Feeling Like a State: Social Emotion and Identity
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Shared Emotions
Shared emotions Mikko Salmela* Helsinki Collegium for Advanced Studies, University of Helsinki Helsinki, Finland Abstract Existing scientific concepts of group or shared or collective emotion fail to appreciate several elements of collectivity in such emotions. Moreover, the idea of shared emotions is threatened by the individualism of emotions that comes in three forms: ontological, epistemological, and physical. The problem is whether or not we can provide a plausible account of “straightforwardly shared” emotions without compromising our intuitions about the individualism of emotions. I discuss two philosophical accounts of shared emotions that explain the collectivity of emotions in terms of their intentional structure: Margaret Gilbert’s plural subject account, and Hans Bernhard Schmid’s phenomenological account. I argue that Gilbert’s view fails because it relegates affective experience into a contingent role in emotions and because a joint commitment to feel amounts to the creation of a feeling rule rather than to an emotion. The problems with Schmid’s view are twofold: first, a phenomenological fusion of feelings is not necessary for shared emotions, and second, Schmid is not sensitive enough to different forms of shared concerns. I then outline my own typology that distinguishes between weakly, moderately, and strongly shared emotions on the basis of the participants’ shared concerns of different degree of collectivity on the one hand and the synchronization of their emotional responses on the other hand. All kind of shared emotions in my typology are consistent with the individualism of emotions, while the question about “straightforward sharing” is argued to be of secondary importance. Keywords: shared emotions, shared concerns, Gilbert, Schmid, Tuomela Introduction Emotions move people, both individuals and collectives. -
EMDR Protocol Anger, Resentment and Revenge June 2014
EMDR Protocol Anger, Resentment and Revenge June 2014 Prologue In order to carry out the protocol in a responsible way, it is above all very important to have a thorough knowledge of the target group. Secondly, it is recommended to have participated in a workshop practising the protocol. And thirdly, one need knowledge of applying cognitive interweaves (as taught in an accredited EMDR training), because the presented procedure can also be used as cognitive interweave within the EMDR Standard protocol. Applying the protocol as a cognitive interweave: see addendum. Introduction The rationale of coping with Anger, Resentment and Revenge can be explained as follows: When people are reminded of disturbing memories or certain persons, it can lead to fierce emotions; sometimes “ the bucket will even overflow”. There are two kinds of emotions which can still be triggered by thinking of those negative experiences or persons. Therefore, there are also two buckets which can overflow. draw a bucket titled “Powerlessness and Fear” draw another bucket titled “Anger, Resentment and Revenge” One bucket contains all emotions concerning powerlessness, grief, fear and fright; all vulnerable, internalized emotions. The other bucket is filled with emotions like anger, resentment and sometimes even revenge; all ‘external directed’ emotions. When we look at the Powerlessness and Fear bucket, how full is it at this moment? When we look at the Anger bucket, how full is it at this moment? draw the levels indicated by the patient or let the patient draw the indicated levels Emptying which bucket would give the most relief? if the patient chooses the Powerlessness and Fear bucket, use the standard EMDR protocol if the patient chooses the Anger bucket, follow the next procedure Inventory To empty the bucket, we will not discuss the disturbing experiences you had, but we will focus on the persons who have treated you wrongly or who have damaged you. -
Ransom Is a Story of Vengeance Clashing with Grief.’ Discuss
‘Ransom is a story of vengeance clashing with grief.’ Discuss. In his lyrical novel, Ransom, David Malouf reimagines the final book of The Iliad, and in doing so, highlights the futility of countering grief with vengeance. He asserts the pointlessness of such vengeful actions, examines the role of the ‘rough world of men’ in creating it, and notes its cyclic nature, leaving many readers disheartened. However, Malouf also demonstrates how grief can be overcome with honourable actions. Malouf demonstrates to readers the uselessness of trying to assuage grief with acts of revenge. He introduces this concept right from the outset of the novel through his characterisation of Achilles. Malouf moves away from the traditional portrayal of Achilles as the most formidable of the Greeks and instead describes him as hollow and like a dead man. This new perspective of Achilles depicts him as lacking balance and feeling trapped in a clogging grey web due to his grief over the death of his soulmate Patroclus. Once Malouf describes Achilles’ barbaric actions in dragging around the corpse of Patroclus’ killer, Hector, it becomes clear to readers that Achilles is attempting to assuage his grief with violence and brutal, callous actions. Malouf uses imagery to depict Achilles as already dead himself as he continues to desecrate Hector’s body, by describing him as caked with dust like a man who has walked out of his grave. Thus, Malouf asserts how Achilles’ act of revenge has only wasted his spirit and left him feeling that it was never enough; being unable to overcome his pain at the loss of his friend. -
Emotional Reactivity, Self-Control and Children's Hostile Attributions Over
COGNITION AND EMOTION, 2015 Vol. 29, No. 4, 592–603, http://dx.doi.org/10.1080/02699931.2014.924906 Emotional reactivity, self-control and children’s hostile attributions over middle childhood Jackie A. Nelson1 and Nicole B. Perry2 1School of Behavioral and Brain Sciences, University of Texas at Dallas, Richardson, TX, USA 2Human Development and Family Studies, University of North Carolina at Greensboro, Greensboro, NC, USA Hostile attribution bias, a child’s tendency to interpret ambiguous social information as threatening or hostile, has been discussed as an important point in which social, emotional and cognitive information intersect. This study explores the natural changes that occur in children’shostile attributions across three grades during middle childhood and examines how emotional reactivity and self-control at third, fourth and fifth grade independently and interactively relate to these trajectories. Participants included 919 children whose mothers reported on their emotional reactivity, whose teachers reported on their self-control and who completed an attribution bias interview, all at grades 3, 4 and 5. Results revealed that among children with a greater tendency to make hostile attributions at third grade, lower self-control at third grade was associated with greater initial hostile attribution bias and less decline in biases over time. Additionally, greater emotional reactivity at fourth grade was associated with declines in these children’s hostile attributions, but only when self-control was also higher at fourth grade. Keywords: Social information processing; Hostile attribution bias; Emotional reactivity; Self-control; Middle childhood. More than a decade ago, Lemerise and Arsenio emotional reactivity and regulation (e.g., Crick & (2000) hypothesised that social information pro- Dodge, 1994; Eisenberg & Fabes, 1992), little cessing (SIP) was an important context in which empirical research has tested the intersection of to explore the intersection of emotion, cognition these three social processes. -
How Should Neuroscience Study Emotions? by Distinguishing Emotion States, Concepts, and Experiences Ralph Adolphs
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Caltech Authors - Main Social Cognitive and Affective Neuroscience, 2017, 24–31 doi: 10.1093/scan/nsw153 Advance Access Publication Date: 19 October 2016 Original article How should neuroscience study emotions? by distinguishing emotion states, concepts, and experiences Ralph Adolphs Division of Humanities and Social Sciences, California Institute of Technology, HSS 228-77, Caltech, Pasadena, CA 91125, USA. E-mail: [email protected] Abstract In this debate with Lisa Feldman Barrett, I defend a view of emotions as biological functional states. Affective neuroscience studies emotions in this sense, but it also studies the conscious experience of emotion (‘feelings’), our ability to attribute emotions to others and to animals (‘attribution’, ‘anthropomorphizing’), our ability to think and talk about emotion (‘concepts of emotion’, ‘semantic knowledge of emotion’) and the behaviors caused by an emotion (‘expression of emotions’, ‘emotional reactions’). I think that the most pressing challenge facing affective neuroscience is the need to carefully distinguish between these distinct aspects of ‘emotion’. I view emotion states as evolved functional states that regulate complex behavior, in both people and animals, in response to challenges that instantiate recurrent environmental themes. These functional states, in turn, can also cause conscious experiences (feelings), and their effects and our memories for those effects also contribute to our semantic -
Emotions That Facilitate Language Learning: the Positive-Broadening Power of the Imagination1
Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz SSLLT 2 (2). 193-213 http://www.ssllt.amu.edu.pl Emotions that facilitate language learning: The positive-broadening power 1 of the imagination Peter MacIntyre Cape Breton University, Sydney, Nova Scotia, Canada [email protected] Tammy Gregersen University of Northern Iowa, Cedar Falls, USA [email protected] Abstract The imagination is powerful, in part, because of the emotions that can be activated by imagining future states. Imagined future states are a key fea- ture of the L2 self-system proposed by Dƅrnyei, and emotion may be the key to the motivational quality of the imagined future self. In particular, this pa- per focuses on positive anticipated and anticipatory emotions related to language learning. It is argued that, in general, positive emotion has a dif- ferent function from negative emotion; they are not opposite ends of the same spectrum. Based on the work of Fredrickson, we argue that positive emotion facilitates the building of resources because positive emotion tends to broaden a person’s perspective, opening the individual to absorb the lan- guage. In contrast, negative emotion produces the opposite tendency, a nar- rowing of focus and a restriction of the range of potential language input. This article draws a framework for finding a balance between the positive- broadening and negative-narrowing emotions in the language classroom, 1 Authors’ note: This research was facilitated by a grant from Cape Breton University. We would like to thank Jillian Burns for comments on an earlier draft of the manuscript. -
The Evolution of Animal Play, Emotions, and Social Morality: on Science, Theology, Spirituality, Personhood, and Love
WellBeing International WBI Studies Repository 12-2001 The Evolution of Animal Play, Emotions, and Social Morality: On Science, Theology, Spirituality, Personhood, and Love Marc Bekoff University of Colorado Follow this and additional works at: https://www.wellbeingintlstudiesrepository.org/acwp_sata Part of the Animal Studies Commons, Behavior and Ethology Commons, and the Comparative Psychology Commons Recommended Citation Bekoff, M. (2001). The evolution of animal play, emotions, and social morality: on science, theology, spirituality, personhood, and love. Zygon®, 36(4), 615-655. This material is brought to you for free and open access by WellBeing International. It has been accepted for inclusion by an authorized administrator of the WBI Studies Repository. For more information, please contact [email protected]. The Evolution of Animal Play, Emotions, and Social Morality: On Science, Theology, Spirituality, Personhood, and Love Marc Bekoff University of Colorado KEYWORDS animal emotions, animal play, biocentric anthropomorphism, critical anthropomorphism, personhood, social morality, spirituality ABSTRACT My essay first takes me into the arena in which science, spirituality, and theology meet. I comment on the enterprise of science and how scientists could well benefit from reciprocal interactions with theologians and religious leaders. Next, I discuss the evolution of social morality and the ways in which various aspects of social play behavior relate to the notion of “behaving fairly.” The contributions of spiritual and religious perspectives are important in our coming to a fuller understanding of the evolution of morality. I go on to discuss animal emotions, the concept of personhood, and how our special relationships with other animals, especially the companions with whom we share our homes, help us to define our place in nature, our humanness. -
A Systematic Review of Chronic Emptiness in Borderline Personality Disorder
University of Wollongong Research Online Faculty of Arts, Social Sciences and Humanities - Papers Faculty of Arts, Social Sciences & Humanities January 2020 Measuring the shadows: A systematic review of chronic emptiness in borderline personality disorder Caitlin Miller University of Wollongong, [email protected] Michelle L. Townsend University of Wollongong, [email protected] Nicholas Day University of Wollongong, [email protected] Brin F. S Grenyer University of Wollongong, [email protected] Follow this and additional works at: https://ro.uow.edu.au/asshpapers Recommended Citation Miller, Caitlin; Townsend, Michelle L.; Day, Nicholas; and Grenyer, Brin F. S, "Measuring the shadows: A systematic review of chronic emptiness in borderline personality disorder" (2020). Faculty of Arts, Social Sciences and Humanities - Papers. 43. https://ro.uow.edu.au/asshpapers/43 Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: [email protected] Measuring the shadows: A systematic review of chronic emptiness in borderline personality disorder Abstract BACKGROUND: Chronic feelings of emptiness is an under-researched symptom of borderline personality disorder (BPD), despite indications it may be central to the conceptualisation, course, and outcome of BPD treatment. This systematic review aimed to provide a comprehensive overview of chronic feelings of emptiness in BPD, identify key findings, and clarify differences between chronic feelings of emptiness and related constructs like depression, hopelessness, and loneliness. METHOD: A PRISMA guided systematic search of the literature identified empirical studies with a focus on BPD or BPD symptoms that discussed chronic feelings of emptiness or a related construct. -
Naturalizing Anthropomorphism: Behavioral Prompts to Our Humanizing of Animals
WellBeing International WBI Studies Repository 2007 Naturalizing Anthropomorphism: Behavioral Prompts to Our Humanizing of Animals Alexandra C. Horowitz Barnard College Marc Bekoff University of Colorado Follow this and additional works at: https://www.wellbeingintlstudiesrepository.org/acwp_habr Part of the Animal Studies Commons, Comparative Psychology Commons, and the Other Anthropology Commons Recommended Citation Horowitz, A. C., & Bekoff, M. (2007). Naturalizing anthropomorphism: Behavioral prompts to our humanizing of animals. Anthrozoös, 20(1), 23-35. This material is brought to you for free and open access by WellBeing International. It has been accepted for inclusion by an authorized administrator of the WBI Studies Repository. For more information, please contact [email protected]. Naturalizing Anthropomorphism: Behavioral Prompts to Our Humanizing of Animals Alexandra C. Horowitz1 and Marc Bekoff2 1 Barnard College 2 University of Colorado – Boulder KEYWORDS anthropomorphism, attention, cognitive ethology, dogs, humanizing animals, social play ABSTRACT Anthropomorphism is the use of human characteristics to describe or explain nonhuman animals. In the present paper, we propose a model for a unified study of such anthropomorphizing. We bring together previously disparate accounts of why and how we anthropomorphize and suggest a means to analyze anthropomorphizing behavior itself. We introduce an analysis of bouts of dyadic play between humans and a heavily anthropomorphized animal, the domestic dog. Four distinct patterns of social interaction recur in successful dog–human play: directed responses by one player to the other, indications of intent, mutual behaviors, and contingent activity. These findings serve as a preliminary answer to the question, “What behaviors prompt anthropomorphisms?” An analysis of anthropomorphizing is potentially useful in establishing a scientific basis for this behavior, in explaining its endurance, in the design of “lifelike” robots, and in the analysis of human interaction. -
Aspects of Grief After a Violent Death
Aspects Of Grief After A Violent Death PERSONS WHO EXPERIENCE A HOMICIDE OR OTHER VIOLENT DEATH TEND TO: • Experience the impact of a sudden, unexpected, violent death with the possibility of a mutilated body, or no body at all. • Feel insecure, fearful, and have concerns for their safety. • Question their own basic beliefs and values about the importance of human life and behaviors. • Experience tremendous family stress as each person is grieving differently and each needs additional support. • Have a great deal of guilt over not having protected their loved one. • Feel the stigma of having a family member murdered, with people believing that only criminal types are murdered. • Lose their support system because people don’t know what to say and tend to stay away. • Be ignored, mistreated and receive little information from law enforcement officials assigned to the case. • Postpone their grief until after the trail and sentencing. • Find that whatever the sentence the murder receives, it is not enough to compensate for their loss. • Become victimized as a result of media coverage, for months and sometimes years after the death. • Experience intense anger, rage and sometimes revenge, which is overwhelming and produces within them fear of their own response. Concerns For Children Who Are Affected By A violent Death Fear of the Death: • Their Own Death • Death of Those Who Protect Them, Such as a Parent • Death of Friends and Loved Ones Anxiety About: • Being Left Alone • Sleeping Alone • Leaving the Surviving Family Members Regression: • Clingy, Irritable Behavior • Need for More Holding, Hugs and Nurturance • Possible Bedwetting Sleep Disorder: • Nightmares • Fear of Going to Bed • Not Able to Get to Sleep of Waking Throughout the Night Somatic Complaints: • Stomachaches, Headaches, Heartaches Eating Habit Changes Reliving The Violent Experience In Play Or In Memory. -
The Effects of a Life-Stress Interview for Women with Chronic Urogenital Pain: a Randomized Trial" (2016)
Wayne State University Wayne State University Dissertations 1-1-2016 The ffecE ts Of A Life-Stress Interview For Women With Chronic Urogenital Pain: A Randomized Trial Jennifer Carty Wayne State University, Follow this and additional works at: http://digitalcommons.wayne.edu/oa_dissertations Part of the Clinical Psychology Commons Recommended Citation Carty, Jennifer, "The Effects Of A Life-Stress Interview For Women With Chronic Urogenital Pain: A Randomized Trial" (2016). Wayne State University Dissertations. Paper 1521. This Open Access Dissertation is brought to you for free and open access by DigitalCommons@WayneState. It has been accepted for inclusion in Wayne State University Dissertations by an authorized administrator of DigitalCommons@WayneState. THE EFFECTS OF A LIFE-STRESS INTERVIEW FOR WOMEN WITH CHORNIC UROGENITAL PAIN: A RANDOMIZED TRAIL by JENNIFER N. CARTY DISSERTATION Submitted to the Graduate School of Wayne State University, Detroit, Michigan in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY 2016 MAJOR: PSYCHOLOGY (Clinical) Approved By: ______________________________ Advisor Date ______________________________ ______________________________ ______________________________ ACKNOWLEDGEMENTS I am immensely grateful to many people for their contributions to this project and my professional and personal development. First, I would like to thank my advisor, Dr. Mark Lumley, for his guidance and support in the development of this project, and for both encouraging and challenging me throughout my academic career, for which I will always be grateful. I would also like to thank Dr. Janice Tomakowsky, Dr. Kenneth Peters, and the medical providers, physical therapists, and staff at the Women’s Urology Center at Beaumont Hospital for graciously allowing me to conduct this study at their clinic and with their patients. -
Betrayal, Rejection, Revenge, and Forgiveness: an Interpersonal Script Approach
Betrayal, Rejection, Revenge, and Forgiveness: An Interpersonal Script Approach Julie Fitness Macquarie University Email: [email protected] In: Leary, M. (Ed.) (2001) Interpersonal rejection (pp. 73-103). New York: Oxford University Press. Acknowledgement: The author acknowledges the support of a Large ARC grant A79601552 in the writing of this chapter. 2 Introduction Throughout recorded human history, treachery and betrayal have been considered amongst the very worst offences people could commit against their kith and kin. Dante, for example, relegated traitors to the lowest and coldest regions of Hell, to be forever frozen up to their necks in a lake of ice with blizzards storming all about them, as punishment for having acted so coldly toward others. Even today, the crime of treason merits the most severe penalties, including capital punishment. However, betrayals need not involve issues of national security to be regarded as serious. From sexual infidelity to disclosing a friend’s secrets, betraying another person or group of people implies unspeakable disloyalty, a breach of trust, and a violation of what is good and proper. Moreover, all of us will suffer both minor and major betrayals throughout our lives, and most of us will, if only unwittingly, betray others (Jones & Burdette, 1994). The Macquarie Dictionary (1991) lists a number of different, though closely related, meanings of the term “to betray,” including to deliver up to an enemy, to be disloyal or unfaithful, to deceive or mislead, to reveal secrets, to seduce and desert, and to disappoint the hopes or expectations of another. Implicit in a number of these definitions is the rejection or discounting of one person by another; however, the nature of the relationship between interpersonal betrayal and rejection has not been explicitly addressed in the social psychological literature.