Disentangling the effects of choice and intensity on affective response to and preference for self-selected- versus imposed-intensity physical activity

ObjectiveTo examine the independent effects of physical activity (PA) intensity and choice of PA intensity when comparing affective response to and relative preference for self-selected-intensity versus imposed higher intensity PA.DesignWithin-subjects experiment.MethodsTwenty-nine healthy, low-active women completed four PA bouts over two sessions. The first session consisted of a one-third mile self-selected-intensity treadmill walk during which the speed was recorded, but was not visible to the participants. The second session consisted of three, counterbalanced, one-third mile treadmill conditions: (a) self-selected intensity, (b) same intensity as recorded for the first-session-self-selected-intensity walk, but with the intensity imposed by the experimenter (i.e., yoked-self-selected intensity), and (c) intensity set at 20% higher than the first-session-self-selected-intensity walk (imposed higher intensity). Acute affective valence (pleasure/displeasure) was recorded prior to, during, and following each walking bout. Preference for each walking intensity was assessed using a behavioral-choice paradigm.ResultsContrary to hypotheses, there was no effect of condition on acute affective valence. However, consistent with hypotheses, there was a linear trend, F(1, 22) = 11.00, p = .003, indicating preference in descending order from self-selected-intensity to yoked-self-selected-intensity to imposed higher intensity PA.ConclusionsBoth choice over the intensity and a lower intensity per se contributed to greater preference for self-selected-intensity over imposed higher intensity PA among healthy low-active women; however, there was no evidence to support the notion that affective response to PA mediated this relationship.     

Independent effects of emotion and attention on sensory and affective pain perception

The present study investigated whether attention and emotion independently influence sensory and affective pain ratings. Fifty-four (27 female) participants rated sensory and affective pain in response to painful mechanic pressure stimulation while exposed to positive, neutral and negative slides from the International Affective Picture System. In doing so, participants were assigned to one of three groups, which focused attention either on the pictures or on the sensory or on the affective aspects of the pressure stimulation. Consistent with the motivational priming hypothesis, sensory and affective pain ratings were generally lower during exposure to positive compared to negative and neutral slides. In line with our assumptions, attention modulated sensory pain ratings with lowest ratings in the picture focusing group and highest in the affective pain focusing group. No attention effect for affective pain ratings and no interactions between emotional and attentional effects on pain perception were found.     

Semantic and affective manifestations of ambi (valence)

ABSTRACT

People sometimes report both pleasant and unpleasant feelings when presented with affective stimuli. However, what is reported as “mixed emotions” might reflect semantic knowledge about the stimulus (Russell, J. A. (2017). Mixed emotions viewed from the psychological constructionist perspective. Emotion Review, 9(2), 111–117). The following research examines to what degree self-reported mixed emotions represent actual feelings compared to knowledge about the stimulus. In a series of three experiments, participants reported either their feelings or their knowledge in response to affective stimuli. In Experiment 1, we sampled the entire IAPS pictorial space and examined the proportion of mixed emotion ratings using feelings-focused and knowledge-focused self-reports. We found a higher degree of mixed emotions under knowledge-focused than feelings-focused self-reports. In Experiment 2, we used a priori selected pictures to elicit mixed emotions. The proportion of mixed emotions was again higher under knowledge-focused instructions. In Experiment 3, we used movie clips that were previously used to elicit mixed emotions. In contrast to Experiments 1 and 2, there was no difference between feelings-focused and knowledge-focused self-reports. The results suggest a strong semantic component and a weak experiential component of self-reports in the case of pictorial stimuli. However, ambivalent movie clips elicited a stronger experiential component, thus supporting the existence of mixed emotions at the level of feelings.     

Accountability and ideology: When left looks right and right looks left

Managers face hard choices between process and outcome systems of accountability in evaluating employees, but little is known about how managers resolve them. Building on the premise that political ideologies serve as uncertainty-reducing heuristics, two studies of working managers show that: (1) conservatives prefer outcome accountability and liberals prefer process accountability in an unspecified policy domain; (2) this split becomes more pronounced in a controversial domain (public schools) in which the foreground value is educational efficiency but reverses direction in a controversial domain (affirmative action) in which the foreground value is demographic equality; (3) managers who discover employees have subverted their preferred system favor tinkering over switching to an alternative system; (4) but bipartisan consensus arises when managers have clear evidence about employee trustworthiness and the tightness of the causal links between employee effort and success. These findings shed light on ideological and contextual factors that shape preferences for accountability systems.     

The impact of valence framing on response expectancies of side effects and subsequent experiences: a randomised controlled trial

Abstract

Objective: Pre-treatment side effect expectancies often influence subsequent experiences; however, expectancy-based reduction strategies are lacking. We explored whether framing information about adverse responses (in positive or negative formats) altered expectancies and experiences of a cold pressor task. We further investigated associations between expectancies and experiences, to inform potential interventions.

Design: Healthy volunteers (N?=?134), randomised to receive positively- or negatively-framed pre-cold pressor task information, self-rated 12 expectancies for cold pressor experiences, emotional state and coping style.

Main Outcome Measures: Self-reports of the same 12-experiences (recorded during and after the experiment) were assessed.

Results: Framing had minimal impact on expectancies and experiences; however, discomfort threshold (p?=?.08, d?=?0.22) showed a trend in the expected direction. Hierarchical regressions revealed expectancies uniquely, significantly predicted 6–23% of the variance for 11 subsequent experiences. Following a popular charity event (Ice Bucket Challenge), all participants showed higher ‘discomfort thresholds’ (p?=?.001, d?=?0.59), and those in the negative frame reported more overall ‘discomfort’ (p?=?.01, d?=?0.60) than participants in the positive condition.

Conclusion: Expectancies uniquely influenced subsequent cold pressor experiences. Framing had minimal impact in this ‘analogue’ medical setting, only influencing ‘discomfort threshold’. ‘Discomfort threshold’ and overall ‘discomfort’ were also impacted by a social media challenge, highlighting a potential area for intervention.     

Outcome-specific transfer between predictive and instrumental learning is unaffected by extinction but reversed by counterconditioning in human participants

Three experiments were conducted to explore the effects of different interference treatments upon outcome-specific transfer from predictive learning to instrumental responding. A computer game was designed in which participants had to defend Andalusia from navy and air-force attacks. Participants learned the relationship between two instrumental responses (two keys in a standard keyboard) and two different outcomes (destruction of the ships or destruction of the planes). Then, they learned to predict which of two different cues predicted either outcome. Finally, participants were allowed to give either of the two instrumental responses in the presence of each cue. Outcome-specific transfer was shown as a preference for the response that shared the outcome with the current cue. Extinction of the cue before the transfer test had no effect upon transfer, regardless of the level of extinction (Experiments 1-3). However, pairing the cue with the alternative outcome (counterconditioning) reversed the outcome-based transfer effect (Experiment 3). The implications of these results for the contents of extinction in human predictive learning are discussed.     

Is it even worth it? The effect of loss prospects in the outcome distribution of a public goods dilemma

Contributions to public goods are premised on the expectation that the collective will realize benefit in excess of the value of required contributions. However, past research has focused on public goods of fixed and known value, for which the added value of the produced public good is obvious. Research has largely ignored public goods whose eventual value is uncertain at the time contribution decisions are made. Two studies explored the effects of outcome variance on individuals’ contributions to a public good and their reasons for contributing. Contributions were negatively affected by loss prospects in the distribution of possible outcomes. Further, loss prospects directly discouraged contributions because of loss aversion, and indirectly discouraged contributions by fueling fears that others would not contribute. The negative effects of loss prospects were stronger when social uncertainty was low. Implications for social dilemma research and the effective management of collective action are discussed.     

Social cognitive model of adjustment to engineering majors: Longitudinal test across gender and race/ethnicity

We conducted a longitudinal test of a social cognitive model of academic adjustment in a sample of 732 engineering students. The model, designed to explain students' satisfaction with and intentions to persist in their majors, integrated features of social cognitive career theory's (SCCT) segmental models of satisfaction, interest, choice, and performance (Lent & Brown, 2006; Lent, Brown, & Hackett, 1994). Students completed measures of academic support, self-efficacy, outcome expectations, interests, satisfaction, positive affect, and intended persistence at three time points (at the end of their second, third, and fourth semesters in engineering). A bidirectional version of the model offered good fit to the data, both in the larger sample and across gender and racial/ethnic groups. Self-efficacy was the most reliable direct predictor of academic satisfaction and intended persistence across the third and fourth semesters, though other social cognitive variables also contributed, either directly or indirectly, to predictions at one time point or the other. We consider implications of the findings for further research and practice on academic adjustment and persistence in STEM fields.     

Mid‐ and Long‐Term Effects of Family Constellation Seminars in a General Population Sample: 8‐ and 12‐Month Follow‐Up

In a previous randomized controlled trial (RCT), short‐term efficacy of family constellation seminars (FCSs) in a general population sample was demonstrated. In this article, we examined mid‐ and long‐term stability of these effects. Participants were 104 adults (M = 47 years; SD = 9; 84% female) who were part of the intervention group in the original RCT (3‐day FCS; 64 active participants and 40 observing participants). FCSs were carried out according to manuals. It was predicted that FCSs would improve psychological functioning (Outcome Questionnaire OQ‐45.2) at 8‐ and 12‐month follow‐up. Additionally, we assessed the effects of FCSs on psychological distress, motivational incongruence, individuals’ experience in their personal social systems, and overall goal attainment. Participants yielded significant improvement in psychological functioning (d = 0.41 at 8‐month follow‐up, p = .000; d = 0.40 at 12‐month follow‐up, p = .000). Results were confirmed for psychological distress, motivational incongruence, the participants’ experience in their personal social systems, and overall goal attainment. No adverse events were reported. This study provides first evidence for the mid‐ and long‐term efficacy of FCSs in a nonclinical population. The implications of the findings are discussed.     

主观时间流逝速度调节情绪效价的特异性

本研究在中国情绪图片系统中随机选取200张情绪图片,并在不同的主观时间流逝速度下,对其进行效价和唤醒度评分,探讨主观时间流逝速度对不同的情绪维度(效价和唤醒度)以及情绪的不同水平的调节效应是否一致。研究结果表明,主观时间流逝速度增加时,人们对中性和正性情绪图片的评价更加积极,但主观时间流逝速度不能调节人们对负性情绪图片的评价,也不能调节人们的唤醒水平。结果提示"时间飞逝时,我更快乐"效应具有效价特异性。