Normality evaluations and their relation to personality traits and well-being.

Despite frequent discussions of what it means to be normal in clinical, social, and personality psychology theory, the characteristics of individuals who call themselves normal are little understood. In 5 studies, the authors investigated various hypotheses concerning the nature of normality evaluations. The authors add to recent evidence that normality evaluations represent a distinct dimension of evaluative judgments, showing self-judgments of being normal (versus strange) to be relatively independent from self-judgments of being average (versus unique). Normality evaluations showed positive relations with communal traits such as agreeableness, conscientiousness, and emotional stability, and were negatively related to openness to experience. Supporting a broader hypothesis that normality evaluations may be involved in directing or motivating personality development processes, normality evaluations were positively associated with well-being and a sense of fitting in with one's peers, and individuals who felt abnormal felt a heightened sense that they needed to improve their personality. Finally, the personality correlates of normality evaluations were found to change over the lifespan, largely in parallel with the actual mean-level development of personality traits with age. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Deindividuation and antinormative behavior: A meta-analysis.

A meta-analytic integration reviews evidence for deindividuation theory as an explanation of collective and antinormative behavior. Deindividuation theories propose a subjective deindividuated state that causes transgression of general social norms. Deindividuation research classically manipulates anonymity, self-awareness, and group size. Results of 60 independent studies showed little support for (a) the occurrence of deindividuated (antinormative) behaviors or (b) the existence of a deindividuated state. Research results were explained more adequately by situation-specific than by general social norms. Analyses indicated that groups and individuals conform more to situation-specific norms when they are "deindividuated." These findings are inconsistent with deindividuation theory but support a social identity model of deindividuation effects. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of Energy Availability on Immediate and Delayed Emotional Reactions to Work Events.

This study focuses on daily work events as proximal stimuli for discrete emotional reactions and suggests that availability of energy resources required for coping with goal-disruptive events, or for capitalizing on new opportunities offered by goal-enhancing events, influences intensity of emotional reactions. Using experience-sampling methodology with a sample of hospital residents, it is shown that negative emotion and fatigue following disruptive events are intensified when only limited energy resources are available due to current workload. However, positive emotions, promoted by goal-enhancing events, are mitigated due to inability to capitalize on new opportunities or challenges. Aftereffects of work events reveal that the energizing effect of goal-enhancing events mitigates end-of-day fatigue and negative emotion on high-workload days, although the effect of disruptive events is diminished by the end of such days, apparently because of lesser conspicuity against a background of high workload. Theoretical and practical implications are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

When customers lash out: The effects of customer interactional injustice on emotional labor and the mediating role of discrete emotions.

Using affective events theory to integrate multifoci justice and emotional labor (EL), this lab study examined the effects of customer interactional justice on EL perceived by both the self and others. Participants played the role of customer-service representatives in a workplace simulation and were exposed to either interactionally fair or unfair customers. Results showed that unfairly treated participants engaged in higher levels of EL and found it more difficult to comply with display rules than did participants who were fairly treated. The above link was partially mediated by anger. Our findings suggest that customers are a viable source of justice, and customer behavior impacts the effort required of service workers to adhere to organizationally sanctioned emotional display rules. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

What's in a norm? Sources and processes of norm change.

This reply to the commentary by E. Staub and L. A. Pearlman (2009) revisits the field experimental results of E. L. Paluck (2009). It introduces further evidence and theoretical elaboration supporting Paluck's conclusion that exposure to a reconciliation-themed radio soap opera changed perceptions of social norms and behaviors, not beliefs. Experimental and longitudinal survey evidence reinforces the finding that the radio program affected socially shared perceptions of typical or prescribed behavior—that is, social norms. Specifically, measurements of perceptions of social norms called into question by Staub and Pearlman are shown to correlate with perceptions of public opinion and public, not private, behaviors. Although measurement issues and the mechanisms of the radio program's influence merit further testing, theory and evidence point to social interactions and emotional engagement, not individual education, as the likely mechanisms of change. The present exchange makes salient what is at stake in this debate: a model of change based on learning and personal beliefs versus a model based on group influence and social norms. These theoretical models recommend very different strategies for prejudice and conflict reduction. Future field experiments should attempt to adjudicate between these models by testing relevant policies in real-world settings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mood and memory.

Describes experiments in which happy or sad moods were induced in Ss by hypnotic suggestion to investigate the influence of emotions on memory and thinking. Results show that (a) Ss exhibited mood-state-dependent memory in recall of word lists, personal experiences recorded in a daily diary, and childhood experiences; (b) Ss recalled a greater percentage of those experiences that were affectively congruent with the mood they were in during recall; (c) emotion powerfully influenced such cognitive processes as free associations, imaginative fantasies, social perceptions, and snap judgments about others' personalities; (d) when the feeling-tone of a narrative agreed with the reader's emotion, the salience and memorability of events in that narrative were increased. An associative network theory is proposed to account for these results. In this theory, an emotion serves as a memory unit that can enter into associations with coincident events. Activation of this emotion unit aids retrieval of events associated with it; it also primes emotional themata for use in free association, fantasies, and perceptual categorization. (54 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ethical challenges of group and dyadic psychotherapies: A comparative approach.

Although conceptions of causes and cures of mental dysfunction may be similar in group and dyadic therapies, it is argued that the use of techniques involving intermember interactions as a therapeutic medium in groups gives rise to ethical concerns that differ from those encountered in individual treatment. In the group, collective influences are mobilized and focused on individuals through mechanisms of consensus, conformism, and norms of emotional expressiveness. The value and ethical dilemmas for group therapists involve decisions about strategies of initiation, facilitation, and interdiction of group pressures on individual members. Common assumptions about group processes are noted, and therapeutic and countertherapeutic responses to group power factors are discussed. The ethical implications of some comparative processes in group and dyadic therapies are considered, and guidelines are presented for group leaders. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Blood pressure and plasma norepinephrine responses to dexfenfluramine in obese postmenopausal women

The study of social and emotional development is recognized for its complexity. To better understand developmental norms, and deviations thereof, researchers typically focus on individual (e.g., temperament), interactional (e.g., parenting behaviors), and relational (e.g., attachment, friendship) levels of analysis. Often forgotten, however, is the extent to which cultural beliefs and norms play a role in the interpretation of the acceptability of individual characteristics and the types and the ranges of interactions and relationships that are likely or permissible. This special issue comprises four sections in which culture is examined insofar as it relates to the aforementioned levels of social analysis: "Emotional Development," "Parenting and Parent-Child Relationships," "Social Cognition and Social Relationships," and "Social and Emotional Adjustment and Maladjustment." Each section is followed by a commentary.     

Social and emotional development from a cultural perspective.

The study of social and emotional development is recognized for its complexity. To better understand developmental norms, and deviations thereof, researchers typically focus on individual (e.g., temperament), interactional (e.g., parenting behaviors), and relational (e.g., attachment, friendship) levels of analysis. Often forgotten, however, is the extent to which cultural beliefs and norms play a role in the interpretation of the acceptability of individual characteristics and the types and the ranges of interactions and relationships that are likely or permissible. This special issue comprises four sections in which culture is examined insofar as it relates to the aforementioned levels of social analysis: "Emotional Development," "Parenting and Parent–Child Relationships," "Social Cognition and Social Relationships," and "Social and Emotional Adjustment and Maladjustment." Each section is followed by a commentary. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relative importance of prior and immediate events: A causal primacy effect.

Two experiments tested the hypothesis that prior causes in a chain of events are attributed greater relative importance than later, more immediate causes. In Exp I, 170 undergraduates judged the relative contributions to success or failure made by members of a team who initiated a problem-solution process vs team members who terminated it. In Exp II, 206 undergraduates rated the importance of prior and immediate causes of 4 life events. In both experiments, prior events in a causal chain were perceived to be more important than were immediate events. In addition, Exp II showed that this primacy effect was due to the causal rather than temporal sequencing of events and that it was limited to situations in which the events were of approximately equal relevance to the final outcome. (27 ref) (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)     

Dispositional and situational determinants of repression.

This research project posits a model of repression that incorporates both repressive personality and repressive social behavior. The 1st parameter of the model specifies the motivation for repressors' distancing of themselves from emotional events. Experiment 1 demonstrates that repressors are hypersensitive—in their cognitive attention—to both negative and positive emotional events. The 2nd parameter of the model specifies the conditions under which repressors distance themselves from emotional events. Experiments 2 and 3 demonstrate that repressors psychologically distance themselves when the situation threatens their self-evaluation and provides opportunity for them to attend to and process self-relevant and non-self-relevant information. This 2-factor model extends the current conceptualization of repression in that it identifies motivation ( dispositional emotional sensitivity ) and context ( situational threats to self-evaluation and distraction availability ) for repressors' distancing of themselves from negative and positive emotional events. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Neuropsychological mechanisms of individual differences in emotion, personality, and arousal.

Evidence is reviewed to suggest that parietotemporal regions of the right hemisphere not only are specialized for the processing of emotional information but also play a critical role in the experience of emotion. In particular, it is argued that these regions of the right hemisphere constitute a system involved in modulating autonomic and behavioral arousal in emotional states. This system is characterized by a set of cognitive and attentional qualities that make it uniquely suited to respond to environmental events in an adaptive fashion. The current proposal is an elaboration of a model of emotion and brain organization (W. Heller, 1990) that incorporates several aspects of emotional function: (1) perception and production of emotional information, (2) mood and emotional experience, and (3) autonomic arousal. In the context of this model, it is suggested that the right-hemisphere system operates in conjunction with a system localized to the frontal lobes that is involved in modulating the emotional valence of experience. The interaction of these 2 systems is hypothesized to be conditioned by individual differences and developmental tendencies that contribute to the production of a unique and stable pattern of personality traits and emotional characteristics. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A Tuesday in the life of a flourisher: The role of positive emotional reactivity in optimal mental health.

Flourishing—a state of optimal mental health—has been linked to a host of benefits for the individual and society, including fewer workdays lost and the lowest incidence of chronic physical conditions. The aim of this paper was to investigate whether and how routine activities promote flourishing. The authors proposed that flourishers thrive because they capitalize on the processes featured in the broaden-and-build theory of positive emotions, specifically by experiencing greater positive emotional reactivity to pleasant events and building more resources over time. To test these hypotheses, the Day Reconstruction Method (DRM) was administered to a prescreened community sample of adults (n = 208), and they were recontacted two to three months later. Results showed that relative to those who did not flourish or were depressed, people who flourish generally responded with bigger “boosts” in positive emotions in response to everyday, pleasant events (helping, interacting, playing, learning, spiritual activity), and this greater positive emotional reactivity, over time, predicted higher levels of two facets of the cognitive resource of mindfulness. In turn, these higher levels of mindfulness were positively associated with higher levels of flourishing at the end of study, controlling for initial levels of flourishing. These results suggest that the promotion of well-being may be fueled by small, yet consequential differences in individuals' emotional experience of pleasant everyday events. Additionally, these results underscore the utility of the broaden-and-build theory in understanding the processes by which flourishing is promoted and provide support for a positive potentiation perspective. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Stress and "storm and stress" in early adolescence: The relationship of negative events with dysphoric affect.

The theory that adolescence is universally a time of emotional turmoil has been disproved, yet research indicates higher rates of negative affect among adolescents than preadolescents. This study evaluates the relationship of distressed affect in early adolescence to the experience of stressful life events. 483 5th–9th graders provided experience sampling reports on their daily emotional states; data on recent major events in the child's life were obtained from the child and a parent. Findings indicate that older students in this age range encountered more negative events than younger ones, including more peer, school, and family events, and that experience of multiple negative events had a stronger association with daily negative affect among the older students. These findings suggest that the higher rates of daily distress experienced in adolescence may be partly attributable to the greater number of negative life events encountered by some youths. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Emotional stress and eyewitness memory: A critical review.

The eyewitness literature often claims that emotional stress leads to an impairment in memory and, hence, that details of unpleasant emotional events are remembered less accurately than details of neutral or everyday events. A common assumption behind this view is that a decrease in available processing capacity occurs at states of high emotional arousal, which, therefore, leads to less efficient memory processing. The research reviewed here shows that this belief is overly simplistic. Current studies demonstrate striking interactions between type of event, type of detail information, time of test, and type of retrieval information. This article also reviews the literature on memory for stressful events with respect to 2 major theories: the Yerkes-Dodson law and J. A. Easterbrook's (1959) cue-utilization hypothesis. To account for the findings from real-life studies and laboratory studies, this article discusses the possibility that emotional events receive some preferential processing mediated by factors related to early perceptual processing and late conceptual processing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Signaling through scaffold, anchoring, and adaptor proteins

The process by which extracellular signals are relayed from the plasma membrane to specific intracellular sites is an essential facet of cellular regulation. Many signaling pathways do so by altering the phosphorylation state of tyrosine, serine, or threonine residues of target proteins. Recently, it has become apparent that regulatory mechanisms exist to influence where and when protein kinases and phosphatases are activated in the cell. The role of scaffold, anchoring, and adaptor proteins that contribute to the specificity of signal transduction events by recruiting active enzymes into signaling networks or by placing enzymes close to their substrates is discussed.