A Study of the Integration of Opposed Emotional Experiences in the Aged

2015 ◽  
pp. 112-116
Author(s):  
M. Cesa-Bianchi ◽  
A. M. Maderna ◽  
A. Zandomeneghi
Keyword(s):  
Emotional Experiences

Intraindividual Variability and Stability of Affect and Well-Being

GeroPsych ◽  
2013 ◽  
Vol 26 (3) ◽  
pp. 185-199 ◽  
Author(s):  
Christina Röcke ◽  
Annette Brose
Keyword(s):  
Age Differences ◽  
Well Being ◽  
Subjective Well Being ◽  
Emotional Experiences ◽  
Short Term ◽  
Regulatory Processes ◽  
Functional Implications ◽  
Methodological Approaches ◽  
Underlying Processes

Whereas subjective well-being remains relatively stable across adulthood, emotional experiences show remarkable short-term variability, with younger and older adults differing in both amount and correlates. Repeatedly assessed affect data captures both the dynamics and stability as well as stabilization that may indicate emotion-regulatory processes. The article reviews (1) research approaches to intraindividual affect variability, (2) functional implications of affect variability, and (3) age differences in affect variability. Based on this review, we discuss how the broader literature on emotional aging can be better integrated with theories and concepts of intraindividual affect variability by using appropriate methodological approaches. Finally, we show how a better understanding of affect variability and its underlying processes could contribute to the long-term stabilization of well-being in old age.

Emotional Experiences of Students in the Classroom

2010 ◽  
Vol 15 (2) ◽  
pp. 142-151 ◽  
Author(s):  
Wondimu Ahmed ◽  
Greetje van der Werf ◽  
Alexander Minnaert
Keyword(s):  
Heart Rate ◽  
Emotional Response ◽  
Task Difficulty ◽  
Physiological Reactivity ◽  
Emotional Experiences ◽  
Heart Rate Monitoring ◽  
Coding Scheme ◽  
Stimulated Recall ◽  
Response Systems ◽  
The Relationship

In this article, we report on a multimethod qualitative study designed to explore the emotional experiences of students in the classroom setting. The purpose of the study was threefold: (1) to explore the correspondence among nonverbal expressions, subjective feelings, and physiological reactivity (heart rate changes) of students’ emotions in the classroom; (2) to examine the relationship between students’ emotions and their competence and value appraisals; and (3) to determine whether task difficulty matters in emotional experiences. We used multiple methods (nonverbal coding scheme, video stimulated recall interview, and heart rate monitoring) to acquire data on emotional experiences of six grade 7 students. Concurrent correspondence analyses of the emotional indices revealed that coherence between emotional response systems, although apparent, is not conclusive. The relationship between appraisals and emotions was evident, but the effect of task difficulty appears to be minimal.

Assessing emotional experiences of opera spectators in situ.

2019 ◽  
Vol 13 (3) ◽  
pp. 244-258
Author(s):  
Klaus R. Scherer ◽  
Stéphanie Trznadel ◽  
Bernardino Fantini ◽  
Eduardo Coutinho
Keyword(s):  
Emotional Experiences

Issues and certainty of emotional experiences: The role of culture

2003 ◽  
Author(s):  
Rong-kou Liu ◽  
Ruey-ling Chu ◽  
Batja Mesquita ◽  
Mayumi Karasawa
Keyword(s):  
Emotional Experiences

Interaction Order and Anxiety Disorder: A “Batesonian” Heuristic of Speaking Patterns during Psychotherapy

2012 ◽  
Vol 8 (3) ◽  
pp. 261-272
Author(s):  
Jürgen Streeck
Keyword(s):  
Young Female ◽  
Panic Attacks ◽  
Emotional Experiences ◽  
Social Phobias ◽  
Interactional Theory ◽  
Panic Disorders ◽  
Linguistic Patterns ◽  
Interaction Order ◽  
Interdisciplinary Effort ◽  
Pragmatic Aspects

This paper describes speaking practices enacted by young female in-patients during psychotherapy sessions. The patients are in treatment for anxiety and panic disorders (social phobias). The practices involve prosodic, lexical, and pragmatic aspects of utterance construction. An effect that they share is that the speaker’s embodied presence in her talk and her epistemic commitment to it are reduced as the utterance progresses. The practices are interpreted in light of Bateson’s interactional theory of character formation: as elements of a self-sustaining system Angst (anxiety). The study has grown out of an interdisciplinary effort to explore possible relationships between types of anxiety and the communicative and linguistic patterns by which patients describe panic attacks and other highly emotional experiences.

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