Social learning modulates the lateralization of emotional valence

Although neuropsychological studies of lateralization of emotion have emphasized valence (positive vs. negative) or type (basic vs. complex) dimensions, the interaction between the two dimensions has yet to be elucidated. The purpose of the current study was to test the hypothesis that recognition of basic emotions is processed preferentially by the right prefrontal cortex (PFC), whereas recognition of complex social emotions is processed preferentially by the left PFC. Experiment 1 assessed the ability of healthy controls and patients with right and left PFC lesions to recognize basic and complex emotions. Experiment 2 modeled the patient’s data of Experiment 1 on healthy participants under lateralized displays of the emotional stimuli. Both experiments support the Type as well as the Valence Hypotheses. However, our findings indicate that the Valence Hypothesis holds for basic but less so for complex emotions. It is suggested that, since social learning overrules the basic preference of valence in the hemispheres, the processing of complex emotions in the hemispheres is less affected by valence.     

Effects of the premenstrual syndrome on facial expressions of sadness

This study examined the relationship between PMS and emotion-related electromyographic facial activity at different phases of the menstrual cycle. Twenty-four women of reproductive age (12 with PMS, 12 controls) participated in two EMG sessions (T1 and T2) in which they were shown photographic images that can elicit various emotions (IAPS stimuli). T1 took place in the follicular phase, T2 in the luteal phase. The activity of the musculus depressor anguli oris ("depressor", expression of sadness) was measured. Depressor activity was compared to activity of musculus orbicularis oculi ("orbicularis"; expression of joy). ANOVA yielded a significant increase of the activity of the depressor at T2 in the PMS group. The PMS group showed more frequent depressor activity during the luteal than the follicular phase. Orbicularis activity did not change from T1 to T2. Conclusions: The PMS group experienced various visual stimuli in a more depressed way during the luteal phase.     

农村中学教师工作满意度与社会支持的相关研究

通过采用采用斯佩克特工作满意度量表(JSS)和肖水源社会支持评定量表(SSRS)对200名农村中学教师进行调查,探讨农村中学教师的工作满意度现状及其与社会支持的关系,进而为农村中学教师的心理健康保健提供指导意义和理论依据。     

TAKING THEOLOGY AND SCIENCE SERIOUSLY WITHOUT CATEGORY MISTAKES: A RESPONSE TO IAN BARBOUR

In my response to Ian Barbour's criticisms, I first argue for the anthropological dimensions and contextuality of any theology. Next I examine and criticize Barbour's thesis that I am an in‐compatibilist about divine action. Finally I illustrate the fact that I see genuine opportunities for a dialogue between theologians and scientists without apologetics, category mistakes, or relegating theology to the fringes of science, by pointing to evolutionary explanations of religion.     

INCREASING OUR COMPASSION FOOTPRINT: THE ANIMALS' MANIFESTO

Our relationships with animals are wide‐ranging. When people tell me that they love animals and then harm or kill them I tell them I'm glad they don't love me. Many individuals, including scientists, ignore their responsibility when they interact with animals and fail to recognize that doing something in the name of science, which usually means in the name of humans, is not an adequate reason for intentionally causing suffering, pain, or death. “Good welfare” usually is not “good enough”. Existing regulations allow animals to be treated in regrettable ways that demean us as a species. Compassion is the key for bettering both animal and human lives. A good way to make the world a more compassionate place for animals is to increase our compassion footprint. We could begin by deciding that we will not intrude on animals' lives unless our actions are in the best interests of the animals irrespective of our desires. It is simple to make more compassionate choices about what we eat and wear and how we educate students, conduct research, and entertain ourselves at the expense of animals. The time to make these changes is long overdue.     

The role of computer‐aided psychotherapy within an NHS CBT specialist service

To date, the feasibility of computer‐aided psychotherapy as an intervention has only been recognised in primary care practice. The present study sought to evaluate the impact of ‘Beating the Blues’ (BtB), an established computerised cognitive behaviour therapy (CCBT) self‐help programme for the management of anxiety and depression, within an NHS CBT specialist healthcare centre. Of the 555 service users who used BtB as part of routine care, with follow‐up assessment at six to eight weeks, 71% completed all eight sessions. Statistically significant differences on the Beck Depression Inventory‐II (BDI‐II) and Beck Anxiety Inventory (BAI) were found in completer and intention‐to‐treat analyses; 50% of completers achieved reliable change on the BDI‐II and approximately 25% of completers achieved reliable and clinically significant change on both measures. Outcomes were benchmarked against outcomes in studies of routine face‐to‐face CBT. These findings provide evidence that BtB may be of value to service users in secondary mental healthcare centres, alleviating current burdens on public health and therapeutic resources. Future research directions should include examining which factors influence individuals’ decisions to try computer‐aided psychotherapy, which individuals are best suited to using these interventions, and why some users drop out prior to programme completion.     

小学儿童自我意识情绪理解发展及其与亲社会行为、同伴接纳的关系

自我意识情绪理解会影响儿童的社会行为与社会适应。运用自我意识情绪理解情境故事、亲社会行为问卷和社会计量方法,对314名1～6年级小学儿童进行施测,探讨了小学儿童自我意识情绪理解的发展特点及其与亲社会行为、同伴接纳的关系。研究发现:(1)小学儿童自我意识情绪理解水平随着年级的升高而提高,1～3年级提高的较快,3年级以后提高速度变缓。(2)小学儿童的自我意识情绪理解水平与亲社会行为、同伴接纳显著呈正相关,并且自豪的理解和亲社会行为对同伴接纳有显著的预测力,羞愧的理解对亲社会行为有显著的预测力。     

The Role of Communicating Social Emotions Accompanying Apologies in Forgiveness

Apologies are an effective strategy used by transgressors to restore relationships with an injured party. Apologies are often motivated by emotions the transgressor feels in relation to the situation. We report the results of two studies that examined how an injured person's knowledge that an apology was driven by one or more of the social emotions of guilt, shame, and pity affected forgiveness. Findings suggest that the knowledge that guilt and/or shame motivated the apology increased forgiveness. In contrast, knowledge that pity induced the apology decreased forgiveness. These findings are consistent with the view that the communication of emotions has the social function of monitoring and shaping social relationships. We are grateful to the editor and an anonymous reviewer for their most helpful comments and suggestions to earlier versions of this paper.     

学习不良青少年与一般青少年学业情绪特点的比较研究

本研究采用问卷法调查了1034名青少年(学习不良青少年506名),比较了学习不良青少年与一般青少年的学业情绪的特点。结果表明:(1)学习不良青少年的积极学业情绪显著低于一般青少年;学习不良青少年的消极学业情绪显著高于一般青少年。(2)学习不良青少年与一般青少年在学业情绪上的差异主要表现在初一、初二和高二、高三年级。(3)总体来说,男生的积极学业情绪多于女生,女生的消极学业情绪多于男生。     

Development of the Japanese Version of the Achievement Emotions Questionnaire – Elementary School (AEQ-ES-J)1,2

The purpose of this study was to develop and validate a Japanese version of the Achievement Emotions Questionnaire – Elementary School (AEQ-ES), which assesses enjoyment, anxiety, and boredom experienced by elementary school students within the settings of attending class, doing homework, and taking tests. Japanese elementary school students (n = 863 for the first survey; n = 332 for the second survey) participated in the questionnaire survey. The results showed that the psychometric properties of the Japanese AEQ-ES were comparable to those of the original version. Moreover, the results showed that students' achievement emotions were associated with their control and value appraisals, as well as their academic motivation, learning strategies, academic performance, and support from teachers. These results indicated that the Japanese version of the AEQ-ES was a good measure of elementary school students' emotions and supported the propositions of the control–value theory of achievement emotions.