstrates that the “basic” emotions share some common psychological components, which might be the more basic units of the emotion system.     

Life story research: A relevant methodology for counsellors and psychotherapists

Aims: This paper introduces, describes and proposes life story research as an important, relevant and appropriate contribution to counselling and psychotherapy research. It shows how narrative knowledge is created and constructed through the stories people tell about their lived experiences and explores the concept of ‘narrative knowing’ (Bruner, 1986). Methods: Drawing on life story research with people who linked their history of problematic drug use with experiences of historic trauma/abuse, the paper contributes to the ongoing discussion related to the similarities/differences between therapy and research and what we might learn from each that informs the other. Implications for practice: The paper offers narrative ideas and practices as ways of researching matters of social and psychological importance. It suggests that therapists (and counselling researchers) could learn from what participants tell us about the therapeutic value of using life story methods which one participant described as helping him to face ‘out into the world, without unduly or specifically delving into, or focusing on [my] emotional state’. This learning may be particularly relevant for therapists working with traumatised clients.     

The behavioural self-regulation strategies of Indian South African university students: An exploratory study

This study explored the race-related self-regulation strategies of eight Indian South African university students (females: n = 4) attending a historically white university. Interactive qualitative analysis of their race-related experiences revealed that the students felt that they had been judged as being different, which resulted in overwhelming unwanted emotions, primarily anger and sadness. Moreover, the students reported the use a range of self-regulation strategies (such as introspection, engaging with trusted others, managing the situation, tolerating the experience of being judged, and making friends with people from other races) in a specific sequence to enhance their social acceptance on the campus. The findings suggest that adaptive self-regulation may enhance the social outcomes of historically disadvantaged, racial minority students.     

White matter microstructure predicts individual differences in infant fear (But not anger and sadness)

We examine neural correlates of discrete expressions of negative emotionality in infants to determine whether the microstructure of white matter tracts at 1 month of age foreshadows the expression of specific negative emotions later in infancy. Infants (n = 103) underwent neuroimaging at 1-month, and mothers reported on infant fear, sadness, and anger at 6, 12, and 18 months using the Infant Behavior Questionnaire-Revised. Levels and developmental change in fear, sadness, and anger were estimated from mother reports. Relations between MRI and infant emotion indicated that 1-month white matter microstructure was differentially associated with level and change in infant fear, but not anger or sadness, in the left stria terminalis (p < 0.05, corrected), a tract that connects frontal and tempo-parietal regions and has been implicated in emerging psychopathology in adults. More relaxed constraints on significance (p < 0.10, corrected) revealed that fear was associated with lower white matter microstructure bilaterally in the inferior portion of the stria terminalis and regions within the sagittal stratum. Results suggest the neurobehavioral uniqueness of fear as early as 1 month of age in regions that are associated with potential longer-term outcomes. This work highlights the early neural precursors of fearfulness, adding to literature explaining the psychobiological accounts of affective development.

Highlights

• Expressions of infant fear and anger, but not sadness, increase from 6 to 18 months of age.
• Early neural architecture in the stria terminalis is related to higher initial levels and increasing fear in infancy.
• After accounting for fear, anger and sadness do not appear to be associated with differences in early white matter microstructure.
• This work identifies early neural precursors of fearfulness as early as 1-month of age.

     

Effect of regulating anger and sadness on decision-making

The aim of the current study was to investigate the effects of reappraisal, acceptance, and rumination for regulating anger and sadness on decision-making. Participants (N = 165) were asked to recall two autobiographical events in which they felt intense anger and sadness, respectively. Participants were then instructed to reappraise, accept, ruminate, or not use any strategies to regulate their feelings of anger and sadness. Following this manipulation, risk aversion, and decision-making strategies were measured using a computer-based measure of risk-taking and a simulated real-life decision-making task. Participants who were instructed to reappraise their emotions showed the least anger and sadness, the most adaptive decision-making strategies, but the least risk aversion as compared to the participants in the other conditions. These findings suggest that emotion regulation strategies of negative affective states have an immediate effect on decision-making and risk-taking behaviors.     

Transportation and Need for Affect in Narrative Persuasion: A Mediated Moderation Model

Two experiments investigated the idea that individual differences in need for affect are critical for narrative persuasion. Need for affect, that is, the disposition to approach emotions, was assumed to facilitate the experience of being transported into the mental world of the narrative. An intense experience of transportation, in turn, should enhance the persuasive impact of narrative information on readers' beliefs. A mediated moderation analysis was used to test these assumptions. In both experiments (N = 314), need for affect (approach) and transportation moderated the persuasive effects of a fictional narrative compared to a belief-irrelevant control story (Experiment 1) and the persuasive effects of a story with high emotional content compared to a story with low emotional content (Experiment 2). The moderator effects of need for affect were shown to be mediated by the moderator effects of transportation. In sum, the magnitude of a person's need for affect determines whether and to what extent the person experiences transportation into the story world and is persuaded by the information presented in the narrative.     

Appraisal components,core relational themes,and the emotions

Abstract

This study experimentally tests the contributions of specific appraisals, considered at both molecular (appraisal components) and molar (core relational themes) levels of analysis, to the experience of four emotions (anger, guilt, fear/anxiety, and sadness) using a two-stage directed imagery task. In Stage 1, subjects imagined themselves in scenarios designed to evoke appraisals hypothesised to produce either anger or sadness. In Stage 2, the scenarios unfolded in time to produce a second manipulation designed to systematically evoke the appraisals hypothesised to produce each of the four emotions under study. The results provided substantial support for the theoretically specified appraisal-emotion relationships for anger, guilt, and fear/ anxiety. However, support for the predictions for sadness was weaker, partially due to ineffective manipulation of the relevant appraisals. Implications for the further development and testing of emotion theory are discussed.     

Effects of discrete emotions on young children's suggestibility

Two experiments investigated the effects of sadness, anger, and happiness on 4- to 6-year-old children's memory and suggestibility concerning story events. In Experiment 1, children were presented with 3 interactive stories on a video monitor. The stories included protagonists who wanted to give the child a prize. After each story, the child completed a task to try to win the prize. The outcome of the child's effort was manipulated in order to elicit sadness, anger, or happiness. Children's emotions did not affect story recall, but children were more vulnerable to misleading questions about the stories when sad than when angry or happy. In Experiment 2, a story was presented and emotions were elicited using an autobiographical recall task. Children responded to misleading questions and then recalled the story for a different interviewer. Again, children's emotions did not affect the amount of story information recalled correctly, but sad children incorporated more information from misleading questions during recall than did angry or happy children. Sad children's greater suggestibility is discussed in terms of the differing problem-solving strategies associated with discrete emotions.     

Distinguishing Between Negative Emotions: Children's Understanding of the Social-regulatory Aspects of Emotion

This paper deals with children's understanding of the social-regulatory aspects of emotion. A total of 108 children between 6 and 12 years old responded to three vignettes describing social dilemmas. In each story one child (the expresser) displayed anger, sadness, or fear to their partner (the recipient), and children were asked about the expresser's goals as well as the effects of the emotion on recipients' actions and emotions. Anger expression was associated with children thinking that expressers feel dominant in interaction. When anger was expressed during interaction children thought that it elicited more anger and aggression from recipients. Sadness and fear elicited prosocial responses from recipients, including comfort, proximity, and goal reinstatement. The differentiation between anger, sadness, and fear was greater in older than in younger children. Results are discussed in terms of the differentiation between emotions, the development of individual differences in emotion expression, and emotion regulation.     

Regulating anger and sadness: an exploration of discrete emotions in emotion regulation

Do emotion regulation processes vary as a function of discrete emotions? Focusing on anger and sadness, this study examined: (a) the strategies that men and women use to regulate each emotion, (b) the extent to which strategies differ in their use and effectiveness, and (c) the relationship between effective regulation of these emotions and social functioning. One hundred ninety participants described recent situations that evoked anger and sadness and how they regulated each emotion. Emotion regulation attempts for anger and sadness differed to some extent in both use and effectiveness. In addition, effective regulation of each emotion was associated with different aspects of social functioning. Effective anger regulation was associated with constructive conflict resolution style, and effective sadness regulation was associated with positive social relations. The findings suggest that global approaches to studying emotion regulation may be limited and emphasize the importance of moving toward a discrete emotions framework.     

Fiction as an aid to therapy: a narrative and family rationale for practice

Stories of literary merit written by others (novels, plays, etc.) can be used in therapy to help people tell their personal stories. Existing approaches to the use of fiction draw mainly from psychoanalytic assumptions. From a narrative and family perspective, the claim is that when persons of all ages spontaneously report on the content of a favourite story, this story functions as a 'safe' vehicle for them to talk about their own lives, experiences and emotions that have been marginalized or shaped to fit transgenerational themes. In addition, the form of a favourite story can help in the transformation of a non-intelligible and/or pessimistic self-narrative. A case example is used to illustrate the suggested steps for working with clients on a favourite novel. The therapist encourages family member(s) to claim ownership of the assumed experiences, wishes and positive life developments of their favourite characters, and to help them see the narrative structures and linguistic features they have used for the various retellings of the story as properties of their own self-narratives.     

Adults' emotional states and recognition of emotion in young children

This study addressed the degree to which adults' emotional states influence their perception of emotional states in children and their motivation to change such states. Happiness, sadness, anger, or a neutral state was induced in adults, who then viewed slides of 4-year-old children who were actually experiencing various emotional states. Adults' own emotional states had little impact on their accurate recognition of children's emotions or on their motives for social action to change such emotions. However, adults' states did influence the intensity they assigned to children's emotions, with happy adults tending to rate some emotions as more intense for black children (sadness) and for girls (anger and neutrality). The base rates with which adults used different emotion labels also influenced judgments, increasing it for the recognition of happiness and reducing it for anger. The results are discussed in terms of the factors that influence whether or not emotional states affect judgment processes and the role of emotion labels in the effective recognition of ongoing emotional states. Also addressed is the consequence of adults' recognition of emotion in children for the effective socialization of emotion.     

Brief report Effects of spinal cord injuries on the subjective component of emotions

Responses to a structured interview by 19 patients with spinal cord injuries (SCI) (7 women and 12 men) concerning their past (pre‐injury) and present emotions were analysed and compared with responses by 19 SCI‐free controls matched for sex, age, and education. In addition, subjects assessed the valence and arousal of 10 pleasant, 10 neutral, and 10 unpleasant pictures selected from the International Affective Picture System. The results indicate that there is no decrease in emotional experience among individuals with SCI compared with those without. For all the emotional scales (joy, love, sentimentalism, positive emotions as a whole, fear, anger, sadness, and negative emotions as a whole) the SCI group always showed either no change or an increase; this increase was significantly higher in SCI than in control subjects for sadness. No differences were observed between the two groups in the subjective assessment of the pictures. The implications of the results for the James versus Cannon controversy on the theory of emotions are discussed.     

Two boys—one event

The background of this paper is an investigation of child survivors from the Holocaust; in a study of interviews of these survivors, it could be concluded that past traumatic experiences are recovered not as memories (in the usual sense of the word), but as affects invading the present. Accordingly, affects seem to tell the story of the past traumatic experiences. In this paper, the author investigates two accounts (separately told by two survivors) of the same event in the Kielce ghetto. The two accounts present similarities, but also differences, and the author discusses these in relation to the concepts of historical and narrative truth, as well as in relation to construction and reconstruction, concluding that the interviews give a sketch of how the experiences have become idiosyncratically registered in the minds of the interviewees.     

Similar patterns of age-related differences in emotion recognition from speech and music

Young and old adults’ ability to recognize emotions from vocal expressions and music performances was compared. The stimuli consisted of (a) acted speech (anger, disgust, fear, happiness, and sadness; each posed with both weak and strong emotion intensity), (b) synthesized speech (anger, fear, happiness, and sadness), and (c) short melodies played on the electric guitar (anger, fear, happiness, and sadness; each played with both weak and strong emotion intensity). The listeners’ recognition of discrete emotions and emotion intensity was assessed and the recognition rates were controlled for various response biases. Results showed emotion-specific age-related differences in recognition accuracy. Old adults consistently received significantly lower recognition rates for negative, but not for positive, emotions for both speech and music stimuli. Some age-related differences were also evident in the listeners’ ratings of emotion intensity. The results show the importance of considering individual emotions in studies on age-related differences in emotion recognition.     

Children's responses to cognitive challenge and links to self-reported rumination

We tested the hypothesis that less effective responses during a cognitive challenge would relate to higher levels of self-reported rumination in children. The sample was 100 children (55 boys, 45 girls), aged 7 to 14 years. A portion (n=65) was at high risk for depression due to having a parent with a childhood-onset mood disorder, and 35 were a low-risk comparison group. Using an impossible puzzle task, we assessed children's responses following failure across several domains: emotions (expressed anger, sadness, and negative self-statements), performance (being off-task, the time to solve subsequent puzzles, and the number solved), and physiology (heart rate, respiratory sinus arrhythmia). Results indicated that making negative self-blaming statements during the solvable puzzles and taking more time to solve the puzzles were associated with higher levels of self-reported rumination. Our findings advance the understanding of potential correlates of children's tendency to ruminate and may have implications for children's performance on cognitive tasks.     

Is love a “basic” emotion?

This article documents the neglect of love in many contemporary emotion theories, despite its prominence in the lay psychology of emotion. We argue that love should be considered a basic emotion, like anger, sadness, happiness, and fear. We discuss the criteria that various theorists use to distinguish basic from nonbasic emotions, and we marshal arguments and evidence from a variety of sources suggesting that love fits the criteria for basicness. We conclude that a number of controversies over the status of love can be resolved by distinguishing between the momentary surge form of love, a basic emotion having properties similar to joy, sadness, fear, etc., and relational love, a bond that develops between people, associated with states that include not only surge love, but many other emotions such as distress and anxiety. Finally, we suggest that “love” is the broad, everyday name for emotions related to three interrelated behavioral systems discussed by Bowlby (1979): attachment, caregiving, and sex.     

Emotion Perception Accuracy and Bias in Face-to-Face Versus Cyberbullying

ABSTRACT. The authors investigated the association of traditional and cyber forms of bullying and victimization with emotion perception accuracy and emotion perception bias. Four basic emotions were considered (i.e., happiness, sadness, anger, and fear); 526 middle school students (280 females; M age = 12.58 years, SD = 1.16 years) were recruited, and emotionality was controlled. Results indicated no significant findings for girls. Boys with higher levels of traditional bullying did not show any deficit in perception accuracy of emotions, but they were prone to identify happiness and fear in faces when a different emotion was expressed; in addition, male cyberbullying was related to greater accuracy in recognizing fear. In terms of the victims, cyber victims had a global problem in recognizing emotions and a specific problem in processing anger and fear. It was concluded that emotion perception accuracy and bias were associated with bullying and victimization for boys not only in traditional settings but also in the electronic ones. Implications of these findings for possible intervention are discussed.