DISGUST: Features and SAWCHUK and Clinical Implications
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How Fun Are Your Meetings? Investigating the Relationship Between Humor Patterns in Team Interactions and Team Performance
University of Nebraska at Omaha DigitalCommons@UNO Psychology Faculty Publications Department of Psychology 11-2014 How fun are your meetings? Investigating the relationship between humor patterns in team interactions and team performance Nale Lehmann-Willenbrock Vrije University Amsterdam Joseph A. Allen University of Nebraska at Omaha, [email protected] Follow this and additional works at: https://digitalcommons.unomaha.edu/psychfacpub Part of the Industrial and Organizational Psychology Commons Recommended Citation Lehmann-Willenbrock, Nale and Allen, Joseph A., "How fun are your meetings? Investigating the relationship between humor patterns in team interactions and team performance" (2014). Psychology Faculty Publications. 118. https://digitalcommons.unomaha.edu/psychfacpub/118 This Article is brought to you for free and open access by the Department of Psychology at DigitalCommons@UNO. It has been accepted for inclusion in Psychology Faculty Publications by an authorized administrator of DigitalCommons@UNO. For more information, please contact [email protected]. In press at Journal of Applied Psychology How fun are your meetings? Investigating the relationship between humor patterns in team interactions and team performance Nale Lehmann-Willenbrock1 & Joseph A. Allen2 1 VU University Amsterdam 2 University of Nebraska at Omaha Acknowledgements The initial data collection for this study was partially supported by a grant from the German Research Foundation, which is gratefully acknowledged. We appreciate the support by Simone Kauffeld and the helpful feedback by Steve Kozlowski. Abstract Research on humor in organizations has rarely considered the social context in which humor occurs. One such social setting that most of us experience on a daily basis concerns the team context. Building on recent theorizing about the humor—performance association in teams, this study seeks to increase our understanding of the function and effects of humor in team interaction settings. -
Spring-And-Summer-Fun-Pack.Pdf
Spring & Summer FUN PACK BUILD OUR KIDS' SUCCESS Find many activities for kids in Kindergarten through Grade 9 to get moving and stay busy during the warmer months. Spring & Summer FUN PACK WHO IS THIS BOOKLET FOR? 1EVERYONE – kids, parents, camps, childcare providers, and anyone that is involved with kids this summer. BOKS has compiled a Spring & Summer Fun Pack that is meant to engage kids and allow them to “Create Their Own Adventure of Fun” for the warmer weather months. This package is full of easy to follow activities for kids to do independently, as a family, or for camp counselors/childcare providers to engage kids on a daily basis. We have included a selection of: BOKS Bursts (5–10 minute activity breaks) BOKS lesson plans - 30 minutes of fun interactive lessons including warm ups, skill work, games and nutrition bits with video links Crafts Games Recipes HOW DOES THIS WORK? Choose two or three activities daily from the selection outlined on page 4: 1. Get physically active with Bursts and/or BOKS fitness classes. 2. Be creative with cooking and crafts. 3. Have fun outdoors (or indoors), try our games! How do your kids benefit? • Give kids time to play and have fun. • Get kids moving toward their 60 minutes of recommended daily activity. • Build strong bones and muscles with simple fitness skills. • Reduce symptoms of anxiety. • Encourage a love of physical activity through engaging games. • We encourage your kids to have fun creating their own BOKS adventure. WHO WE ARE… BOKS (Build Our Kids' Success) is a FREE physical activity program designed to get kids active and establish a lifelong commitment to health and fitness. -
Applying a Discrete Emotion Perspective
AROUSAL OR RELEVANCE? APPLYING A DISCRETE EMOTION PERSPECTIVE TO AGING AND AFFECT REGULATION SARA E. LAUTZENHISER Bachelor of Science in Psychology Ashland University May 2015 Submitted in partial fulfillment of requirements for the degree MASTER OF ARTS IN PSYCHOLOGY At the CLEVELAND STATE UNIVERSITY May 2019 We hereby approve this thesis For SARA E. LAUTZENHISER Candidate for the Master of Arts in Experimental Research Psychology For the Department of Psychology And CLEVELAND STATE UNIVERSITY’S College of Graduate Studies by __________________________ Eric Allard, Ph.D. __________________________ Department & Date __________________________ Andrew Slifkin, Ph. D. (Methodologist) __________________________ Department & Date __________________________ Conor McLennan, Ph.D. __________________________ Department & Date __________________________ Robert Hurley, Ph. D. __________________________ Department & Date Student’s Date of Defense May 10, 2019 AROUSAL OR RELEVANCE? APPLYING A DISCRETE EMOTION PERSPECTIE TO AGING AND AFFECT REGULATION SARA E. LAUTZENHISER ABSTRACT While research in the psychology of human aging suggests that older adults are quite adept at managing negative affect, emotion regulation efficacy may depend on the discrete emotion elicited. For instance, prior research suggests older adults are more effective at dealing with emotional states that are more age-relevant/useful and lower in intensity (i.e., sadness) relative to less relevant/useful or more intense (i.e., anger). The goal of the present study was to probe this discrete emotions perspective further by addressing the relevance/intensity distinction within a broader set of negative affective states (i.e., fear and disgust, along with anger and sadness). Results revealed that participants reported relatively high levels of the intended emotion for each video, while also demonstrating significant affective recovery after the attentional refocusing task. -
About Emotions There Are 8 Primary Emotions. You Are Born with These
About Emotions There are 8 primary emotions. You are born with these emotions wired into your brain. That wiring causes your body to react in certain ways and for you to have certain urges when the emotion arises. Here is a list of primary emotions: Eight Primary Emotions Anger: fury, outrage, wrath, irritability, hostility, resentment and violence. Sadness: grief, sorrow, gloom, melancholy, despair, loneliness, and depression. Fear: anxiety, apprehension, nervousness, dread, fright, and panic. Joy: enjoyment, happiness, relief, bliss, delight, pride, thrill, and ecstasy. Interest: acceptance, friendliness, trust, kindness, affection, love, and devotion. Surprise: shock, astonishment, amazement, astound, and wonder. Disgust: contempt, disdain, scorn, aversion, distaste, and revulsion. Shame: guilt, embarrassment, chagrin, remorse, regret, and contrition. All other emotions are made up by combining these basic 8 emotions. Sometimes we have secondary emotions, an emotional reaction to an emotion. We learn these. Some examples of these are: o Feeling shame when you get angry. o Feeling angry when you have a shame response (e.g., hurt feelings). o Feeling fear when you get angry (maybe you’ve been punished for anger). There are many more. These are NOT wired into our bodies and brains, but are learned from our families, our culture, and others. When you have a secondary emotion, the key is to figure out what the primary emotion, the feeling at the root of your reaction is, so that you can take an action that is most helpful. . -
Mathematics K Through 6
Building fun and creativity into standards-based learning Mathematics K through 6 Ron De Long, M.Ed. Janet B. McCracken, M.Ed. Elizabeth Willett, M.Ed. © 2007 Crayola, LLC Easton, PA 18044-0431 Acknowledgements Table of Contents This guide and the entire Crayola® Dream-Makers® series would not be possible without the expertise and tireless efforts Crayola Dream-Makers: Catalyst for Creativity! ....... 4 of Ron De Long, Jan McCracken, and Elizabeth Willett. Your passion for children, the arts, and creativity are inspiring. Thank you. Special thanks also to Alison Panik for her content-area expertise, writing, research, and curriculum develop- Lessons ment of this guide. Garden of Colorful Counting ....................................... 6 Set representation Crayola also gratefully acknowledges the teachers and students who tested the lessons in this guide: In the Face of Symmetry .............................................. 10 Analysis of symmetry Barbi Bailey-Smith, Little River Elementary School, Durham, NC Gee’s-o-metric Wisdom ................................................ 14 Geometric modeling Rob Bartoch, Sandy Plains Elementary School, Baltimore, MD Patterns of Love Beads ................................................. 18 Algebraic patterns Susan Bivona, Mount Prospect Elementary School, Basking Ridge, NJ A Bountiful Table—Fair-Share Fractions ...................... 22 Fractions Jennifer Braun, Oak Street Elementary School, Basking Ridge, NJ Barbara Calvo, Ocean Township Elementary School, Oakhurst, NJ Whimsical Charting and -
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. -
The Gay Science (`La Gaya Scienza')
Cambridge University Press 0521631599 - The Gay Science: With a Prelude in German Rhymes and an Appendix of Songs Friedrich Nietzsche Excerpt More information The Gay Science R`La gaya scienza') This house is my own and here I dwell, I've never aped nothing from no one and ± laugh at each master, mark me well, who at himself has not poked fun. Over my front door. The title is a translation into German Rin our edition, into English) of the ProvencËal subtitle. Gaya scienza R`joyful, cheerful, or gay science') was a term used by the troubadours in the twelfth to fourteenth centuries to refer to the art of poetry. In Ecce Homo Nietzsche writes that he has used the term gaya scienza here to designate the speci®c unity of `singer, knight, and free spirit' which was characteristic of early ProvencËal culture. © Cambridge University Press www.cambridge.org Cambridge University Press 0521631599 - The Gay Science: With a Prelude in German Rhymes and an Appendix of Songs Friedrich Nietzsche Excerpt More information Preface to the second edition 1 This book might need more than one preface; and in the end there would still be room for doubting whether someone who has not experienced something similar could, by means of prefaces, be brought closer to the experiences of this book. It seems to be written in the language of the wind that brings a thaw: it contains high spirits, unrest, contradiction, and April weather, so that one is constantly reminded of winter's nearness as well as of the triumph over winter that is coming, must come, perhaps has already come. -
Disgust: Evolved Function and Structure
Psychological Review © 2012 American Psychological Association 2013, Vol. 120, No. 1, 65–84 0033-295X/13/$12.00 DOI: 10.1037/a0030778 Disgust: Evolved Function and Structure Joshua M. Tybur Debra Lieberman VU University Amsterdam University of Miami Robert Kurzban Peter DeScioli University of Pennsylvania Brandeis University Interest in and research on disgust has surged over the past few decades. The field, however, still lacks a coherent theoretical framework for understanding the evolved function or functions of disgust. Here we present such a framework, emphasizing 2 levels of analysis: that of evolved function and that of information processing. Although there is widespread agreement that disgust evolved to motivate the avoidance of contact with disease-causing organisms, there is no consensus about the functions disgust serves when evoked by acts unrelated to pathogen avoidance. Here we suggest that in addition to motivating pathogen avoidance, disgust evolved to regulate decisions in the domains of mate choice and morality. For each proposed evolved function, we posit distinct information processing systems that integrate function-relevant information and account for the trade-offs required of each disgust system. By refocusing the discussion of disgust on computational mechanisms, we recast prior theorizing on disgust into a framework that can generate new lines of empirical and theoretical inquiry. Keywords: disgust, adaptation, evolutionary psychology, emotion, cognition Research concerning disgust has expanded in recent years (Ola- selection pressure driving the evolution of the disgust system, but tunji & Sawchuk, 2005; Rozin, Haidt, & McCauley, 2009), and there has been less precision in identifying the selection pressures contemporary disgust researchers generally agree that an evolu- driving the evolution of disgust systems unrelated to pathogen tionary perspective is necessary for a comprehensive understand- avoidance (e.g., behavior in the sexual and moral domains). -
Bodily Maps of Emotions
Bodily maps of emotions Lauri Nummenmaaa,b,c,1, Enrico Glereana, Riitta Harib,1, and Jari K. Hietanend aDepartment of Biomedical Engineering and Computational Science and bBrain Research Unit, O. V. Lounasmaa Laboratory, School of Science, Aalto University, FI-00076, Espoo, Finland; cTurku PET Centre, University of Turku, FI-20521, Turku, Finland; and dHuman Information Processing Laboratory, School of Social Sciences and Humanities, University of Tampere, FI-33014, Tampere, Finland Contributed by Riitta Hari, November 27, 2013 (sent for review June 11, 2013) Emotions are often felt in the body, and somatosensory feedback independence of bodily topographies across emotions. We pro- has been proposed to trigger conscious emotional experiences. pose that consciously felt emotions are associated with culturally Here we reveal maps of bodily sensations associated with different universal, topographically distinct bodily sensations that may emotions using a unique topographical self-report method. In five support the categorical experience of different emotions. n = experiments, participants ( 701) were shown two silhouettes of Results bodies alongside emotional words, stories, movies, or facial expres- sions. They were asked to color the bodily regions whose activity We ran five experiments, with 36–302 participants in each. In they felt increasing or decreasing while viewing each stimulus. experiment 1, participants reported bodily sensations associated “ ” “ ” Different emotions were consistently associated with statistically with six basic and seven nonbasic ( complex ) emotions, as separable bodily sensation maps across experiments. These maps well as a neutral state, all described by the corresponding emo- were concordant across West European and East Asian samples. tion words. Fig. 2 shows the bodily sensation maps associated Statistical classifiers distinguished emotion-specific activation maps with each emotion. -
What Disgust Does and Does Not Do for Moral Cognition Jared Piazzaa
What Disgust Does and Does Not Do for Moral Cognition Jared Piazzaa, Justin F. Landyb, Alek Chakroffc Liane Youngd, Emily Wassermand a Lancaster University, Department of Psychology b University of Chicago Booth School of Business cCharlie Finance Co., San Francisco, CA dBoston College, Psychology Department 2 1. Introduction Disgust is typically characterized as a negative emotion associated with the rejection of distasteful or contaminating objects (Rozin and Fallon 1987). The physiological aspects of disgust involve nausea and loss of appetite, and the bodily expression of disgust includes behaviors (e.g., gagging, vomiting) designed to orally block or expel noxious substances (Ekman and Friesen 1971; Royzman, Leeman and Sabini 2008; Rozin, Haidt and McCauley 2008; Yoder, Widen and Russell 2016). The canonical elicitors of disgust are well documented: many people report feeling nauseous or sick at the sight or smell of oral contaminants (e.g., rotten food, bodily waste) and/or disease vectors (e.g., blood, skin maladies, sexual fluids, certain animals; Curtis, Aunger and Rabie, 2004; Haidt, McCauley and Rozin, 1994; Olatunji et al. 2007). It is uncontroversial that disgust can also be evoked in the context of a moral offense. What remains controversial is disgust’s role or relevance within a moral context. When Armin Meiwes, the Rotenburg Cannibal, was discovered to have eaten the severed penis of his voluntary victim, before killing him and consuming his flesh over the next ten months, the story of this crime undoubtedly aroused disgust (and horror) in many of us. The relevant question is not whether we felt disgust about this crime—for most of us, human penis is not on the menu, and the thought of Meiwes’ preferred cuisine is deeply distasteful. -
Emotion Classification Based on Biophysical Signals and Machine Learning Techniques
S S symmetry Article Emotion Classification Based on Biophysical Signals and Machine Learning Techniques Oana Bălan 1,* , Gabriela Moise 2 , Livia Petrescu 3 , Alin Moldoveanu 1 , Marius Leordeanu 1 and Florica Moldoveanu 1 1 Faculty of Automatic Control and Computers, University POLITEHNICA of Bucharest, Bucharest 060042, Romania; [email protected] (A.M.); [email protected] (M.L.); fl[email protected] (F.M.) 2 Department of Computer Science, Information Technology, Mathematics and Physics (ITIMF), Petroleum-Gas University of Ploiesti, Ploiesti 100680, Romania; [email protected] 3 Faculty of Biology, University of Bucharest, Bucharest 030014, Romania; [email protected] * Correspondence: [email protected]; Tel.: +40722276571 Received: 12 November 2019; Accepted: 18 December 2019; Published: 20 December 2019 Abstract: Emotions constitute an indispensable component of our everyday life. They consist of conscious mental reactions towards objects or situations and are associated with various physiological, behavioral, and cognitive changes. In this paper, we propose a comparative analysis between different machine learning and deep learning techniques, with and without feature selection, for binarily classifying the six basic emotions, namely anger, disgust, fear, joy, sadness, and surprise, into two symmetrical categorical classes (emotion and no emotion), using the physiological recordings and subjective ratings of valence, arousal, and dominance from the DEAP (Dataset for Emotion Analysis using EEG, Physiological and Video Signals) database. The results showed that the maximum classification accuracies for each emotion were: anger: 98.02%, joy:100%, surprise: 96%, disgust: 95%, fear: 90.75%, and sadness: 90.08%. In the case of four emotions (anger, disgust, fear, and sadness), the classification accuracies were higher without feature selection. -
June 1, 2020 Dear Massart Community, Pain. Grief. Anxiety. Disgust. Anger. Rage. All Fitting Emotions in Response to the Killing
June 1, 2020 Dear MassArt Community, Pain. Grief. Anxiety. Disgust. Anger. Rage. All fitting emotions in response to the killing of George Floyd. Just two weeks ago, we noted to our campus community acts of racism in our nation, including the murder of Ahmaud Arbery in Georgia. Last week we learned of the racist incident involving Christian Cooper in New York City. And now this. Protests are occurring in our city and around the nation, with riots in many places. We grieve that people of color, in this case, the black community, once again bear the burden of our nation’s continued failure to create a more just and equitable society. If you find yourself wearied and burdened, so do I. But I, a white man of privilege, along with all my white colleagues and friends, don’t experience weariness and burden in any way like those who are the targets of racism. We need to carry this burden more than we ever have. I have said on more than one occasion that we have for too long burdened people of color not only with systemic racism and discrimination, but we also inordinately burden people of color with the burden of solving these problems on their own. The stark truth is that we white people created the problem and it is on us to remedy it. We know that where there is injustice there is no peace. We hope for justice to be done on behalf of George Floyd and his family, and we hope for peace to come to Minneapolis and our nation.