Emotion Concepts Research Articles

Emotional Motivation in industrial products design and its reflection on the consumer

This research discusses the subject of emotional stimulation factors through the stages of product design interaction with the consumer and what they reflect in the formation of a self-consideration of the design in his emotional memory regarding the specific brand through the following question (What is the emotional stimulus in the design of certain products and its reflection on the consumer during the processes of receiving and using it?), The importance of the research comes in the connection of design elements with many sensory factors used and motivating to attract the consumer to the acquisition of a specific design and the demand for its experience, the study aims Detection and access to emotional stimulation in the design of the industrial product to develop the design process, and were defined by the designs of BRAUN products for home use in Baghdad markets (limited edition) for the year 2021 and its reflection on consumers. The theoretical framework dealt with the concept of emotions in the design of industrial products and their importance in motivating the acquisition of products, preference for appearance, performance, value, stages of motivation in interaction with the product, and their impact on gender differences, emotional age, value formation, and mood towards the product.The researcher relied on a questionnaire with specific axes to analyze the sample models and access the research results and conclusions, the most important of which are:- The result of the stimulus in the stages of receiving and using is reflected in the creation of value for the product.- The value and mood towards the design in case the product is already known to the consumer (a new version or a second model) leads the consumer and determines his interaction through feelings of receiving and feelings of use it.

Are emoji valid indicators of in-the-moment mood?

Despite widespread assumptions that emoji represent emotions, research findings show that we do not process emoji in a way which we would expect for emotional stimuli. As such, we might be better placed to consider them more in line with mood states rather than emotion concepts. This formed the basis for the current study in which we collected in-the-moment mood assessments (N = 682) using an Emoji mood scale (Emoji PANAS) to establish whether emoji might be a valid way to measure current mood. This emoji scale replicated items from standardised psychometric mood scales (Panas; Watson et al., 1988), but asked participants to report the degree to which emoji rather than words represented their current affective state. We also took measures of the Big-5-personality traits (Goldberg et al., 2006). When exploring relationships between reports of in-vivo mood based on items from the PANAS with the respective emoji on our Emoji PANAS scale, these corresponded significantly for all mood states. This suggests that mood is reported in an equivalent way irrespective of whether this is responding to word items or the respective emoji items to represent these affective states. However, when exploring these relationships for sub-samples based on participant dominant personality trait, we found some differential patterns. Namely, for those high in emotional stability and extraversion, there were few significant correlations between the items from two mood scales, indicating that emoji may not always be a useful or reliable means for reporting in-the-moment mood when disaggregating by certain personality traits which consist strong dimensions of emotionality.

Image emotion analysis based on semantic concepts

With the increasing number of users express their emotions via images on social media, image emotion analysis attracts much attention of researchers. For the ambiguity and subjectivity of emotion, image emotion analysis is more challenging than other computer vision tasks. Previous methods merely learn a direct mapping between image feature and emotion. However, in emotion perception theory of psychology, it is demonstrated that human beings perceive emotion in a stepwise way. Therefore, we propose a novel image emotion analysis framework that makes use of emotional concepts as middle-level feature to bridge image and emotion. Firstly, the relationship between the concept and the emotion is organized in the form of knowledge graph. The relation between the image and the emotion in the semantic embedding space is explored where the knowledge is encoded into. On the other hand, a multi-level deep metric learning method to optimize the model from both label level and instance level is proposed. Extensive experimental results on two image emotion datasets, demonstrate that the present approach performs favorably against the state-of-the-art methods on both affective image retrieval and classification tasks.

Effects of emotion words activation and satiation on facial expression perception: evidence from behavioral and ERP investigations.

The present study investigated the impact of emotion concepts obtained from external environmental experiences on the perception of facial expressions by manipulating the activation and satiation of emotion words, which was based on the argument between basic emotion theory and constructed emotion theory. Experiment 1 explored the effects of emotion activation on happy, disgusted, emotion-label words and emotion-laden words in a facial expression judgment task through behavioral experimentation. Experiment 2 explored the effect of semantic satiation on emotion-label words and emotion-laden words using the event-related potential technique. Experiment 1 found that facial expression perception was influenced by both types of emotion words and showed a significant emotional consistency effect. Experiment 2 found that N170 exhibited a more negative amplitude in the consistent condition compared to the inconsistent condition in the right hemisphere. More importantly, in the later stage of facial expression processing, emotion-label words and emotion-laden words both obstructed the perception of disgusted facial expressions and elicited more negative N400 amplitude in the emotion consistency condition, showing a reversed N400 effect. These results suggested that emotion concepts in the form of language influenced the perception of facial expressions, but there were differences between happy and disgusted faces. Disgusted faces were more dependent on emotion concept information and showed different performances in semantic activation and satiation conditions.

A transnational family story: A narrative inquiry on the emotional and intergenerational notions of ‘home’

At the core of migratory experiences lie key questions pertaining to one's emotional changing Self: the complexity of conflicting identities, feelings of (un)belonging, varying degrees of emotional place (un)attachment, and the fundamental (re)conceptualizations of ‘home’. Though well-studied from various angles, ‘home’ as an emotional concept in the context of generational family migration research has many gains yet to be made. Through an in-depth study on three generations of one author's own family, this paper provides personal insight into the intergenerational and emotional dimensions of this topic. Unanimously, the findings demonstrate that notions of ‘home’ as where family is remain predominant, with ties to transnationally dispersed family members rendering ‘home’ as multiple. Places of familial heritage further remain central in conceptualizations of ‘home’ through a retainment of cultural practices and values derived from familial homelands. Despite these cross-generational similarities, challenges and emotional uncertainties on the topic are seen to be increasingly prevalent in the youngest generation. Above all, interviewees' post-migration reflections demonstrate that such conceptualizations are intricate, relational and do not exist in an emotional vacuum.

Moving thoughts: emotion concepts from the perspective of context dependent embodied simulation

ABSTRACT This review article presents our perspective on psychological and physiological mechanisms underlying concepts from the domain of affect, emotion, and motivation. We suggest that these concepts are linked to sensorimotor and interoceptive systems, and as such represent a paradigmatic example of embodied conceptual processing. In view of recent debates about the scope of embodiment, however, we argue that the use of grounded resources in emotion concepts is flexible and context dependent. The degree to which embodied resources are engaged during conceptual processing depends upon multiple factors, including an individual's task, goals, resources, as well as constraints both temporal and situational. In addition, we highlight the extent to which conceptual understanding of emotion, and its specific embodiment, is shaped by social and cultural influences. Accordingly, we call for research that more fully incorporates higher-order psychological factors into the study of the physiological and neural mechanisms that underpin emotion concepts.

Exploring the Effects of Social Media and Cyberbullying on Senior High Schools Student Interpersonal Communication

Objective: This study aims to analyze the relationship between Social Media on Students Interpersonal Communication and Cyberbullying on Students Interpersonal Communication in Senior High School Method: The method used in this study is quantitative to test the hypothesis taken from the research variables in numbers and then the data is analyzed using statistical procedures. Identification of Research Variables In order to test the research hypothesis, it is necessary to first state the identification of the research variables. The variables in this study are as follows: 1. Dependent variable: Interpersonal Communication 2. Independent variable: Influence of social media, cyberbullying. This study explains the causal relationship between variables through hypothesis testing. The population in this study were 560 parents of Senior High School Student. Data collection techniques in research were carried out by distributing questionnaires containing statements related to the variables studied. The measurement scale used for this research is a 7-point Likert scale. Data analysis uses the Partial Least Square (PLS) method. Result: Based on the results of the analysis, the P value <0.050 was obtained, so it was concluded that social media has a positive and significant relationship to Students interpersonal communication. Social media has an impact on interpersonal communication. Based on the results of the analysis, the P value <0.050 was obtained, so it was concluded that cyberbullying had a positive and significant relationship to Students interpersonal communication. Conclusion: Social media has a positive and significant relationship to Students Interpersonal Communication and cyberbullying has a positive and significant relationship to Students Interpersonal Communication. Based on the results of research and data analysis conducted by researchers regarding the process of interpersonal communication between victims and their friends in building a tendency to change cyberbullying towards negative emotions positive, it can be concluded that friends have influence in building tendencies to have positive emotional concepts. Research Implication: Social media presence requires further attention. Not to stop its development, but to maximize its use. It is important to increase the self-awareness of each user, considering that what is uploaded can affect self-image, and what is uploaded can affect the relationships that exist with other parties. Cyberbullying can occur in groups who know each other and groups of people who do not know each other. Cyberbullying can cause perpetrators to use false identities which cause perpetrators to feel free from existing social and normative rules. Cyberbullying can occur on social media such as Facebook, Myspace, and Twitter Originality/Value: The novelty of this research is the creation of a new model of the relationship Social Mediaon Senior High Schools Student Interpersonal Communication and CyberBullying on Senior High Schools Student Interpersonal Communication which has not been found in previous research.

‘The air is a little too dangerous’: how children navigate between rules and risks in times of COVID-19

The COVID-19 pandemic and the corresponding government measures to prevent the spread of infection have affected children living in socially disadvantaged urban areas in distinctive ways. While their role and responsibility concerning contagion risks are subject to debate, the regulations impact their lives in multiple areas, including peer interactions, family life and education. Understanding their perception and navigation of pandemic risks is therefore crucial to supporting coping strategies and to fostering self-protective behaviour. By employing the concepts of social navigation and emotion – risk assemblage, this study provides a novel perspective on these children’s assessment and management of contagion risks in the context of the COVID-19 pandemic. Based on a qualitative field study conducted at two elementary schools in socially disadvantaged neighbourhoods in two different cities in Germany, I show how children negotiated risk through interaction with bodies, places and materials they classified as risky or protective, and how their risk construction was shaped by social and cultural processes. I further demonstrate that uncertainties, such as contradictory information, or desires, like security and freedom, led the participants to lean on combined rational and non-rational tactics. Finally, I demonstrate how situational adjustment of risk assessment and rule adherence became a navigational tactic that allowed the children to balance safety and liberty within an environment of constant change.

THE ROLE OF EMOTIONS IN MUSIC EDUCATION: THEORETICAL INSIGHTS

Emotional expression has been the focus of teachers and educational researchers, as it can result in an improvement in cognitive performance. In specific settings, personal and emotional experiences can provide a steppingstone to developmental and learning processes. Emotions significantly influence learner learning and play a crucial role in quality teaching, educational reform, and learner-teacher interaction. The inherent social and communicative nature of music would make group training an excellent tool for increasing the coordination of behaviour, affect, and mental states among children. This paper aims to explore the literature on various aspects of the concept of emotions in the context of music education with the main focus on opportunities for experiencing and expressing emotion in music education, learners' positive emotion experiences in music education, teaching to generate positive emotion outcomes, and the benefits of a greater emphasis on the emotions in music education. The results of theoretical analysis indicate that music education has a particularly positive effect on identifying emotions, emotion regulation, emotion recognition, improved learning, and self-expression.

Investigating Postcolonial Affective Online Communities: A Computational Analysis of Reader Reviews for Contemporary Nigerian Fiction

Abstract: This article approaches postcolonial affect through the combined perspectives of postcolonial and affect studies, audience research, and the digital humanities. It examines more than ten thousand online responses to recent Nigerian diasporic novels with various computer-based methods that bring to the fore the ideologies of emotion informing contemporary postcolonial reading practices. Using a theoretical and methodological framework covering socio-historical, materialist, and linguistic conceptions of community and emotion, this article demonstrates how platforms such as Amazon, Goodreads, and YouTube market postcolonial literary consumption by creating affective online communities of locally and ethnically diversified readers, allowing them to adjust their affective lexicon to the socioeconomic demands of the digital age. The results show that the online distribution and discussion of contemporary Nigerian fiction sideline national, ethnic, and cultural differences in favour of shared middle-class aspirations. Finally, this article illustrates that computational research designs do not exclude but rather invigorate the study of postcolonial issues such as domination, subordination, and exclusion.

The role of emotion processing in art therapy (REPAT) intervention protocol.

Psychological and physical health are known to improve with emotion processing, which is becoming aware of bodily sensations, accepting them as information that can be translated into emotion concepts and expressing them symbolically and linguistically as emotions. Art therapy utilizes the visual arts for processing emotions to facilitate self-expression and communication with the goal of improving psychological wellbeing. The mental health of individuals coping with and recovering from cancer is known to benefit from art therapy. The purpose of this paper is to describe the development of the role of emotion processing in art therapy (REPAT) intervention, which is an 8 week, one and a half hour art therapy intervention created to target emotion processing as a primary mechanism of change, through which art therapy has the potential to reduce symptoms (i.e., depression, pain and fatigue) of women coping with breast cancer. To obtain this goal we used template for intervention description and replication (TIDieR) and GUIDance for the rEporting of intervention Development (GUIDED) guidelines for intervention development description, with the goal of ensuring successful implementation for clinical and research use.

Creative forms: booklets by the hospital senses collective

This article details the creation of a series of booklets designed to explore sensory encounters with hospitals and healthcare environments. The booklets were devised as a series of prompts or...

THE EMOTIONAL CONCEPT OF “SADNESS” IN THE COLLECTION OF STORIES “THE ROOM FOR SORROW” BY ANDRII LYUBKA

Scholars from diverse fields of the humanities, including sociology, psychology, philosophy, linguistics, and others, have demonstrated a sustained interest in the realm of emotions. This is primarily because emotions are inextricably linked to crucial aspects of human existence such as behaviour, lifestyle, feelings and their expression, comprehension of the surrounding environment, and the human experience of life-altering circumstances. Every individual’s emotional landscape, as well as their linguistic expression, reflects a unique array of emotions. The article provides an overview of theoretical sources and examines the intricacies of the “concept” notion, which is central to the cognitive linguistics metalanguage. Moreover, the article introduces the term “emotional concept”, which constitutes fragments of the emotional landscape of an individual. In light of this, the language employed by select authors is of significant interest, as their works serve as a model of personal reinterpretation, while also reflecting their way of life, internal experiences, and the accuracy of their linguistic personality’s depiction of reality. The research presented in this article formulates and outlines methods for expressing the emotional concept of “sadness”, using the stories of Transcarpathian writer Andriy Lyubka as an exemplar. The emotional state of sadness has long captivated the attention of scholars across diverse fields of study. This is primarily because, alongside joy, it represents one of the two fundamental, polar emotions. The concept of sadness is universal, as it is comprehensible and relatable across all societies. Individuals can find themselves residing at the intersection of various intervals of sadness, which may arise from losses, disappointments, or physical and emotional pain. Given the universal and profound nature of this emotion, an exploration of Andrii Lyubka’s literary works allows for an examination of how the emotional concept of “sadness” is expressed across multiple language levels, including phraseology, stylistics, phonetics, morphology, and non-verbal communication. This research provides numerous examples that illustrate the description, usage, and implementation of the “sadness” concept within both written texts and spoken language. Key words: cognitive linguistics, linguistics of emotions, concept, emotional concept, emotional picture of the world, Andrii Lyubka.

LINGUISTIC PECULIARITIES OF MODERN EXPRESSIVE DISCOURSE

In this article we deal with different approaches to the study of notion of expressive discourse and functions of this phenomenon in contemporary linguistics. The article is interesting for presentation of points of view of some linguists on existing types of discourse as well as an attempt to determine the place of expressive discourse among them. In a general sense, discourse is considered by scientists as a written or spoken result of a communicative event. When studying the typology of discourse, scientists in one way or another associate it with expressiveness, an expressive communicative act, an expressive type of speech acts, etc. Expressiveness, which is the main distinguishing feature of expressive discourse, is defined as expressive and depicting qualities of language that make it figurative and emotionally coloured. According to many linguists, expressiveness should be considered in relation to the concept of emotionality. The emotional in language is necessary for expressing feelings, and the expressive is necessary for enhancing expressiveness and imagery. Expressiveness is a broader concept than emotionality and includes emotionality as its most important component. One of the purposes of emotional expression is the realization of the speaker’s emotional intentions. The mechanisms of creating expressiveness and expressive colouring require further research. Expressiveness is usually implemented through the lexical means of language, stylistic devices, as well as with the help of various emotional intentions of the speaker and the corresponding emotional reaction of the recipient.

Countering Discourses of Derision: Moving towards Action in Teacher Education in the USA and Sweden

This article is about how negative discourses of teacher education position teacher educators and how they might influence or inspire action. We use self-study methods to investigate the political dimension of teacher education in two national contexts: Sweden and the USA. More specifically, we examine the emotions stirred by the positioning related to being a teacher educator and how those emotions can be used to take a line to and resist boundaries that limit us within the profession in the two contexts. We aim to contribute to the self-study field by emphasizing a political dimension, in addition to the personal and professional dimensions of teacher education more often studied by scholars. Using the concepts of positionality, emotions, liminality, and action, we conclude that the liminal spaces offered us time to think about the emotions we have experienced due to the derisive discourses that position us in negative ways as teacher educators, and with that thinking came opportunities to reflect on our identity as teacher educators and what we look to accomplish as teacher educators. A new understanding of liminality as a space of possibility has boosted us to take action. An important conclusion is that emotional labor can be a hindrance in relation to teacher educator action, while emotions can act as clues for opportunities of growth and action. Telling our stories opened space for us to use our emotions to take a line to and resist the derogatory discourse, engage in the political, and move closer to becoming teacher educator activists.

Cross-Cultural Calibration of Words and Emotions: Referential, Constructionist, and Pragmatic Perspectives

Emotion-related words differ across societies and eras. Does this mean that emotions themselves differ in similar ways? Three perspectives on language-emotion relations suggest alternative answers to this question. A referential approach implies that any language's emotion concepts provide a potentially perfectible mapping of the emotional world. Constructionist approaches suggest that linguistic concepts shape culturally different emotion perceptions. By contrast, a pragmatic approach emphasizes the performative functions served by conversational uses of emotion words. From this perspective, emotional language is attuned to culture-specific requirements for aligning relations between people and objects. Thus, emotional utterances may be constituents of socially functional emotions rather than separate commentaries on them. Full understanding of cultural variation requires investigation of naturalistic emotional conversations in different societies.

Wittgenstein emotions, state of consciousness language games

The aim of this paper is to consider some grammatical criteria that Wittgenstein considers for understanding the psychological concepts of emotion and state of consciousness. The analysis shows that Wittgenstein uses criteria and patterns to distinguish emotions and states of consciousness in language games and their relation to life forms. Psychological concepts have a grammar depending on the actions and life of human beings and it is necessary to follow to avoid misunderstandings. By making a reflection on psychological concepts it is shown that the expression of emotions is linked to external criteria that Wittgenstein enunciates in a way that helps to clarify difficulties and with them he shows that what is in the mind is relevant if it can to talk about emotions if it can be put into a language. Throughout the text there is an emphasis on the concept of dispositional emotion and detailed implications that it has on the language games where emotions are expressed. It is also shown succinctly that, in the language games related to emotions, there are criteria related to the uses and actions that prevent emotional language from being affected by skepticism

Large-scale encoding of emotion concepts becomes increasingly similar between individuals from childhood to adolescence.

Humans require a shared conceptualization of others' emotions for adaptive social functioning. A concept is a mental blueprint that gives our brains parameters for predicting what will happen next. Emotion concepts undergo refinement with development, but it is not known whether their neural representations change in parallel. Here, in a sample of 5-15-year-old children (n = 823), we show that the brain represents different emotion concepts distinctly throughout the cortex, cerebellum and caudate. Patterns of activation to each emotion changed little across development. Using a model-free approach, we show that activation patterns were more similar between older children than between younger children. Moreover, scenes that required inferring negative emotional states elicited higher default mode network activation similarity in older children than younger children. These results suggest that representations of emotion concepts are relatively stable by mid to late childhood and synchronize between individuals during adolescence.

Emotion prediction as computation over a generative theory of mind.

From sparse descriptions of events, observers can make systematic andnuanced predictions of what emotions the people involvedwill experience. We propose a formal model of emotion prediction in the context of a public high-stakes social dilemma. This model uses inverse planning to infer a person's beliefs and preferences, including social preferences for equity and for maintaining a good reputation. The model then combines these inferred mental contents with the event to compute 'appraisals': whether the situation conformed to the expectations and fulfilled the preferences. We learn functions mapping computed appraisals to emotion labels, allowing the model to match human observers' quantitative predictions of 20 emotions, including joy, relief, guilt and envy. Model comparison indicates that inferred monetary preferences are not sufficient to explain observers' emotion predictions; inferred social preferences are factored into predictions for nearly every emotion. Human observers and the model both use minimal individualizing information to adjust predictions of how different people will respond to the same event. Thus, our framework integrates inverse planning, event appraisals and emotion concepts in a single computational model to reverse-engineer people's intuitive theory of emotions. This article is part of a discussion meeting issue 'Cognitive artificial intelligence'.

On Heidegger’s conception of emotion, which is to say, Husserl’s conception of time: an analysis of Befindlichkeit and temporality

On Heidegger’s conception of emotion, which is to say, Husserl’s conception of time: an analysis of Befindlichkeit and temporality