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901.
902.
Jolien M. Mouw Linda Van Leijenhorst Nadira Saab Marleen S. Danel Paul van den Broek 《European Journal of Developmental Psychology》2019,16(1):66-81
This study examined to what extent children and adults differ in how they process negative emotions during reading, and how they rate their own and protagonists’ emotional states. Results show that both children’s and adults’ processing of target sentences was facilitated when they described negative emotions. Processing of spill-over sentences was facilitated for adults but inhibited for children, suggesting children needed additional time to process protagonists’ emotional states and integrate them into coherent mental representations. Children and adults were similar in their valence and arousal ratings as they rated protagonists’ emotional states as more negative and more intense than their own emotional states. However, they differed in that children rated their own emotional states as relatively neutral, whereas adults’ ratings of their own emotional states more closely matched the negative emotional states of the protagonists. This suggests a possible difference between children and adults in the mechanism underlying emotional inferencing. 相似文献
903.
Ana P. Soares Joana Macedo Helena M. Oliveira Alexandrina Lages Juan Hernández-Cabrera Ana P. Pinheiro 《Journal of Cognitive Psychology》2019,31(3):317-325
This study examined the impact of self-referential information at early stages of emotional word processing using an affective masked-priming paradigm in which positive (e.g, espetacular[awesome]) and negative (e.g., horrível[awful]) trait-adjectives were preceded by briefly primes that could be self-related (Eu sou[I am]), other-related (Ela é[She is]), or a control (%%%%%). Trait-adjectives were selected from female norms and only females participants were used to control for sex differences. Results showed that positive words were categorised faster when preceded by self-related primes than by other-related primes, though not control primes. Negative trait-adjectives were not modulated by the type of prime, even though participants were slower when they were preceded by other-related than by control primes. These findings demonstrate that taking the other-perspective entails a cost, and that the amount of priming produced by self-related and control primes was virtually the same, thus suggesting that assuming the self-perspective is a cognitively effortless process. 相似文献
904.
Cyanea Yui‐Sum Poon Victoria Ka‐Ying Hui Gigi Wing‐Chee Yuen Vivian Wing‐Yan Kwong Christian S. Chan 《PsyCh Journal》2019,8(3):280-292
The present study examined the impact of sleep, stress, and negative activating emotions of high‐school teachers on their students’ affective experience, academic motivation, and in‐class satisfaction. It is hypothesized that teachers’ sleep quality and stress have a positive influence on their own nervousness and irritability. With reference to the emotional crossover theory, teachers’ nervousness and irritability are hypothesized to intensify students’ nervousness and irritability and subsequently dampen their academic motivation and in‐class satisfaction. Experience‐sampling data were collected from 17 teachers and 437 students from two local high schools in Hong Kong across a 10‐school‐day period. Multilevel path analysis results revealed that teachers’ stress was significantly associated with teachers’ nervousness and irritability. Teachers’ nervousness, rather than irritability, was subsequently associated with higher levels of nervousness and irritability among students, which, in turn, impaired their in‐class satisfaction. There was also a significant negative association between students’ irritability and their academic motivation. Results further showed that teachers’ stress arising from poor sleep quality was a significant antecedent of the teacher–student emotional crossover, subsequently affecting students’ academic motivation and in‐class satisfaction. The findings highlight the detrimental effects of teachers’ poor sleep and the resulting stress on students’ academic and affective experience. Discussion focuses on how to improve teachers’ sleep and manage their stress so as to enhance students’ in‐class emotions and academic motivation. 相似文献
905.
Stefano Micali 《Journal of the British Society for Phenomenology》2018,49(2):156-170
This paper analyses the déjà-vu experience in order to deepen the understanding of the complex nature of time-consciousness from a phenomenological point of view. The paper is divided into two sections: the first section focuses on Bergson’s research on déjà vu in order to assess the validity of his position; the second section describes a specific form of déjà-vu experience from a phenomenological perspective. This investigation will question the widespread assumption according to which déjà vu should be conceived as a disturbance of the memory of the past. On the contrary, the author shows that the disturbance primarily pertains to the dimension of the future. In order to understand this phenomenon, it is necessary to focus on the coherent deformation of the immediate expectation of the imminent future. 相似文献
906.
This study investigated the relationships between reciprocal filial piety beliefs, emotional intelligence, and life satisfaction among Taiwanese young adults. A total of 481 college students from Taiwan were recruited for the study. Structural equation modelling was employed to analyze the data. The analysis produced the following results. First, reciprocal filial piety was positively related to all of the four types of emotional intelligence: self‐emotional appraisal (SEA), others' emotional appraisal (OEA), regulation of emotion (ROE), and use of emotion (UOE). Second, both ROE and UOE had a positive association with life satisfaction whereas SEA and OEA had a nonsignificant association with life satisfaction. Third, the two types of emotional intelligence, ROE and UOE, mediated the relation between reciprocal filial piety and young adults' life satisfaction. The findings suggest that reciprocal filial piety, representing high‐quality interaction between children and parents, can facilitate individuals' ability to control and use their emotions, which in turn improves their life satisfaction. 相似文献
907.
《Scandinavian journal of psychology》2018,59(2):135-145
Parent–child interactions are pivotal for children's socioemotional development, yet might suffer with increased attention to screen media, as research has suggested. In response, we hypothesized that parent–child play on a tablet computer, as representative of interactive media, would generate higher‐quality parent–child interactions than toy play or watching TV . We examined the emotional availability of mothers and their 2‐year‐old child during the previous three contexts using a randomized crossover design (n = 22) in a laboratory room. Among other results, mothers were more sensitive and structuring during joint gaming on a tablet than when engaged in toy play or watching TV . In addition, mothers were more hostile toward their children during play with traditional toys than during joint tablet gaming and television co‐viewing. Such findings provide new insights into the impact of new media on parent–child interactions, chiefly by demonstrating that interactive media devices such as tablets can afford growth‐enhancing parent–child interactions. 相似文献
908.
Christopher C. Rubow Timothy R. Vollmer P. Raymond Joslyn 《Journal of applied behavior analysis》2018,51(2):382-392
The Good Behavior Game (GBG) is a classroom behavior management procedure that has been shown to be effective in reducing disruptive behavior across many settings and populations (Flower, McKenna, Bunuan, Muething, & Vega, 2014). We investigated the effects of the GBG on student and teacher behavior in two classrooms containing fourth‐ to eighth‐grade students in an alternative school for students with emotional and behavioral disorders. Results indicated the GBG reduced disruption and increased the teacher's use of praise relative to reprimands. Social validity measures, collected from both teachers and students, indicated strong approval of the GBG. 相似文献
909.
Mary Carman 《Canadian journal of philosophy》2018,48(1):43-64
If emotions have a rational role in action, then one challenge for accounting for how we can act rationally when acting emotionally is to show how we can guide our actions by our emotional considerations, seen as reasons. In this paper, I put forward a novel proposal for how this can be so. Drawing on the interconnection between emotions, cares and caring, I argue that, as the emotional agent is a caring agent, she can be aware of the emotional consideration as a pro tanto reason favouring an action choice and, even, as the reason for which she should act. 相似文献
910.
Natalie Brazeau Samantha Reisz Deborah Jacobvitz Carol George 《Infant mental health journal》2018,39(1):30-43
Maternal self‐efficacy predicts sensitive and responsive caregiving. Low maternal self‐efficacy is associated with a higher incidence of postpartum depression. Maternal self‐efficacy and postpartum depression can both be buffered by social support. Maternal self‐efficacy and postpartum depression have both been linked independently, albeit in separate studies, to the experience of violent trauma, childhood maltreatment, and spousal abuse. This study proposed a model in which postpartum depression mediates the relation between attachment trauma and maternal self‐efficacy, with emotional support as a moderator. Participants were 278 first‐time mothers of infants under 14 months. Cross‐sectional data were collected online. Mothers completed questionnaires on attachment trauma, maternal self‐efficacy, postpartum depression, and emotional support. A moderated mediation model was tested in a structural equation modeling framework using Mplus’ estimate of indirect effects. Postpartum depression fully mediated the relation between trauma and maternal self‐efficacy. Emotional support moderated only the pathway between postpartum depression and maternal self‐efficacy. Attachment trauma's implications for maternal self‐efficacy should be understood in the context of overall mental health. Mothers at the greatest risk for low maternal self‐efficacy related to attachment trauma also are those suffering from postpartum depression. Emotional support buffered mothers from postpartum depression, though, which has implications for intervention and future research. 相似文献