Awe or horror: differentiating two emotional responses to schema incongruence

ABSTRACT

Experiences that contradict one's core concepts (e.g. of the world, people, the self) elicit intense emotions. Such schema incongruence can elicit awe, wherein experiences that are too vast to understand with existing cognitive schemata cause one to feel that schemata should be updated [i.e. a “need for cognitive accommodation” (NFA); Keltner & Haidt, 2003. Approaching awe, a moral, spiritual, and aesthetic emotion. Cognition and Emotion, 17(3), 297–314]. However, other emotional responses to schema incongruence, such as horror, have not been investigated. The current studies compared awe and horror to investigate if they are distinct emotional responses to schema incongruence. Study 1 observed significant differences between awe and horror in cognitive appraisals (e.g. certainty, legitimacy), indicating several areas of dissimilarity. Study 2 found evidence that awe and horror are both responses to schema incongruence, as schema incongruence and NFA were salient in awe and horror, but not a contrast emotion. However, awe and horror were elicited by different types of schema incongruence: awe by spiritual vastness, horror by extremity. Awe-eliciting experiences also appeared to be easier to assimilate than horrifying experiences, as NFA and uncertainty were significantly lower in awe than in horror. Differences in the functions of horror and awe are also discussed.     

Profiles of Three Preservice ESOL Teachers' Development of Instructional Scaffolding

This study explored English as a second language (ESOL) preservice teachers’ conceptions of and abilities to provide scaffolded instruction. In-depth study of three interns indicated that each was unique with respect to their views of scaffolding and in the degree to which their implementation of scaffolded instruction changed over the course of the year. Participants differed in the focus of scaffolding and in their attempts to scaffold within lesson frameworks, across sequential lessons, and through responsive instruction. Though some preservice teachers can develop complex conceptions of the process, scaffolding is closely linked to interns’ understanding of language and literacy development.     

Acts of Remembering: Relationship in Feminist Therapy

This article is an act of remembering. In the first part of this article, the author remembers and reflects upon her own journey of being and becoming a feminist, healer and clinical psychologist in training. She then shares some of the most meaningful lessons on 1) the therapeutic alliance, 2) transference and countertransference, 3) the nature of change, and 4) cultural competence that she has learned from her sister of the heart relationship with the brilliant spirit and work of Black lesbian, feminist, warrior poet, and activist, Audre Lorde. In each of these lessons the author reflects on her efforts to translate her conceptual or applied practice as a feminist student therapist. It is her hope to invite exploration of new bridges and paths by which other feminist psychologists may connect more deeply and meaningfully to our work both professionally and personally. The author closes with some reflections on the path ahead for feminist psychology.     

Event-method directed forgetting: Forgetting a video segment is more effortful than remembering it

Videos were presented depicting events such as baking cookies or cleaning a fish tank. Periodically, the video paused and an instruction to Remember (R) or Forget (F) the preceding video segment was presented; the video then resumed. Participants later responded more accurately to cued-recall questions (E1) and to true/false statements (E2–5) regarding R segments than F segments. This difference was larger for specific information (the woman added 3 cups of flour) than for general information (the woman added flour). Participants were also slower to detect visual probes presented following F instructions compared to those presented following R instructions. These findings suggest that intentional forgetting is an effortful process that can be performed even on segments of otherwise continuous events and that the result is a relatively impoverished representation of the unwanted information in memory.     

Imaginary Worlds in Middle Childhood: A Qualitative Study of Two Pairs of Coordinated Paracosms

Imagining alternatives to actual experiences is an important part of everyday life that can take many forms. One manifestation in middle childhood is the creation of elaborate imaginary worlds, called paracosms. Retrospective reports of adults indicate that having a childhood paracosm is more commonly reported in individuals acknowledged for being highly creative. In this study, we interviewed four children aged 10 to 12 years with interconnected paracosms about the details of their imagined worlds. Our findings indicated that paracosms served as a platform for social activity with friends, a way to explore real world interests (e.g., geography, language), and a vehicle for engaging in creative pursuits (e.g., drawing, storytelling).     

But Is It a Basin? Science,Controversy, and Conspiracy in the Fight for Mirador,Guatemala

The ancient Maya city of Mirador, located in the northeastern corner of Guatemala's Maya Biosphere Reserve, is at the heart of a raging scientific and political controversy. On the surface, the conflict centers around the geological definition of a ‘basin’ surrounding the magnificent site. One side uses the existence of a basin—backed up by satellite images and analyses—to push for redrawing the boundaries of the reserve, arguing that the feature naturally delineates key archaeological and ecological sites and that current reserve management is failing the forests. The other side insists that there is no geological basin—a contention also backed by satellite images and analyses—and that redrawing the lines would undermine more than 20 years of conservation efforts. On both sides of the fight, rumors abound about secret agendas, manipulated data, backroom political deals, and other shady business. These conspiracy stories reveal how paranoid thought is simultaneously a powerful epistemology and a practical political strategy, both of which shape the production and interpretation of scientific facts. Rather than contrasting irrational political rumor with logical scientific fact, or considering the former as simply context for the latter, the case of Mirador demonstrates how the two are deeply entangled ways of acting on and making sense of a complex landscape.     

Infrastructure and Scaffolding: Interpretation and Change of Research Involving Human Genetic Information

This essay addresses the relationship of interpretation to change, at two levels. One level concerns the revolutionary claims of molecular biology and biotechnology about using genetic information, read literally or with a minimum of interpretation, to reshape human life. The other level concerns the relationship in social studies of science and technology (STS) between interpreting projects in the life sciences and influencing their direction. On that level, the essay is experimental, employing a series of vignettes that introduce themes and questions—scaffolding—intended to stimulate readers to make their own connections between interpretation and change, in science, STS, and society. The vignettes in Part 1, which range from treatment of individuals with PKU or MAOA genes to personalized medicine and biobanks, indicate in different ways that the use of genetic information always requires social infrastructure. Once attention is given to the actual or implied social infrastructure, the prospect of reshaping life using human genetic information raises more questions than it answers. This thread carries over into Part 2, which speaks to an area of STS that needs more development, namely, conceptualizing the structure of the social context of scientific and technological developments and the nature of human agency in the ongoing restructuring of that context. The vignettes create a picture in which the influence on science of an STS interpretation will, like any effort to produce change, depend on how it links with other engagements and with the heterogeneous components that make up ongoing, intersecting processes of science in society.     

Only one or two cultures?

One Culture: Essays in Science and Literature, edited by George Levine, Madison, WI: University of Wisconsin Press, 1987, 359 pages, hb $45, pb $12.95     

The influence of partial‐match cues on event‐based prospective memory

In event‐based prospective memory tasks people form an intention to respond when an environmental cue signals that conditions are appropriate to fulfil an intended activity. In the ongoing activity the authors embedded partial‐match cues that only partially, but not completely, satisfied the conditions required to make a prospective response. The consequence of encountering these partial‐match cues was to increase responses to appropriate prospective memory cues encountered later. This outcome occurred both with semantic and orthographic cues, but only the former led to longer processing latencies of the partial‐match cues. This asymmetry suggests that partial‐match cues may not need to be processed consciously in order to benefit event‐based prospective memory. A parametric manipulation of the number of partial‐match cues resulted in numerically but not statistically better prospective memory. Consequently, partial‐match cues may function as overt reminders of the intention to respond or they may serve to engage participants in self‐initiated remindings of the intention.     

Epidemiology of Insomnia in College Students: Relationship With Mental Health,Quality of Life,and Substance Use Difficulties

The purpose of this study was to evaluate the prevalence and correlates of insomnia using rigorous diagnostic criteria and a comprehensive assessment battery. In a large sample (N = 1,074) of college students (mean age 20.39 years), participants were asked to complete a week-long sleep diary and comprehensive questionnaire packet assessing recommended daytime functioning domains (i.e., fatigue, quality of life, depression, anxiety, stress, academic performance, substance use) during the academic year. A significant portion of this sample of college students met proposed DSM-5 criteria for chronic insomnia (9.5%). The chronic insomnia group reported significantly worse sleep, fatigue, depression, anxiety, stress, and quality of life, and greater hypnotic and stimulant use for sleep problems. There were no differences between groups on excessive daytime sleepiness, academic performance, or substance use. This was a rigorous and comprehensive assessment of the prevalence and psychosocial correlates of insomnia. Insomnia is a significant problem in college students and should be regularly assessed. More research is also needed to guide treatment in this population.