诱发负性情绪时人际情绪调节与个体情绪调节对前瞻记忆的影响

依据在情绪调节过程中大量存在的人际互动现象,首次明确提出人际情绪调节概念,并采用以前瞻记忆成绩为因变量的前后衔接、递进的两阶段实验模式研究其与个体情绪调节对缓解负性情绪影响的差异。结果表明：诱发的负性情绪会干扰双任务前瞻记忆;在高认知负载情境下,人际情绪调节对这种干扰的调节效果显著优于个体情绪调节。这说明从理论上确认人际情绪调节概念具有合理性,从实证上探讨了这种调节方式可能更有效地调节负性情绪对认知资源的占用,从而有助于扩展情绪调节领域的研究视角,并推进对其作用机制的研究     

3～5岁儿童情绪能力的年龄特征、发展趋势和性别差异的研究

本研究采用测验法和问卷法,考察了150名3～5岁儿童的情绪能力的年龄特征、发展趋势和性别差异。结果表明:(1)3～4岁幼儿的情绪理解能力有显著变化,对积极情绪的理解要高于对消极情绪的理解,女孩推测他人情绪状态的能力高于同龄男孩;(2)幼儿能够运用多种策略来应对同伴之间的冲突情境,使用频率最高的策略是建构性策略,其次是回避和情绪释放策略,最后是破坏性策略;(3)幼儿的情绪观点采择能力能够预测情绪调节的发展。     

Cognitive Appraisal as a Predictor of Cognitive Emotion Regulation Choice

More attention has recently been focused on how a person may choose their emotion regulation strategies depending on the situation. The present research examined how people cognitively appraised a situation that they had actually encountered in their life and how this appraisal affected their subsequent cognitive emotion regulation strategies. Three hundred and twenty‐four participants were instructed to recall the most stressful situation in the last month, and to rate how they cognitively appraised the situation (threat, centrality, controllability, commitment, injustice/unfairness, expectedness, expectancy) and how they cognitively regulated their emotion (self‐blame, blaming others, acceptance, refocus on planning, positive refocusing, rumination, positive reappraisal, putting into perspective, catastrophizing). Multiple regression analysis revealed that even after control for other variables, such as age, sex, personality, the time when the situation occurred and the intensity of negative emotion, all criteria of cognitive appraisal except for expectedness predicted cognitive emotion regulation choice. Implications and limitations of this research are discussed.     

青少年与成人不同情绪刺激调节效应的差异

旨在探究增强调节和减弱调节调节效应量的年龄差异。通过两个实验系统考察青少年和成人对不同情绪刺激使用不同调节策略时,调节效应的差异。实验一采用“情绪反应性—调节图片任务（REAR-I Task）”考察了35名青少年和35名成人情绪调节的效应量。实验二进一步对情绪图片的唤醒度进行分组（高唤醒/低唤醒）,考察了59名青少年和59名成人情绪调节的效应量。结果验证了研究假设：整体而言,对不同效价和唤醒度情绪刺激采用增强调节或减弱调节时,成人的调节效应量均大于青少年,对正性情绪的减弱调节方面尤为明显。     

中国青少年情绪调节的发展特点

处于"暴风骤雨期"的青少年在情绪体验及情绪调节上发展迅速。文化价值以及社会规范是个体情绪调节及策略使用发展的重要影响因素。以往关于青少年情绪调节发展的结论大多源于西方文化背景,以西方青少年作为研究对象。然而,中国文化中关于情绪调节的价值和要求均与典型西方文化存在差异。近年来,研究者对中国青少年情绪调节的发展特点进行了系统的探索,发现中国青少年情绪调节的发展以减弱调节策略的运用为主导,并形成了非享乐主义的调节模式。     

Family expressiveness and parental emotion coaching: their role in children's emotion regulation and aggression

In this study, we explored the relations between positive and negative family expressiveness, parental emotion coaching, child emotion regulation, and child aggression. The sample included 120 fourth-grade children and their mothers. Mothers completed the Emotion Regulation Checklist, the Family Expressiveness Questionnaire, and a portion of the meta-emotion interview to assess their awareness and acceptance of, and instruction in managing their child's anger and sadness (3 dimensions of parental emotion coaching). Teachers rated each child's aggression and completed the Emotion Regulation Checklist for each child. The 3 dimensions of parental emotion coaching and positive and negative family expressiveness were not directly related to child aggression. However, both negative family expressiveness and the mother's acceptance of the child's negative emotions were indirectly related to child aggression through the child's emotion regulation.     

情绪调节目标的分类与优化

摘要：情绪调节目标决定人们是否调节情绪以及怎样调节情绪。基于情绪调节服务功能的类型差异,可分离出以下类型的调节目标：增加积极体验可满足享乐性需要,社会事务需使用情绪的工具效用,复杂体验的融合可优化自我成长,而情绪体验的文化精致可促进自我与世界的融合。这些目标既可能相互一致,也存在多种冲突,对幸福体验产生综合影响。拓展积极情绪最大化的暂时性适应角色,理解内隐层面的心理因素和文化价值正当性对调节目标的制约,是未来研究的方向。     

Emotion Beliefs,Emotion Regulation,and Emotional Experiences in Daily Life

One potential factor that could influence how individuals with at least moderate symptoms of depression cope with upsetting events in their daily lives is the beliefs that these individuals hold about whether emotions are malleable or fixed. The current study adopted an experience sampling approach to examine how the beliefs about emotion’s malleability related to daily positive and negative affect and daily emotion regulation efforts among individuals with at least moderate symptoms of depression (N = 84). Results demonstrated that individuals having at least moderate symptoms of depression who held more malleable beliefs about emotions reported decreased negative affect both overall during the day and specifically in response to daily upsetting events. Additionally, these individuals who held more malleable beliefs about their emotions also reported more daily use of cognitive reappraisal to regulate their emotions in response to upsetting daily events. Results from the current study extend previous work examining the relationship between emotion malleability beliefs, emotional experiences, and emotion regulation to examine these relationships in people who are moderately depressed as they navigate the emotional landscape of their daily lives.     

Studying Children's Intrapersonal Emotion Regulation Strategies from the Process Model of Emotion Regulation

The authors relied on the Process Model of Emotion Regulation (PMER; J. J. Gross, 2007 Gross, J. J. (2007). Handbook of emotion regulation. New York, NY: Guilford Press. [Google Scholar]) to investigate children's abilities to regulate their emotions and to assess how distinct emotion regulation strategies are used by children of different ages. In Study 1, 180 parents of children aged between 3 and 8 years old reported about a situation in which their child had been able to change what she or he was feeling. In Study 2, 126 children 3–8 years old answered 2 questions about how they regulate their own emotions. Results from both studies showed age differences in children's reported emotion regulation abilities and the strategies they used. As expected, strategies such as situation selection, situation modification, and cognitive change were used more frequently by 5–6- and 7–8-year-olds, whereas attention deployment was mainly used by 3–4-year-olds. No age differences were found for response modulation. The present research contributes to the existing body of literature on emotion regulation by adding more information about the developmental patterns for each specific emotion regulation strategy.     

正念冥想对情绪的调节作用:理论与神经机制

正念冥想可调节个体的负性情绪、促进个体正性情绪,对于心身疾病具有显著的干预效用.正念冥想的再感知模型、正念应对模型、推动性上升螺旋模型以及正念情绪调节模型都强调了正念冥想对情绪的调节作用.认知神经科学的研究发现,正念冥想可促进左侧前额叶脑区激活增强,涉及的脑区主要包括背外侧前额叶皮层(DLPFC)和背内侧前额叶皮层(DMPFC).研究者进一步发现,正念特质是通过改善前额叶对边缘系统反应的调节来实现对情绪的调节作用.而且,这种调节作用还有可能体现为通过冥想训练分离联结在一起的两种自我参照神经机制,从而加强体验性神经机制.另外,研究者还发现,正念冥想训练还可以改变与情绪加工相关的大脑结构.进一步澄清冥想训练与大脑偏侧化的关系和不同类型被试之间的比较研究将成为该领域日后研究的重点.     

不同情绪调节方式对记忆的影响

个体的情绪调节与其认知的关系是近年来情绪和认知领域中一个重要的前沿研究热点。本研究则通过两个阶段的实验,较系统地探讨了两种情绪调节分类下的四种情绪调节方式（原因调节——评价忽视和评价重视,反应调节——表情抑制和表情宣泄;减弱调节——评价忽视和表情抑制,增强调节——评价重视和表情宣泄）对记忆（视觉和听觉记忆）及记忆评价（即元记忆,视觉和听觉元记忆）的影响。结果表明：(1)评价忽视和评价重视对记忆没有影响;表情抑制和表情宣泄对记忆影响显著（表情抑制影响了听觉记忆,表情宣泄影响了视觉和听觉记忆）;(2)评价忽视、评价重视和表情宣泄对元记忆没有影响;而表情抑制影响听觉元记忆;(3)不同情绪调节方式对记忆的影响无性别和专业上的差异,但对元记忆虽无性别差异上的影响,却存在专业上的差异。总之,个体不同的情绪调节方式会对记忆和元记忆产生不同影响     

聋生心理健康与成就动机、行为方式的相互影响

以苏州市聋生这一特殊群体为研究对象,运用问卷调查和半结构式访谈的方法,探讨其心理健康状况及影响因素。结果发现,聋生的心理健康程度不及正常学生,表现在总分以及躯体症状、焦虑担忧、抑郁三个分量表上的得分均高于正常学生。学业压力、应对方式、内部成就动机和外部成就动机是影响聋生心理健康的重要因素,聋生所感受到的社会支持程度要高于正常学生,聋生的成就动机也高于正常学生,而面对压力,他们的行为应对方式却较多退缩性的。造成这种矛盾的原因是家庭和学校教育中对聋生自强、自立、自理能力培养不到位,助长了聋生因残疾而产生的惰性和依赖性行为,对聋生的心理健康产生了消极影响。社会应提倡更多的正常人学习手语,让聋生有更好的社会交往环境     

Is the glass half empty or half full and does it even matter? Cognition,emotion, and psychopathology

ABSTRACT

This contribution examines the outcomes of recent decades of research on the interaction between cognition and emotion and how it has informed our understanding and treatment of emotional disorders with a special focus on depression. The review identifies important challenges to this work including the dynamic nature of cognitive processes and emotional responding, the bidirectional relation of cognition and emotion, the need for new tasks and for studies conducted outside of the laboratory, and the consideration of context such as interpersonal factors. Examining interactions between cognition and emotion and integrating basic research on cognition into the scientific understanding of emotional difficulties in psychopathology has contributed in many ways to what the field currently knows about the origins and the treatment of emotional disorders. Important challenges lie ahead – especially the integration of this work into the development of novel treatment approaches.     

What Do People Want to Feel and Why?: Pleasure and Utility in Emotion Regulation

ABSTRACT— It is typically assumed that people always want to feel good. Recent evidence, however, demonstrates that people want to feel unpleasant emotions, such as anger or fear, when these emotions promote the attainment of their long-term goals. If emotions are regulated for instrumental reasons, people should want to feel pleasant emotions when immediate benefits outweigh future benefits, but when future benefits outweigh immediate benefits, people may prefer to feel useful emotions, even if they are unpleasant. In this article, I describe an instrumental account of emotion regulation, review empirical evidence relevant to it, and discuss its implications for promoting adaptive emotional experiences.     

Cognitive fusion and emotion differentiation: does getting entangled with our thoughts dysregulate the generation,experience and regulation of emotion?

We tested whether cognitive fusion impairs emotion differentiation and thereby mediates relations between cognitive fusion and depression and panic symptoms among 55 adults (M_age?=?26.8 (3.9), 50.9% women). Using visual stimuli, we elicited multiple emotion states and measured (a) emotional intensity – the subjective emotion intensity of elicited emotions (i.e. Specific Emotion Intensity – SEI), as well as (b) emotional differentiation – the degree of co-activation of multiple negative emotions when a specific emotion was elicited (i.e. Multiple Emotion Co-Activation – MECA). First, as hypothesised, we found that cognitive fusion predicted lower levels of emotion differentiation (MECA). In contrast, as hypothesised, these effects were significantly greater than the (null) effects of cognitive fusion on emotion intensity (SEI). Second, as predicted, MECA, but not SEI, predicted depression and panic symptoms. Finally, we found that MECA mediated the effects of cognitive fusion on depression and panic symptoms. The present findings contribute novel, preliminary empirical insight into associations between cognitive fusion, impaired emotion differentiation and mental ill-health.     

The time course of positive and negative emotion in dysphoria

Prior research has demonstrated attenuated reactivity to positive stimuli among depressed and dysphoric individuals, and inconsistent evidence regarding attenuated reactivity to negative stimuli. However, such research has measured experiential reactivity to emotion stimuli in one static moment, which may obscure important information regarding the time course and dynamics of emotion. The current study employed continuous measurement of experiential emotion during and following the presentation of emotion eliciting film clips. Results revealed that dysphoric individuals (n = 16), as compared to nondysphoric controls (n = 31), were equally responsive to positive and negative film clips in terms of peak reactivity during and following the clip. The most striking difference between groups was that dysphoric individuals showed a shortened time course of positive emotion. These emotion dynamics suggest that perhaps the most important aspect of positive emotion regulation in the context of depressed mood is not the inability to initially react to a positive experience, but rather the inability to maintain positive emotion. Possible underlying mechanisms of positive emotion regulation are discussed, and implications for intervention are highlighted.     

记忆活动中情绪调节的效果和认知神经机制

情绪对记忆的促进作用, 已得到了大量研究的证实。但是, 情绪对记忆的损害作用还没有得到一致的研究结果。情绪诱导的记忆损害的条件和机制还没有得到很好的确认和解释。并且, 在证实了情绪对记忆的影响之后, 一个更具有现实意义的问题是, 人类能够在多大程度上调控情绪对记忆的影响呢？虽然已有的情绪调节研究对一些重要的情绪调节策略如认知重评和抑制进行了较多的探讨, 考察了情绪调节对情绪事件记忆的影响。但是, 关于情绪调节是否可以有效地调整情绪唤醒对中性项目记忆的影响, 目前只有少量的研究。对情绪调节影响记忆的认知神经机制还所知甚少。因此, 本项目拟综合使用行为测量和认知神经科学技术, 在考察情绪唤醒对记忆的损害效应的条件和机制的基础上, 进一步探讨认知重评、抑制和忽视等情绪调节策略调控记忆中的情绪效应的有效性和认知神经机制。研究结果将会有助于对情绪、情绪调节和记忆的关系的理解, 并对促进学生的学习记忆活动有现实意义。     

Changes in ecological momentary assessment reported affect associated with episodes of nonsuicidal self-injury

Although emotion regulation deficits have been frequently implicated in the incidence of nonsuicidal self-injurious behavior (NSSI), no research to date has examined in vivo change of affect associated with real-world NSSI behavior. The present study employed Ecological Momentary Assessment (EMA) to assess change in affect associated with episodes of experienced NSSI in a sample of 36 college students with a self-reported history of NSSI. Results indicated that individuals who reported NSSI behavior over the course of the study experienced increases in negative affect prior to an episode of NSSI that peaked during the episode and faded gradually in the hours following the episode, with affect change roughly approximating a quadratic curve. These changes in affect were detected only at times in which individuals engaged in NSSI and were absent for individuals who did not report NSSI over the course of the study. Moreover, changes in negative affect associated with NSSI were, on average, detectable hours prior to the NSSI event. These findings suggest that episodes of NSSI may be predicted through a careful examination of affect change long before actual NSSI behavior occurs.     

Integrating Diverse Developmental Perspectives on Emotion Regulation

Emotion regulation has been studied in diverse ways within different subdisciplines of psychology—most notably social development, personality and individual differences, social psychophysiology, interpersonal relationships, and stress and coping. The goal of this Special Issue is to demonstrate the value of integrating these diverse approaches for building multilevel, lifespan models of emotion regulation. We review each of the contributions to this special issue, highlighting recurring themes and previewing our own perspective on directions for future theory and research.