Perceptual dimensions differentiate emotions

Individuals often describe objects in their world in terms of perceptual dimensions that span a variety of modalities; the visual (e.g., brightness: dark–bright), the auditory (e.g., loudness: quiet–loud), the gustatory (e.g., taste: sour–sweet), the tactile (e.g., hardness: soft vs. hard) and the kinaesthetic (e.g., speed: slow–fast). We ask whether individuals use perceptual dimensions to differentiate emotions from one another. Participants in two studies (one where respondents reported on abstract emotion concepts and a second where they reported on specific emotion episodes) rated the extent to which features anchoring 29 perceptual dimensions (e.g., temperature, texture and taste) are associated with 8 emotions (anger, fear, sadness, guilt, contentment, gratitude, pride and excitement). Results revealed that in both studies perceptual dimensions differentiate positive from negative emotions and high arousal from low arousal emotions. They also differentiate among emotions that are similar in arousal and valence (e.g., high arousal negative emotions such as anger and fear). Specific features that anchor particular perceptual dimensions (e.g., hot vs. cold) are also differentially associated with emotions.     

Team members’ emotional displays as indicators of team functioning

Emotions are inherent to team life, yet it is unclear how observers use team members’ emotional expressions to make sense of team processes. Drawing on Emotions as Social Information theory, we propose that observers use team members’ emotional displays as a source of information to predict the team's trajectory. We argue and show that displays of sadness elicit more pessimistic inferences regarding team dynamics (e.g., trust, satisfaction, team effectiveness, conflict) compared to displays of happiness. Moreover, we find that this effect is strengthened when the future interaction between the team members is more ambiguous (i.e., under ethnic dissimilarity; Study 1) and when emotional displays can be clearly linked to the team members’ collective experience (Study 2). These studies shed light on when and how people use others’ emotional expressions to form impressions of teams.     

Positive affective tone and team performance: The moderating role of collective emotional skills

Research on affect as a group-level phenomenon has shown that over time, individual members within a group become highly similar in their affect (i.e., members experience and display similar emotions and moods), and often become similar enough that the aggregation of individuals’ affect can meaningfully represent the “affective tone” of the group. It is generally assumed that a more positive affective tone will lead to better team performance. We challenge the conclusion that positive affective tone is always good for team performance, suggesting that the relationship between positive affective tone and team performance is subject to moderating influences. Across two studies, we demonstrate that the self-reported collective emotional skills of team members play a crucial role in determining whether positive affective tone is beneficial or detrimental to team performance. Implications for theory and practice are discussed.     

The irrationality of recalcitrant emotions

A recalcitrant emotion is one which conflicts with evaluative judgement. (A standard example is where someone is afraid of flying despite believing that it poses little or no danger.) The phenomenon of emotional recalcitrance raises an important problem for theories of emotion, namely to explain the sense in which recalcitrant emotions involve rational conflict. In this paper I argue that existing ‘neojudgementalist’ accounts of emotions fail to provide plausible explanations of the irrationality of recalcitrant emotions, and develop and defend my own neojudgementalist account. On my view, recalcitrant emotions are irrational insofar as they incline the subject to accept an evaluative construal that the subject has already rejected.

Subtle activation of a social categorization triggers group-level emotions

Previous research [Smith, E. R., Seger, C. R., & Mackie, D. M. (2007). Can emotions be truly group-level? Evidence regarding four conceptual criteria. Journal of Personality and Social Psychology, 93, 431-446] has demonstrated that when people are explicitly asked about the emotions they experience as members of a particular group, their reported emotions converge toward a profile typical for that group. Two studies demonstrate that the same type of convergence occurs when a group identity is made situationally salient through priming, without an explicit request to report group-level emotions. People who identify more strongly with the group converge more, and show more similarity between their group-primed emotions and explicitly reported group-level emotions. This research confirms that activating a social identity produces convergence for emotions as well as for attitudes and behaviors. It also suggests that some previous emotion research may have tapped group rather than individual-level emotions, potentially requiring some reconceptualization.     

Theoretical,and epistemological challenges in scientific investigations of complex emotional states in animals

This review brings to light critical epistemological and theoretical considerations when studying complex emotional states in animals. We discuss anthropomorphic and Umwelt perspectives of nonhuman animals and the ways in which distinct theories of consciousness and neural processing may restrict the potential for the development of knowledge on the topic. Within the same line of argumentation, we consider influences of the debate between monism and dualism and psychology’s behaviorism and cognitive theories. Finally, we contrast the affective consciousness, higher-order emotional consciousness, and constructed emotion theories to further our understanding of complex emotional states in animals.     

Feeling states of people experiencing depression,anxiety, or comorbid depression and anxiety symptoms during a multi-day charity cycling ride: An ecological momentary assessment study

ObjectiveRegular exercise has substantial benefits for mental health. The way people feel during exercise impacts motivation. This study investigated whether experiencing depression, anxiety or comorbid depression and anxiety symptoms impacted feeling state responses throughout a charity cycling ride.DesignTo achieve this aim, we conducted an ecological momentary assessment study of feeling states (via Pleasant and Negative Affect Schedule items) across a multi-day cause-based cycling event.MethodMultivariate and univariate generalized linear mixed models was applied to test how affective and self-conscious emotional experiences changed across time and whether feeling state change differed between people experiencing depression, anxiety, or comorbid depression and anxiety symptoms.ResultsFor people experiencing depression symptoms, positive feelings decreased and negative feelings increased throughout the event. People experiencing anxiety symptoms had initially elevated negative feeling states that decreased across the event. For people experiencing comorbid depression and anxiety symptoms, changes in pride mirrored that of people experiencing only depression symptoms (decrease from initially high levels); whereas changes in guilt mirrored that of people experiencing only anxiety symptoms (initially high levels that decreased throughout event).ConclusionsThese findings demonstrate that depression and anxiety symptoms put people at risk for having negative affective and emotional experiences during exercise events and that these effects are further complicated when depression and anxiety symptoms co-occur. Exercise events and interventions must consider how to mitigate the potentially demotivating impacts that negative affective judgments can have on motivation for future exercise participation of people experiencing depression and/or anxiety symptoms.     

Physical activity,screen time and subjective well-being among children

Background/ObjectiveThe aim of the study was to explore the differences between physical activity and/or screen time levels on cognitive (Life satisfaction LS) and affective (Positive affect, PA and Negative affect NA) components of subjective well-being (SWB) in children.MethodThis cross-sectional study enrolled 1,540 children (1,040 boys, 8–12 years old). LS, PA, NA, physical activity and screen time were assessed with validated questionnaires.ResultsChildren who reported 3 days per week of physical activity or less had lower LS and PA than counterparts with ≥6 days of physical activity per week (p < .05). Participants who reported 2 hours per day or less of screen time had lower NA than counterparts with 4 hours per day or more of screen time (p < .05). Also, children who meet physical activity guidelines have higher LS and PA compared to inactive peers, even with high screen time. In contrast, excessive screen time was also related with NA independent of the level of physical activity.ConclusionsOur findings suggest that physical activity is related with positive feelings and LS, but does not eliminate the effect of screen time on negative feelings among Chilean children.     

Assessment of fun in interactive systems: A survey

Fun is fundamental in life, since it fosters interaction and learning. But the design of fun is not trivial since it is subjective: it depends upon context, preferences and the history of users. That is why assessment is an important issue in the design process. Traditional assessment methods involve observation and inquiring of users while interacting, while more recent methods involve data collection and physiological measurements. This article presents a survey on the existing methods for the assessment of fun from its constituent elements – attention, flow, immersion and emotion.