The Sound of Smell: Associating Odor Valence With Disgust Sounds

Olfaction has recently been highlighted as a sense poorly connected with language. Odor is difficult to verbalize, and it has few qualities that afford mimicry by vision or sound. At the same time, emotion is thought to be the most salient dimension of an odor, and it could therefore be an olfactory dimension more easily communicated. We investigated whether sounds imitative of an innate disgust response can be associated with unpleasant odors. In two experiments, participants were asked to make a forced choice between a pseudoword including a disgust sound and a neutral pseudoword, for pleasant and unpleasant odors. Overall, participants chose more disgust pseudowords than neutral pseudowords for unpleasant odors, but this was not the case for pleasant odors. This effect was not driven by a general association between unpleasant sounds and unpleasant odors, but specifically the sounds [x/χ] and [f], thought to reflect physical responses to disgusting odors, as seen in the Polish fu! or the English ugh!. In line with growing evidence that language can encode odor, we provide the first experimental evidence for an association between the sound of a word and odor valence.     

Emotional Valence Precedes Semantic Maturation of Words: A Longitudinal Computational Study of Early Verbal Emotional Anchoring

We present a longitudinal computational study on the connection between emotional and amodal word representations from a developmental perspective. In this study, children's and adult word representations were generated using the latent semantic analysis (LSA) vector space model and Word Maturity methodology. Some children's word representations were used to set a mapping function between amodal and emotional word representations with a neural network model using ratings from 9-year-old children. The neural network was trained and validated in the child semantic space. Then, the resulting neural network was tested with adult word representations using ratings from an adult data set. Samples of 1210 and 5315 words were used in the child and the adult semantic spaces, respectively. Results suggested that the emotional valence of words can be predicted from amodal vector representations even at the child stage, and accurate emotional propagation was found in the adult word vector representations. In this way, different propagative processes were observed in the adult semantic space. These findings highlight a potential mechanism for early verbal emotional anchoring. Moreover, different multiple linear regression and mixed-effect models revealed moderation effects for the performance of the longitudinal computational model. First, words with early maturation and subsequent semantic definition promoted emotional propagation. Second, an interaction effect between age of acquisition and abstractness was found to explain model performance. The theoretical and methodological implications are discussed.     

Poverty,affect and breaking the cycle: Implementing a ‘vulnerability unit’ in a white working-class community school

Schools serving communities experiencing poverty continue to be challenged as to how to best meet the needs of their pupils. This article documents how educators in one school in Wales developed and implemented a ‘vulnerability unit’ – called The Bridge – which centred on trusting relationships to improve the educational experience for primarily white working-class pupils. In the United Kingdom, the white working class remains the lowest performing socio-economic group. To make sense of the ‘emotional archive’ of the vulnerability unit and how subjects were constituted in this school space, I draw on theories of affect. The investigation considers affective relationships as not only integral to fostering inclusive practices but also closely aligned with physical and social spatiality within the community school. I argue The Bridge is a dynamic space which informs the participants' relationships with themselves and each other. With this in mind, the article contributes to research on the importance of affect and space to inclusive education and pastoral support.     

The mediating role of self-efficacy between emotional intelligence and job satisfaction of primary school teachers

IntroductionIn this study, it was analyzed whether self-efficacy has a mediating role between the emotional intelligence and job satisfaction of primary school teachers.ObjectiveIt is to test the relationships between primary school teachers job satisfaction, self-efficacy and emotional intelligence levels.MethodA path analysis was performed on a sample of 252 primary school teachers.ResultsIt was found that self-efficacy mediated the relationship between emotional intelligence and job satisfaction.ConclusionBased on the findings of the study, the relationships between emotional intelligence, job satisfaction and self-efficacy were discussed in the literature and various suggestions were made to concerned future researchers and practitioners.     

社会排斥与大学生冲动性消费行为：名人崇拜的中介及自我控制的调节作用

为探讨社会排斥与冲动性消费的关系及其作用机制,本研究采用社会排斥量表、名人崇拜量表、自我控制双系统量表以及冲动性购买倾向量表,对811名大学生进行调查。结果表明：（1）在控制性别、年龄、家庭月收入和每月生活费后,社会排斥显著正向预测冲动性消费;（2）名人崇拜在社会排斥和冲动性消费间起部分中介作用;（3）自我控制在中介路径的前半段及直接路径间起调节作用。本研究有助于对大学生冲动性消费的理解和干预。     

Facebook as a platform for collecting women's birth stories: Supporting emotional connections between researchers and participants

This paper extends debate on the use of social networking sites in social science research, specifically focusing on their role in creating ‘emotionally connected’ research spaces. Drawing on the authors' experiences of using a closed Facebook group as a platform for collecting women's ‘birth stories’, we explore to potential of Facebook to support the transcendence of traditional researcher/participant relations and empower participants through creating something akin to a ‘Community of Practice’. The project also contributed to a process of inter and intra-personal self-care, which, as a research team, we recognise as an important driver of our research agendas. We acknowledge that the virtual cannot be all-inclusive but conclude that this methodological approach has generated both a rich dataset and a series of emotions for researchers and participants that added value to the research process. We also argue that this approach captured a greater depth of experience and diversity of voice than would have been the case if we had chosen to use traditional face-to-face methods. We call for future research to focus on better understanding some of the challenges related to the appropriateness of Facebook as a platform for hearing the voices of particular socio-cultural groups.     

情绪智力对农村小学校长职业倦怠的影响：领导效能和工作满意度的链式中介作用

为考察领导效能、工作满意度在情绪智力与农村小学校长职业倦怠关系中的链式中介效应,采用情绪智力量表、领导效能量表、工作满意度量表和职业倦怠量表对258名农村小学校长进行调查。结果表明：（1）情绪智力会负向预测农村小学校长职业倦怠;（2）领导效能是情绪智力与农村小学校长职业倦怠之间的中介变量;（3）工作满意度是领导效能与农村小学校长职业倦怠之间的中介变量。因此,领导效能和工作满意度在情绪智力与农村小学校长职业倦怠之间起链式中介作用,这些结果对于农村小学校长职业倦怠的预防与干预具有重要的价值。     

Crowding Effects of Density and Personal Space Requirements Among Older People: The Impact of Self-Control and Social Support

Abstract

The authors examined the effects of self-control and social support among a representative sample of 300 older people, 150 in high-density and 150 in low-density households in India. The Self-Control Schedule (M. Rosenbaum, 1980), the Comfortable Interpersonal Distance Test (M. Duke & S. Nowicki, 1972), the Social Support Questionnaire, and the Judgement of Environmental Quality Scale (I. G. Sarason, H. M. Levine, R. B. Basham, & B. R. Sarason, 1983) were the measures. A 2 × 2 × 2 (Density × Social Support × Self-Control) analysis of variance for perceptions of home environment and personal space requirements revealed that the Self-Control x Social Support interaction moderated the crowding effects of density: The participants in high-density households evaluated their home environments more positively and reduced their personal space requirements.     

Trait emotional intelligence as a predictor of socioemotional outcomes in early adolescence

Trait emotional intelligence (EI) refers to a constellation of emotional self-perceptions located at the lower levels of personality hierarchies. This study investigated the predictive and incremental validity of this construct in a sample of 1140 pupils aged 11-13 years. Trait EI showed strong concurrent and predictive validity in relation to three measures of socioemotional competence: self-reported psychopathology as assessed by the Strengths and Difficulties Questionnaire, a sociometric measure of peer relations, and a peer-assessed measure of social behavior. Socioemotional measures were taken twice over a period of seven months. Structural equation modeling revealed trait EI and IQ effects on socioemotional competence (SEC), the former being stronger than the latter. Hierarchical regression analyses suggested an association also of trait with level of change in SEC (controlling for both IQ and SEC at time 1). The findings corroborate an important role for trait emotional intelligence in peer relations and socioemotional competence.     

Personality traits associated with problematic and non-problematic massively multiplayer online role playing game use

This research investigated the associations between personality traits and both normal and problematic massively multiplayer online role playing game (MMORPGs) play, as measured by a self report scale. A total of 225 participants completed the online questionnaire, 66 of whom played MMORPGs. Correlational analyses indicated that low levels of functional impulsivity and agreeableness alongside high levels of verbal aggression and video game dependency were associated with greater amount of time spent playing MMORPGs. When comparing problematic and non-problematic MMORPG players directly, problematic players were found to be lower in self regulation, dysfunctional impulsivity and agreeableness, suggesting that these traits may be important in the development and maintenance of problematic MMORPG use.