Supplemental Material for Emotional Complexity: Clarifying Definitions and Cultural Correlates

Keyword(s):  
2004 ◽  
Author(s):  
Kristen Lindquist ◽  
Tamlin Conner ◽  
Lisa Feldman Barrett ◽  
Michele Tugade ◽  
Alexandra Zubkowitz

2021 ◽  
pp. 146470012110393
Author(s):  
Samantha Pinson Wrisley

Feminist theory, broadly construed, lacks a comprehensive theory of misogyny. While there has been a great deal of feminist work dedicated to analysing the social, cultural, political, and institutional effects of misogyny, the ancillary theories of misogyny these analyses produce are only ever partial, fragmented, vague or conceptually inconsistent. This article engages and critiques these theories by focusing on three separate but related issues within existing feminist scholarship on misogyny: the conflation of misogyny with sexism, the elision of misogyny's affective elements and the supplanting of misogyny with gendered violence. Through my identification and critique of these issues, I argue that misogyny should be understood as a profoundly complicated and emotional social dynamic. Moreover, I argue that to attempt to cleanse misogyny of its affective/emotional complexity or conflate misogyny with sexism and/or violence is to rob theorists of possible loci of apprehension and intervention. My hope is that this article will stimulate feminist theorists to work collectively towards a more comprehensive feminist understanding of misogyny – one that grapples with the interpersonal and affective complexities of how misogyny emerges, circulates and self-perpetuates.


2021 ◽  
pp. 002188632110462
Author(s):  
Ekaterina Elgayeva

How are organizations embracing the emotional complexity of the emerging organizational landscape? More specifically, how do leaders develop the capacity necessary to infuse the organization's emotional circuitry with renewed energy at a time of transformation? In this essay, I posit that vulnerability can be the threshold for change capacity in institutional work, fortifying leaders' developmental trajectories and transforming organizing and organizations. While paradoxical, the regenerative nature of vulnerability yields change capacity requisite of navigating the emotional complexity leaders encounter on their developmental journeys.


2019 ◽  
Vol 15 (1-2) ◽  
pp. 55-62 ◽  
Author(s):  
Rachel Winter ◽  
Anna Lavis

There are debates across disciplines regarding how to research and represent digital cultures ethically. Against this background, there is a need to reflect on the practice and ethics of online ethnography. Ambiguities surrounding researcher “participation” online have led this to be equated largely with observation. This has deprivileged the act of listening in both research practice and the methodological and ethical debates that underpin this. Utilizing ethnographic research into self-harm and social media as a critical lens, this article advocates for listening as a mode of participating in, as well as observing, online spaces. In proposing “active listening” and “adaptive listening” to explore the polyphonic and heterogeneous nature of social media, we argue that listening is key to representing online spaces in all their cultural diversity and emotional complexity. Reflecting on listening is necessary to forging a practical ethics of online ethnography, and is relevant to digital research more widely.


1995 ◽  
Vol 18 (2) ◽  
pp. 211-225 ◽  
Author(s):  
Marcelle Ricard ◽  
Mary Kamberk-Kilicci

The aim of this study was to assess the empathic reactivity of children when confronted with two different emotions felt by the same character. A total of 90 girls, divided into three equal groups aged 4, 6, and 8 years, were asked to verbally respond to a series of fictitious stories illustrated by a picture where the character's face was left blank. Four of these episodes implied one simple emotion, and the remaining four were complex episodes where the situation potentially induced two opposite emotions within the character, either successively or simultaneously. Empathy was scored according to (a) the match between the emotion identified in the character and the one reported by the subject, and (b) the interpretation given for the subject's reaction. Both the quality of the match and the level of interpretation from self-to event-to character-centred justifications-were found to increase with age, for complex as well as for simple emotions. However, children of all three age-groups displayed less empathic capabilities when witnessing complex rather than simple episodes, given the more demanding task involved in recognising and sharing emotional complexity. Finally, successive emotions appeared more difficult to cope with than simultaneous emotions, but this decalage may be due to the content of the stimuli used in this study.


2017 ◽  
Vol 1 (suppl_1) ◽  
pp. 31-31
Author(s):  
A. Shrira ◽  
E. Bodner ◽  
Y. Hoffman ◽  
Y. Palgi

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