Emotion identification across adulthood using the Dynamic FACES database of emotional expressions in younger,middle aged,and older adults

Facial stimuli are widely used in behavioural and brain science research to investigate emotional facial processing. However, some studies have demonstrated that dynamic expressions elicit stronger emotional responses compared to static images. To address the need for more ecologically valid and powerful facial emotional stimuli, we created Dynamic FACES, a database of morphed videos (n?=?1026) from younger, middle-aged, and older adults displaying naturalistic emotional facial expressions (neutrality, sadness, disgust, fear, anger, happiness). To assess adult age differences in emotion identification of dynamic stimuli and to provide normative ratings for this modified set of stimuli, healthy adults (n?=?1822, age range 18–86 years) categorised for each video the emotional expression displayed, rated the expression distinctiveness, estimated the age of the face model, and rated the naturalness of the expression. We found few age differences in emotion identification when using dynamic stimuli. Only for angry faces did older adults show lower levels of identification accuracy than younger adults. Further, older adults outperformed middle-aged adults’ in identification of sadness. The use of dynamic facial emotional stimuli has previously been limited, but Dynamic FACES provides a large database of high-resolution naturalistic, dynamic expressions across adulthood. Information on using Dynamic FACES for research purposes can be found at http://faces.mpib-berlin.mpg.de.     

Friendships in middle childhood: Links to peer and school identification,and general self-worth

Children's friendships are important for well-being and school adjustment, but few studies have examined multiple indices of friendships together in middle childhood. The current study surveyed 7- to 11-year-olds (n = 314) about their friendships, best friendships, friendship quality and indices of self-worth, identification with peers, and identification with school. Peer relationships were positively related to self-worth, but not identification with peers or school. Best friendship quality moderated the relationship between number of reciprocated friendship nominations and self-worth. Children with a reciprocated best friend had higher friendship quality and peer identification than others. Where best friendship was reciprocated, the relationship with identification with peers was mediated via positive friendship quality. The results suggest that friendship reciprocity is particularly relevant for children's self-worth and identification with peers. The findings are discussed in relation to the importance of fostering the development of reciprocated friendships.

Statement of contribution

What is already known on this subject?

• Friendships are related to well-being, school relations, and how young people feel about their peers at school.
• Friendship quality may be important in moderating the relationship between peer relations and adjustment.

What does this study add?

• Various aspects of friendships are studied simultaneously with younger children than much previous research.
• Reciprocated best friendships were better quality than partial or non-reciprocated best friendships.
• Friendship reciprocity was most relevant for children's self-worth and peer identification.

     

Predicting real-world behaviour: Cognition-emotion links across adulthood and everyday functioning at work

ABSTRACT

Inspired by the discovery of positive age trends in emotional well-being across adulthood, lifespan researchers have uncovered fascinating age differences in cognition–emotion interactions in healthy adult samples, for example in emotion processing, memory, reactivity, perception, and regulation. Taking stock of this body of research, I identify four trends and five remaining gaps in our understanding of emotional functioning in adulthood. In particular, I suggest that the field should pay stronger attention to the prediction of real-world behaviour. Using the sample case of work functioning, I outline gaps in current knowledge, including the lack of data on middle-aged adults, the neglect of relevant cognitive-emotional mechanisms, and the unclear role of life experience. Filling these gaps will enable progress in research on emotional aging in and beyond the work setting and enhance its practical utility for individuals, organisations, and society.     

问题性网络使用对初中生自杀意念的影响:一个有调节的中介模型

采用戴维斯在线认知量表、自杀意念自评量表、UCLA孤独感量表以及领悟社会支持量表，对江西赣州九所公立学校三个年级的1311名初中生进行测查，探讨问题性网络使用对初中生自杀意念的影响及作用机制。结果发现：（1）问题性网络使用对初中生的孤独感和自杀意念都有显著的正向预测作用；（2）孤独感在问题性网络使用与初中生自杀意念之间起着部分中介作用；（3）孤独感和自杀意念的关系（中介效应的后半段路径）受到领悟社会支持的调节，即孤独感对自杀意念的影响随着领悟社会支持的增强而减弱。因此，问题性网络使用和初中生自杀意念之间存在孤独感的中介作用和领悟社会支持的调节作用。     

A Pilot Study of Emotion Regulation Strategies in a Psychodrama Group of Psychiatric Patients

The researcher analyzed two emotion regulation strategies in a group of adults attending psychodrama psychotherapeutic group at an outpatient psychiatric clinic. The subjects, nine men and 15 women between the ages of 19 and 63 (with 14 subjects in young and 10 in middle adulthood) self-assessed their use of reappraisal and suppression using the Emotion Regulation Questionnaire at the beginning of their treatment and at its end. They use reappraisal rarely to sometimes, regardless of their age, gender, and diagnosis. In the first assessment, the participants in middle adulthood and men reported using suppression more than young adults and women. During treatment, middle-aged adults and men succeeded to decrease their use of suppression significantly more than the young adults and women.     

初中生与父母沟通的障碍及调适

初中生身心发展的种种特殊矛盾和表现使初中生与父母的关系发生了微妙的变化，本文描述了父母与子女沟通的必要性，列举了初中生与父母沟通的障碍，并分别针对父母和初中生给出了调适建议。     

‘The doing is everything’: a middle-voiced reading of agency in Nietzsche

ABSTRACT

Nietzsche's famous claim, ‘das Thun ist Alles’, is usually translated as ‘the deed is everything’. I argue that it is better rendered as ‘the doing is everything’. Accordingly, I propose a processual reading of agency in GM 1 13 which draws both on Nietzsche's reflections on grammar, and on the Greek middle voice, to displace the opposition between deeds and events, agents and patients by introducing the notion of middle-voiced ‘doings’. The relevant question then is not ‘is this a doing or a happening?’ but ‘what is the process unfolding in the doer, and what is her engagement with it?’. I argue (a) that this middle voiced reading makes better sense than either naturalist or expressivist interpretations of the key thought in GM 1 13 that ‘there is no doer behind the doing’, and (b) that GM 1 13 does not only provide us with a critique of slave morality, as is often said, but also with an example of a middle-voiced doing: self-deception. I explore the phenomenology of middle-voiced doings in other passages and show that it has at least three features: (pre-)reflective awareness of being engaged with an internal process, responsiveness, and absence of reflective control.