The effect of cognitive reappraisal on long‐term emotional experience and emotional memory

One's ability to properly regulate emotion is critical to psychological and physical well‐being. Among various strategies to regulate emotion, cognitive reappraisal has been shown to modulate both emotional experience and emotional memory. However, most studies of reappraisal have focused on reappraisal of negative situations, with reappraisal of positive emotion receiving considerably less attention. In addition, the effects of reappraisal on emotional reactions to stimuli are typically only assessed either immediately or after a short delay, and it remains unclear whether reappraisal effects persist over longer time periods. We investigated the effect of cognitive reappraisal on emotional reactions and long‐term episodic memory for positive and negative stimuli. Men and women viewed emotionally negative, positive, and neutral pictures while they were instructed to either increase, decrease, or maintain the initial emotional reactions elicited by the pictures. Subjective ratings of emotional valence and arousal were assessed during the regulation task and again after 1 week. Memory for the pictures was assessed with free recall. Results indicated that pictures accompanied by instructions to increase emotion were better recalled than pictures reappraised to decrease emotion. Modulation of emotional arousal elicited by stimuli persisted over a week, but this effect was observed only for men. These findings suggest that cognitive reappraisal can have long‐lasting effects on emotional reactions to stimuli. However, the sex differences observed for the effects of reappraisal on emotional reactions highlight the importance of considering individual differences in the effects of regulation.     

Frequency and intensity of social anxiety in Asian Americans and European Americans

Asian American students have typically reported greater levels of social anxiety than European American students on self-report measures (e.g., Okazaki, 1997; Norasakkunkit & Kalick, 2002). This study employed an event-contingent experience sampling methodology to examine whether Asian American university students experienced social anxiety more often and more intensely than European Americans in their daily lives. Forty-five Asian American and 38 European American students participated in a two-week diary study. The results showed that on average, Asian Americans and European Americans reported a similar number of events that evoked anxiety in social situations, but Asian Americans reported more negative emotions on average in social situations than did European Americans.     

Why Koreans Are More Likely to Favor “Apology,” While Americans Are More Likely to Favor “Thank You”

Two studies investigated whether apologies or thanks are preferred in asking favors in the United States and Korea, and how this relates to perceptions of reduction in positive and negative face threats. In the first study (n = 224), participants composed an e‐mail message where a favor was asked. In the second (n = 807), participants completed questionnaires including a prototypical e‐mail for the situation described in Study 1, as well as measures of negative and positive face threats. Findings showed that (a) Koreans more frequently included apologies in favor‐asking messages, while Americans more frequently included thanks; and (b) Americans considered repeated thanks to reduce the threat to hearers' negative and positive face, but Koreans considered repeated apologies to reduce the threat to speakers' positive face.     

Psychological experiences of Korean missionary “kids” (MKs): a qualitative inquiry

The present study is a qualitative investigation of the psychological experiences of children of Korean missionaries, through the eyes of Korean missionary kids (MKs) and missionary workers. A semi-structured interview was conducted with 11 MKs and MK workers, and data were analysed using the Consensual Qualitative Research method. Several domains emerged: challenges associated with the MK experience, resiliency of MKs, intrapersonal and interpersonal coping skills, mental health concerns, religion and spirituality, a complex cultural identity, preparation for college transition, and hopes for MKs and their missionary parents. Categories corresponding to the domains are highlighted. The present study addresses a need for more attention paid to the non-American MK experience, and it presents some implications for the church and higher educational institutions.     

Mothers' Attention‐getting Utterances During Shared Book Reading: Links to Low‐income Preschoolers' Verbal Engagement,Visual Attention,and Early Literacy

This study examined associations among low‐income mothers' use of attention‐getting utterances during shared book reading, preschoolers' verbal engagement and visual attention to reading, and their early literacy skills (N = 51). Mother–child shared book reading sessions were videotaped and coded for each utterance, including attention talk, contextualized talk, de‐contextualized talk, and print talk. Preschoolers' attention during book reading was assessed using two measures: verbal engagement by using a rating scale of preschoolers' involvement in book reading discussion and visual attention by coding visual gaze. Findings indicated that mothers' attention talk was positively associated with children's verbal engagement, while maternal print talk was associated with children's visual attention. Further, low‐level maternal print talk was associated with higher early decoding scores of children when it was accompanied with high‐level maternal attention talk. Copyright © 2015 John Wiley & Sons, Ltd.     

Teaching Religious Studies to Undergraduate Non‐Majors at Seoul National University,South Korea

This essay is part of a collection of short essays solicited from authors around the globe who teach religion courses at the college level (not for professional religious training). They are published together with an introduction in Teaching Theology and Religion 18:3 (July 2015). The authors were asked to provide a brief overview of the curriculum, student learning goals, and pedagogical techniques employed in their courses.     

ŚŪNYATĀ AND KOKORO: SCIENCE–RELIGION DIALOGUE IN THE JAPANESE CONTEXT

When we read books or essays about the dialogue between “religion and science,” or when we attend conferences on the theme of “religion and science,” we cannot avoid the impression that they actually are dealing, almost without exception, not with a dialogue between “religion and science,” but with a dialogue between “Christianity and science.” This could easily be affirmed by looking at the major publications in this field. But how can the science–religion dialogue take place in a world where conventional Christian concepts of God, religion, and science are foreign and unfamiliar? Is the critique that the scientist plays God still valid when there is no “God” at all? This article tries to answer the questions mentioned above, and seeks to sketch out some aspects of the science–religion dialogue in Japan which I believe could contribute a new paradigm for understanding and describing ultimate reality.     

Pilot study for assessing the behaviors of patients with schizophrenia towards a virtual avatar.

This study examined whether a virtual avatar could be perceived as a real human by patients with mental disease, especially schizophrenia, as well as whether a virtual avatar could be applied to acquiring patients' behavior characteristics in a short conversation situation. The virtual avatar has been used for various applications which need to communicate with other person or to train or educate by showing humanlike behavior. Recently, many researches have shown that the virtual avatar technology has been enhanced and the avatar could be perceived like real human. A virtual avatar, standing in a virtual room, was designed for this study. Tasks to approach, initiate a talk, and answer to avatar's questions was assigned to the 11 patients with schizophrenia. As behavioral parameters in the virtual environment, the interpersonal distance and the verbal response time were acquired. In addition, the Positive and Negative Syndrome Scale (PANSS) for patients was administered in order to investigate the relationship between patients' symptomatic characteristics and behavior parameters. The interpersonal distance was negatively correlated with the negative syndrome scale, a subscale of PANSS, which is consistent with previous research reporting the relationship between interpersonal distance and a real person's image. The verbal response time, however, was not correlated with any other subscale of PANSS. After analyzing subitems of the negative syndrome of PANSS, two positive correlations were found: one was with blunted affect and the other was with poor rapport. We concluded that the virtual avatar could be perceived as a real human by schizophrenic patients and the avatar could draw the schizophrenic patients' behavior characteristics.     

Effects of motivations and gender on adolescents' self-disclosure in online chatting.

This study investigated the effect of motivations for online chatting and gender factors in self-disclosure in adolescents' online chatting. Participants were 260 high school students (128 female, 132 male) who participated in online chatting. The results revealed that self-disclosure in online chatting differed by motivation, but gender was not a significant variable for explaining self-disclosure.     

VR-based conversation training program for patients with schizophrenia: a preliminary clinical trial.

Schizophrenia is a devastating mental illness and is characterized by hallucinations and delusions as well as social skills deficits. Generally, social skills training designed to help patients develop social skills includes role-playing, but this form of training has typical shortcomings, which are largely due to a trainer's difficulties to project emotion. Virtual reality (VR)-based techniques have the potential to solve these difficulties, because they provide a computer-generated but realistic three-dimensional world and humanlike avatars that can provide emotional stimuli. In this paper, we report on a method of implementing virtual environments (VEs) in order to train people with schizophrenia to develop conversational skills in specific situations, which could overcome the shortcomings of or complement conventional role-playing techniques. The paper reports the efficacy of the proposed approach in a preliminary clinical trial with 10 patients with schizophrenia.