Understanding emotional transitions: The interpersonal consequences of changing emotions in negotiations.

Research on the interpersonal functions of emotions has focused primarily on steady-state emotion rather than on emotional transitions, the movement between emotion states. The authors examined the influence of emotional transitions on social interactions and found that emotional transitions led to consistently different outcomes than their corresponding steady-state emotions. Across 2 computer-mediated negotiations and a face-to-face negotiation, participants negotiating with partners who displayed a “becoming angry” (happy to angry) emotional transition accepted worse negotiation outcomes yet formed better relational impressions of their partners than participants negotiating with partners who displayed steady-state anger. This relationship was mediated through 2 mechanisms: attributional and emotional contagion processes. The “becoming happy” (angry to happy) emotional transition as compared with steady-state happiness was not significantly related to differences in negotiation outcomes but was significantly related to differences in relational impressions, where perceivers of the “becoming happy” emotional transition gave their partners lower relational impression ratings than perceivers of steady-state happiness. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Reliability of DSM-IV anxiety and mood disorders: Implications for the classification of emotional disorders.

The reliability of current and lifetime Diagnostic and Statistical Manual of Mental Disorders (4th ed.; DSM-IV; American Psychiatric Association, 1994) anxiety and mood disorders was examined in 362 outpatients who underwent 2 independent administrations of the Anxiety Disorders Interview Schedule for DSM-IV: Lifetime version (ADIS-IV–L). Good to excellent reliability was obtained for the majority of DSM-IV categories. For many disorders, a common source of unreliability was disagreements on whether constituent symptoms were sufficient in number, severity, or duration to meet DSM-IV diagnostic criteria. These analyses also highlighted potential boundary problems for some disorders (e.g., generalized anxiety disorder and major depressive disorder). Analyses of ADIS-IV–L clinical ratings (0–8 scales) indicated favorable interrater agreement for the dimensional features of DSM-IV anxiety and mood disorders. The findings are discussed in regard to their implications for the classification of emotional disorders. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Culture and mixed emotions: Co-occurrence of positive and negative emotions in Japan and the United States.

Previous cross-cultural comparisons of correlations between positive and negative emotions found that East Asians are more likely than Americans to feel dialectical emotions. However, not much is known about the co-occurrence of positive and negative emotions in a given situation. When asked to describe situations in which they felt mixed emotions, Japanese and American respondents listed mostly similar situations. By presenting these situations to another group of respondents, we found that Japanese reported more mixed emotions than Americans in the predominantly pleasant situations, whereas there were no cultural differences in mixed emotions in the predominantly unpleasant situations or the mixed situations. The appraisal of self-agency mediated cultural differences in mixed emotions in the predominantly pleasant situations. Study 2 replicated the findings by asking participants to recall how they felt in their past pleasant, unpleasant, and mixed situations. The findings suggest that both Americans and Japanese feel mixed emotions, but the kinds of situation in which they typically do so depends on culture. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Behavioral and emotional disorders in adolescents: Nature, assessment and treatments.

Reviews the book, Behavioral and emotional disorders in adolescents: Nature, assessment and treatment by David A. Wolfe and Eric J. Mash (see record 2005-16249-000). The primary goal of this edited volume is to capture the current state of knowledge about the important behavioural and emotional adjustment problems and disorders of adolescence. Through 20 chapters by foremost experts, the reader is apprised of the unique features of these disorders in adolescents in comparison with children and adults, and of the importance of developmental issues and a developmental perspective. Any thought that adolescent disorders are adequately addressed by upward extension of knowledge of child disorders and downward extension of knowledge of adult disorders is compellingly dispelled. The unique compilation of empirical findings specifically for adolescents is a boon to those pursuing research, teaching or evidence- based practice with this age group. This book will be mandatory reading for any mental health professional, including academics, graduate students, and clinicians working with or teaching about troubled adolescents. As a text, it is excellent for a graduate course on the subject, and an essential reference source for those teaching abnormal development at the undergraduate level or providing clinical service to adolescents and their families. The book will be a classic in the field and a mandatory starting point for any professional interested in a detailed overview of the state of the art in Western societies, including researchers interested in an overview of areas outside their own specific expertise. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prevention of emotional disorders in the school setting: A further investigation.

Children in the primary grades of a single experimental (E) school were exposed, for 3 yr., to a comprehensive program designed for the early detection and prevention of emotional disorders. At the end of that period they were contrasted, on a variety of school-record and adjustment measures, to control 3rd graders from 2 demographically comparable schools. Evidence was presented demonstrating the salutary effects of the preventive program with respect to several criterion measures of behavior, achievement, and adjustment. Additionally, within the E school, youngsters in whom manifest or incipient pathology was identified very early in their careers, were found, by the end of the 3rd yr., to be performing less adequately in school, showing greater indications of maladjustment on objective tests and behavioral ratings, obtaining lower standard achievement test scores, less well-rated by their peers, and manifesting more physical complaints than their nonaffected peers. The implications of these data for a preventively oriented, community-based approach to mental health problems were considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Angry, guilty, and conflicted: Injustice toward coworkers heightens emotional labor through cognitive and emotional mechanisms.

This study drew on fairness theory and affective events theory to explain why individuals' emotional labor is impacted by injustice extended toward coworkers by their customers. Pairs of participants worked side by side as customer-service representatives for a simulated organization. They interacted with fair/unfair customers as well as observed face-to-face service encounters between their coworker and fair/unfair customers. Results indicated that participants' emotional labor increased both as a result of unfairness directed toward themselves as well as toward their coworkers. These effects were mediated by both discrete emotions and fairness-related counterfactual thinking and were significant even when the participants themselves had been treated fairly. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Patterns of emotion-specific appraisal, coping, and cardiovascular reactivity during an ongoing emotional episode.

The authors examined emotion-specific patterns of appraisal, coping, and cardiovascular reactivity during real ongoing emotional episodes. In this study, 109 participants performed a neutral opinion-expression task, where a confederate elicited anger, shame, or pride using verbal and nonverbal behavior. The authors assessed cognitive appraisals, emotional reactions, coping, outcomes (state self-esteem and outcome satisfaction), and cardiovascular reactivity. Results indicated substantial and theoretically consistent differences between the 3 emotions (and differences from a nonemotion condition) for cognitive appraisals, self-reported coping, behavioral coping, self-esteem, and cardiovascular reactivity. The results are discussed in relation to their implications for emotion theory and for psychological and physical health. Overall, the results suggest that researchers can study emotion-related issues using authentic emotional reactions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mood regulation and emotional intelligence: Individual differences.

In 3 studies (Ns = 250, 83, 236), an examination of differences in how individuals experience their emotions (meta-emotion traits of clarity, attention, and intensity) led to the identification of 4 distinct types (overwhelmed, hot, cerebral, and cool). When mood was manipulated, the types differed in how they initially reacted to the emotional situation, how they regulated their mood and how they made judgments. In particular, one type of individual (the hot type) was more reactive to emotional situations than the others. Another type of individual (the overwhelmed type) regulated mood differently than the others, which led these individuals to make judgments that were also different. Overwhelmed individuals appeared unable or unwilling to avail themselves of critical affective information. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Looking past pleasure: Anger, confusion, disgust, pride, surprise, and other unusual aesthetic emotions.

Psychological aesthetics, for the most part, is concerned with people's feelings of pleasure in response to art. The study of mild positive feelings will always be important to psychological aesthetics, but the range of aesthetic feelings is much wider than liking, preference, and pleasure. This article provides an overview of some unusual aesthetic emotions: knowledge emotions (interest, confusion, and surprise), hostile emotions (anger, disgust, and contempt), and self-conscious emotions (pride, shame, and embarrassment). Appraisal theories of emotion can describe how these emotions differ and when they come about. An expanded view of aesthetic experience creates intriguing and fertile directions for future research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Introduction to the special section on cognitive bias modification in emotional disorders.

Cognitive models of anxiety disorders and unipolar depression have postulated that selective information processing plays an important role in the development and maintenance of emotional psychopathology. Cognitive bias modification (CBM) procedures have recently been developed to test this theoretical claim. The purpose of this special section is to introduce the central ideas underlying CBM and to bring together the research that exemplifies the theoretical and clinical potential of the CBM approach. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Integrating positive emotions into theory, research, and practice: A new challenge for psychotherapy.

This article elaborates on the themes and directions that emerged from a dialogue on the potential usefulness of positive emotions in psychotherapy. In defining a positive emotion, the authors propose that there are two intersecting axes of interest. The axes are emotional experience--whether something feels good or bad to the client--and therapeutic value--how helpful the emotion is to the therapeutic process. Three of the four quadrants formed by the intersection of these axes potentially contain positive emotions. Special consideration is given to the quadrant of positive experience/positive value, which has been relatively neglected until now. In this quadrant, positive emotions generate change either in their facilitating role--often in the therapeutic relationship--or as central agents of the change process. The authors conclude by considering how positive and negative emotions interact and call for careful theorizing and research to clearly understand positive emotions in psychotherapy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Feelings and perceptions of happiness and sadness induced by music: Similarities, differences, and mixed emotions.

The authors examined similarities and differences between (1) listeners’ perceptions of emotions conveyed by 30-s pieces of music and (2) their emotional responses to the same pieces. Using identical scales, listeners rated how happy and how sad the music made them feel, and the happiness and the sadness expressed by the music. The music was manipulated to vary in tempo (fast or slow) and mode (major or minor). Feeling and perception ratings were highly correlated but perception ratings were higher than feeling ratings, particularly for music with consistent cues to happiness (fast-major) or sadness (slow-minor), and for sad-sounding music in general. Associations between the music manipulations and listeners’ feelings were mediated by their perceptions of the emotions conveyed by the music. Happiness ratings were elevated for fast-tempo and major-key stimuli, sadness ratings were elevated for slow-tempo and minor-key stimuli, and mixed emotional responses (higher happiness and sadness ratings) were elevated for music with mixed cues to happiness and sadness (fast-minor or slow-major). Listeners also exhibited ambivalence toward sad-sounding music. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A bumpy train ride: A field experiment on insult, honor, and emotional reactions.

The present research examined the relationship between adherence to honor norms and emotional reactions after an insult. Participants were 42 Dutch male train travelers, half of whom were insulted by a confederate who bumped into the participant and made a degrading remark. Compared with insulted participants with a weak adherence to honor norms, insulted participants with a strong adherence to honor norms were (a) more angry, (b) less joyful, (c) less fearful, and (d) less resigned. Moreover, insulted participants with a strong adherence to honor norms perceived more anger in subsequent stimuli than not-insulted participants with a strong adherence to these norms. The present findings support a direct relationship among insult, adherence to honor norms, and emotional reactions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Getting from situations to emotions: Appraisal and other routes.

Comments on the original article by S. Siemer and R. Reisenzein (see record 2007-02169-001) regarding the process of emotion inference. When processing situational information, people can reach emotional conclusions without explicitly registering corresponding appraisals. Does this mean that appraisal cues must be guiding inference in less obvious ways? If one assumes that the emotional meaning of any situation depends on the protagonist's relation to what is happening, then emotion inference can never entirely bypass relational information. However, not all relational information is specifically appraisal-based. Further, actual emotion causation, like emotion inference, can involve explicit or implicit appraisals or even no appraisals at all. Indeed, humans do not first learn to associate emotions with situations by extracting appraisal information. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Emotional responses to art: From collation and arousal to cognition and emotion.

The study of emotional responses to art has remained curiously detached from the psychology of emotions. Historically, the leading tradition has been Daniel Berlyne's psychobiological model, embodied by the "new experimental aesthetics" movement of the 1970s. That theory explained hedonic qualities of art by referring to arousal-modifying "collative properties" of art, such as complexity, novelty, uncertainty, and conflict. Berlyne's influence on the experimental study of aesthetics has been enormous, largely for the better but also for the worse. Berlyne's suspicion of cognitive psychology led to an unproductive perseveration on arousal as the mechanism of "aesthetic responses." This article describes how appraisal theories of emotion inform the study of aesthetics. Appraisal theories make new predictions about emotional responses to art, expand the domain of aesthetic emotions beyond positive emotions such as interest and enjoyment, inform other theories (e.g., prototypicality models), and reinterpret past findings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The structure of emotional expressivity: Each emotion counts.

Several models of the dimensionality of emotional expressivity were examined in a multitrait-multimethod study. Targets and peer raters completed measures of the target's emotional expressivity (Berkeley Expressivity Questionnaire, BEQ; J. J. Gross & O. P. John, 1995; and a measure of emotion-specific expression) and the Big 5 personality dimensions. The results of structural equation modeling and analysis of variance revealed that an emotion-specific model was superior to models of valence-specific or unidimensional expressivity. The distinct emotions differed in their relations with the dimensions of the 5-factor model. These results were corroborated by self- and other reports. Finally, the degree of convergence between self- and other ratings differed between emotions, demonstrating the multidimensional character of emotional expressivity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Implications of dysfunctional emotions for understanding how emotions function.

Consensus that emotions are functional and adaptive has reached such a level that contradictory evidence is no longer seriously considered, and the complex determinants of functionality are not fully appreciated. To remedy this complacency, the author draws attention to the nontrivial amount of dysfunctional emotion in everyday life, as well as to the many long-standing philosophical and religious traditions that counsel dispassion. This exercise is useful for tempering functionalist zeal and restoring scientific skepticism. It also demonstrates that the functionality of emotions depends critically on the appraisals that give rise to emotions, the choice and control of the behaviors motivated by emotions, and the socialization and training of emotions. These parameters, whether or not they are considered part of an emotion, must be considered part of what makes emotions functional. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Emotional self-disclosure and emotional avoidance: Relations with symptoms of depression and anxiety.

Research suggests that individuals with heightened symptoms of mood and anxiety disorders engage in diminished emotional disclosure. On the basis of emotion regulation theories, the authors hypothesized that this symptom–disclosure relationship would be mediated by the avoidance of emotional experience and expression. In Study 1, college students (N = 831) completed measures of depression and anxiety symptoms, measures of tendencies to avoid emotional expression, and measures of tendencies to self-disclose distress. Structural equation modeling revealed that anhedonic depression and anxious arousal were associated with lessened emotional self-disclosure tendencies as mediated by avoidance of emotional expression. In Study 2, participants (N = 153) completed new measures of depression and anxiety symptoms, reflected on the most significant emotional event experienced during the past week, and rated their avoidance of emotion about the event and their self-disclosure of the event. Depression (but not anxiety) symptoms were negatively related to the disclosure of a specific event, but avoidance of emotional experience did not mediate this depression–disclosure relationship. These findings extend emotion dysregulation theory and suggest that depressive symptoms in particular are associated with reduced emotional disclosure. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Same situation--Different emotions: How appraisals shape our emotions.

Appraisal theories of emotion hold that it is the way a person interprets a situation--rather than the situation itself--that gives rise to one emotion rather than another emotion (or no emotion at all). Unfortunately, most prior tests of this foundational hypothesis have simultaneously varied situations and appraisals, making an evaluation of this assumption difficult. In the present study, participants responded to a standardized laboratory situation with a variety of different emotions. Appraisals predicted the intensity of individual emotions across participants. In addition, subgroups of participants with similar emotional response profiles made comparable appraisals. Together, these findings suggest that appraisals may be necessary and sufficient to determine different emotional reactions toward a particular situation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Negative emotions, pain, and functioning.

We used linear structural equations (path model analysis) to examine associations among negative emotions, pain, and functioning in a large sample (N = 511) of veterans with chronic pain. We postulated and tested a model where pain and functioning affect negative emotions and where negative emotions affect pain and functioning. The findings confirm a strong relationship between negative emotions, pain, and functioning in our sample, particularly as the variable Pain Interference affects Depression. In a significant but weaker relationship, we also found that Anxiety has a direct effect on patients' perception of their Disability. Specifically, the data support a model where increased Pain Interference, Pain Severity, Depression and Anxiety all lead to increased Disability. Findings that Pain Interference and Depression appear to play a major role in the relationships between pain and negative emotions support the need for experimental studies to understand the causal impact of these variables on patient functioning. In the meantime, the findings suggest that Pain Interference, Depression, and Anxiety, in addition to Pain Severity, should all be targets of chronic pain treatment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)