It's not what you play,it's how you play it: Timbre affects perception of emotion in music

Salient sensory experiences often have a strong emotional tone, but the neuropsychological relations between perceptual characteristics of sensory objects and the affective information they convey remain poorly defined. Here we addressed the relationship between sound identity and emotional information using music. In two experiments, we investigated whether perception of emotions is influenced by altering the musical instrument on which the music is played, independently of other musical features. In the first experiment, 40 novel melodies each representing one of four emotions (happiness, sadness, fear, or anger) were each recorded on four different instruments (an electronic synthesizer, a piano, a violin, and a trumpet), controlling for melody, tempo, and loudness between instruments. Healthy participants (23 young adults aged 18–30 years, 24 older adults aged 58–75 years) were asked to select which emotion they thought each musical stimulus represented in a four-alternative forced-choice task. Using a generalized linear mixed model we found a significant interaction between instrument and emotion judgement with a similar pattern in young and older adults (p < .0001 for each age group). The effect was not attributable to musical expertise. In the second experiment using the same melodies and experimental design, the interaction between timbre and perceived emotion was replicated (p < .05) in another group of young adults for novel synthetic timbres designed to incorporate timbral cues to particular emotions. Our findings show that timbre (instrument identity) independently affects the perception of emotions in music after controlling for other acoustic, cognitive, and performance factors.     

Positive emotion dysregulation across mood disorders: How amplifying versus dampening predicts emotional reactivity and illness course

Maladaptive regulation of positive emotion has increasingly been associated with psychopathology. Little is known, however, about how individual strategies used to manage positive emotion predict concurrent emotional responding and prospective illness course across mood disorders. The present study examined the concurrent and prospective influence of amplification and dampening regulation strategies of positive emotion (i.e., self-focused positive rumination, emotion-focused positive rumination, and dampening) among remitted individuals with bipolar I disorder (BD; n = 31) and major depressive disorder (MDD; n = 31). Rumination over positive emotional states concurrently predicted increased positive emotion across both mood disordered groups during an experimental rumination induction. However, dampening positive emotion concurrently predicted increased emotional reactivity (i.e., heart rate and negative affect) and prospective increases in manic and depressive symptoms for the BD group only. This suggests that amplifying positive emotion transdiagnostically increases positive emotion across mood disordered groups, while attempts to dampen positive emotion may paradoxically exacerbate emotional reactivity and illness course in BD. For individuals with BD, negative thinking about one's positive emotion (via dampening) may be particularly maladaptive.     

Individual Differences Associated with Emotional and Behavioral Responses to Ambiguous Social Situations in which Rejection Might be Inferred

This study sought to examine the extent to which undergraduates' experiences with and attitudes relevant to rejection may be associated with their emotional and behavioral responses to ambiguous social situations in which rejection might be inferred. Undergraduate students completed questionnaires that assessed their experiences with and attitudes relevant to being rejected. Next, each participant read six hypothetical scenarios that described various situations that could be interpreted as interpersonal rejection. Following each scenario, participants completed questionnaires that assessed their emotional and behavioral responses to the hypothetical situation. Analyses revealed that the participants' experiences with rejection (and, to a lesser extent, their rejection-relevant attitudes) were associated with a negative emotional response and some negative behavioral responses. In sum, when another individual's interpersonal behavior has an uncertain intent, undergraduates' prior experiences with rejection may be especially important in determining the extent to which they feel and act as if they have been rejected.     

The Psychology and Practice of Youth-Adult Partnership: Bridging Generations for Youth Development and Community Change

Youth-adult partnership (Y-AP) has become a phenomenon of interest to scholars and practitioners. Despite the potential of Y-AP to promote positive youth development, increase civic engagement, and support community change, the practice remains unfamiliar to many. Although research has increased over the past decade, the construct remains vague with an insufficient grounding in developmental theory and community practice. This article seeks to address these gaps by synthesizing data and insights from the historical foundations of Y-AP, community based research, and case study. We propose Y-AP as a unifying concept, distinct from other forms of youth-adult relationships, with four core elements: authentic decision making, natural mentors, reciprocity, and community connectedness. We conclude that Y-AP functions as an active ingredient and fundamental practice for positive youth development and civic engagement. Directions for future research are offered.     

Assessing technology acceptance for skills development and real-world decision-making in the context of train driving

Advances in technology have improved operator performance and efficiency in transport but it is not uncommon for end users to resist technology in spite of its benefits. Operators may resist technology from genuine and legitimate concerns though it is often seen as unjustified. While beneficial, such resistance can have detrimental effects on operations and safety, and can result in the withdrawal of a technology. Theories relating to technology acceptance include elements such as perceptions about the purpose and use of the technology, personal impact, individual characteristics, peer influence, perceived equity, and organizational factors. Although considerable research into technology acceptance and resistance has been conducted in other domains, very little has been conducted in transportation. Findings from two Australian studies are reported which examined train driver attitudes to two state-of-the-art technologies aimed at enhancing skills development and real-world decision-making. The technologies were implemented in the form of in-vehicle information support and simulated learning. Analysis of interviews defined three overarching themes relating to technology resistance: task dynamics related to ways of working and safety; redundancy regarding the utility of the technology and the impact on job security; and personal impact with respect to effects on status and the drivers’ capacity to learn new skills. It is argued that domain-specific characteristics must be considered when designing and implementing new technologies to ensure that benefits of technologies are optimised. It is also argued that resistance should be seen as a positive element of the design and implementation process. This paper has high relevance for transport researchers, and practical application for rail organisations and policy makers.     

Processing emotion information from both the face and body: An eye-movement study

This study examined the perception of emotional expressions, focusing on the face and the body. Photographs of four actors expressing happiness, sadness, anger, and fear were presented in congruent (e.g., happy face with happy body) and incongruent (e.g., happy face with fearful body) combinations. Participants selected an emotional label using a four-option categorisation task. Reaction times and accuracy for the categorisation judgement, and eye movements were the dependent variables. Two regions of interest were examined: face and body. Results showed better accuracy and faster reaction times for congruent images compared to incongruent images. Eye movements showed an interaction in which there were more fixations and longer dwell times to the face and fewer fixations and shorter dwell times to the body with incongruent images. Thus, conflicting information produced a marked effect on information processing in which participants focused to a greater extent on the face compared to the body.     

‘Taking emotions seriously’: Feeling female and becoming-surfer through UK Surf Space

In this paper, I consider the importance of “taking emotions seriously” in relation to my research into women and surfing in the UK. I draw on feminist work in the areas of emotion, space and subjectivity, and relevant literature on surfing, in order to explore the significance of affectual and emotional experiences for women who surf. I contend that by exploring how women emotionally experience surfing spaces, we might better understand the dynamic intricacies of surfing as an embodied, gendered space. In particular, I explore feelings of fear, freedom, belonging and anger in the context of female subjectivities caught up in a spatial becoming-surfer. My findings suggest that although surfing remains dominated by men, the fluidity of the space offers many possibilities for women to experience their gendered embodiment differently. I also contend that an association of surfing with masculinity continues to shape gendered relations and spatial becomings in the surf.     

Empathy in sports,exercise, and the performing arts

ObjectivesThis review article provides a summary of the main findings from empirical studies that used empathy measurements in the domains of sports, exercise, and the performing arts (i.e., music, dance, and theatrical acting).Method & resultsThe use of body movement is considered a common denominator across performance domains. Embodied accounts of cognition claim that the capacity to understand an individual's cognitive and affective states depend on the observer's sensorimotor experience and seek to identify the factors influencing this process. To describe the bidirectional links between empathy and performance domains, we divided the empirical studies into two categories: those that investigated factors influencing or inducing empathy, and those that investigated possible influences of empathic tendencies on neurocognitive functions and performance. Therefore, the review includes sections on (1) effects on empathy, including (a) gender, (b) learning and performance, and (c) prosocial contexts; and (2) the effects of empathy on (a) the brain and physiology, (b) perception–performance relations, and (c) prosocial behavior. This work has proven to be informative in unraveling the links between empathy and perceptual-motor processes across intrapersonal, interpersonal, and intergroup levels of analysis.ConclusionsThe reported findings are examined in relation to embodied accounts of perceptual-motor performance. Issues related to interdisciplinary dialog, implications for research, and applied practice are also discussed.     

Preverbal infants identify emotional reactions that are incongruent with goal outcomes

Identifying the goal of another agent’s action allows an observer to make inferences not only about the outcomes the agent will pursue in the future and the means to be deployed in a given context, but also about the emotional consequences of goal-related outcomes. While numerous studies have characterized the former abilities in infancy, expectations about emotions have gone relatively unexplored. Using a violation of expectation paradigm, we present infants with an agent who attains or fails to attain a demonstrated goal, and reacts with positive or negative affect. Across several studies, we find that infants’ attention to a given emotional display differs depending on whether that reaction is congruent with the preceding goal outcome. Specifically, infants look longer at a negative emotional display when it follows a completed goal compared to when it follows a failed goal. The present results suggest that infants’ goal representations support expectations not only about future actions but also about emotional reactions, and that infants in the first year of life can relate different emotional reactions to conditions that elicit them.