Showing papers on "Regulation of emotion published in 2007"

Handbook of emotion regulation

Abstract: Part 1. Foundations. Gross, Thompson, Emotion Regulation: Conceptual Foundations. Part 2. Biological Bases. Quirk, Prefrontal-Amygdala Interactions in the Regulation of Fear. Davidson, Fox, Kalin, Neural Bases of Emotion Regulation in Nonhuman Primates and Humans. Beer, Lombardo, Insights into Emotion Regulation from Neuropsychology. Ochsner, Gross, The Neural Architecture of Emotion Regulation. Hariri, Forbes, Genetics of Emotion Regulation. Part 3. Cognitive Foundations. Zelazo, Cunningham, Executive Function: Mechanisms Underlying Emotion Regulation. Peterson, Park, Explanatory Style and Emotion Regulation. Loewenstein, Affective Regulation and Affective Forecasting. McClure, Botvinick, Yeung, Greene, Cohen, Conflict Monitoring in Cognition-Emotion Competition. Part 4. Developmental Approaches. Calkins, Hill, Caregiver Influences on Emerging Emotion Regulation: Biological and Environmental Transactions in Early Development. Thompson, Meyer, Socialization of Emotion Regulation in the Family. Stegge, Terwogt, Awareness and Regulation of Emotion in Typical and Atypical Development. Eisenberg, Hofer,Vaughan, Effortful Control and its Socioemotional Consequences. Charles, Carstensen, Emotion Regulation and Aging. Part 5. Personality Processes and Individual Differences. Rothbart, Sheese, Temperament and Emotion Regulation. John, Gross, Individual Differences in Emotion Regulation. Westen, Blagov, A Clinical-empirical Model of Emotion Regulation: From Defense and Motivated Reasoning to Emotional Constraint Satisfaction. Wranik, Barrett, Salovey, Intelligent Emotion Regulation: Is Knowledge Power? Baumeister, Zell, Tice, How Emotions Facilitate and Impair Self-Regulation. Part 6. Social Approaches. Bargh, Williams,The Nonconscious Regulation of Emotion. Shaver, Mikulincer, Adult Attachment Strategies and the Regulation of Emotion. Rime, Interpersonal Emotion Regulation. Mesquita, Albert, The Cultural Regulation of Emotions. Watts, Emotion Regulation and Religion. Part 7. Clinical Applications. Mullin, Hinshaw, Emotion Regulation and Externalizing Disorders in Children and Adolescents. Campbell-Sills, Barlow, Incorporating Emotion Regulation into Conceptualizations and Treatments of Anxiety and Mood Disorders. Sher, Grekin, Alcohol and Affect Regulation. Linehan, Bohus, Lynch, Dialectical Behavior Therapy for Pervasive Emotion Dysregulation: Theoretical and Practical Underpinnings. Sapolsky, Stress, Stress-related Disease, and Emotional Regulation. Appendix.

Emotional labour and emotional exhaustion: Interpersonal and intrapersonal mechanisms

Abstract: In some occupations, particularly in the service sector, dealing with patients or clients may require an employee to pretend to have emotions that they do not really have, or to actually experience required emotions. The regulation of emotion can be either automatic or controlled. This study extends research on the consequences and processes of emotional labour in two ways. First, it examines how the use of different emotion regulation strategies with patients relates to doctors’ emotional exhaustion. Second, it tests two mechanisms that may explain those relationships. A survey of 345 general practitioners (GPs) working in a large urban community in Spain was conducted for the study. Based on Cote's (2005) social interaction model, GP satisfaction with the responses of their patients was tested as a potential interpersonal mediator between their use of automatic, surface, and deep emotion regulation strategies and their emotional exhaustion. Psychological effort was tested as a potential intrape...

Mother – child attachment in later middle childhood: Assessment approaches and associations with mood and emotion regulation

Abstract: This study examined the overlap and validity of several measures of mother – child attachment developed for preadolescents. Validity was assessed in part by examining how attachment is related to children's mood and emotion regulation. Mother – child attachment was assessed in a sample of 9 to 11 year-old children using a story stem interview technique and questionnaires. Positive and negative mood were scored from daily logs completed by children. Emotion regulation was assessed with mothers' reports of constructive coping and teacher reports of children's ability to tolerate frustration. Interview and questionnaire measures of attachment were not consistently related to one another, although both were related to mood and emotion regulation. As expected, secure attachment and maternal secure base support were related to higher levels of positive mood, more constructive coping, and better regulation of emotion in the classroom, with effects stronger for emotion regulation than for mood. Children ...

Measures of Effortful Regulation for Young Children.

Abstract: Many investigators who want to assess emotion-related regulation share the assumption that emotion usually is adaptive and functional in nature (Campos, Mumme, Kermoian, & Campos, 1994). However, it is also recognized that emotional experience can sometimes be unregulated or internally dysregulating, and that the expression of emotion in ways that are inappropriate in a given context can have a negative effect on a child’s social behavior and development (e.g., Cole, Mischel, & Teti, 1994). Moreover, it is generally agreed that the modulation of emotional reactions often is important for optimal performance on tasks and in social contexts. Indeed, it has become increasingly clear that children’s abilities to regulate the experience and expression of emotion are associated with a range of important developmental outcomes for children, such as their social competence, adjustment, and academic outcomes (e.g., Blair, 2002; Eisenberg, Fabes, Guthrie, & Reiser, 2000; Eisenberg, Spinrad, & Sadovsky, in press; Kochanska & Knaack, 2003; Rothbart & Bates, 1998, in press). Emotion regulation has been defined in diverse ways (see Cole, Martin, & Dennis, 2004, and related commentaries). For example, Cole et al. (2004) argued that, “Emotion regulation refers to changes associated with activated emotions. These include changes in the emotion itself…or in other psychology processes (e.g., memory, social interaction). The term emotion regulation can denote two types of regulatory phenomena: emotion as regulating and emotion as regulated” (p. 320). Kopp and Neufeld (2003) asserted that “emotion regulation during the early years is a developmental process that represents the deployment of intrinsic and extrinsic processes--at whatever maturity level the young child is at--to manage arousal states for: (a) affective biological and social adaptations, and b) to achieve individual goals.” Thompson (1994) defined emotion regulation as the “extrinsic and intrinsic processes responsible for monitoring, evaluating, and modifying emotional reactions, especially their intensive and temporal features, to achieve one’s goals” (pp. 27–28). Based on these and others’ ideas regarding emotion regulation (e.g., Campos et al., 1994; Cole, et al., 1994), we define emotion-related self-regulation as the process of initiating, avoiding, inhibiting, maintaining, or modulating the occurrence, form, intensity, or duration of internal feeling states, emotion-related physiological, attentional processes, motivational states, and/or the behavioral concomitants of emotion in the service of accomplishing affect-related biological or social adaptation or achieving individual goals” (Eisenberg & Spinrad, 2004, p. 338). Thus, our definition of emotion, unlike that of Cole et al. (2004), differentiates between regulation of emotion and by emotion; moreover, unlike some investigators, we include the modulation of emotion-related behavior (and not just internal states) in this broad definition. The regulation of the behavior associated with emotional reactivity is what many (albeit not all) developmental scientists attempt to assess in their research. In this paper, we discuss issues relevant to the measurement of emotion-related regulation in young children. Then we review some measures of regulatory processes used with young children and their merits.

Measuring the executive regulation of emotion with self-rating scales in a nonclinical population.

Abstract: Prefrontal systems play an important role in the regulation of emotion as evidenced by clinical neuroimaging studies. Both subjective and objective neuropsychological tests provide functional evidence of executive dysfunction in emotional deregulation. The present authors evaluated these relationships here in a nonclinical community sample using the Frontal Systems Behavior Scale, Profile of Mood States (POMS), and Depression Anxiety Stress Scales (DASS). Positive correlations uniformly emerged between prefrontal system dysfunction and negative emotional states (anger, depression, anxiety, stress, confusion, and fatigue), whereas positive emotion (vigor) showed a modest inverse correlation with prefrontal system dysfunction, even after control for demographic influences. These relationships may result from cognitive strategies for managing emotion mediated by reciprocal connections between prefrontal systems and the limbic system. The findings corroborated those of other methodologies, supporting the Frontal Systems Behavior Scale (FrSBe) as a valid tool to measure prefrontal function in nonclinical populations.

The relations between personality dimensions and alexithymia

Abstract: The relationship between personality dimensions and alexithymia was investigated in a sample of students. A correlational analysis was performed to assess the kind of associations among five personality dimensions (including neuroticism, extraversion, openness, agreeableness, and conscientiousness) with alexithymia and its three components difficulty (identifying feelings, difficulty describing feelings, and externally oriented thinking). Three hundred and forty six students (156 boys, 190 girls) from the University of Tehran were included in this study. All participants were asked to complete the Revised NEO Personality Inventory (NEO-PI-R) and the Farsi version of the Toronto Alexithymia Scale (FTAS-20). Analysis of the data involved both descriptive and inferential statistics including means, standard deviations, multivariate analysis of variance, Pearson’s Correlation Coefficients and regression analysis. Alexithymia showed a significant positive association with neuroticism as well as a significant negative association with extraversion and openness. The results also revealed that neuroticism, extraversion, and openness can predict changes of alexithymia and its three components. It can be concluded that personality characteristics will influence cognitive processing of emotional intelligence and regulation of emotions. Results and implications are discussed.

Attentional Set-Shifting in Preschoolers: Anxiety-Related Response Patterns

Abstract: The present paper aimed to investigate the relation between prefrontally-mediated attentional flexibility and anxiety levels in a non-clinical sample of preschool children. Anxiety was assessed using the Spence Preschool Anxiety Scale (Spence, Rapee, McDonald, & Ingram, 2001), while cognitive flexibility was measured using the Intra/Extradimensional Set Shift task (IED) from the Cambridge Neuropsychological Test Automated Battery (CANTAB). Two separate studies were conducted, using two different versions of the IED task. In both studies, the samples were divided into a high-anxiety and a low-anxiety group based on each sample's median score on the scale. In the first study (N=78; age range: 3-6 years), we found a trend towards better performance (more stages completed) in the high-anxiety group. The tendency was statistically significant only in girls, while it was absent in boys. This pattern of performance was related to a tendency towards longer response latencies in girls with higher levels of anxiety. There was also a general tendency towards more extradimensional shifting errors than reversal errors. The second study (N=29; age range: 4-7 years) revealed only a performance trend towards fewer total errors in girls than boys. However, the rule reversal shift tended to have a significantly larger impact in high-anxiety boys, compared to either girls or low-anxiety boys. These results point to the relevance of investigating anxietyrelated cognitive performance in preschoolers. KEYWORDS: anxiety, preschoolers, attentional flexibility, reversal learning. Anxiety is one of the most frequent forms of psychopathology in children and adolescents. Prevalence estimates for any anxiety disorder in the general population range between 2.2 and 20.9%, depending on the age of the respondents and the time frame taken into account (Costello, Egger, & Angold, 2004). Subclinical anxiety symptoms are even more common; reportedly more than 25% of children from nonreferred samples have them (Spence, 1998). The taxonomy of anxiety disorders provided in the DSM-IV-TR (American Psychiatric Association, 2000) does not include a separate section for childhood anxiety disorders. It is assumed that anxiety symptoms in children group into similar clusters as in adults, and in general this assumption seems to be supported by cross-national data (Essau, Sakano, Ishikawa, & Sasagawa, 2004; Mellon & Moutavelis, 2006; Nauta et al., 2004; Spence, Rapee, McDonald, & Ingram, 2001). Anxiety disorders are usually diagnosed after the age of 6 years. However, anxiety-related symptoms or behaviors, which do not necessarily reach clinical intensity, can be identified earlier than this age in preschoolers or even in younger children (Nauta, 2005; Morris, Hirshfeld-Becker, Henin, & Storch, 2004). Both anxiety and the regulation of emotion in the face of threatening stimuli seem to be related to the efficiency of executive functions and cognitive control mechanisms originated in the prefrontal cortex (PFC) (e.g., Dennis & Chen, 2007). EXECUTIVE FUNCTIONS AND EMOTION Executive functions encompass three factors, according to Miyake, Friedman, Emerson, Witzki, & Howerter (2000) and Davidson, Amso, Anderson, & Diamond (2006): working memory (the ability to keep information in mind for as long as needed, to manipulate/update that information and to act on the basis of it), inhibition (the ability to "hold back" practiced responses in favor of more appropriate ones) and cognitive flexibility (the ability to quickly adapt behavior and/or mental set to changing situations/contingencies). While executive functions are clearly important for performance in "cold" cognitive tasks, their relevance to emotion in general and anxiety in particular stems from their involvement in emotionally-charged ("hot") cognitive tasks and behaviors (Hogwanishkul, Happaney, Lee, & Zelazo, 2005), and, more broadly, in emotion regulation. …

Emotion and Personality-based Attentional Control Model for Agent

Abstract: 【】The rational management of attentional resource, and the ability to shift attention properly are essential properties of autonomous agents. Much of the investigation of attentional control emphasizes the cognitive aspect of intelligence while pays little attention to the affective aspect. An emotion and personality-based model to attentional control is proposed, which integrate affective mechanism with cognitive system to manage attentional resource and shift attention in proper manners. The simulation results indicate that the effectiveness of the proposal, and the agent’s behaviors exhibit different personality with the effective regulation of emotion mechanism. 【Key words】attentional control model; personality; emotion; artificial intelligence; human-computer interaction

Assessment of Relationship between Behavioral Disorders and Emotional Intelligence

Abstract: : Introduction: Emotional intelligence as an aspect of social intelligence determines the individual’s ability in encountering with psychic pressures and adopting with them. Based on previous studies deficiency of emotional intelligence has a relation with disruptive behaviors in adolescents. The purpose of this research was to find the relationship between behavioral disorders and emotional intelligence (Emotional Intelligence Quotient: EQ) in secondary school students in Tehran City. Method: In whole, 420 students (195 boys and 225 girls) from six high schools in three city areas (1, 6, 16) selected randomly. Subjects were asked to complete SDQ and SSRI scales. Ultimately, data from 420 students were analyzed with Pearson correlation and Multiple Regression. Results: EQ and it's components, that is mean regulation of emotion, appraisal and expression of emotion and utilization of emotions, showed negative relationship with behavioral disorders (respectively r=-0.27, r=-0.29, r=-0.17, r=-0.24 and p<0.001). In addition, results suggested that general EQ (Beta=-0.275, p<0.000) and one of it's component's, that is regulation of emotion (Beta=-0.293, p<0.000) can predict significantly behavioral disorders. Conclusion: The role of EQ in shaping behavioral disorders has some important implications especially for professionals in the field of behavioral disorders. For example considering EQ improvement programs in preventing and treating behavioral disorders is necessary. Keywords: Behavioral disorders, Emotional Intelligence Quotient (EQ), Emotion regulation, Secondary school, Tehran City, SDQ, SSRI

The Relation between Young Children's Emotion Competence and Peer Acceptance

Abstract: Eighty-three 4-year-old children from Kindergarten of Peking University were examined in order to explore developing relations between their emotion competence and their peer acceptance.Expression identification task and emotional perspective-taking task were used to assess children's understanding of emotion,and their regulation of emotion was surveyed by teacher-rated coping strategies questionnaire.At last,picture sociometric measurement was used to identify children's peer acceptance.In general,children's regulation strategies were related to emotional perspective-taking and peer acceptance.The correlation between emotional perspective-taking and peer acceptance was marginally significant but disappeared when age was partialled.The association of peer acceptance with emotion understanding and regulation strategies changed as a function of children's age.For older children,only aggressive strategy could predict peer acceptance.For younger children,aggressive strategy and constructive strategy predicted their peer acceptance respectively,and each of them mediated the association between emotional perspective-taking and peer acceptance independently.

Emotions: The biological answer to timeless threats and opportunities

Abstract: The Regulation of Emotion, edited by Pierre Philippot and Robert S. Feldman, is more than its title suggests. It is a journey grounded in psychobiology and evo lutionary psychology, uncovering with greater clarity than preceding works how and why the brain functions as it does. The reader comes away understanding not only how the different subdomains of psychology inform but what makes humans unique in the animal world; how emotions operate as one of the body's mechanisms that enable learning and communication; how physiology, emotion, cognition, and thought collaborate; the individual-level, group-level, and spe cies-level functions of variability in emotion regulation strategies; and the health, cognitive, and social consequences of emotion regulation. The reader is left with no doubt that emotions are biologically based reactions that organize a person's responses to important events and that their regulation is subject to individual and cultural differences. A physiological understanding of emotions immediately demolishes the veracity of declarations that emotions are detractors from rational, intelligent or adaptive behavior. Indeed, as Stemmler aptly describes in chapter 2, the emergence of "separate emotion systems" (p. 34) in animals came about as a result of the recur rence of problems and opportunities neither easily solved nor inconsequential. Stemmler emphasizes this point, drawing on Levenson's (2003, p. 34) observation that the emotional systems of any animal are "time-tested solutions to timeless problems and challenges." Emotions are thus linked with established meaning structures. Their function? As cognitive and physical action tendencies and inter personal and intraorganismic (links between physiologic features) communication mechanisms. In the first chapter, Bechara discusses Damasio's (1994) somatic marker hypoth esis, which is an attempt to address a fundamental issue in the study of emotions in decision making: When are emotions detrimental to the process of making advantageous choices, and when are they beneficial? Bechara suggests that emo tions (or somatic states) evoked by conditions that are unrelated to the contents of a particular decision-making task will have a detrimental effect on decision making, whereas emotions evoked by conditions that are related to the contents of the decision-making task have a beneficial effect. From this perspective, emo tions are viewed as "marker signals that arise in bioregulatory processes" (p. 25) via both conscious and unconscious processes. A system-level neuroanatomical view of emotion shows its crucial role in the mechanics of the brain. Negative emotions help the organism maintain its steady state. More generally, emotions inform the body of the perceptual, cognitive, and physical resources needed for goal attainment. Emotions enable the organism to communicate to others and, critically, provide the mechanism that enables com munication between the different systems of the body.