Reversing the Question. Does Happiness Affect Individual Economic
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Affection Driven Neural Networks for Sentiment Analysis
Proceedings of the 12th Conference on Language Resources and Evaluation (LREC 2020), pages 112–119 Marseille, 11–16 May 2020 c European Language Resources Association (ELRA), licensed under CC-BY-NC Affection Driven Neural Networks for Sentiment Analysis Rong Xiang1, Yunfei Long34, Mingyu Wan25, Jinghang Gu2, Qin Lu1, Chu-Ren Huang2 The Hong Kong Polytechnic University12, University of Nottingham3, Peking University4, University of Essex5 Department of Computing, 11 Yuk Choi Road, Hung Hom, Hong Kong (China)1 Chinese and Bilingual Studies, 11 Yuk Choi Road, Hung Hom, Hong Kong (China)2 NIHR Nottingham Biomedical Research Centre, Nottingham (UK) 3 Engineering, University of Essex, Colchester (UK)4 School of Foreign Languages, 5 Yiheyuan Road, Haidian, Beijing (China)5 School of Computer Science and Electronic [email protected], [email protected], fmingyu.wan,jinghgu,[email protected], [email protected] Abstract Deep neural network models have played a critical role in sentiment analysis with promising results in the recent decade. One of the essential challenges, however, is how external sentiment knowledge can be effectively utilized. In this work, we propose a novel affection-driven approach to incorporating affective knowledge into neural network models. The affective knowledge is obtained in the form of a lexicon under the Affect Control Theory (ACT), which is represented by vectors of three-dimensional attributes in Evaluation, Potency, and Activity (EPA). The EPA vectors are mapped to an affective influence value and then integrated into Long Short-term Memory (LSTM) models to highlight affective terms. Experimental results show a consistent improvement of our approach over conventional LSTM models by 1.0% to 1.5% in accuracy on three large benchmark datasets. -
On the Interaction of Social Affect and Cognition: Empathy, Compassion and Theory of Mind
Available online at www.sciencedirect.com ScienceDirect On the interaction of social affect and cognition: empathy, compassion and theory of mind 1 1,2 1 Katrin Preckel , Philipp Kanske and Tania Singer Empathy, compassion and Theory of Mind (ToM) are central which may be detrimental to the observer and to others topics in social psychology and neuroscience. While empathy and compassion, on the other hand, which is a feeling of enables the sharing of others’ emotions and may result in warmth and concern for the other. We conclude with a empathic distress, a maladaptive form of empathic resonance, concise summary and an opinion statement. or compassion, a feeling of warmth and concern for others, ToM provides cognitive understanding of someone else’s Defining and neurally characterizing empathy, thoughts or intentions. These socio-affective and socio- compassion and Theory of Mind cognitive routes to understanding others are subserved by Empathy describes the process of sharing feelings, that is, separable, independent brain networks. Nonetheless they are resonating with someone else’s feelings, regardless of jointly required in many complex social situations. A process valence (positive/negative), but with the explicit knowl- that is critical for both, empathy and ToM, is self-other edge that the other person is the origin of this emotion [1]. distinction, which is implemented in different temporoparietal This socio-affective process results from neural network brain regions. Thus, adaptive social behavior is a result of activations that resemble those activations observed dynamic interplay of socio-affective and socio-cognitive when the same emotion is experienced first-hand (shared processes. -
Separation Anxiety Disorder in the DSM-5 Era
Modern psychopathologies or old diagnoses? Separation anxiety disorder in the DSM-5 era C. Carmassi1, C. Gesi1, E. Massimetti1, M.K. Shear2, L. Dell’Osso1 1 Department of Clinical and Experimental Medicine, University of Pisa, Pisa, Italy; 2 School of Social Work, Columbia University, New York, USA Summary In all cases, Separation Anxiety Disorder is associated with a Separation Anxiety Disorder has been recently classified into the severe impact on the overall functioning. Most relevant research DSM-5 section of Anxiety Disorders, acknowledging its role not in the field is discussed highlighting the need of a paradigm shift only in childhood and adolescence but also across the whole in which clinicians are alerted to identify and treat this con- lifespan. In the DSM-IV-TR, in fact, this condition was typically dition in all age upon the recent DSM-5 reformulation will be considered to begin in childhood. Clinical data report preva- highlighted. lence rates from 20 to 40%, showing high comorbidity rates with most mental disorders. Epidemiological data highlight that Key words in fact one third of childhood cases persist into adulthood, while Separation anxiety • Panic disorder • Anxiety disorders • Complicated the majority of adult cases reports its first onset in adulthood. grief • Post-traumatic stress disorder Separation anxiety disorder across the DSM-5 der are considered to be free of impairing anxiety over their lifetime. However, it has been shown that more The fifth edition of the Diagnostic and Statistical Manual than one third of subjects classified as childhood cases of Mental Disorders (DSM-5) 1 has recently introduced might persist into adulthood 5 and some epidemiologi- important classification changes, including the intro- cal and clinical data have highlighted that the preva- duction of Separation Anxiety Disorder has into the sec- lence of Separation Anxiety Disorder might be greater tion of Anxiety Disorders. -
From Grasping to Emptiness – Excursions Into the Thought-World of the Pāli Discourses (2)
From Grasping to Emptiness – Excursions into the Thought-world of the Pāli Discourses (2) Anālayo © 2010 Anālayo Published by The Buddhist Association of the United States 2020 Route 301, Carmel, New York 10512 Printed in Taiwan Cover design by Laurent Dhaussy ISBN 978-0-615-25529-3 Introduction 3 1. Grasping / Upādāna 5 1.1 Grasping at Sensual Pleasures 5 1.2 Grasping at Views 7 1.3 Grasping at Rules and Observances 9 1.4 Grasping at a Doctrine of Self 10 1.5 The Five Aggregates [Affected by] Clinging 13 1.6 Grasping and Nibbāna 15 1.7 Freedom from Grasping 16 2. Personality View / Sakkāyadihi 19 2.1 Manifestations of Personality View 19 2.2 Removal of Personality View 24 3. Right View / Sammādihi 27 3.1 Wrong View 27 3.2 Right View and Investigation 29 3.3 Right View as the Forerunner of the Path 31 3.4 Arrival at Right View 33 3.5 Right View and the Four Noble Truths 34 4. Volitional Formations / Sakhārā 39 4.1 Sakhāras as an Aggregate 40 4.2 Sakhāras as a Link in Dependent Arising 44 4.3 Sakhāras in General 48 5. Thought / Vitakka 55 5.1 The Ethical Perspective on Thought 56 5.2 The Arising of Thought 57 5.3 The Vitakkasahāna-sutta 60 5.4 Vitakka in Meditation 64 5.5 Thought Imagery 66 6. Wise Attention / Yoniso Manasikāra 69 6.1 Wise ( Yoniso ) 69 6.2 Attention ( Manasikāra ) 72 6.3 The Implications of Wise Attention 72 6.4 The Importance of Wise Attention 78 7. -
Epiphany in James Joyce's a Portrait of the Artist As a Young Man
Epiphany in James Joyce's a Portrait of the Artist as a Young Man Grgurić, Kristijan Undergraduate thesis / Završni rad 2019 Degree Grantor / Ustanova koja je dodijelila akademski / stručni stupanj: University of Rijeka, Faculty of Humanities and Social Sciences / Sveučilište u Rijeci, Filozofski fakultet Permanent link / Trajna poveznica: https://urn.nsk.hr/urn:nbn:hr:186:857533 Rights / Prava: In copyright Download date / Datum preuzimanja: 2021-09-24 Repository / Repozitorij: Repository of the University of Rijeka, Faculty of Humanities and Social Sciences - FHSSRI Repository UNIVERSITY OF RIJEKA FACULTY OF HUMANITIES AND SOCIAL SCIENCES Kristijan Grgurić Epiphany in James Joyce's A Portrait of the Artist as a Young Man Submitted in partial fulfilment of the requirements for the B.A. in English Language and Literature and Art History at the University of Rijeka Supervisor: Mr. sc. Irena Grubica, viši predavač Rijeka, September 2019 2 Abstract: The main focus of this thesis is explaining the notion of epiphany in James Joyce's novel A Portrait of the Artist as a Young Man, how the epiphanies in the novel affect the development of the protagonist, Stephen Dedalus, their relation to Joyce's theory of aesthetics, as well as the development and shift in the narrative aspect of the novel. In the first part of the thesis, I will introduce the character of Stephen Dedalus, the protagonist of the novel, contextualizing his line of thought, the first steps of his development as an artist and philosopher and his uniqueness as an individual. I will present the importance of epiphanies to Joyce's characters and Joyce himself, as well as putting the notion of epiphany in the context of modernist literature. -
Finding the Golden Mean: the Overuse, Underuse, and Optimal Use of Character Strengths
Counselling Psychology Quarterly ISSN: 0951-5070 (Print) 1469-3674 (Online) Journal homepage: https://www.tandfonline.com/loi/ccpq20 Finding the golden mean: the overuse, underuse, and optimal use of character strengths Ryan M. Niemiec To cite this article: Ryan M. Niemiec (2019): Finding the golden mean: the overuse, underuse, and optimal use of character strengths, Counselling Psychology Quarterly, DOI: 10.1080/09515070.2019.1617674 To link to this article: https://doi.org/10.1080/09515070.2019.1617674 Published online: 20 May 2019. Submit your article to this journal View Crossmark data Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=ccpq20 COUNSELLING PSYCHOLOGY QUARTERLY https://doi.org/10.1080/09515070.2019.1617674 ARTICLE Finding the golden mean: the overuse, underuse, and optimal use of character strengths Ryan M. Niemiec VIA Institute on Character, Cincinnati, OH, USA ABSTRACT ARTICLE HISTORY The science of well-being has catalyzed a tremendous amount of Received 28 February 2019 research with no area more robust in application and impact than Accepted 8 May 2019 the science of character strengths. As the empirical links between KEYWORDS character strengths and positive outcomes rapidly grow, the research Character strengths; around strength imbalances and the use of strengths with problems strengths overuse; strengths and conflicts is nascent. The use of character strengths in understand- underuse; optimal use; ing and handling life suffering as well as emerging from it, is particularly second wave positive aligned within second wave positive psychology. Areas of particular psychology; golden mean promise include strengths overuse and strengths underuse, alongside its companion of strengths optimaluse.Thelatterisviewedasthe golden mean of character strengths which refers to the expression of the right combination of strengths, to the right degree, and in the right situation. -
1 the Development of Empathy: How, When, and Why Nicole M. Mcdonald & Daniel S. Messinger University of Miami Department Of
1 The Development of Empathy: How, When, and Why Nicole M. McDonald & Daniel S. Messinger University of Miami Department of Psychology 5665 Ponce de Leon Dr. Coral Gables, FL 33146, USA 2 Empathy is a potential psychological motivator for helping others in distress. Empathy can be defined as the ability to feel or imagine another person’s emotional experience. The ability to empathize is an important part of social and emotional development, affecting an individual’s behavior toward others and the quality of social relationships. In this chapter, we begin by describing the development of empathy in children as they move toward becoming empathic adults. We then discuss biological and environmental processes that facilitate the development of empathy. Next, we discuss important social outcomes associated with empathic ability. Finally, we describe atypical empathy development, exploring the disorders of autism and psychopathy in an attempt to learn about the consequences of not having an intact ability to empathize. Development of Empathy in Children Early theorists suggested that young children were too egocentric or otherwise not cognitively able to experience empathy (Freud 1958; Piaget 1965). However, a multitude of studies have provided evidence that very young children are, in fact, capable of displaying a variety of rather sophisticated empathy related behaviors (Zahn-Waxler et al. 1979; Zahn-Waxler et al. 1992a; Zahn-Waxler et al. 1992b). Measuring constructs such as empathy in very young children does involve special challenges because of their limited verbal expressiveness. Nevertheless, young children also present a special opportunity to measure constructs such as empathy behaviorally, with less interference from concepts such as social desirability or skepticism. -
Do K-12 School Facilities Affect Education Outcomes?
Tennessee Advisory Commission on Intergovernmental Relations Staff Information Report January 2003 TACIR Publication Policy Staff Information Reports, Staff Briefs, Staff Technical Reports and Staff Working Papers and TACIR Fast Facts are issued to promote the mission and objectives of the Commission. These reports are intended to share information and research findings relevant to important public policy issues in an attempt to promote wider understanding. Only reports clearly labeled as Commission Reports represent the official position of the Commission. Others are informational. The Tennessee Advisory Commission on Intergovernmental Relations Suite 508, 226 Capitol Boulevard, Nashville,Tennessee 37243 (615) 741-3012 FAX (615) 532-2443 email: [email protected] website: www.state.tn.us/tacir Do K-12 School Facilities Affect Education Outcomes? A Staff Information Report The following staff have contributed to this report: Ed Young, Ph.D. Research Consultant Principal Author Harry A. Green, Ph.D. Executive Director Lynnisse Roehrich-Patrick, J.D. Director of Special Projects Project Manager, Editor Linda Joseph Publications Assistant Teresa Gibson Publications Assistant January 2003 ii Do K-12 School Facilities Affect Education Outcomes? Foreword In 1988, more than half of Tennessee’s school systems joined together and filed a lawsuit charging the state with failing to fund all systems, rich and poor, equitably, and in 1993, they won. In the meantime and after two years of deliberation, the Tennessee General Assembly adopted a new funding formula as part of the Education Improvement Act (EIA) of 1992. The plaintiffs were not entirely satisfied with that remedy and challenged it on three bases: it did not solve the problem of inequity among the systems in teachers’ salaries, it should be funded immediately and not phased in over six years as the legislature planned, and it did not provide adequate funds to bring all school buildings up to modern standards. -
Zest and Work
Journal of Organizational Behavior J. Organiz. Behav. 30, 161–172 (2009) Published online in Wiley InterScience (www.interscience.wiley.com) DOI: 10.1002/job.584 Zest and work CHRISTOPHER PETERSON1*, NANSOOK PARK2, NICHOLAS HALL3 AND MARTIN E.P.SELIGMAN 3 1University of Michigan, Michigan, U.S.A. 2University of Rhode Island, Rhode Island, U.S.A. 3University of Pennsylvania, Pennsylvania, U.S.A. Summary Zest is a positive trait reflecting a person’s approach to life with anticipation, energy, and excitement. In the present study, 9803 currently employed adult respondents to an Internet site completed measures of dispositional zest, orientation to work as a calling, and satisfaction with work and life in general. Across all occupations, zest predicted the stance that work was a calling (r ¼.39), as well as work satisfaction (r ¼.46) and general life satisfaction (r ¼.53). Zest deserves further attention from organizational scholars, especially how it can be encouraged in the workplace. Copyright # 2009 John Wiley & Sons, Ltd. Your work is to discover your work, and then with all of your heart to give yourself to it.—the Buddha Introduction Recent years have seen a widespread call for the study of work organizations in which people can be well and do well (Cameron, Dutton, & Quinn, 2003; Gardner, Csikszentmihalyi, & Damon, 2001; Luthans, 2003; Wright, 2003). The emergence of the positive perspective within organizational psychology has brought new attention to the venerable topic of work satisfaction (Hoppock, 1935). Satisfaction with the work that one does is seen not just as a contributor to good performance and increased profitability but as a worthy end in its own right (Heslin, 2005). -
Cognition, Affect, and Learning —The Role of Emotions in Learning
How People Learn: Cognition, Affect, and Learning —The Role of Emotions in Learning Barry Kort Ph.D. and Robert Reilly Ed.D. {kort, reilly}@media.mit.edu formerly MIT Media Lab Draft as of date January 2, 2019 Learning is the quintessential emotional experience. Our species, Homo Sapiens, are the beings who think. We are also the beings who learn, and the beings who simultaneously experience a rich spectrum of affective emotional states, including a selected suite of emotional states specifically and directly related to learning. This proposal reviews previously published research and theoretical models relating emotions to learning and cognition and presents ideas and proposals for extending that research and reducing it to practice. Our perspective The concept of affect in learning (i.e., emotions in learning) is the same pedagogy applied by an athletic coach at a sporting event. A coach recognizes the affective state of an athlete, and, for example, exhorts that athlete toward increased performance (e.g., raises the level of enthusiasm), or, redirects a frustrated athlete to a productive affective state (e.g., instills confidence, or pride). A coach recognizes that an athlete’s affective state is a critical factor during performance; and, when appropriate, a coach will intervene with a meaningful strategy or tactic. Athletic coaches are skilled at recognizing affective states and intervening appropriately. Educators can have the same impact on a learner by understanding a learner’s affective state and intervening with appropriate strategies or tactics that will meaningfully manage and guide a person’s learning journey. There are several learning theories and a great deal of neuroscience/affective research. -
Risk Aversion and Emotions
bs_bs_banner Pacific Economic Review, 19: 3 (2014) pp. 296–312 doi: 10.1111/1468-0106.12067 RISK AVERSION AND EMOTIONS YEN NGUYEN Tilburg University CHARLES N. NOUSSAIR* Tilburg University Abstract. We consider the relationship between emotions and decision-making under risk. Specifi- cally, we examine the emotional correlates of risk-averse decisions. In our experiment, individuals’ facial expressions are monitored with face reading software, as they are presented with risky lotteries. We then correlate these facial expressions with subsequent decisions in risky choice tasks. We find that a more positive emotional state is positively correlated with greater risk taking. The strength of a number of emotions, including fear, happiness, anger and surprise, is positively correlated with risk aversion. JEL Classification Code: C9 1. INTRODUCTION The mechanisms that underpin choice under risk have been a primary focus of research in economics, psychology and neuroscience. The traditional approach in economics has been to postulate the existence of a utility function, possessing the expected utility property, that represents an individual’s preferences, and to note that concavity implies a preference for relatively safe lotteries, while convexity corresponds to a preference for relatively risky lotteries. Neuroscien- tists have documented the physiological correlates of risky decision-making. Psychologists and behavioural economists stress the role of emotions such as happiness or fear in guiding individuals’ choices in risky situations (see e.g. Forgas, 1995; Loewenstein and Lerner, 2003; Coget et al., 2011). The focus of the work reported here is to better understand the connection between emotions, which are ultimately psychological terms describing profiles of physiological responses, and the level of risk aversion exhibited in financial decision-making tasks. -
Altering the Trajectory of Affect and Affect Regulation: the Impact of Compassion Training
Mindfulness DOI 10.1007/s12671-017-0773-3 ORIGINAL PAPER Altering the Trajectory of Affect and Affect Regulation: the Impact of Compassion Training Hooria Jazaieri1 & Kelly McGonigal2 & Ihno A. Lee3 & Thupten Jinpa 2 & James R. Doty2,4 & James J. Gross3 & Philippe R. Goldin5 # Springer Science+Business Media, LLC 2017 Abstract A growing literature has begun to document the lesser use of expressive suppression and greater acceptance effects of compassion training on a variety of important inter- when experiencing stress/anxiety. These results suggest that personal behaviors (e.g., helping behavior). What is not yet interventions such as compassion training may help modulate well understood, however, is what impact compassion training specific affective states and modify the use of and self-efficacy has on affect and affect regulation. To examine this issue, we for specific regulatory strategies. implemented a 9-week compassion training program in which 51 adults provided twice-daily ratings of four affective states Keywords Affect . Affect regulation . Affective trajectories . (anxiety, calm, fatigue, alertness) as well as their desire and Affect dynamics . Self-efficacy . Compassion . Diary study . capability to regulate these affective states. In addition, partic- Experience sampling . Ecological momentary assessment . ipants provided weekly responses regarding five specific reg- Multilevel analysis ulatory strategies. Analysis of day-to-day trajectories of affec- tive experience showed a decrease in anxiety and increase in calmness. Day-to-day trajectories of affect regulation demon- One commonly cited definition of compassion is a Bfeeling strated that participants were more likely to choose to accept that arises in witnessing another’s suffering and that motivates and thus not influence or modulate affective experience (as a subsequent desire to help^ (Goetz et al.