Do Animals Have FEELI CREDIT CREDIT
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The Influence of Emotional States on Short-Term Memory Retention by Using Electroencephalography (EEG) Measurements: a Case Study
The Influence of Emotional States on Short-term Memory Retention by using Electroencephalography (EEG) Measurements: A Case Study Ioana A. Badara1, Shobhitha Sarab2, Abhilash Medisetty2, Allen P. Cook1, Joyce Cook1 and Buket D. Barkana2 1School of Education, University of Bridgeport, 221 University Ave., Bridgeport, Connecticut, 06604, U.S.A. 2Department of Electrical Engineering, University of Bridgeport, 221 University Ave., Bridgeport, Connecticut, 06604, U.S.A. Keywords: Memory, Learning, Emotions, EEG, ERP, Neuroscience, Education. Abstract: This study explored how emotions can impact short-term memory retention, and thus the process of learning, by analyzing five mental tasks. EEG measurements were used to explore the effects of three emotional states (e.g., neutral, positive, and negative states) on memory retention. The ANT Neuro system with 625Hz sampling frequency was used for EEG recordings. A public-domain library with emotion-annotated images was used to evoke the three emotional states in study participants. EEG recordings were performed while each participant was asked to memorize a list of words and numbers, followed by exposure to images from the library corresponding to each of the three emotional states, and recall of the words and numbers from the list. The ASA software and EEGLab were utilized for the analysis of the data in five EEG bands, which were Alpha, Beta, Delta, Gamma, and Theta. The frequency of recalled event-related words and numbers after emotion arousal were found to be significantly different when compared to those following exposure to neutral emotions. The highest average energy for all tasks was observed in the Delta activity. Alpha, Beta, and Gamma activities were found to be slightly higher during the recall after positive emotion arousal. -
Why Feelings Stray: Sources of Affective Misforecasting in Consumer Behavior Vanessa M
Why Feelings Stray: Sources of Affective Misforecasting in Consumer Behavior Vanessa M. Patrick, University of Georgia Deborah J. MacInnis, University of Southern California ABSTRACT drivers of AMF has considerable import for consumer behavior, Affective misforecasting (AMF) is defined as the gap between particularly in the area of consumer satisfaction, brand loyalty and predicted and experienced affect. Based on prior research that positive word-of-mouth. examines AMF, the current study uses qualitative and quantitative Figure 1 depicts the process by which affective misforecasting data to examine the sources of AMF (i.e., why it occurs) in the occurs (for greater detail see MacInnis, Patrick and Park 2005). As consumption domain. The authors find evidence supporting some Figure 1 suggests, affective forecasts are based on a representation sources of AMF identified in the psychology literature, develop a of a future event and an assessment of the possible affective fuller understanding of others, and, find evidence for novel sources reactions to this event. AMF occurs when experienced affect of AMF not previously explored. Importantly, they find consider- deviates from the forecasted affect on one or more of the following able differences in the sources of AMF depending on whether dimensions: valence, intensity and duration. feelings are worse than or better than forecast. Since forecasts can be made regarding the valence of the feelings, the specific emotions expected to be experienced, the INTRODUCTION intensity of feelings or the duration of a projected affective re- Before purchase: “I can’t wait to use this all the time, it is sponse, consequently affective misforecasting can occur along any going to be so much fun, I’m going to go out with my buddies of these dimensions. -
Classification of Human Emotions from Electroencephalogram (EEG) Signal Using Deep Neural Network
(IJACSA) International Journal of Advanced Computer Science and Applications, Vol. 8, No. 9, 2017 Classification of Human Emotions from Electroencephalogram (EEG) Signal using Deep Neural Network Abeer Al-Nafjan Areej Al-Wabil College of Computer and Information Sciences Center for Complex Engineering Systems Imam Muhammad bin Saud University King Abdulaziz City for Science and Technology Riyadh, Saudi Arabia Riyadh, Saudi Arabia Manar Hosny Yousef Al-Ohali College of Computer and Information Sciences College of Computer and Information Sciences King Saud University King Saud University Riyadh, Saudi Arabia Riyadh, Saudi Arabia Abstract—Estimation of human emotions from [1]. Recognizing a user‘s affective state can be used to Electroencephalogram (EEG) signals plays a vital role in optimize training and enhancement of the BCI operations [2]. developing robust Brain-Computer Interface (BCI) systems. In our research, we used Deep Neural Network (DNN) to address EEG is often used in BCI research experimentation because EEG-based emotion recognition. This was motivated by the the process is non-invasive to the research subject and minimal recent advances in accuracy and efficiency from applying deep risk is involved. The devices‘ usability, reliability, cost- learning techniques in pattern recognition and classification effectiveness, and the relative convenience of conducting applications. We adapted DNN to identify human emotions of a studies and recruiting participants due to their portability have given EEG signal (DEAP dataset) from power spectral density been cited as factors influencing the increased adoption of this (PSD) and frontal asymmetry features. The proposed approach is method in applied research contexts [3], [4]. These advantages compared to state-of-the-art emotion detection systems on the are often accompanied by challenges such as low spatial same dataset. -
What We Mean When We Talk About Suffering—And Why Eric Cassell Should Not Have the Last Word
What We Mean When We Talk About Suffering—and Why Eric Cassell Should Not Have the Last Word Tyler Tate, Robert Pearlman Perspectives in Biology and Medicine, Volume 62, Number 1, Winter 2019, pp. 95-110 (Article) Published by Johns Hopkins University Press For additional information about this article https://muse.jhu.edu/article/722412 Access provided at 26 Apr 2019 00:52 GMT from University of Washington @ Seattle What We Mean When We Talk About Suffering—and Why Eric Cassell Should Not Have the Last Word Tyler Tate* and Robert Pearlman† ABSTRACT This paper analyzes the phenomenon of suffering and its relation- ship to medical practice by focusing on the paradigmatic work of Eric Cassell. First, it explains Cassell’s influential model of suffering. Second, it surveys various critiques of Cassell. Next it outlines the authors’ concerns with Cassell’s model: it is aggressive, obscure, and fails to capture important features of the suffering experience. Finally, the authors propose a conceptual framework to help clarify the distinctive nature of sub- jective patient suffering. This framework contains two necessary conditions: (1) a loss of a person’s sense of self, and (2) a negative affective experience. The authors suggest how this framework can be used in the medical encounter to promote clinician-patient communication and the relief of suffering. *Center for Ethics in Health Care and School of Medicine, Oregon Health and Science University, Portland. †National Center for Ethics in Health Care, Washington, DC, and School of Medicine, University of Washington, Seattle. Correspondence: Tyler Tate, Oregon Health and Science University, School of Medicine, Depart- ment of Pediatrics, 3181 SW Sam Jackson Park Road, Portland, OR 97239-3098. -
Tips for Survivors: COPING with GRIEF AFTER COMMUNITY VIOLENCE
∙ Tips for Survivors: COPING WITH GRIEF AFTER COMMUNITY VIOLENCE It is not uncommon for individuals and communities as year. It’s different for each person depending on his or her a whole to experience grief reactions and anger after an health, coping styles, culture, family supports, and other life incident of community violence. Grief is the normal response experiences. How long people grieve may also depend on the of sorrow, emotion, and confusion that comes from losing resilience of the community and the ability of its members to someone or something important to you. Most people will take on roles and responsibilities that will help restore the basic experience a natural occurrence of grief after the death of needs of the community, such as getting children back to a loved one, but grief and anger can be the result of other school and businesses back to working again. types of losses. In situations of community violence, people may experience the loss of their sense of safety, their trust Reactions to Community Violence in Children in those who live in their neighborhood, or their trust in local government. The trauma and grief of community violence Witnessing community violence and death can be traumatic can be experienced by all involved. experiences that cause negative mental health outcomes, particularly for children. Close relationships are important to This tip sheet contains information about some of the signs children’s development, and the loss of family or a community of grief and anger and provides useful information about member can represent the loss of social capital—the emotional how to cope with grief. -
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. -
DISGUST: Features and SAWCHUK and Clinical Implications
Journal of Social and Clinical Psychology, Vol. 24, No. 7, 2005, pp. 932-962 OLATUNJIDISGUST: Features AND SAWCHUK and Clinical Implications DISGUST: CHARACTERISTIC FEATURES, SOCIAL MANIFESTATIONS, AND CLINICAL IMPLICATIONS BUNMI O. OLATUNJI University of Massachusetts CRAIG N. SAWCHUK University of Washington School of Medicine Emotions have been a long–standing cornerstone of research in social and clinical psychology. Although the systematic examination of emotional processes has yielded a rather comprehensive theoretical and scientific literature, dramatically less empirical attention has been devoted to disgust. In the present article, the na- ture, experience, and other associated features of disgust are outlined. We also re- view the domains of disgust and highlight how these domains have expanded over time. The function of disgust in various social constructions, such as cigarette smoking, vegetarianism, and homophobia, is highlighted. Disgust is also becoming increasingly recognized as an influential emotion in the onset, maintenance, and treatment of various phobic states, Obsessive–Compulsive Disorder, and eating disorders. In comparison to the other emotions, disgust offers great promise for fu- ture social and clinical research efforts, and prospective studies designed to improve our understanding of disgust are outlined. The nature, structure, and function of emotions have a rich tradition in the social and clinical psychology literature (Cacioppo & Gardner, 1999). Although emotion theorists have contested over the number of discrete emotional states and their operational definitions (Plutchik, 2001), most agree that emotions are highly influential in organizing thought processes and behavioral tendencies (Izard, 1993; John- Preparation of this manuscript was supported in part by NIMH NRSA grant 1F31MH067519–1A1 awarded to Bunmi O. -
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. . -
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 -
Seek, Trust, Love Intro: People Are Prone to Extremes - for Some People, God Is Little More Than the Cosmic Vending Machine
Matthew 7:7-12 – Seek, Trust, Love Intro: People are prone to extremes - For some people, God is little more than the cosmic vending machine o i.e. if I just put in the right prayers or say the right words of faith and then believe hard enough, God will give me whatever prosperity, success, health, etc. I ask for o It might be a little more personal than a vending machine…more like an indulgent Santa Claus who expects us to be good little people, but is mostly there to fulfill our wish list ▪ Either way, prayer is treated almost as a “blank check” you can use to get God to make your every dream come true ▪ The passage that we’re looking at this morning is sometimes used to justify this view of God, but does no such thing when considered in context - On the other extreme, there are people who see God as perpetually angry & disapproving (and maybe a bit sadistic)… “he loved me enough to save me, but I don’t think he really likes me” o Maybe he is like Zeus with his lightning bolts just looking for an excuse to smite people o Or maybe he is like a malevolent genie who will grant a person’s request literally to the letter but in such a way that it is unhelpful or even harmful o In today’s passage Jesus absolutely demolishes this view of God as he emphasizes how loving and approachable God is (7-8) Seek - At first glance, Jesus seems to be shifting the topic somewhat randomly from 7:1-6 o Jesus is starting his wrap-up – Over the last 85 verses, he has shown what it looks like to live as a citizen of his kingdom, ▪ 5:3-11 – the values of the -
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). -
Theory of Mind and Empathy As Multidimensional Constructs Neurological Foundations
Top Lang Disorders Vol. 34, No. 4, pp. 282–295 Copyright c 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins Theory of Mind and Empathy as Multidimensional Constructs Neurological Foundations Jonathan Dvash and Simone G. Shamay-Tsoory Empathy describes an individual’s ability to understand and feel the other. In this article, we review recent theoretical approaches to the study of empathy. Recent evidence supports 2 possible empathy systems: an emotional system and a cognitive system. These processes are served by separate, albeit interacting, brain networks. When a cognitive empathic response is generated, the theory of mind (ToM) network (i.e., medial prefrontal cortex, superior temporal sulcus, temporal poles) and the affective ToM network (mainly involving the ventromedial prefrontal cortex) are typically involved. In contrast, the emotional empathic response is driven mainly by simulation and involves regions that mediate emotional experiences (i.e., amygdala, insula). A decreased empathic response may be due to deficits in mentalizing (cognitive ToM, affective ToM) or in simulation processing (emotional empathy), with these deficits mediated by different neural systems. It is proposed that a balanced activation of these 2 networks is required for appropriate social behavior. Key words: emotion, empathy, inferior frontal gyrus, mirror neurons, simulation, theory of mind, ventromedial prefrontal cortex NE of the core functions of individu- have provided evidence of the multidimen- O als living within a society is the attribu- sional nature of ToM. In this article, we review tion of mental states to others. This function, main approaches to the study of the neural ba- known as theory of mind (ToM) or “mental- sis of ToM and empathy (including tasks used izing” (Frith, 1999), enables an individual to to elicit them), describe the neurological un- understand or predict another person’s be- derpinnings for the multidimensional nature havior and to react accordingly.