Triggers of self-conscious emotions in the sexually transmitted infection testing process

Background

Self-conscious emotions (shame, guilt and embarrassment) are part of many individuals' experiences of seeking STI testing. These emotions can have negative impacts on individuals' interpretations of the STI testing process, their willingness to seek treatment and their willingness to inform sexual partners in light of positive STI diagnoses. Because of these impacts, researchers have called for more work to be completed on the connections between shame, guilt, embarrassment and STI testing. We examine the specific events in the STI testing process that trigger self-conscious emotions in young adults who seek STI testing; and to understand what it is about these events that triggers these emotions.Semi-structured interviews with 30 adults (21 women, 9 men) in the Republic of Ireland.

Findings

Seven specific triggers of self-conscious emotions were identified. These were: having unprotected sex, associated with the initial reason for seeking STI testing; talking to partners and peers about the intention to seek STI testing; the experience of accessing STI testing facilities and sitting in clinic waiting rooms; negative interactions with healthcare professionals; receiving a positive diagnosis of an STI; having to notify sexual partners in light of a positive STI diagnosis; and accessing healthcare settings for treatment for an STI. Self-conscious emotions were triggered in each case by a perceived threat to respondents' social identities.

Conclusion

There are multiple triggers of self-conscious emotions in the STI testing process, ranging from the initial decision to seek testing, right through to the experience of accessing treatment. The role of self-conscious emotions needs to be considered in each component of service design from health promotion approaches, through facility layout to the training of all professionals involved in the STI testing process.

     

Recognition profile of emotions in natural and virtual faces

Background

Computer-generated virtual faces become increasingly realistic including the simulation of emotional expressions. These faces can be used as well-controlled, realistic and dynamic stimuli in emotion research. However, the validity of virtual facial expressions in comparison to natural emotion displays still needs to be shown for the different emotions and different age groups.

Methodology/Principal Findings

Thirty-two healthy volunteers between the age of 20 and 60 rated pictures of natural human faces and faces of virtual characters (avatars) with respect to the expressed emotions: happiness, sadness, anger, fear, disgust, and neutral. Results indicate that virtual emotions were recognized comparable to natural ones. Recognition differences in virtual and natural faces depended on specific emotions: whereas disgust was difficult to convey with the current avatar technology, virtual sadness and fear achieved better recognition results than natural faces. Furthermore, emotion recognition rates decreased for virtual but not natural faces in participants over the age of 40. This specific age effect suggests that media exposure has an influence on emotion recognition.

Conclusions/Significance

Virtual and natural facial displays of emotion may be equally effective. Improved technology (e.g. better modelling of the naso-labial area) may lead to even better results as compared to trained actors. Due to the ease with which virtual human faces can be animated and manipulated, validated artificial emotional expressions will be of major relevance in future research and therapeutic applications.     

A comment on ‘colonialism and ethnicity’

Self‐reported incidence of racial discrimination was investigated among four Asian‐American groups to explore their magnitude and the ways of coping with the discrimination episodes. The samples showed that among the two modes of coping ‐ problem‐focused or emotion‐focused coping ‐ a majority of Asian Americans has utilized the latter. Reasons of adopting these coping strategies were further explored for their determinants. Intergroup differences in ethnicity, education, gender and cultural values were found to exert influences on the ways of coping with racial discrimination among Asian Americans.     

Identifying Emotions on the Basis of Neural Activation

We attempt to determine the discriminability and organization of neural activation corresponding to the experience of specific emotions. Method actors were asked to self-induce nine emotional states (anger, disgust, envy, fear, happiness, lust, pride, sadness, and shame) while in an fMRI scanner. Using a Gaussian Naïve Bayes pooled variance classifier, we demonstrate the ability to identify specific emotions experienced by an individual at well over chance accuracy on the basis of: 1) neural activation of the same individual in other trials, 2) neural activation of other individuals who experienced similar trials, and 3) neural activation of the same individual to a qualitatively different type of emotion induction. Factor analysis identified valence, arousal, sociality, and lust as dimensions underlying the activation patterns. These results suggest a structure for neural representations of emotion and inform theories of emotional processing.     

Dealing with Feelings: Characterization of Trait Alexithymia on Emotion Regulation Strategies and Cognitive-Emotional Processing

Background

Alexithymia, or “no words for feelings”, is a personality trait which is associated with difficulties in emotion recognition and regulation. It is unknown whether this deficit is due primarily to regulation, perception, or mentalizing of emotions. In order to shed light on the core deficit, we tested our subjects on a wide range of emotional tasks. We expected the high alexithymics to underperform on all tasks.

Method

Two groups of healthy individuals, high and low scoring on the cognitive component of the Bermond-Vorst Alexithymia Questionnaire, completed questionnaires of emotion regulation and performed several emotion processing tasks including a micro expression recognition task, recognition of emotional prosody and semantics in spoken sentences, an emotional and identity learning task and a conflicting beliefs and emotions task (emotional mentalizing).

Results

The two groups differed on the Emotion Regulation Questionnaire, Berkeley Expressivity Questionnaire and Empathy Quotient. Specifically, the Emotion Regulation Quotient showed that alexithymic individuals used more suppressive and less reappraisal strategies. On the behavioral tasks, as expected, alexithymics performed worse on recognition of micro expressions and emotional mentalizing. Surprisingly, groups did not differ on tasks of emotional semantics and prosody and associative emotional-learning.

Conclusion

Individuals scoring high on the cognitive component of alexithymia are more prone to suppressive emotion regulation strategies rather than reappraisal strategies. Regarding emotional information processing, alexithymia is associated with reduced performance on measures of early processing as well as higher order mentalizing. However, difficulties in the processing of emotional language were not a core deficit in our alexithymic group.     

Understanding others: Emotion recognition in humans and other animals

Emotion recognition represents the ability to encode an ensemble of sensory stimuli providing information about the emotional state of another individual. This ability is not unique to humans. An increasing number of studies suggest that many aspects of higher order social functions, including emotion recognition, might be present in species ranging from primates to rodents, indicating a conserved role in social animals. The aim of this review is to examine and compare how emotions are communicated and perceived in humans and other animals, with the intent to highlight possible new behavioral approaches and research perspectives. We summarize the evidence from human emotion recognition, and latest advances in the development of nonhuman animal behavioral tests, using or implying the use of this cognitive function. The differential implication of sensory modalities used by animals to communicate and decipher emotional states is also discussed. The opportunity to measure emotion recognition abilities in rodents may allow us to better identify the neural mechanisms mediating this complex function, thus promoting the development of new intervention strategies for several neuropsychiatric disorders characterized by social cognitive dysfunctions.     

Pride and shame: Key components of a culturally universal status management system

We apply recent adaptationist theories about the emotions “pride” and “shame” to the domain of hierarchical status and test the hypothesis that pride and shame are distinct components of a culturally universal status-management system. Using an international dataset containing ratings of the status impacts of 240 personal characteristics within 14 nations (N = 2751), we found that (i) the status impacts of personal characteristics were strongly intercorrelated across nations (rs = 0.79–0.98); (ii) American's (N = 222) forecasts of the pride or shame they would experience if they exhibited those same personal characteristics closely tracked the status impacts across nations (|rs| = 0.74–0.98); and (iii) pride differentially tracked status gains, while shame differentially tracked status losses. These findings provide strong supporting evidence for the existence of a universal grammar of status criteria, and suggest that pride and shame are key components of a culturally universal status management system.     

The Glass Half Empty: How Emotional Exhaustion Affects the State-Trait Discrepancy in Self-Reports of Teaching Emotions

Following from previous research on intensity bias and the accessibility model of emotional self-report, the present study examined the role of emotional exhaustion in explaining the discrepancy in teachers’ reports of their trait (habitual) versus state (momentary, “real”) emotions. Trait reports (habitual emotions, exhaustion) were assessed via trait questionnaires, and state reports (momentary emotions) were assessed in real time via the experience sampling method by using personal digital assistants (N = 69 high school teachers; 1,089 measures within teachers). In line with our assumptions, multi-level analyses showed that, as compared to the state assessment, teachers reported higher levels of habitual teaching-related emotions of anger, anxiety, shame, boredom, enjoyment, and pride. Additionally, the state-trait discrepancy in self-reports of negative emotions was accounted for by teachers’ emotional exhaustion, with high exhaustion levels corresponding with a greater state-trait discrepancy. Exhaustion levels did not moderate the state-trait discrepancy in positive emotions indicating that perceived emotional exhaustion may reflect identity-related cognitions specific to the negative belief system. Implications for research and educational practice are discussed.     

Beyond Socioeconomics: Explaining Ethnic Group Differences in Parenting Through Cultural and Immigration Processes

This study examined both socioeconomic and cultural factors in explaining ethnic differences in monitoring, behavioral control, and warmth—part of a series of coordinated studies presented in this special issue. Socioeconomic variables included mother's and father's educational levels, employment status, home ownership, number of siblings in the household, and single parent status. Cultural factors included nationality or ethnicity, immigrant status of child, mother's/father's age of arrival in the United States, mother's/father's English language use with the child, child's native fluency, and cultural values for independence and interdependence. The sample consisted of 591 European American, 123 African American, 1,614 Asian American, and 597 Latino students in the ninth grade. All the ethnic minority groups were higher than European Americans on behavioral control, and Latinos were also higher than European Americans on monitoring. However, European Americans were higher on parental warmth than Asian Americans and African Americans. These ethnic group differences primarily remained even after controlling for the socioeconomic factors. Finally, in analyses looking within the Asian and Latino groups, differences in parenting were found within both groups due to nationality or ethnicity, youth's fluency in the native language, and cultural values of interdependence, although values of independence were also related to the parenting of Asian Americans.     

When Early Experiences Build a Wall to Others’ Emotions: An Electrophysiological and Autonomic Study

Facial expression of emotions is a powerful vehicle for communicating information about others’ emotional states and it normally induces facial mimicry in the observers. The aim of this study was to investigate if early aversive experiences could interfere with emotion recognition, facial mimicry, and with the autonomic regulation of social behaviors. We conducted a facial emotion recognition task in a group of “street-boys” and in an age-matched control group. We recorded facial electromyography (EMG), a marker of facial mimicry, and respiratory sinus arrhythmia (RSA), an index of the recruitment of autonomic system promoting social behaviors and predisposition, in response to the observation of facial expressions of emotions. Results showed an over-attribution of anger, and reduced EMG responses during the observation of both positive and negative expressions only among street-boys. Street-boys also showed lower RSA after observation of facial expressions and ineffective RSA suppression during presentation of non-threatening expressions. Our findings suggest that early aversive experiences alter not only emotion recognition but also facial mimicry of emotions. These deficits affect the autonomic regulation of social behaviors inducing lower social predisposition after the visualization of facial expressions and an ineffective recruitment of defensive behavior in response to non-threatening expressions.     

On the time course of vocal emotion recognition

How quickly do listeners recognize emotions from a speaker''s voice, and does the time course for recognition vary by emotion type? To address these questions, we adapted the auditory gating paradigm to estimate how much vocal information is needed for listeners to categorize five basic emotions (anger, disgust, fear, sadness, happiness) and neutral utterances produced by male and female speakers of English. Semantically-anomalous pseudo-utterances (e.g., The rivix jolled the silling) conveying each emotion were divided into seven gate intervals according to the number of syllables that listeners heard from sentence onset. Participants (n = 48) judged the emotional meaning of stimuli presented at each gate duration interval, in a successive, blocked presentation format. Analyses looked at how recognition of each emotion evolves as an utterance unfolds and estimated the “identification point” for each emotion. Results showed that anger, sadness, fear, and neutral expressions are recognized more accurately at short gate intervals than happiness, and particularly disgust; however, as speech unfolds, recognition of happiness improves significantly towards the end of the utterance (and fear is recognized more accurately than other emotions). When the gate associated with the emotion identification point of each stimulus was calculated, data indicated that fear (M = 517 ms), sadness (M = 576 ms), and neutral (M = 510 ms) expressions were identified from shorter acoustic events than the other emotions. These data reveal differences in the underlying time course for conscious recognition of basic emotions from vocal expressions, which should be accounted for in studies of emotional speech processing.     

Psychophysiological indexes of recognition of emotions in speech

A review of experimental and theoretical works upon perception of emotions in speech is introduced. The main approaches to experimental study and different types of stimulation are considered. Clinical research and experiments upon healthy subjects investigate the brain organization of emotional speech recognition. In the works by Rusalova, Kislova integral psychophysiological preconditions for the successfulness of the recognition of speech emotional expression were studied. As a result of the investigation, extreme groups of persons were identified: with high indices of "emotional hearing" and with low level of recognition of emotions. Analysis of EEG included comparison of different EEG parameters between two groups: values of EEG power, the dominating frequencies, percentage of different EEG-bands in the summary EEG power, coherence, values of EEG inter- and intra-hemispheric asymmetry, etc. The subjects with low identification rates showed a higher brain activation and reactivity both during the emotion identification task and at rest as compared to the subjects with high identification rates. The data obtained reveal specific activation within the left frontal regions, as well as the right posterior temporal cortex during nonverbal recognition of emotions.     

"Keep calm and carry on": structural correlates of expressive suppression of emotions

There is a growing appreciation that individuals differ systematically in their use of particular emotion regulation strategies. Our aim was to examine the structural correlates of the habitual use of expressive suppression of emotions. Based on our previous research on the voluntary suppression of actions we expected this response-focused emotion regulation strategy to be associated with increased grey matter volume in the dorsomedial prefrontal cortex (dmPFC). On high-resolution MRI scans of 42 college-aged healthy adults we computed optimized voxel-based-morphometry (VBM) to explore the correlation between grey matter volume and inter-individual differences in the tendency to suppress the expression of emotions assessed by means of the Emotion Regulation Questionnaire (Gross & John, 2003). We found a positive correlation between the habitual use of expressive suppression as an emotion regulation strategy and grey matter volume in the dmPFC. No other brain area showed a significant positive or negative correlation with the Emotion Regulation Questionnaire scores. The association between the suppression of expression of emotions and volume in the dmPFC supports the behavioural stability and biological foundation of the concept of this particular emotion regulation strategy within an age-homogenous sample of adults.     

On the relationship of emotional abilities and prosocial behavior

The ability to perceive and infer the meaning of facial expressions has been considered a critical component of emotional intelligence being essential for successful social functioning: Longitudinal findings suggest that the ability to recognize emotion cues is related to positive social interactions. Moreover, pronounced recognition abilities for at least some emotions facilitate prosocial behavior in everyday situations. Integrating paradigms from behavioral economics and psychometrics, we used an interdisciplinary approach to study the relationship between prosociality as trait cooperativeness and the ability to recognize emotions in others. We measured emotion recognition accuracy (ERA) using a multivariate test battery. We captured prosocial behavior in standard socio-economic games, along with spontaneous emotion expressions. Structural equation modeling revealed no significant relationship between overall ERA and prosocial behavior. However, modeling emotion-specific factors suggested that more prosocial individuals are better in recognizing fear and tend to express more spontaneous emotions during the prisoner's dilemma. In all, cooperative individuals seem to be more sensitive to the distress of others and more expressive, possibly fostering reciprocal interactions with like-minded others.     

Improving Negative Emotion Recognition in Young Offenders Reduces Subsequent Crime

Background

Children with antisocial behaviour show deficits in the perception of emotional expressions in others that may contribute to the development and persistence of antisocial and aggressive behaviour. Current treatments for antisocial youngsters are limited in effectiveness. It has been argued that more attention should be devoted to interventions that target neuropsychological correlates of antisocial behaviour. This study examined the effect of emotion recognition training on criminal behaviour.

Methods

Emotion recognition and crime levels were studied in 50 juvenile offenders. Whilst all young offenders received their statutory interventions as the study was conducted, a subgroup of twenty-four offenders also took part in a facial affect training aimed at improving emotion recognition. Offenders in the training and control groups were matched for age, SES, IQ and lifetime crime level. All offenders were tested twice for emotion recognition performance, and recent crime data were collected after the testing had been completed.

Results

Before the training there were no differences between the groups in emotion recognition, with both groups displaying poor fear, sadness and anger recognition. After the training fear, sadness and anger recognition improved significantly in juvenile offenders in the training group. Although crime rates dropped in all offenders in the 6 months following emotion testing, only the group of offenders who had received the emotion training showed a significant reduction in the severity of the crimes they committed.

Conclusions

The study indicates that emotion recognition can be relatively easily improved in youths who engage in serious antisocial and criminal behavior. The results suggest that improved emotion recognition has the potential to reduce the severity of reoffending.     

The reigning misperception about culture and Asian American achievement

ABSTRACT

Asian Americans graduate from college at higher rates than other groups, and evince educational outcomes that match or exceed those of their parents. They comprise about 25 per cent of the student body in Ivy League institutions, despite making up only 6 per cent of the U.S. population. While it may be tempting to reduce Asian American academic achievement to Asian culture, and Confucian values more specifically, we provide disconfirming evidence, both within the United States and beyond, to show the fallacy of this logic. Contemporary U.S. Asian immigrants are “hyper-selected”: they are more likely to have graduated from college than their non-migrant counterparts, and also more likely to be college-educated than the U.S. mean. Hyper-selectivity and its spillover effects explain the exceptional educational outcomes of Asian Americans. It is time that we laid to rest the reigning misperception that Asian American academic achievement can be reduced to Asian culture or Confucian values.     

Family Socialization Practices and Their Effects on the Internalization of Educational Values for Asian and White American Adolescents

Based on the theories of internalization and the self, this article examines effective family socialization practices of Asian and White Americans. The results indicated that parental support for autonomy and adolescents' perceived competence while studying favorably affected Asian Americans' internalization of their cultural values relevant to education and academic success. In contrast, for White Americans, these internalization factors did not have a substantial effect on adolescents' school performance. Moreover, for Asian Americans, parents' attitudes had stronger effects on adolescents' school performance in comparison to White American adolescents, whose teacher-awarded grades were attributed to their own academic aspirations. Differences in family socialization practices between Asian and White Americans are discussed within a context of underlying cultural frameworks that promote adolescents' school performance.     

Assessment of recognition of emotions by healthy persons and patients with focal brain pathology

To assess the involvement of different structures of the human brain into successive stages of the recognition of the principal emotions by facial expression, we examined 48 patients with local brain lesions and 18 healthy adult subjects. It was shown that at the first (intuitive) stage of the recognition, premotor areas of the right hemisphere and temporal areas of the left hemisphere are of considerable importance in the recognition of both positive and negative emotions. In this process, the left temporal areas are substantially involved into the recognition of anger, and the right premotor areas predominantly participate in the recognition of fear. In patients with lesions of the right and left brain hemispheres, at the second (conscious) stage of recognition, the critical attitude to the assessment of emotions drops depending on the sign of the detected emotion. We have confirmed the hypothesis about a correlation between the personality features of the recognition of facial expressions and the dominant emotional state of a given subject.     

Comparison of emotion recognition from facial expression and music

The recognition of basic emotions in everyday communication involves interpretation of different visual and auditory clues. The ability to recognize emotions is not clearly determined as their presentation is usually very short (micro expressions), whereas the recognition itself does not have to be a conscious process. We assumed that the recognition from facial expressions is selected over the recognition of emotions communicated through music. In order to compare the success rate in recognizing emotions presented as facial expressions or in classical music works we conducted a survey which included 90 elementary school and 87 high school students from Osijek (Croatia). The participants had to match 8 photographs of different emotions expressed on the face and 8 pieces of classical music works with 8 offered emotions. The recognition of emotions expressed through classical music pieces was significantly less successful than the recognition of emotional facial expressions. The high school students were significantly better at recognizing facial emotions than the elementary school students, whereas girls were better than boys. The success rate in recognizing emotions from music pieces was associated with higher grades in mathematics. Basic emotions are far better recognized if presented on human faces than in music, possibly because the understanding of facial emotions is one of the oldest communication skills in human society. Female advantage in emotion recognition was selected due to the necessity of their communication with the newborns during early development. The proficiency in recognizing emotional content of music and mathematical skills probably share some general cognitive skills like attention, memory and motivation. Music pieces were differently processed in brain than facial expressions and consequently, probably differently evaluated as relevant emotional clues.