Two Shades of Cringe: Problems in Attributing Painful Laughter
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Hist Art 3901 Course Change.Pdf
COURSE CHANGE REQUEST Last Updated: Haddad,Deborah Moore 3901 - Status: PENDING 12/31/2020 Term Information Effective Term Summer 2021 Previous Value Summer 2017 Course Change Information What change is being proposed? (If more than one, what changes are being proposed?) to offer a 100% distance learning offering of 3901 What is the rationale for the proposed change(s)? The course ran in AU20 during the pandemic and received a course assurance. The department would like the flexibility to run the course as a "DL" course in the future. What are the programmatic implications of the proposed change(s)? (e.g. program requirements to be added or removed, changes to be made in available resources, effect on other programs that use the course)? The department will be able to offer the course as "DL" during the summer (with college approval) and students who are off-campus during the summer will be able to take the course and further their degree requirements. The course is also a Film Studies major course option and it will help students in that program as well. Is approval of the requrest contingent upon the approval of other course or curricular program request? No Is this a request to withdraw the course? No General Information Course Bulletin Listing/Subject Area History of Art Fiscal Unit/Academic Org History of Art - D0235 College/Academic Group Arts and Sciences Level/Career Undergraduate Course Number/Catalog 3901 Course Title World Cinema Today Transcript Abbreviation World Cinema Course Description An introduction to the art of international cinema today, including its forms and varied content. -
SELF-CONSCIOUS EMOTIONS in AUTISM 1 Exploring the Subjective
SELF-CONSCIOUS EMOTIONS IN AUTISM 1 Exploring the subjective experience and neural correlAtes of self-conscious emotion processing in autistic adolescents: Over-reliAnce on leArned sociAl rules during heightened perspective- tAking demAnds mAy serve as compensAtory strategy for less reflexive mentAlizing KAthryn F. JAnkowski1 & Jennifer H. Pfeifer1 1 Department of Psychology, University of Oregon Corresponding author: Jennifer H. Pfeifer Department of Psychology University of Oregon 1227 University of Oregon Eugene, OR, 97403 541-346-1984 [email protected] SELF-CONSCIOUS EMOTIONS IN AUTISM 2 Abstract Autistic individuals experience a secondary wAve of sociAl cognitive challenges during Adolescence, which impact interpersonal success (Picci & Scherf, 2015). To better understAnd these challenges, we investigated the subjective experience and neural correlAtes of self- conscious emotion (SCE) processing in autistic adolescent mAles compared to age- And IQ- mAtched neurotypicAl (NT) adolescents (ages 11-17). Study I investigated group differences in SCE attributions (the ability to recognize SCEs) and empathic SCEs (the ability/tendency to feel empathic SCEs) and the potentiAl modulAtory role of heightened perspective-tAking (PT) demAnds. Furthermore, Study I explored associAtions between SCE processing, a triAd of sociAl cognitive abilities (self-AwAreness/introspection, perspective-tAking/cognitive empathy, and Affective empathy), and Autistic feAtures. Study II investigated group differences in neural Activation patterns recruited during SCE processing and the potentiAl modulAtory role of heightened PT demAnds. During an MRI scAn, participants completed the Self-Conscious Emotions TAsk (SCET), which feAtured sAlient, ecologicAl video clips of adolescents in a singing competition. Videos represented two factors: emotion (embarrassment, pride) and PT demAnds (low, high). In low PT clips, singers’ emotions mAtched the situational context (singing quality; sing poorly, act embarrassed); in high PT clips, they did not (sing well, act embarrassed). -
Inflated Praise Leads Socially Anxious Children to Blush
UvA-DARE (Digital Academic Repository) When gushing leads to blushing: Inflated praise leads socially anxious children to blush Nikolić , M.; Brummelman, E.; Colonnesi, C.; de Vente, W.; Bögels, S.M. DOI 10.1016/j.brat.2018.04.003 Publication date 2018 Document Version Final published version Published in Behaviour Research and Therapy Link to publication Citation for published version (APA): Nikolić , M., Brummelman, E., Colonnesi, C., de Vente, W., & Bögels, S. M. (2018). When gushing leads to blushing: Inflated praise leads socially anxious children to blush. Behaviour Research and Therapy, 106, 1-7. https://doi.org/10.1016/j.brat.2018.04.003 General rights It is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulations If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: https://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. UvA-DARE is a service provided by the library of the University of Amsterdam (https://dare.uva.nl) Download date:24 Sep 2021 Behaviour Research and Therapy 106 (2018) 1–7 Contents lists available at ScienceDirect Behaviour Research and Therapy journal homepage: www.elsevier.com/locate/brat When gushing leads to blushing: Inflated praise leads socially anxious T children to blush ∗ Milica Nikolića, , Eddie Brummelmana,b, Cristina Colonnesia, Wieke de Ventea, Susan M. -
Mullerpinzler2015
Europe PMC Funders Group Author Manuscript Neuroimage. Author manuscript; available in PMC 2016 September 01. Published in final edited form as: Neuroimage. 2015 October 1; 119: 252–261. doi:10.1016/j.neuroimage.2015.06.036. Europe PMC Funders Author Manuscripts Neural Pathways of Embarrassment and their Modulation by Social Anxiety L Müller-Pinzlera,b, V Gazzolac,d, C Keysersd, J Sommere, A Jansene, S Frässleb,e, W Einhäuserf, FM Paulus#a, and S Krach#a,* aDepartment of Psychiatry and Psychotherapy, Social Neuroscience Lab | SNL, University of Lübeck, Ratzeburger Allee 160, D-23538 Lübeck, Germany bDepartment of Psychiatry, University of Marburg, Rudolf-Bultmann-Straße 8, D-35033 Marburg, Germany cDepartment of Neuroscience, University Medical Center Groningen, 9713 AW Groningen, The Netherlands dSocial Brain Laboratory, The Netherlands Institute for Neuroscience, Royal Netherlands Academy for the Arts and Sciences, 1105 BA Amsterdam, The Netherlands eDepartment of Child- and Adolescent Psychiatry, University of Marburg, Schützenstr. 49, D-35033 Marburg, Germany fInstitut für Physik, Physics of Cognitive Processes, TU Chemnitz, Reichenhainer Str. 70, 09107 Chemnitz, Germany # These authors contributed equally to this work. Abstract While being in the center of attention and exposed to other’s evaluations humans are prone to Europe PMC Funders Author Manuscripts experience embarrassment. To characterize the neural underpinnings of such aversive moments, we induced genuine experiences of embarrassment during person-group interactions in a functional neuroimaging study. Using a mock-up scenario with three confederates, we examined how the presence of an audience affected physiological and neural responses and the reported emotional experiences of failures and achievements. The results indicated that publicity induced activations in mentalizing areas and failures led to activations in arousal processing systems. -
The Distancing-Embracing Model of the Enjoyment of Negative Emotions in Art Reception
BEHAVIORAL AND BRAIN SCIENCES (2017), Page 1 of 63 doi:10.1017/S0140525X17000309, e347 The Distancing-Embracing model of the enjoyment of negative emotions in art reception Winfried Menninghaus1 Department of Language and Literature, Max Planck Institute for Empirical Aesthetics, 60322 Frankfurt am Main, Germany [email protected] Valentin Wagner Department of Language and Literature, Max Planck Institute for Empirical Aesthetics, 60322 Frankfurt am Main, Germany [email protected] Julian Hanich Department of Arts, Culture and Media, University of Groningen, 9700 AB Groningen, The Netherlands [email protected] Eugen Wassiliwizky Department of Language and Literature, Max Planck Institute for Empirical Aesthetics, 60322 Frankfurt am Main, Germany [email protected] Thomas Jacobsen Experimental Psychology Unit, Helmut Schmidt University/University of the Federal Armed Forces Hamburg, 22043 Hamburg, Germany [email protected] Stefan Koelsch University of Bergen, 5020 Bergen, Norway [email protected] Abstract: Why are negative emotions so central in art reception far beyond tragedy? Revisiting classical aesthetics in the light of recent psychological research, we present a novel model to explain this much discussed (apparent) paradox. We argue that negative emotions are an important resource for the arts in general, rather than a special license for exceptional art forms only. The underlying rationale is that negative emotions have been shown to be particularly powerful in securing attention, intense emotional involvement, and high memorability, and hence is precisely what artworks strive for. Two groups of processing mechanisms are identified that conjointly adopt the particular powers of negative emotions for art’s purposes. -
Situational Appropriateness, Negative Affect and the Experience Of
Not Here, Not Now! Situational Appropriateness, Negative Affect and the Experience of (Remote) Embarrassment. A Process Model. Inaugural-Dissertation zur Erlangung der Doktorwürde der Fakultät für Humanwissenschaften der Julius-Maximilians-Universität Würzburg. Vorgelegt von Paul Sebastian Álvarez Loeblich aus Würzburg. Würzburg, 2017 Erstgutachter: Prof. Dr. Fritz Strack Zweitgutachter: Prof. Dr. Andreas Eder Tag des Kolloquiums: 23.4.2018 Widmung A la familia, Potato. Wildling. Fritz’ Geduld, Ritas können, Andreas’ Motivation. Meiner neuen Heimat. Kaffee. TABLE OF CONTENTS TABLE OF CONTENTS ..............................................................................................................I THEORETICAL PART ...............................................................................................................4 General Introduction ....................................................................................................................4 The Lack of a Process Model of Embarrassment ....................................................................................................4 Embarrassment .............................................................................................................................6 Shame ........................................................................................................................................................................7 Understanding Embarrassment ................................................................................................................................8 -
Understanding and Sharing Intentions: the Origins of Cultural Cognition
BEHAVIORAL AND BRAIN SCIENCES (2005) 28, 000–000 Printed in the United States of America Understanding and sharing intentions: The origins of cultural cognition Michael Tomasello, Malinda Carpenter, Josep Call, Tanya Behne, and Henrike Moll Max Planck Institute for Evolutionary Anthropology, D-04103 Leipzig, Germany [email protected] [email protected] [email protected] [email protected] [email protected] Abstract: We propose that the crucial difference between human cognition and that of other species is the ability to participate with others in collaborative activities with shared goals and intentions: shared intentionality. Participation in such activities requires not only especially powerful forms of intention reading and cultural learning, but also a unique motivation to share psychological states with oth- ers and unique forms of cognitive representation for doing so. The result of participating in these activities is species-unique forms of cultural cognition and evolution, enabling everything from the creation and use of linguistic symbols to the construction of social norms and individual beliefs to the establishment of social institutions. In support of this proposal we argue and present evidence that great apes (and some children with autism) understand the basics of intentional action, but they still do not participate in activities involving joint intentions and attention (shared intentionality). Human children’s skills of shared intentionality develop gradually during the first 14 months of life as two ontogenetic pathways intertwine: (1) the general ape line of understanding others as animate, goal-directed, and intentional agents; and (2) a species-unique motivation to share emotions, experience, and activities with other persons. -
The ICD-10 Classification of Mental and Behavioural Disorders : Clinical Descriptions and Diagnostic Guidelines
ICD-10 ThelCD-10 Classification of Mental and Behavioural Disorders Clinical descriptions and diagnostic guidelines | World Health Organization I Geneva I 1992 Reprinted 1993, 1994, 1995, 1998, 2000, 2002, 2004 WHO Library Cataloguing in Publication Data The ICD-10 classification of mental and behavioural disorders : clinical descriptions and diagnostic guidelines. 1.Mental disorders — classification 2.Mental disorders — diagnosis ISBN 92 4 154422 8 (NLM Classification: WM 15) © World Health Organization 1992 All rights reserved. Publications of the World Health Organization can be obtained from Marketing and Dissemination, World Health Organization, 20 Avenue Appia, 1211 Geneva 27, Switzerland (tel: +41 22 791 2476; fax: +41 22 791 4857; email: [email protected]). Requests for permission to reproduce or translate WHO publications — whether for sale or for noncommercial distribution — should be addressed to Publications, at the above address (fax: +41 22 791 4806; email: [email protected]). The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of the World Health Organization concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. Dotted lines on maps represent approximate border lines for which there may not yet be full agreement. The mention of specific companies or of certain manufacturers' products does not imply that they are endorsed or recommended by the World Health Organization in preference to others of a similar nature that are not mentioned. Errors and omissions excepted, the names of proprietary products are distinguished by initial capital letters. -
THIS ISSUE: Comedy
2014-2015 September ISSUE 1 scene. THE JOURNAL OF THE INTERNATIONAL SCHOOLS THEATRE ASSOCIATION THIS ISSUE: Comedy www.ista.co.uk WHO’S WHO @ ISTA… CONTENTS Patron 2 Connections Professor Jonothan Neelands, by Rebecca Kohler National Teaching Fellow, Chair of Drama and Theatre Education in the Institute of Education 3 Comedy d’un jour and Chair of Creative Education in the Warwick Business School (WBS) at the University of by Francois Zanini Warwick. 4 Learning through humour Board of trustees by Mike Pasternak Iain Stirling (chair), Scotland Formerly Superintendent, Advanced Learning Schools, Riyadh. Recently retired. 8 Desperately seeking the laughs Jen Tickle (vice chair), Jamaica by Peter Michael Marino Head of Visual & Performing Arts and Theory of Knowledge at The Hillel Academy, Jamaica. 9 “Chou” – the comic actor in Chinese opera Dinos Aristidou, UK by Chris Ng Freelance writer, director, consultant. 11 Directing comedy Alan Hayes, Belgium by Sacha Kyle Theatre teacher International School Brussels. Sherri Sutton, Switzerland 12 Videotape everything, change and be Comic, director and chief examiner for IB DP Theatre. Theatre teacher at La Chataigneraie. grateful Jess Thorpe, Scotland by Dorothy Bishop Co Artistic Director of Glas(s) Performance and award winning young people’s company 13 Seriously funny Junction 25. Visiting. Lecturer in the Arts in Social Justice at the Royal Conservatoire of Scotland. by Stephen Finegold Honorary life members 15 How I got the best job in the world! Dinos Aristidou, UK Being a clown, being a -
The ICD-10 Classification of Mental and Behavioural Disorders Diagnostic Criteria for Research
The ICD-10 Classification of Mental and Behavioural Disorders Diagnostic criteria for research World Health Organization Geneva The World Health Organization is a specialized agency of the United Nations with primary responsibility for international health matters and public health. Through this organization, which was created in 1948, the health professions of some 180 countries exchange their knowledge and experience with the aim of making possible the attainment by all citizens of the world by the year 2000 of a level of health that will permit them to lead a socially and economically productive life. By means of direct technical cooperation with its Member States, and by stimulating such cooperation among them, WHO promotes the development of comprehensive health services, the prevention and control of diseases, the improvement of environmental conditions, the development of human resources for health, the coordination and development of biomedical and health services research, and the planning and implementation of health programmes. These broad fields of endeavour encompass a wide variety of activities, such as developing systems of primary health care that reach the whole population of Member countries; promoting the health of mothers and children; combating malnutrition; controlling malaria and other communicable diseases including tuberculosis and leprosy; coordinating the global strategy for the prevention and control of AIDS; having achieved the eradication of smallpox, promoting mass immunization against a number of other -
A Study on the Embarrassment of Senders Who Missend Emojis With
Liu et al. Psicologia: Reflexão e Crítica (2020) 33:20 Psicologia: Reflexão e Crítica https://doi.org/10.1186/s41155-020-00159-4 RESEARCH Open Access A study on the embarrassment of senders who missend emojis with opposite meanings on social apps: taking WeChat as an example Liyuan Liu1,2 , Yen Hsu2*, Jie Zhang3 and Qianling Jiang4 Abstract With the increasing popularity of social apps, sending emojis has become a very common way of expressing one’s emotions. However, situations often arise when people send the wrong emoji by mistake, or sometimes even an emoji with an opposite meaning, which can cause embarrassment to the sender. Taking WeChat as an example, which is widely used in Chinese communities, this study summarizes 10 types of dialogue situations in which the meaning of an emoji is wrongly sent and 12 types of emotional components that are related to embarrassment. The purpose of this study was to analyze the extent to which the 12 emotional components that are associated with embarrassment actually explain what embarrassment is, as well as the different degrees of embarrassment among the different genders and age groups. The results showed that (1) among the emotional components of embarrassment, shame has the highest explanation degree for embarrassment; (2) males are more likely to be affected by embarrassment than females; and (3) users aged 18–25 and 26–30 years are more likely to be affected by embarrassment than those aged between 31 and 40 when they mistakenly send WeChat emojis. This study provides a reference value for their sustainable psychological impact on social app users. -
List of Phobias and Simple Cures.Pdf
Phobia This article is about the clinical psychology. For other uses, see Phobia (disambiguation). A phobia (from the Greek: φόβος, Phóbos, meaning "fear" or "morbid fear") is, when used in the context of clinical psychology, a type of anxiety disorder, usually defined as a persistent fear of an object or situation in which the sufferer commits to great lengths in avoiding, typically disproportional to the actual danger posed, often being recognized as irrational. In the event the phobia cannot be avoided entirely the sufferer will endure the situation or object with marked distress and significant interference in social or occupational activities.[1] The terms distress and impairment as defined by the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV-TR) should also take into account the context of the sufferer's environment if attempting a diagnosis. The DSM-IV-TR states that if a phobic stimulus, whether it be an object or a social situation, is absent entirely in an environment - a diagnosis cannot be made. An example of this situation would be an individual who has a fear of mice (Suriphobia) but lives in an area devoid of mice. Even though the concept of mice causes marked distress and impairment within the individual, because the individual does not encounter mice in the environment no actual distress or impairment is ever experienced. Proximity and the degree to which escape from the phobic stimulus should also be considered. As the sufferer approaches a phobic stimulus, anxiety levels increase (e.g. as one gets closer to a snake, fear increases in ophidiophobia), and the degree to which escape of the phobic stimulus is limited and has the effect of varying the intensity of fear in instances such as riding an elevator (e.g.