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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. -
Social Comparison As the Thief of Joy: Emotional Consequences of Viewing Strangers' Instagram Posts De Vries, D.A.; Möller, A.M.; Wieringa, M.S.; Eigenraam, A.W
UvA-DARE (Digital Academic Repository) Social comparison as the thief of joy: Emotional consequences of viewing strangers' Instagram posts de Vries, D.A.; Möller, A.M.; Wieringa, M.S.; Eigenraam, A.W. ; Hamelink, K. DOI 10.1080/15213269.2016.1267647 Publication date 2018 Document Version Final published version Published in Media Psychology License CC BY-NC-ND Link to publication Citation for published version (APA): de Vries, D. A., Möller, A. M., Wieringa, M. S., Eigenraam, A. W., & Hamelink, K. (2018). Social comparison as the thief of joy: Emotional consequences of viewing strangers' Instagram posts. Media Psychology, 21(2), 222-245. https://doi.org/10.1080/15213269.2016.1267647 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:01 Oct 2021 MEDIA PSYCHOLOGY 2018, VOL. -
Making Sense of Emotional Contagion
Making Sense of Emotional Contagion Carme Isern-Mas † [email protected] Antoni Gomila † [email protected] ABSTRACT Emotional contagion is a phenomenon that has attracted much interest in recent times. However, the main theory, mimicry theory, fails to properly address its many facets. In particular, we will focus on two shortcomings: the elicitation of emotional contagion is not context-independent, and there can be cases of emotional contagion without motor mimicry. We contend that a general theory of emotion elicitation (such as Scherer’s Component Process Model of Emotion) is better suited to account for these features, because of its multi-level appraisal component. From this standpoint, emotional contagion is viewed as a particular kind of emotional response that involves the same components and processes of emotional responses in general. 1. Introduction Emotions appear to be contagious (Dezecache, Eskenazi, & Grèzes, 2016; Doherty, 1997). Examples abound: there is the phenomenon of laugher contagion (Provine, 2012); mothers share the distress of their children (Manini et al., 2013); friends tend to converge on their feelings (McIntosh, 2006); 2- or 4-day-old newborns cry when they hear the cry of another newborn, but not when they hear another noise (Simner, 1971). Clinical psychologists are likely to catch their patients’ feelings, especially in cases of depression where expressions of sadness might be especially salient (Hatfield, Cacioppo, & Rapson, 1993). Different terms have been used to describe this phenomenon in which one person catches up the emotion of another, such as “emotional propagation”, “emotional replication” (Dezecache, Jacob, & Grèzes, 2015), or † Human Evolution and Cognition Group (EvoCog), UIB, IFISC, Associated Unit to CSIC, 07122 Palma, Spain. -
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. -
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. -
Browsing Facebook: Envy, Happiness, and Tie Strength?
Browsing Facebook: Envy, Happiness, and Tie Strength? Ruoyun Lin Sonja Utz Leibniz Institut für Wissensmedien Twitters: @ReDefTie @RuoyunLin Email: [email protected] PSYCHOLOGICAL EFFECTS OF SOCIAL MEDIA USAGE Active Passive usage usage ? Feeling of Joyful connectedness Envy, depression EMOTIONAL RESPONSES: ON A MESSAGE LEVEL? Happiness vs. Envy? Tie strength? (Granovetter, 1973) - Strong tie (best friend) - Weak tie (acquaintance) RESEARCH QUESTIONS RQ1: What are the most prevalent momentary emotional outcomes after reading a post on Facebook? Emotional outcomes Content of post (Happiness & Envy) RESEARCH QUESTIONS RQ1: What are the most prevalent momentary emotional outcomes after reading a post on Facebook? RQ2: Does tie strength between the poster and reader moderate the emotions (happiness and envy)? Tie strength Emotional outcomes Content of post (Happiness & Envy) Individual-related factors THEORETICAL BACKGROUND RQ2: Does tie strength between the poster and reader moderate the emotions (happiness and envy)? Happiness is contagious! Emotional Contagion (Hatfield et al. 1993; Kramer, 2012) Empathy is more pronounced when relationship is closer Perception-Action Model (Norscia & Palagi, 2011) Stronger tie intensified emotions THEORETICAL BACKGROUND RQ2: Does tie strength between the poster and reader moderate the emotions (happiness and envy)? • Upward Social comparison (Festinger, 1954) • Preconditions (Smith,2004; Tesser, 1984) – Self-relevance – Perceived similarity • Benign envy: moving up motivation • Malicious envy: pulling -
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. -
Digital Emotion Contagion
Digital Emotion Contagion Amit Goldenberg James J. Gross Authors Affiliation: Amit Goldenberg* – Harvard University, Harvard Business School James J. Gross – Stanford University, Department of Psychology *Correspondence: [email protected] Key Words: emotion, emotion contagion, digital media, social media 1 People spend considerable time on digital media, and during this time they are often exposed to others’ emotion expressions. This exposure can lead their own emotion expressions to become more like others’ emotion expressions, a process we refer to as digital emotion contagion. This paper reviews the growing literature on digital emotion contagion. After defining emotion contagion, we suggest that one unique feature of digital emotion contagion is that it is mediated by digital media platforms that are motivated to upregulate users’ emotions. We then turn to measurement, and consider the challenges of demonstrating that digital emotion contagion has occurred, and how these challenges have been addressed. Finally, we call for a greater focus on understanding when emotion contagion effects will be strong versus weak or non-existent. 2 The Ubiquity of Digital Emotion Contagion In 2014, PNAS published a study that sought to demonstrate emotion contagion on social media using an experimental design [1]. In this study, the content that Facebook users saw was manipulated without their knowledge to be less negative or less positive. Users’ emotions were evaluated with a dictionary-based program that counts the number of positive and negative words in each text [2]. Results indicated that those who were exposed to less negative or less positive emotions produced less of these emotions themselves. This is the only published study that has manipulated users’ emotions without their knowledge on a digital media platform. -
The Role of Ensemble Coding of Emotional Expressions in Group Categorization
ENSEMBLE CODING AND GROUP CATEGORIZATION Is This My Group or Not? The Role of Ensemble Coding of Emotional Expressions in Group Categorization Amit Goldenberg1 Timothy D. Sweeny2 Emmanuel Shpigel1 James J. Gross1 1Stanford University 2University of Denver Corresponding Author: Correspondence concerning this article should be addressed to Amit Goldenberg, Department of Psychology, Stanford University. E-mail: amitgold@ stanford.edu. Acknowledgements: The authors wish to thank Yiyue (Kiki) Cao, Sime Luketa, Maria Reyes and Naila Ebeid for their assistance in this project. 1 ENSEMBLE CODING AND GROUP CATEGORIZATION Abstract When exposed to others’ emotional responses, people often make rapid decisions as to whether these others are members of their group or not. These group categorization decisions have been shown to be extremely important to understanding group behavior. Yet, despite their prevalence and importance, we know very little about the attributes that shape these categorization decisions. To address this issue, we took inspiration from ensemble coding research and developed a task designed to reveal the influence of the mean and variance of group members’ emotions on participants’ group categorization. In Study 1, we verified that group categorization decreases when the group’s mean emotion is different from the participant’s own emotional response. In Study 2, we established that people identify a group’s mean emotion more accurately when its variance is low rather than high. In Studies 3 and 4, we showed that participants were more likely to self-categorize as members of groups with low emotional variance, even if their own emotions fell outside of the range of group emotions they saw, and that this preference is seen for judgements of both positive and negative group emotions. -
The Impact of Emotional Contagion and Its Relationship to Mood
The Impact of Emotional Contagion and its Relationship to Mood Lauren Englert Abstract Emotional contagion or the tendency to mimic and feel emotional displays and experiences of others in social interactions is more than likely to be influenced by affect or the existing mood of individuals engaging in those interactions (Hatfield, Cacioppo, & Rapson, 1992). This current study analyzed the relationship between susceptibility to emotional contagion and existing mood using two well-established scales: the PANAS (Positive and Negative Affect Schedule) scale and the EC (Emotional Contagion) scale (Watson, Clark, & Tellegan, 1988; Doherty, 1997). Two hypotheses were assessed with the first one being that individuals with a high self-report of mood (positive or negative) will be more susceptible to emotional contagion and the second one stating that women will have higher self-reports of mood and will be more susceptible to emotional contagion than men. Results, limitations, and implications are discussed further throughout the study. Keywords: emotional contagion, affect In 1992, Hatfield, Cacioppo, and Rapson proposed that by observing another’s face, voice, posture, and instrumental behavior during conversation and social interaction, people unconsciously and automatically begin mimicking the emotions expressed by the person they are conversing with, and ultimately, may come to feel as the other person feels. They termed this phenomenon as emotional contagion that can occur in various ways through multiple situations. More specifically, Hatfield et al. (1992) discussed primitive emotional contagion that is relatively automatic, unintentional, uncontrollable, and largely unconscious and also the mechanisms that might account for it. There are a variety of differences that are assumed in an individual’s ability to mirror others’ emotions, and these include genetic heritage, gender, personality, and early experiences (Hatfield et al., 1992). -
The Role of Emotions in Modern Receptions of Homeric Epic
Tales for All Time: The Role of Emotions in Modern Receptions of Homeric Epic Karen Anne Possingham January 2021 A thesis submitted for the degree of Doctor of Philosophy of The Australian National University © Copyright by Karen Anne Possingham 2021 All Rights Reserved 1 This thesis is the original work of the author. Word count: 98,683. 2 Acknowledgements First of all, I would like to acknowledge that this research was supported by an Australian Government Research Training Program Scholarship. My primary supervisor, Elizabeth Minchin, the Best of the Homerists, whose inspiration, support, and dedication helped bring out the best in my work. My secondary supervisors Greta Hawes and Lucy Neave for their sound advice, scholarship and kind encouragement. To my children Nick and Alex, their partners Steph and Tiah, colleagues at ANU and friends for seeing the world through Homer with me for the last four and a half years. Finally, my husband Hugh for his continued patronage of the Arts and for his pithy and witty remarks on the content and progress of this thesis. 3 Abstract The poet we call Homer stands at the intersection of a long oral tradition and the emergence of literacy. The poems associated with his name have exercised a continuing appeal, across time; and yet they can also be unsettling, challenging our ideas of Ancient Greek values and expectations. This has had an impact on the reception of the poems from antiquity to the present day. I have argued in this thesis that, in the cases I have studied, Lorna Hardwick’s idea of ‘faultlines’ in Homeric epic can be adapted to examine the powerful, often contradictory, emotions portrayed in the Iliad and the Odyssey: namely personal and place attachment, grief, and the anger that can lead to acts of retribution or to acts of mercy that rely on the emotion of pity. -
How Positive Affect Links to Performance Through Social Resources
THE JOURNAL OF POSITIVE PSYCHOLOGY 2019, VOL. 14, NO. 3, 377–392 https://doi.org/10.1080/17439760.2017.1402076 Happy-productive groups: How positive affect links to performance through social resources Jonathan Peñalvera , Marisa Salanovaa , Isabel M. Martíneza and Wilmar B. Schaufelib,c aDepartment of Social Psychology, Universitat Jaume I, Castellón de la Plana, Spain; bDepartment of Psychology, Utrecht University, Utrecht, Netherlands; cDepartment of Psychology, KU Leuven, Leuven, Belgium ABSTRACT ARTICLE HISTORY The current study extends the Broaden & Build theory to the collective (i.e. groups) level of analysis, Received 15 May 2017 focusing on the mediating role of group social resources (i.e. cohesion, coordination, teamwork, Accepted 13 October 2017 supportive team climate) between group positive affect (i.e. enthusiasm, optimism, satisfaction, KEYWORDS comfort) and group performance (i.e. in-and extra-role performance, creative performance). To test Group positive affect; group our hypotheses, we conducted two studies using independent samples. Study 1 is a laboratory social resources; group study with 449 participants nested in 112 small groups who performed an organizational simulation performance; happy- creative task. Study 2 is a field study that aggregated scores of 2159 employees nested in 417 groups. productive groups; in- and In both the lab and field studies, structural equation modeling results revealed that group social extra-role performance; resources fully mediate the relationship between group positive emotions