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Space use horticulture systems are currently being developed and will be an important part in long duration space exploration. However, it is mostly unknown what effect exposure to these systems (specific LED lights and plants) will have on people. While exposure to nature is often associated with reduced stress, increased cognitive performance and positive emotion, research investigating LED lit environments has found effects vary depending on the lighting qualities (e.g., wavelength, intensity) among other factors. No published studies could be identified that investigate the effects of the light necessary to grow plants without sunlight. Therefore, utilizing a within-subjects design, this study will compare the short-term effects of sitting near two horticulture models: one with the light optimized for plant growth, the other, a normalized white light. Effects for emotional affect will be measured via the Positive and Negative Affect Schedule (PANAS), emotional arousal via the Subjective Units of Distress Scale (SUDS), cognition via the Psychomotor Vigilance Test (PVT), and indicators of stress (cognitive performance and heart rate variability) measured during the Montreal Stress Imaging Test (MIST). Implications will include guiding further research aimed at developing horticulture systems which optimize both plant growth and their effect on humans in space and comparable indoor environments on earth.

We attempt to examine the impact of AI chatbots on cognitive and emotional outcomes among people who are experiencing depression through experiments. Also, the psychological mechanism of the general population during chatbot usage will be clarified.

The primary tasks of a cognitive system is to survive and to maximize a life-long utility function, like the number of offsprings. A direct computational maximization of life-long utility is however not possible in complex environments, especially in the context, of real-world time constraints. The central role of emotions is to serve as an intermediate layer in the space of policies available to agents and animals, leading to a large dimensional reduction of complexity. We review our current understanding of the functional role of emotions, stressing the role of the neuromodulators mediating emotions for the diffusive homeostatic control system of the brain. We discuss a recent proposal, that emotional diffusive control is characterized, in contrast to neutral diffusive control, by interaction effects, viz by interferences between emotional arousal and reward signaling. Several proposals for the realization of synthetic emotions are discussed in this context, together with key open issues regarding the interplay between emotional motivational drives and diffusive control.

In today's world, there are many crises, and climate change is one of the most challenging crises of our time. Engaging society to address climate change constructively and collectively is particularly difficult due to the abstract nature and non-immediate consequences of climate change (Preuss, 1991; Weber, 2010). Journalism plays a crucial role in mobilizing society by influencing various factors such as cognition and emotion (Peters, 2011). However, the extent to which emotions influence pro-environmental behavior is not well understood, even though cognition and emotions are known to be important in mobilizing society to act (Kollmuss & Agyeman, 2002; Preuss, 1991; Fliegenschnee & Schelakov-sky, 1998). The effect of climate fear or anxiety on pro-environmental behavior, in particular, remains unclear. The evidence for the influence of climate fear or anxiety on pro-environmental behavior is heterogeneous and the subject of controversial scientific debate. While there are fewer studies on the influence of hope on pro-environmental behavior than on climate anxiety or fear, the data are also mixed. The evidence on how different cognitions affect behavior is somewhat clearer. A high risk perception of climate change thus appears to have a positive impact on both intentions to act in a climate-friendly manner (Smith & Mayer, 2018; Spence et al., 2012; Xie et al., 2019) and actual behavior (Blennow et al., 2012; Fahad & Wang, 2018; van Valkengoed & Steg, 2019). Perceived efficacy also appears to be an important predictor of pro-environmental behavior, as a high risk perception is more strongly associated with climate-friendly behavior the higher the perceived efficacy of one's own actions (Wang, 2021; Tannenbaum et al., 2015). The Extended Parallel Process Model (EPPM; Witte, 1992) highlights the significance of combining high risk perception (as one of the two components of perceived threat) with high perceived effectiveness when communicating a potential threat in order to predict specific adaptive behavior. Initially developed for health communication, the EPPM has been applied to other potential threats, including climate change. The evidence on the transfer of EPPM predictions to climate messages and human behavior continues to be inconsistent and, in some cases, empirically unsupported. This inconsistency may be partly explained by the the-ory's lack of consistency in the operational definitions of some of its constructs (Popova, 2012). Therefore, the present study, rather than focusing on specific predictions and constructs of the EPPM, adopts the idea of the effectiveness of a combination of a 'negative' cognition (high risk perception) and a 'positive' cognition (high perceived efficacy), and extends it by including an emotion that matches each cognition (fear/anxiety and hope). As cognitions and emotions can be influenced by various factors, such as journalism or the media, an experiment will be conducted to investigate how different journalistic styles of reporting on climate change influence pro-environmental behavior via the indirect effect of cognitions and emotions.

In today's world, there are many crises, and climate change is one of the most challenging crises of our time. Engaging society to address climate change constructively and collectively is particularly difficult due to the abstract nature and non-immediate consequences of climate change (Preuss, 1991; Weber, 2010). Journalism plays a crucial role in mobilizing society by influencing various factors such as cognition and emotion (Peters, 2011). However, the extent to which emotions influence pro-environmental behavior is not well understood, even though cognition and emotions are known to be important in mobilizing society to act (Kollmuss & Agyeman, 2002; Preuss, 1991; Fliegenschnee & Schelakov-sky, 1998). The effect of climate fear or anxiety on pro-environmental behavior, in particular, remains unclear. The evidence for the influence of climate fear or anxiety on pro-environmental behavior is heterogeneous and the subject of controversial scientific debate. While there are fewer studies on the influence of hope on pro-environmental behavior than on climate anxiety or fear, the data are also mixed. The evidence on how different cognitions affect behavior is somewhat clearer. A high risk perception of climate change thus appears to have a positive impact on both intentions to act in a climate-friendly manner (Smith & Mayer, 2018; Spence et al., 2012; Xie et al., 2019) and actual behavior (Blennow et al., 2012; Fahad & Wang, 2018; van Valkengoed & Steg, 2019). Perceived efficacy also appears to be an important predictor of pro-environmental behavior, as a high risk perception is more strongly associated with climate-friendly behavior the higher the perceived efficacy of one's own actions (Wang, 2021; Tannenbaum et al., 2015). The Extended Parallel Process Model (EPPM; Witte, 1992) highlights the significance of combining high risk perception (as one of the two components of perceived threat) with high perceived effectiveness when communicating a potential threat in order to predict specific adaptive behavior. Initially developed for health communication, the EPPM has been applied to other potential threats, including climate change. The evidence on the transfer of EPPM predictions to climate messages and human behavior continues to be inconsistent and, in some cases, empirically unsupported. This inconsistency may be partly explained by the the-ory's lack of consistency in the operational definitions of some of its constructs (Popova, 2012). Therefore, the present study, rather than focusing on specific predictions and constructs of the EPPM, adopts the idea of the effectiveness of a combination of a 'negative' cognition (high risk perception) and a 'positive' cognition (high perceived efficacy), and extends it by including an emotion that matches each cognition (fear/anxiety and hope). As cognitions and emotions can be influenced by various factors, such as journalism or the media, an experiment will be conducted to investigate how different journalistic styles of reporting on climate change influence pro-environmental behavior via the indirect effect of cognitions and emotions.

In today's world, there are many crises, and climate change is one of the most challenging crises of our time. Engaging society to address climate change constructively and collectively is particularly difficult due to the abstract nature and non-immediate consequences of climate change (Preuss, 1991; Weber, 2010). Journalism plays a crucial role in mobilizing society by influencing various factors such as cognition and emotion (Peters, 2011). However, the extent to which emotions influence pro-environmental behavior is not well understood, even though cognition and emotions are known to be important in mobilizing society to act (Kollmuss & Agyeman, 2002; Preuss, 1991; Fliegenschnee & Schelakov-sky, 1998). The effect of climate fear or anxiety on pro-environmental behavior, in particular, remains unclear. The evidence for the influence of climate fear or anxiety on pro-environmental behavior is heterogeneous and the subject of controversial scientific debate. While there are fewer studies on the influence of hope on pro-environmental behavior than on climate anxiety or fear, the data are also mixed. The evidence on how different cognitions affect behavior is somewhat clearer. A high risk perception of climate change thus appears to have a positive impact on both intentions to act in a climate-friendly manner (Smith & Mayer, 2018; Spence et al., 2012; Xie et al., 2019) and actual behavior (Blennow et al., 2012; Fahad & Wang, 2018; van Valkengoed & Steg, 2019). Perceived efficacy also appears to be an important predictor of pro-environmental behavior, as a high risk perception is more strongly associated with climate-friendly behavior the higher the perceived efficacy of one's own actions (Wang, 2021; Tannenbaum et al., 2015). The Extended Parallel Process Model (EPPM; Witte, 1992) highlights the significance of combining high risk perception (as one of the two components of perceived threat) with high perceived effectiveness when communicating a potential threat in order to predict specific adaptive behavior. Initially developed for health communication, the EPPM has been applied to other potential threats, including climate change. The evidence on the transfer of EPPM predictions to climate messages and human behavior continues to be inconsistent and, in some cases, empirically unsupported. This inconsistency may be partly explained by the the-ory's lack of consistency in the operational definitions of some of its constructs (Popova, 2012). Therefore, the present study, rather than focusing on specific predictions and constructs of the EPPM, adopts the idea of the effectiveness of a combination of a 'negative' cognition (high risk perception) and a 'positive' cognition (high perceived efficacy), and extends it by including an emotion that matches each cognition (fear/anxiety and hope). As cognitions and emotions can be influenced by various factors, such as journalism or the media, an experiment will be conducted to investigate how different journalistic styles of reporting on climate change influence pro-environmental behavior via the indirect effect of cognitions and emotions.

In today's world, there are many crises, and climate change is one of the most challenging crises of our time. Engaging society to address climate change constructively and collectively is particularly difficult due to the abstract nature and non-immediate consequences of climate change (Preuss, 1991; Weber, 2010). Journalism plays a crucial role in mobilizing society by influencing various factors such as cognition and emotion (Peters, 2011). However, the extent to which emotions influence pro-environmental behavior is not well understood, even though cognition and emotions are known to be important in mobilizing society to act (Kollmuss & Agyeman, 2002; Preuss, 1991; Fliegenschnee & Schelakov-sky, 1998). The effect of climate fear or anxiety on pro-environmental behavior, in particular, remains unclear. The evidence for the influence of climate fear or anxiety on pro-environmental behavior is heterogeneous and the subject of controversial scientific debate. While there are fewer studies on the influence of hope on pro-environmental behavior than on climate anxiety or fear, the data are also mixed. The evidence on how different cognitions affect behavior is somewhat clearer. A high risk perception of climate change thus appears to have a positive impact on both intentions to act in a climate-friendly manner (Smith & Mayer, 2018; Spence et al., 2012; Xie et al., 2019) and actual behavior (Blennow et al., 2012; Fahad & Wang, 2018; van Valkengoed & Steg, 2019). Perceived efficacy also appears to be an important predictor of pro-environmental behavior, as a high risk perception is more strongly associated with climate-friendly behavior the higher the perceived efficacy of one's own actions (Wang, 2021; Tannenbaum et al., 2015). The Extended Parallel Process Model (EPPM; Witte, 1992) highlights the significance of combining high risk perception (as one of the two components of perceived threat) with high perceived effectiveness when communicating a potential threat in order to predict specific adaptive behavior. Initially developed for health communication, the EPPM has been applied to other potential threats, including climate change. The evidence on the transfer of EPPM predictions to climate messages and human behavior continues to be inconsistent and, in some cases, empirically unsupported. This inconsistency may be partly explained by the the-ory's lack of consistency in the operational definitions of some of its constructs (Popova, 2012). Therefore, the present study, rather than focusing on specific predictions and constructs of the EPPM, adopts the idea of the effectiveness of a combination of a 'negative' cognition (high risk perception) and a 'positive' cognition (high perceived efficacy), and extends it by including an emotion that matches each cognition (fear/anxiety and hope). As cognitions and emotions can be influenced by various factors, such as journalism or the media, an experiment will be conducted to investigate how different journalistic styles of reporting on climate change influence pro-environmental behavior via the indirect effect of cognitions and emotions.

This study seeks to disentangle the effects of movement fluidity, movement meaning, and the interaction between the two on emotions (positive, negative, and self-transcendent positive), creativity, race conceptions, and affective responses to a video about the impact of racism on health. Participants recruited online (N = 500) will be randomly assigned to draw six lines that are fluid or non-fluid (from Slepian & Ambady, 2012) and to ascribe sacred or non-sacred meaning to the arm movements. Participants will draw three lines at the beginning of the study and three additional lines throughout the study and complete a selection of dependent variables after the third through sixth line drawings. This study is both a direct (for outcome of positive & negative emotions) and a conceptual (for fluid movement manipulation and outcomes of creativity, race conceptions, affective responses to a video about the impact of racism on health) replication of Slepian & Ambady (2012) and Slepian et al. (2014) as well as an extension (for outcome of self-transcendent positive emotions as well as the sacred meaning manipulation) of this research.

Alexithymia is a personality construct characterized by difficulties in identifying and verbalizing emotional states, as well as low interest in the internal emotional experience (Luminet et al., 2021a). The current literature distinguishes between two main models of alexithymia, namely the over-responding and the deficit models (Luminet et al., 2021a; Luminet et al., 2021b). In the former approach, researchers propose that the emotional hyper-reactivity observed in alexithymic individuals results from the implementation of protective strategies to inhibit incoming emotions when one believes they may be overwhelming (Panayiotou et al., 2019). In the latter approach, the emotional hypo-reactivity represents an difficulty in emotional regulation due to poorly organized emotional representations and a lower ability to learn from similar past emotional situations (Luminet et al., 2021b). This project will strive to further current understandings of the underlying mechanisms in these models, by exploring the moderating role of alexithymia along several stages of the emotional experience. Variables of interest will include cognitive evaluations and appraisals of emotional situations, action tendencies, and emotion regulation strategies. Moreover, it has recently been brought to light that a series of executive functioning deficit are observed in alexithymia. The current project will also strive to examine the specific facets impacted in alexithymia, and their impact upon emotional experiences.

This study examines relationships between cognitive ability, age, and emotion regulation success in laboratory tasks.

This study examines relationships between cognitive ability, age, and emotion regulation success in laboratory tasks.

Functional Magnetic Resonance Imaging (fMRI) studies of emotion, personality, and social cognition have drawn much attention in recent years, with high-profile studies frequently reporting extremely high (e.g., > 8) correlations between behavioral and self-report measures of personality or emotion and measures of brain activation. We show that these correlations often exceed what is statistically possible assuming the (evidently rather limited) reliability of both fMRI and personality/emotion measures. The implausibly high correlations are all the more puzzling because method sections rarely contain sufficient detail to ascertain how these correlations were obtained. We surveyed authors of 54 articles that reported findings of this kind to determine a few details on how these correlations were computed. More than half acknowledged using a strategy that computes separate correlations for individual voxels, and reports means of just the subset of voxels exceeding chosen thresholds. We show how this non-independent analysis grossly inflates correlations, while yielding reassuring-looking scattergrams. This analysis technique was used to obtain the vast majority of the implausibly high correlations in our survey sample. In addition, we argue that other analysis problems likely created entirely spurious correlations in some cases. We outline how the data from these studies could be reanalyzed with unbiased methods to provide the field with accurate estimates of the correlations in question. We urge authors to perform such reanalyses and to correct the scientific record. (Contains 19 footnotes, 6 figures and 1 table.) [This article was printed in the in-press version of: "Perspectives on Psychological Science" (May 2009). Its contents may differ from the final published version.]

Functional Magnetic Resonance Imaging (fMRI) studies of emotion, personality, and social cognition have drawn much attention in recent years, with high-profile studies frequently reporting extremely high (e.g., > 8) correlations between behavioral and self-report measures of personality or emotion and measures of brain activation. We show that these correlations often exceed what is statistically possible assuming the (evidently rather limited) reliability of both fMRI and personality/emotion measures. The implausibly high correlations are all the more puzzling because method sections rarely contain sufficient detail to ascertain how these correlations were obtained. We surveyed authors of 54 articles that reported findings of this kind to determine a few details on how these correlations were computed. More than half acknowledged using a strategy that computes separate correlations for individual voxels, and reports means of just the subset of voxels exceeding chosen thresholds. We show how this non-independent analysis grossly inflates correlations, while yielding reassuring-looking scattergrams. This analysis technique was used to obtain the vast majority of the implausibly high correlations in our survey sample. In addition, we argue that other analysis problems likely created entirely spurious correlations in some cases. We outline how the data from these studies could be reanalyzed with unbiased methods to provide the field with accurate estimates of the correlations in question. We urge authors to perform such reanalyses and to correct the scientific record. (Contains 19 footnotes, 6 figures and 1 table.) [This article was printed in the in-press version of: "Perspectives on Psychological Science" (May 2009). Its contents may differ from the final published version.]

Functional Magnetic Resonance Imaging (fMRI) studies of emotion, personality, and social cognition have drawn much attention in recent years, with high-profile studies frequently reporting extremely high (e.g., > 8) correlations between behavioral and self-report measures of personality or emotion and measures of brain activation. We show that these correlations often exceed what is statistically possible assuming the (evidently rather limited) reliability of both fMRI and personality/emotion measures. The implausibly high correlations are all the more puzzling because method sections rarely contain sufficient detail to ascertain how these correlations were obtained. We surveyed authors of 54 articles that reported findings of this kind to determine a few details on how these correlations were computed. More than half acknowledged using a strategy that computes separate correlations for individual voxels, and reports means of just the subset of voxels exceeding chosen thresholds. We show how this non-independent analysis grossly inflates correlations, while yielding reassuring-looking scattergrams. This analysis technique was used to obtain the vast majority of the implausibly high correlations in our survey sample. In addition, we argue that other analysis problems likely created entirely spurious correlations in some cases. We outline how the data from these studies could be reanalyzed with unbiased methods to provide the field with accurate estimates of the correlations in question. We urge authors to perform such reanalyses and to correct the scientific record. (Contains 19 footnotes, 6 figures and 1 table.) [This article was printed in the in-press version of: "Perspectives on Psychological Science" (May 2009). Its contents may differ from the final published version.]

Recenzja z : Roczniki Psychologiczne T.9, nr 2 (2006).

This article is from Frontiers in Human Neuroscience , volume 7 . Abstract Women show increased predisposition for certain psychiatric disorders, such as depression, that are associated with disturbances in the integration of emotion and cognition. While this suggests that sex hormones need to be considered as modulating factors in the regulation of emotion, we still lack a sound understanding of how the menstrual cycle impacts emotional states and cognitive function. Though signals for the influence of the menstrual cycle on the integration of emotion and cognition have appeared as secondary findings in numerous behavioral and neuroimaging studies, this has only very rarely been the primary research goal. This review summarizes evidence: (1) that the menstrual cycle modulates the integration of emotional and cognitive processing on a behavioral level, and (2) that this change in behavior can be associated with functional, molecular and structural changes in the brain during a specific menstrual cycle phase. The growing evidence for menstrual cycle-specific differences suggests a modulating role for sex hormones on the neural networks supporting the integration of emotional and cognitive information. It will further be discussed what methodological aspects need to be considered to capture the role of the menstrual cycle in the emotion-cognition interplay more systematically.

Education is a term which is to draw out the innate abilities and talents of children leading them out of the darkness of ignorance to the light of knowledge about our surroundings, art, and culture. As J. J. ROUSSEAU said "Plants are developed by cultivation and men by education" not simply physically but also spiritually. Homo Sapiens or our species are the beings who think, also the beings who learn, and the beings who simultaneously experience a rich variety of affective emotional states, including a selected suite of emotional states specifically and directly related to learning. In this paper, the relevance of emotion, cognition, and creativity from both end teachers and students as well have been acknowledged in allowing for emotions to surface in the classroom to allow for a deeper transformative process to occur in their students. The concept of affect in learning or emotions in learning is the same innovative pedagogy that would be intervened with a meaningful strategy or tactics. Artistic disciplines including music, dance, theatre, visual arts, literary arts, and media arts have a positive effect on children's and adolescents' social-emotional learning in which emotion- a multidisciplinary inquiry in perspectives of art discourses. Just as the art practices must be cultivated into long-term art competencies through guidance and instruction, the social-emotional components of these activities must be cultivated into long-term social-emotional competencies or students' development of individual and interpersonal skills beyond the realm of academic achievement. In closing, the paper calls for the centrality of courage and freedom in allowing emotions to become a form of innovative art pedagogy in the transformative learning of the younger generation.

Education is a term which is to draw out the innate abilities and talents of children leading them out of the darkness of ignorance to the light of knowledge about our surroundings, art, and culture. As J. J. ROUSSEAU said "Plants are developed by cultivation and men by education" not simply physically but also spiritually. Homo Sapiens or our species are the beings who think, also the beings who learn, and the beings who simultaneously experience a rich variety of affective emotional states, including a selected suite of emotional states specifically and directly related to learning. In this paper, the relevance of emotion, cognition, and creativity from both end teachers and students as well have been acknowledged in allowing for emotions to surface in the classroom to allow for a deeper transformative process to occur in their students. The concept of affect in learning or emotions in learning is the same innovative pedagogy that would be intervened with a meaningful strategy or tactics. Artistic disciplines including music, dance, theatre, visual arts, literary arts, and media arts have a positive effect on children's and adolescents' social-emotional learning in which emotion- a multidisciplinary inquiry in perspectives of art discourses. Just as the art practices must be cultivated into long-term art competencies through guidance and instruction, the social-emotional components of these activities must be cultivated into long-term social-emotional competencies or students' development of individual and interpersonal skills beyond the realm of academic achievement. In closing, the paper calls for the centrality of courage and freedom in allowing emotions to become a form of innovative art pedagogy in the transformative learning of the younger generation.

Education is a term which is to draw out the innate abilities and talents of children leading them out of the darkness of ignorance to the light of knowledge about our surroundings, art, and culture. As J. J. ROUSSEAU said "Plants are developed by cultivation and men by education" not simply physically but also spiritually. Homo Sapiens or our species are the beings who think, also the beings who learn, and the beings who simultaneously experience a rich variety of affective emotional states, including a selected suite of emotional states specifically and directly related to learning. In this paper, the relevance of emotion, cognition, and creativity from both end teachers and students as well have been acknowledged in allowing for emotions to surface in the classroom to allow for a deeper transformative process to occur in their students. The concept of affect in learning or emotions in learning is the same innovative pedagogy that would be intervened with a meaningful strategy or tactics. Artistic disciplines including music, dance, theatre, visual arts, literary arts, and media arts have a positive effect on children's and adolescents' social-emotional learning in which emotion- a multidisciplinary inquiry in perspectives of art discourses. Just as the art practices must be cultivated into long-term art competencies through guidance and instruction, the social-emotional components of these activities must be cultivated into long-term social-emotional competencies or students' development of individual and interpersonal skills beyond the realm of academic achievement. In closing, the paper calls for the centrality of courage and freedom in allowing emotions to become a form of innovative art pedagogy in the transformative learning of the younger generation.

1 v. : 24 cm

This project will explore whether men convicted of intimate partner violence against women (IPVAW) exhibit distinct patterns of social cognitive functioning compared to other types of offenders and non-offenders. Specifically, the study will assess two core components of social cognition—empathy and emotion decoding—across five male groups: specialist IPVAW perpetrators (those whose violence is exclusively directed at intimate partners), generalist IPVAW perpetrators (those who have also committed violence against others), violent offenders not involved in IPVAW, non-violent offenders, and individuals with no criminal record.

Recent work demonstrates that older adults make fewer utilitarian decisions during moral dilemmas than younger adults, and that this behavior is partially accounted for by older adults’ experience of increased negative emotion during the dilemmas, as well as, higher report of moral idealism (McNair et al., 2019). According to the dual process theory of moral decision-making, endorsing the utilitarian option during moral dilemmas involves cognitive control processes associated with the lateral prefrontal cortices that allow the individual to override their initial emotional response elicited by the dilemmas (Greene, 2007; Greene et al., 2008). As advancing age is associated with increased atrophy of lateral prefrontal cortices (Raz, 1997) and decreases in cognitive control (Hartshorne & Germine, 2015; Park, 2000), it is possible that the observed age differences in moral decision-making may reflect older adult inability to override their initial emotional response due to declines in cognitive control ability. However, it is also possible that motivation and associated emotion regulation also play a part in older adult moral decision-making. By recognizing their time to live as more limited than younger adults, older adults experience a motivational shift to focus on emotional goals, and specifically maximize positive experiences (Lang & Carstensen, 2002). This can lead to attempts to maximize social cohesion during conflict (Luong et al., 2011), and consistently engaged emotion regulation strategies are thought to account for positivity biases in attention and memory in older adults (Lang & Carstensen). In parallel to these age-related shifts in motivation, mortality salience (Tremoliere et al., 2012) and positive mood inductions (Strohminger et al., 2011; but see: Valdesolo & DeSteno, 2006) are both demonstrated as shifting younger adult responses away from the utilitarian option. In this case, it is possible that motivational shifts as demarcated by a limited temporal horizon and emotion regulation strategy use, may account for age differences in moral decision-making rather than older adult declines in cognitive control. It is also possible that either age-related changes in cognitive control and/or motivation could shift moral acceptability ratings of proposed interventions during moral dilemmas. Also, to our knowledge no study has examined subjective effort when making decisions on these types of dilemmas in older and younger adults. Similar to decisions, as well as, moral acceptability ratings, age-related declines in cognitive control or motivational changes could make responses to these dilemmas more effortful for older adults compared to younger adults. Here we sought to first replicate previous work (McNair et al., 2019) demonstrating that compared to younger adults, older adults endorse fewer utilitarian decisions and generally rate the utilitarian option as less morally acceptable. We also sought to examine the relationship between advancing age and responses to moral dilemmas, moral acceptability of proposed interventions, and subjective effort during dilemmas. Next we sought to determine whether age-related declines in working memory performance or age-related shifts in motivation mediate the relationship between age on moral decision-making, moral acceptability ratings of proposed interventions, and subjective effort during the task.

Recent work demonstrates that older adults make fewer utilitarian decisions during moral dilemmas than younger adults, and that this behavior is partially accounted for by older adults’ experience of increased negative emotion during the dilemmas, as well as, higher report of moral idealism (McNair et al., 2019). According to the dual process theory of moral decision-making, endorsing the utilitarian option during moral dilemmas involves cognitive control processes associated with the lateral prefrontal cortices that allow the individual to override their initial emotional response elicited by the dilemmas (Greene, 2007; Greene et al., 2008). As advancing age is associated with increased atrophy of lateral prefrontal cortices (Raz, 1997) and decreases in cognitive control (Hartshorne & Germine, 2015; Park, 2000), it is possible that the observed age differences in moral decision-making may reflect older adult inability to override their initial emotional response due to declines in cognitive control ability. However, it is also possible that motivation and associated emotion regulation also play a part in older adult moral decision-making. By recognizing their time to live as more limited than younger adults, older adults experience a motivational shift to focus on emotional goals, and specifically maximize positive experiences (Lang & Carstensen, 2002). This can lead to attempts to maximize social cohesion during conflict (Luong et al., 2011), and consistently engaged emotion regulation strategies are thought to account for positivity biases in attention and memory in older adults (Lang & Carstensen). In parallel to these age-related shifts in motivation, mortality salience (Tremoliere et al., 2012) and positive mood inductions (Strohminger et al., 2011; but see: Valdesolo & DeSteno, 2006) are both demonstrated as shifting younger adult responses away from the utilitarian option. In this case, it is possible that motivational shifts as demarcated by a limited temporal horizon and emotion regulation strategy use, may account for age differences in moral decision-making rather than older adult declines in cognitive control. It is also possible that either age-related changes in cognitive control and/or motivation could shift moral acceptability ratings of proposed interventions during moral dilemmas. Also, to our knowledge no study has examined subjective effort when making decisions on these types of dilemmas in older and younger adults. Similar to decisions, as well as, moral acceptability ratings, age-related declines in cognitive control or motivational changes could make responses to these dilemmas more effortful for older adults compared to younger adults. Here we sought to first replicate previous work (McNair et al., 2019) demonstrating that compared to younger adults, older adults endorse fewer utilitarian decisions and generally rate the utilitarian option as less morally acceptable. We also sought to examine the relationship between advancing age and responses to moral dilemmas, moral acceptability of proposed interventions, and subjective effort during dilemmas. Next we sought to determine whether age-related declines in working memory performance or age-related shifts in motivation mediate the relationship between age on moral decision-making, moral acceptability ratings of proposed interventions, and subjective effort during the task.

This paper examines the concept of teacher vision, showing how vision serves as a means for teachers to guide and measure their work. It discusses how teachers' passionate commitments do not divert them from their work but rather direct and shape their thinking and planning and their learning about their work. The paper also shows how vision, in the teaching context, may result in both positive and negative outcomes for teachers' emotions and learning. Information comes from a survey of 80 teachers from two teacher education programs and interviews with 16 teachers selected from the 80 who had relatively well-articulated visions. The first section describes the character of teacher vision, sharing three dimensions that help describe and analyze teacher vision. It also includes an example of one teacher's vision and shows how the dimensions can be used to characterize his vision. The second section explores the role vision plays in teachers' lives, offering a set of clusters or "constellations" of dimensions of vision associated with varying roles in teachers' lives and with a range of positive and negative emotional experiences. The final section discusses the implications of the conception of vision for teachers' learning and motivation. (Contains 21 references.) (SM)

This article is from Frontiers in Psychology , volume 5 . Abstract Emotions play a crucial role in appraisal of experiences and environments and in guiding thoughts and actions. Moreover, executive function (EF) and emotion regulation (ER) have received much attention, not only for positive associations with children’s social–emotional functioning, but also for potential central roles in cognitive functioning. In one conceptualization of ER (Campos etal., 2004), processes of ER, and those of emotional expression and experience (hereafter referred to as emotionality) are highly related and reciprocal; yet, there has been little research on young children’s EF that focuses on emotionality, although it is easily observed within a classroom. The two goals of the study were to: (1) investigate the relatively unexplored role of emotionality in the development of EF in early childhood and (2) assess the relations between an observational rating of EF obtained after direct assessment with a standardized EF rating scale. We predicted that observed emotionality and EF would both demonstrate stability and predict one another within and across time. 175 children aged 35–60 months were recruited from Head Start and private childcare centers. Using partial least squares modeling, we chose T1 emotionality as the exogenous variable and tested pathways between emotionality and EF across two time points, 6 months apart. Results showed that both T1 observed EF and emotionality predicted their respective T2 counterparts, supporting the idea that both constructs build upon existing systems. Further, T1 emotionality predicted T1 observed EF and the T2 BRIEF-P composite. In turn, T1 observed EF predicted emotionality and the T2 BRIEF-P composite. These findings fit with literature on older populations in which EF and emotionality have been related, yet are the first to report such relations in early childhood. Last, T1 observed EF’s positive prediction of the T2 BRIEF-P composite lends credence to the use of both EF measures in applied and research settings.

This article is from Frontiers in Psychology , volume 5 . Abstract Emotions play a crucial role in appraisal of experiences and environments and in guiding thoughts and actions. Moreover, executive function (EF) and emotion regulation (ER) have received much attention, not only for positive associations with children’s social–emotional functioning, but also for potential central roles in cognitive functioning. In one conceptualization of ER (Campos etal., 2004), processes of ER, and those of emotional expression and experience (hereafter referred to as emotionality) are highly related and reciprocal; yet, there has been little research on young children’s EF that focuses on emotionality, although it is easily observed within a classroom. The two goals of the study were to: (1) investigate the relatively unexplored role of emotionality in the development of EF in early childhood and (2) assess the relations between an observational rating of EF obtained after direct assessment with a standardized EF rating scale. We predicted that observed emotionality and EF would both demonstrate stability and predict one another within and across time. 175 children aged 35–60 months were recruited from Head Start and private childcare centers. Using partial least squares modeling, we chose T1 emotionality as the exogenous variable and tested pathways between emotionality and EF across two time points, 6 months apart. Results showed that both T1 observed EF and emotionality predicted their respective T2 counterparts, supporting the idea that both constructs build upon existing systems. Further, T1 emotionality predicted T1 observed EF and the T2 BRIEF-P composite. In turn, T1 observed EF predicted emotionality and the T2 BRIEF-P composite. These findings fit with literature on older populations in which EF and emotionality have been related, yet are the first to report such relations in early childhood. Last, T1 observed EF’s positive prediction of the T2 BRIEF-P composite lends credence to the use of both EF measures in applied and research settings.

The aim of the proposed secondary analyses is to investigate the relationships between executive function, emotion regulation, stress, and health in a large, nationwide dataset.

In recent years a number of models of depression have been proposed. Many of them have incorporated cognitive constructs to explain vulnerability, initiation, maintenance, and recovery from depression. In light of the wealth of experimental and clinical knowledge about depression, these models can be seen as having a limited focus and scope. Current models of depression have little implication for discriminating depression from other emotional states or disorders and they do not incorporate a developmental perspective. Finally, although some of the most recent models have begun to borrow theoretical positions from the cognitive psychology memory literature, they have done so without consideration for the nuances of different theories in memory and their implications for dealing with the phenomena of depression. Building on previous theoretical work, this research attempts to develop a model using constructs from the memory and developmental literatures that will be useful in describing depression and in differentiating depression from other affective states. The intent is to incorporate relevant constructs that will produce a dynamic model to account for the various processes of change in the course of depression. The plan is to incorporate developmental constructs to deal with the origins of vulnerability factors and with the occurrence of depression among children. (ABL)

Proposal of dissertation project for Christopher J. Schmank at Claremont Graduate University

This article is from Frontiers in Psychology , volume 3 . Abstract Schizophrenia (SZ) and bipolar disorder (BD) are associated with impairments in facial emotion perception and Theory of Mind (ToM). These social cognitive skills deficits may be related to a reduced capacity to effectively regulate one’s own emotions according to the social context. We therefore set out to examine the relationship between social cognitive abilities and the use of cognitive strategies for regulating negative emotion in SZ and BD. Participants were 56 SZ, 33 BD, and 58 healthy controls (HC) who completed the Ekman 60-faces test of facial emotion recognition; a sub-set of these participants also completed The Awareness of Social Inference Test (TASIT) and the Cognitive Emotion Regulation Questionnaire (CERQ). SZ participants demonstrated impairments in emotion perception on both the Ekman and the TASIT Emotion Evaluation tests relative to BD and HC. While both SZ and BD patients showed ToM deficits (i.e., perception of sarcasm and lie) compared to HC, SZ patients demonstrated significantly greater ToM impairment compared to BD. There were also distinct patterns of cognitive strategies used to regulate emotion in both patient groups: those with SZ were more likely to engage in catastrophizing and rumination, while BD subjects were more likely to blame themselves and were less likely to engage in positive reappraisal, relative to HC. In addition, those with SZ were more likely to blame others compared to BD. Associations between social cognition and affect regulation were revealed for HC only: TASIT performance was negatively associated with more frequent use of rumination, catastrophizing, and blaming others, such that more frequent use of maladaptive cognitive emotion regulation strategies was associated with poor social cognitive performance. These associations were not present in either patient group. However, both SZ and BD patients demonstrated poor ToM performance and aberrant use of emotion regulation strategies consistent with previous studies. SZ also showed basic emotion recognition deficits relative to BD and HC. That there were no associations between social cognition and the capacity to self-regulate negative emotion in SZ and BD (in the context of poor social cognition and maladaptive regulatory strategies) suggests that dysfunction in fronto-limbic brain networks may underpin both social cognitive deficits and the use of maladaptive cognitive strategies in these disorders, albeit by potentially different routes.

See attached file.

This article is from Frontiers in Integrative Neuroscience , volume 7 . Abstract The appeal of simple, sweeping portraits of large-scale brain mechanisms relevant to psychological phenomena competes with a rich, complex research base. As a prominent example, two views of frontal brain organization have emphasized dichotomous lateralization as a function of either emotional valence (positive/negative) or approach/avoidance motivation. Compelling findings support each. The literature has struggled to choose between them for three decades, without success. Both views are proving untenable as comprehensive models. Evidence of other frontal lateralizations, involving distinctions among dimensions of depression and anxiety, make a dichotomous view even more problematic. Recent evidence indicates that positive valence and approach motivation are associated with different areas in the left-hemisphere. Findings that appear contradictory at the level of frontal lobes as the units of analysis can be accommodated because hemodynamic and electromagnetic neuroimaging studies suggest considerable functional differentiation, in specialization and activation, of subregions of frontal cortex, including their connectivity to each other and to other regions. Such findings contribute to a more nuanced understanding of functional localization that accommodates aspects of multiple theoretical perspectives.

This paper discusses the interaction of cognition and physiological factors in emotion from the viewpoint of a developmental-interactionist theory of motivation and emotion. Emphasis is given to the role of cognition in the theory of emotion. The nature of cognition is discussed in terms of (1) the "primacy" of emotion versus cognition; (2) knowledge by acquaintance versus knowledge by description; (3) cerebral lateralization and cognition; and (4) the interaction of syncretic and analytic cognition. The discussion explores the role of language in controlling behavior. Subsequent discussion differentiates self-as-acquaintance and self-as-description; interprets Rogers' self theory and Kelly's theory of personal constructs; and explores the implications of the foregoing for attribution theory. Distinctions are made between purposive and reactive attribution and self cognitions, body cognitions, and environmental cognitions. In conclusion, the relevance of the discussion of attribution theory and self theory to cognitive dissonance theory is suggested. (RH)

For the first time show the Foundation Dr. J. Mas i Manjon a report on the project educated emotions, this project lasting more than thirty years, it has been studied and experienced the possibilities of a rigorous education in a scientific way (demonstrable in the laboratory) the different emotions.

Examining the influence of engaging in cognitive processes on subsequent, unrelated emotional responses.

Adolescence is a developmental window characterised by increases in the ability to self-regulate thoughts and feelings, and it's also a period of political identity formation. Previous research indicated associations between self-regulation abilities and ideological attitudes in adults. In this study, we explore the direct and indirect associations between age, key components of self-regulation (that were previously linked to ideology), and ideological attitudes in cross-sectional observational data to be obtained from Wave 1 of the IP-PAD panel study with a targeted sample of N = 1000 adolescents from the United Kingdom. Part of the measures in this study will also be used in a related project. The research questions and analyses will however be unique and different to other work based on the same data source.

Alexithymia is a personality trait characterized by difficulties recognizing and attending to one’s own emotional experiences. It is also associated with difficulties recognizing others’ affective experiences, including poorer recognition of others’ emotional facial expressions (Grynberg et al., 2012) and impaired Theory of Mind, particularly in situations requiring emotion recognition (Pisani et al., 2021). Some researchers have gone so far as to label alexithymia as a trans-diagnostic precursor to empathic abnormality and have called for a greater understanding of the ways in which alexithymia contributes to empathic deficits (Valdespino, Antezana, Ghane, & Richey, 2017). However, much remains unknown about the mechanisms by which alexithymia may contribute to reduced recognition of others’ affective experiences.

The aim of the present study is to analyze the role of emotions and cognition in predicting support for progressive taxation. Specifically, we here focus on income taxes, a form of wealth redistribution that provides some compensation for existing inequities while deterring top earners from engaging in aggressive negotiation for ever-increasing wages. Experimental evidence suggests that people prefer more equal societies, but when they are asked to propose adjustments to the current tax system, they tend to lower taxes on the poor but not raise taxes on the wealthy (Maass et al., in prep.). This apparent contradiction begs for an explanation. Among the small niche of articles published on this topic, Hennighausen and Heinemann (2015) found that the reluctance to support progressive taxation is partially explained by fairness considerations and beliefs on the role of effort for economic success. Roberts and colleagues (1994) provide initial evidence that people are more inclined to support progressivity when described in abstract - instead of specific - terms. The hesitancy to support progressivity can therefore be interpreted as a lack of understanding of how a progressive tax system truly works. Moreover, we hypothesize that support for progressivity will also be associated with negative emotions related to taxes.

Data for the article "Attentional Control and Estimation of the Probability of Positive and Negative Events"

This article is from Frontiers in Psychology , volume 5 . Abstract Surprisingly little is known about whether relationships between cognitive and emotional states remain stable or change over time, or how different patterns of stability and/or change in the relationships affect problem solving abilities. Nevertheless, cross-sectional studies show that anxiety/worry may reduce working memory (WM) resources, and the ability to minimize the effects anxiety/worry is higher in individuals with greater WM capacity. To investigate the patterns of stability and/or change in cognition-emotion relations over time and their implications for problem solving, 126 14-year-olds’ algebraic WM and worry levels were assessed twice in a single day before completing an algebraic math problem solving test. We used latent transition analysis to identify stability/change in cognition-emotion relations, which yielded a six subgroup solution. Subgroups varied in WM capacity, worry, and stability/change relationships. Among the subgroups, we identified a high WM/low worry subgroup that remained stable over time and a high WM/high worry, and a moderate WM/low worry subgroup that changed to low WM subgroups over time. Patterns of stability/change in subgroup membership predicted algebraic test results. The stable high WM/low worry subgroup performed best and the low WM capacity-high worry “unstable across time” subgroup performed worst. The findings highlight the importance of assessing variations in cognition-emotion relationships over time (rather than assessing cognition or emotion states alone) to account for differences in problem solving abilities.

For the first time show the Foundation's Dr. Jordi Mas i Manjon a report on the project educated emotions, this project lasting more than thirty years, it has been studied and experienced the possibilities of a rigorous education in a scientific way (demonstrable in the laboratory) the different emotions. This report is an example of rigorous research in the field of emotions and cognitions. It is possible to educate, help understand the emotions interacting with cognitions from a scientific view, we can replicate, repeat laboratory conditions, all of which radically changes what was until recently thought it was just philosophical, it is possible do it methodically and effectively useless without philosophy without beliefs. Progressively edit all other emotions investigated in rigorous study method.

For the first time show the Foundation's Dr. Jordi Mas i Manjon a report on the project educated emotions, this project lasting more than thirty years, it has been studied and experienced the possibilities of a rigorous education in a scientific way (demonstrable in the laboratory) the different emotions. This report is an example of rigorous research in the field of emotions and cognitions. It is possible to educate, help understand the emotions interacting with cognitions from a scientific view, we can replicate, repeat laboratory conditions, all of which radically changes what was until recently thought it was just philosophical, it is possible do it methodically and effectively useless without philosophy without beliefs. Progressively edit all other emotions investigated in rigorous study method.

For the first time show the Foundation's Dr. Jordi Mas i Manjon a report on the project educated emotions, this project lasting more than thirty years, it has been studied and experienced the possibilities of a rigorous education in a scientific way (demonstrable in the laboratory) the different emotions. This report is an example of rigorous research in the field of emotions and cognitions. It is possible to educate, help understand the emotions interacting with cognitions from a scientific view, we can replicate, repeat laboratory conditions, all of which radically changes what was until recently thought it was just philosophical, it is possible do it methodically and effectively useless without philosophy without beliefs. Progressively edit all other emotions investigated in rigorous study method.

This article is from Frontiers in Human Neuroscience , volume 7 . Abstract Emotion-cognition and motivation-cognition relationships and related brain mechanisms are receiving increasing attention in the clinical research literature as a means of understanding diverse types of psychopathology and improving biological and psychological treatments. This paper reviews and integrates some of the growing evidence for cognitive biases and deficits in depression and anxiety, how these disruptions interact with emotional and motivational processes, and what brain mechanisms appear to be involved. This integration sets the stage for understanding the role of neuroplasticity in implementing change in cognitive, emotional, and motivational processes in psychopathology as a function of intervention.

We are grateful to the commentators for providing many stimulating and valuable observations. The main point of our article was to call attention to the overestimation of individual differences correlations in a subset of neuroimaging papers. To structure our discussion of these comments, we list the main points from our paper, note where commentators have agreed or disagreed with each, and provide our own reactions to their comments. [This article was printed in the in-press version of: "Perspectives on Psychological Science" (May 2009). Its contents may differ from the final published version.]

We are grateful to the commentators for providing many stimulating and valuable observations. The main point of our article was to call attention to the overestimation of individual differences correlations in a subset of neuroimaging papers. To structure our discussion of these comments, we list the main points from our paper, note where commentators have agreed or disagreed with each, and provide our own reactions to their comments. [This article was printed in the in-press version of: "Perspectives on Psychological Science" (May 2009). Its contents may differ from the final published version.]

We are grateful to the commentators for providing many stimulating and valuable observations. The main point of our article was to call attention to the overestimation of individual differences correlations in a subset of neuroimaging papers. To structure our discussion of these comments, we list the main points from our paper, note where commentators have agreed or disagreed with each, and provide our own reactions to their comments. [This article was printed in the in-press version of: "Perspectives on Psychological Science" (May 2009). Its contents may differ from the final published version.]

We are grateful to the commentators for providing many stimulating and valuable observations. The main point of our article was to call attention to the overestimation of individual differences correlations in a subset of neuroimaging papers. To structure our discussion of these comments, we list the main points from our paper, note where commentators have agreed or disagreed with each, and provide our own reactions to their comments. [This article was printed in the in-press version of: "Perspectives on Psychological Science" (May 2009). Its contents may differ from the final published version.]

We are grateful to the commentators for providing many stimulating and valuable observations. The main point of our article was to call attention to the overestimation of individual differences correlations in a subset of neuroimaging papers. To structure our discussion of these comments, we list the main points from our paper, note where commentators have agreed or disagreed with each, and provide our own reactions to their comments. [This article was printed in the in-press version of: "Perspectives on Psychological Science" (May 2009). Its contents may differ from the final published version.]

We are so used to accept new technologies being the driver of change and innovation in human computer interfaces (HCI). In our research we focus on the development of innovations as a design process--or design, for short. We also refer to the entire process of creating innovations and putting them to use as "cognitive processes"--or cognition, for short. Scientific but simplistic design approaches often do not help to answer relevant questions in everyday computer design. In two experiments we show how practical design questions can be examined: (1) "How does color and shape of a web site attract users and help to memorize its content?" (2) "How does shape and texture influence the believability of computer generated characters?" The results show that design aspects such as color, shape, and texture greatly influence the emotional assessment and cognitive performance of users. [For full proceedings, see ED571332.]