The beneficial effect of contextual emotion on memory: the role of integration

This study investigates the effects of emotion on the integration mechanism which binds together the components of an event and the relations between these components and encodes them within a memory trace [Versace, R., Vallet, G. T., Riou, B., Lesourd, M., Labeye, É, & Brunel, L. (2014). Act-In: An integrated view of memory mechanisms. Journal of Cognitive Psychology, 26(3), 280–306. doi:10.1080/20445911.2014.892113]. Based on the literature, the authors argue that, in a memory task, contextual emotion could strengthen the integration mechanism and, more specifically, the relations between a target item and its contextual features. To test this hypothesis, the authors used two odorants (neutral and negative) to compare the effects of a negative context with those of a neutral one on three different types of recall: item recall (memory for pictures objects), source recall (spatial position of the pictures in a matrix) and recall of the association between an item and its location. The results showed that, in the negative odour context, association recall and source recall – but not item recall – were better than in the neutral odour context thus confirming the effect of emotion on integration. The results lead to the hypothesis that the effects of emotion on memory are linked to the way emotion is introduced into the experimental settings: via the items to be memorised or via the context.     

The culture of psychotherapy supervision

Psychotherapists in training and beyond are expected to receive regular clinical supervision. In Britain many practitioners are required to have life long supervision. This paper draws on recent research into supervision, and highlights a number of areas that have been identified as problematic, including: power and control, spirituality, touch, ethical issues and secrecy. It is suggested that a professional culture of supervision has been constructed that may not reflect the best interests of either clients or practitioners. The implications of this perspective are explored.     

The detection of shame in group psychotherapy: uncovering the hidden emotion

Shame, recently so extensively investigated in the individual and family therapy literature, has remained curiously underexplored in the group literature since Alonso and Rutan's noteworthy article on the subject in 1988. Shame is frequently bypassed because, as a result of its hidden nature, its presence is often not detected. This article strives to insure that shame does not go unaddressed. We catalogue and discuss six defenses that may suggest the subterranean workings of shame: (1) focusing on themes that stress similarities among members, (2) generating feelings of scorn and disdain, (3) avoiding here-and-now material, (4) inducing guilt, (5) transference reactions, and (6) preserving the illusion of the leader's infallibility. The best antidote for shame's neglect is a heightened readiness to detect it. Such detection is important because shame plays some role in many of our patients' complaints.     

Memory for contextual details: effects of emotion and aging

When individuals are confronted with a complex visual scene that includes some emotional element, memory for the emotional component often is enhanced, whereas memory for peripheral (nonemotional) details is reduced. The present study examined the effects of age and encoding instructions on this effect. With incidental encoding instructions, young and older adults showed this pattern of results, indicating that both groups focused attention on the emotional aspects of the scene. With intentional encoding instructions, young adults no longer showed the effect: They were just as likely to remember peripheral details of negative images as of neutral images. The older adults, in contrast, did not overcome the attentional bias: They continued to show reduced memory for the peripheral elements of the emotional compared with the neutral scenes, even with the intentional encoding instructions.     

Violence in close relationships: The role of emotion

Violence in dating, cohabiting, and marital relationships is examined in terms of emotion-related vulnerabilities. A systems-oriented theoretical framework is offered to explain the role that emotions play in common, less severe forms of violent couple interactions and in severe violent couple interactions. Emotions playing a protective role in close relationships are contrasted with emotions serving to enhance risk for couple violence.     

The role of fathers in children's emotion regulation development: A systematic review

This systematic review summarizes the results of 43 studies that explored the potential role of fathers in emotion regulation (ER) development in children. Following a tripartite model, this review investigates the paternal modelling of ER strategies, emotion-related paternal parenting practices, father–child emotional climate, and fathers' characteristics, by identifying 16 specific themes of paternal factors that could play a role in the child's ER development. Results show that while a large number of studies investigated father–child emotional climate and fathers' characteristics and their association with children's ER, the effects of paternal modelling and the father's emotion-related parenting practices on children's ER are still understudied. This review reveals that several factors—fathers' modelling of ER strategies; positive reactions and support in responding to their child's expression of emotions; better quality of the father–child relationship; higher father–child attachment security; and positive parenting in terms of sensitivity, engagement, and expressiveness—had significant associations with children's higher ER skills. Conversely, fathers' psychopathology and harsh parenting were associated with poorer ER skills in children.

Highlights

• This study summarized existing literature that explored the association between paternal factors and ER in children.
• The review showed some evidence supporting the paternal role in children's ER development.
• Fathers' role in the development of child's ER is most prominent in infancy and toddlerhood.
• Most paternal factors significantly associated with a child's ER reflected previous findings examining maternal factors.

     

Social anxiety and emotion regulation flexibility: considering emotion intensity and type as contextual factors

Background and objectives: Individuals with social anxiety disorder have often been considered inflexible in their emotion regulation. The aim of this study was to investigate emotion regulation flexibility in socially anxious individuals in response to two contextual factors, namely different levels of emotion intensity and emotion type.

Methods: A daily diary approach was employed, investigating emotion regulation (i.e., experiential avoidance, expressive suppression and cognitive reappraisal) in college students scoring high (N?=?62; HSA) and low (N?=?52; LSA) on social anxiety.

Results: Results revealed that HSAs were found to use more experiential avoidance than LSAs, especially at higher levels of negative intensity. The use of this emotion regulation strategy appeared to be driven by guilt, nervousness, and sadness. There were no between-group differences concerning the other strategies in response to varying levels of emotional intensity.

Conclusions: Together, the results provide evidence for inflexible emotion regulation in HSAs, reflected in an unwillingness to experience negative emotions.     

Implicit beliefs of emotion and anxiety in psychotherapy

Motivation and Emotion - Implicit theories about the malleability of emotion and anxiety (i.e., mindsets) are related to clinically relevant outcomes. However, a paucity of research in clinical...     

The role of contextual cues in mediating transfer

An experiment was conducted with sceond-grade children to test the hypothesis that contextual (task format) changes limit the transfer of learning. The Ss learned two problems employing different formats concurrently and were then given a single transfer problem similar in format to one of the training problems. The transfer data were predictable from a consideration of the similar format training problem and independent of the different format training problem. This indicated that contextual cues were stored during training and played a role in determining transfer.     

Reason and emotion In psychotherapy: Thirty years on

Summary In summary, then, in 1962 RET displayed important features still current. These include the interrelatedness of cognitive, emotive and behavioural processes, the important role that cognition plays in psychological problems, its humanistic view of the self and the futility and dangers of self-rating. The emphasis on perpetuation rather than acquisition processes of emotional disturbance holds good now as it did then, and the core view of therapeutic change is essentially the same now as it was in 1962, despite further, more recent elaborations. Also, one can find the beginnings of a model of psychological health in 1962 that has been more fully developed since that time. Significant change has occurred in RET since 1962 that updates several of Ellis's original ideas. These include the distinction between interpretations (or inferences) and evaluations, the primacy of musts in accounting for psychological disturbance, the clear distinction between healthy and unhealthy negative emotions and the greater role accorded to force and energy in the change process. Aspects of psychoanalytic theory, as well as conditioning theory featured in 1962 no longer appear, and a greater emphasis is placed on biological aspects of emotional disturbance now than thirty years ago. Finally, a greater range of cognitive, imaginal, emotive and behavioural methods are found in current RET literature than inReason and Emotion in Psychotherapy where Ellis restricts himself to illustrating a few cognitive and behavioural techniques. RET, then, has grown and developed over the past thirty years. In large part, this reflects the theory's flexibility and the competent people who have worked to make RET one of the most viable and widely used cognitive-behaviour therapies. Of these, I modestly include myself! This article was originally presented as an Inaugural Lecture at Goldsmiths' College, University of London, on December 8, 1992.     

The role of social cognition in emotion

Although recent research has shown that social cognition and emotion engage overlapping regions of the brain, few accounts of this overlap have been offered. What systems might be commonly or distinctively involved in each? The close functional relationship between social cognition and emotion might be understood in terms of a central role for mental state attribution in the understanding, learning and regulation of emotion. In each of these cases, mental state attributions might be supported by either stimulus-driven or more reflective processes.