Cognitive operations associated with individual differences in affect intensity

There are wide individual differences in the characteristic intensity of affective response to the same emotion-evoking event. The processes whereby individuals come to experience strong or mild emotional responses when exposed to the same affect-provoking stimuli are still unclear. In these studies, we propose that individual differences in affect intensity are associated with certain cognitive operations used during exposure to emotion-relevant stimuli. Specifically, cognitive operations that involve personalizing, generalizing, and selective abstraction were hypothesized to discriminate subjects high and low in affect intensity. Two studies replicated support for the hypothesis that subjects high on the affect-intensity dimension engage in more personalizing/empathic and more generalizing/elaborative cognitive operations than do subjects low on the affect-intensity dimension. The same cognitive operations discriminated groups high and low in affect intensity in response to both positive and negative emotional stimuli. Also, the cognitions that discriminated subjects high and low in affect intensity occurred only in response to affective stimuli; neutral stimuli did not evoke divergent cognitive operations for these two groups. Finally, a high degree of consistency was found in the use of emotion-relevant cognitive operations across positive and negative affective stimuli.     

Gaze avoidance: Personality and social judgments of people who avoid direct face-to-face contact

Some people maintain direct, face-to-face contact during interaction, whereas others avert their gaze or turn their face while interacting. Research on individual differences in gaze avoidance, while sparse, falls into two areas. One concerns the personality and psychopathology correlates of gaze aversion, and the other concerns social judgments made of people who avert their gaze during interaction. The findings generally show that gaze aversion is associated with unfavorable traits (shyness, social anxiety, risk for schizophrenia) and negative social evaluations (gaze averse people are rated as more deceptive and less sincere). The present study took advantage of an archival data set that contained facial photographs from which gaze avoidance could be scored. The correlates of gaze avoidance were different for men and women. Gaze avoidant men tended to be emotionally inhibited and overcontrolled, and reported a high incidence of various psychosomatic and physical symptoms. Gaze avoidant women, on the other hand, were high on measures of psychopathy, hysteria, and traditional femininity, they tended to have fewer physical symptoms. Gaze avoidant women were also viewed by others in a negative light (as being disagreeable, unconscientious, unattractive, and even somewhat lower on intelligence). In males, none of the social judgment variables correlated significantly with gaze avoidance. Results are discussed in terms of sex differences in the meaning and communicative function of this non-verbal social behavior.     

Personality and susceptibility to positive and negative emotional states

Gray's (1981) theory suggests that extraverts and neurotics are differentially sensitive to stimuli that generate positive and negative affect, respectively. From this theory it was hypothesized that efficacy of a standard positive-affect induction would be more strongly related to extraversion than to neuroticism scores, whereas efficacy of a standard negative-affect induction would be more strongly related to neuroticism scores. Positive and negative affect was manipulated in a controlled setting, and the effectiveness of the mood induction was assessed using standard mood adjective rating scales. Results are consistent with the hypothesis that neurotic Ss (compared with stable Ss) show heightened emotional reactivity to the negative-mood induction, whereas extraverts (compared with intraverts) show heightened emotional reactivity to the positive-mood induction. Results corroborate and extend previous findings.     

Choose change: Situation modification,distraction, and reappraisal in mild versus intense negative situations

Motivation and Emotion - Despite the theoretical importance and applied potential of situation modification as an emotion regulation strategy, empirical research on how people change situations to...     

Sticking to common values: Neighbourhood social cohesion moderates the effect of value congruence on life satisfaction

This article aims to explicate the role of social cohesion in the relationship between adherence to common values and life satisfaction. Shared values are often assumed to be a constitutive element of social cohesion and are used in measurement of the concept. However, sociopsychological theory of values sees social cohesion rather as a moderator of the link between value congruence and life satisfaction, not as a constituent of value congruence. Based on a representative survey of the city of Bremen, Germany (N = 2605), we predict life satisfaction from person‐group value congruence and neighbourhood social cohesion. We find no relationship between value congruence and social cohesion, but a significant positive moderating effect of social cohesion on the relationship between value congruence and life satisfaction. The findings suggest that sticking to common values does not increase social cohesion, but that positive effects of value congruence are more pronounced in high‐cohesion neighbourhoods.     

Problem-solving in a cooperative task in peach-fronted conures (Eupsittula aurea)

Animal Cognition - Cooperation is a complex behaviour found in many kinds of organisms and occurs between individuals of the same and different species. Several studies have examined the...     

Phonological similarity and the irrelevant speech effect: implications for models of short-term verbal memory

Three experiments studied the interaction between irrelevant speech and phonological similarity within both the remembered and the irrelevant auditory material. Phonological similarity within the remembered list impaired performance in both baseline and irrelevant speech conditions, whereas phonological similarity between the remembered and ignored irrelevant items did not influence performance. Although there was a tendency for similarity within the irrelevant items to reduce interference, this proved to be a less robust finding. Implications for the theoretical interpretation of the irrelevant speech effect are discussed.     

Life-narrative and word-cued autobiographical memories in centenarians: comparisons with 80-year-old control,depressed, and dementia groups

Centenarians provided autobiographical memories to either a request for a life narrative or a request to produce autobiographical memories to cue words. Both methods produced distributions with childhood-amnesia, reminiscence-bump, and recency components. The life-narrative method produced relatively more bump memories at the expense of recent memories. The life-narrative distributions were similar to those obtained from 80-year-old adults without clinical symptoms and from 80-year-old Alzheimer's dementia and depression patients, except that the centenarians had an additional 20-year period of relatively low recall between the bump and recency components. The centenarians produced more emotionally neutral memories than the other three groups and produced fewer and less detailed memories than the non-clinical 80-year-old sample.     

Responding to the Psychological Needs of Health-Care Workers During the COVID-19 Pandemic: Case Study from the Medical College of Wisconsin

With the advent of the novel coronavirus (COVID-19) pandemic, health-care workers have been faced with an inordinately high level of trauma as frontline providers. The Medical College of Wisconsin (MCW) partnered with affiliate hospitals and community partners to mobilize a matrix of available support and interventions to deliver psychological services to reach all levels of health-care providers in timely, accessible formats. While virtual peer support groups were the most utilized resource among the support group options, other opportunities also provided unique benefits to learners whose education had been disrupted by the pandemic. Mental health must be prioritized for health-care workers in the event of future public health crises. Lessons learned from this pandemic indicate that it is critical to involve learners early on in the process in order to meet their educational needs and to increase access to evidence-based care.