Divergent effects of instructed and reported emotion regulation strategies on children’s memory for emotional information

ABSTRACT

Distraction can reduce adults’ memory for emotion-eliciting information, whereas reappraisal can preserve or enhance it. Yet, when given instructions to use specific emotion regulation (ER) strategies, adults report using other strategies too. The consequences of non-instructed strategy use within instructed ER paradigms are rarely examined. We investigated how both instructed and non-instructed but reported strategies related to memory for emotional information in childhood. Older (N?=?69; 8- to 10-year-olds; 24 girls) and younger (N?=?65; 5- to 7-year-olds; 35 girls) children received instructions to use cognitive distraction, reappraisal, or do nothing (control) before and after viewing a negative emotional film clip. Children were later interviewed about what they remembered about the film, and reported the ER strategies they used during it. Memory did not vary across instructed ER strategy conditions, and reported strategies did not relate to memory differently for older and younger children. Consistent with adult work, reported cognitive distraction related to poorer memory. Different reappraisal types were reported, but only situation-focused reappraisal was linked to better memory. In sum, children’s reported cognitive distraction and reappraisal strategies related to memory for emotional information differently. Thus, ER strategies divergently relate to what children remember about their emotional experiences.     

The effects of spatial configuration on preschoolers' attention strategies,selective attention,and incidental learning

This study investigated the effects of spatial arrangement on preschool children's selective attention and incidental learning. Three‐ and four‐year old children were shown a multi‐coloured box designated as a ‘special place’ containing miniature chairs and models of animals. One category of objects were designated as relevant and one as irrelevant. Relevant items were placed in each of the apparatus' corners, in the middle of its walls, or in two corners and in the middle of two walls. Findings revealed that children shown relevant items in corners demonstrated the greatest number of correct relocations for relevant items while those shown relevant items in the middle of the walls showed the greatest number of correct relocations for irrelevant items. Findings also suggest that for both age groups, the ability to recall relevant items may have been independent of their ability to demonstrate a selective attention strategy. Copyright © 2005 John Wiley & Sons, Ltd.     

How resilience is strengthened by exposure to stressors: the systematic self-reflection model of resilience strengthening

Background: Exposure to demands is normally considered to drain resources and threaten wellbeing. However, studies have indicated a resilience-strengthening role for stressors.

Objectives: This paper introduces a unifying model, including five testable hypotheses regarding how resilience can be strengthened progressively via exposure to life-stressors.

Methods: We review and synthesize relevant scholarship that underpins the Systematic Self-Reflection model of resilience-strengthening.

Results: The model highlights the importance of a specific meta-cognitive skill (self-reflection on one’s initial stressor response) as a mechanism for strengthening resilience. The Systematic Self-Reflection model uniquely proposes five self-reflective practices critical in the on-going adaptation of three resilient capacities: (1) coping resources, (2) usage of coping and emotional regulatory repertoire, and (3) resilient beliefs. The self-reflective process is proposed to strengthen a person’s resilience by developing insight into their already-present capacities, the limitations of these capacities, and by stimulating the search for person-driven alternative approaches.

Conclusion: This model extends the existing scholarship by proposing how the experience of stressors and adversity may have resilience-strengthening opportunities. The implication of this model is that engaging with stressors can have positive consequences for longer-term healthy emotional development if scaffolded in adaptive reflective practices.     

Traumatic stress symptoms following a lower limb amputation in diabetic patients: a longitudinal study

Objective: Limited research has focussed on the development of traumatic stress symptoms following an amputation due to a chronic disease such as Diabetes. This study analysed whether coping strategies, anxiety and depression symptoms, sociodemographic and clinical variables were related to traumatic stress symptoms in a sample of patients who had undergone a lower limb amputation.

Design: A longitudinal design with three assessments, one month (T1), six (T2) and ten months after an amputation surgery (T3), included 144 patients.

Main outcome measures: IES-R, WOC and HADS.

Results: Traumatic stress symptoms were prevalent at T1 (M?=?15.65, SD?=?15.40) and probable PTSD was observed in 13.9% patients. Presence of pain, high level of anxiety symptoms and emotion-focused strategies contributed to traumatic stress symptoms, and the period between T1 and T2, was critical. Six to ten months (Λ?=?0.871, F (2,84) =6.245, p=. 003), after surgery, symptoms tended to decrease 0.122 units (SE?=?0.032, p?=?0.002) per assessment.

Conclusions: Findings raise awareness to the need of urgent identification of traumatic stress symptoms in medically ill patients who underwent a lower limb amputation, given the prevalence of traumatic stress symptoms right after surgery and in the following six months.     

"易卦"的序结构数学模型在对策理论中的应用

通过分析人类的基本行为元素,并借助于"卦象"序结构数学模型的建立,从而初步讨论了一般谋略方法的产生和起源,以及谋略对策的系统核心元素结构;最后讨论了它们在应用中的初步分类.