Emotion-driven Behaviors Research Articles

A New Model for Emotion-Driven Behavior Extraction from Text

Emotion analysis is currently a popular research direction in the field of natural language processing. However, existing research focuses primarily on tasks such as emotion classification, emotion extraction, and emotion cause analysis, while there are few investigations into the relationship between emotions and their impacts. To address these limitations, this paper introduces the emotion-driven behavior extraction (EDBE) task, which addresses these limitations by separately extracting emotions and behaviors to filter emotion-driven behaviors described in text. EDBE comprises three sub-tasks: emotion extraction, behavior extraction, and emotion–behavior pair filtering. To facilitate research in this domain, we have created a new dataset, which is accessible to the research community. To address the EDBE task, we propose a pipeline approach that incorporates the causal relationship between emotions and driven behaviors. Additionally, we adopt the prompt paradigm to improve the model’s representation of cause-and-effect relationships. In comparison to state-of-the-art methods, our approach demonstrates notable improvements, achieving a 1.32% improvement at the clause level and a 1.55% improvement at the span level on our newly curated dataset in terms of the F1 score, which is a commonly used metric to measure the performance of models. These results underscore the effectiveness and superiority of our approach in relation to existing methods.

Emotion–Behavior–Reflection Theory

In this manuscript, we propose a theory that builds on previous appraisal theories (e.g., Cognitive-Motivational-Relational Theory, Affective Events Theory) by incorporating self-reflective emotions. In our theory, a meaningful interaction with a coworker elicits a primary emotion that leads to emotion-driven behaviors, employees reflect on both the emotion that was experienced and the behaviors enacted. Reflecting on the behaviors enacted elicits self-conscious emotions. Reflecting on the emotion that was experienced elicits meta-emotions (i.e., emotions about one’s own emotions). These self-reflective emotions provide information that employees can use to strategically guide behaviors, and to regulate emotions, during future interactions with the coworker. We further theorize that it is these self-reflective emotions that are aggregated to form evaluative judgements (i.e., perceptions of relationship quality). This occurs through a dynamic process that transpires over the course of the coworker relationship.

Towards Emotion-aware Recommender Systems: an Affective Coherence Model based on Emotion-driven Behaviors

Decision making is the cognitive process of identifying and choosing alternatives based on preferences, beliefs, and degree of importance given by the decision maker to objects or actions. For instance, choosing which movie to watch is a simple, small-sized decision-making process. Recommender systems help people to make this kind of choices, usually by computing a short list of suggestions that reduces the space of possible options. These systems are strongly based on the knowledge of user preferences but, in order to fully support people, they should be grounded on a holistic view of the user behavior, that includes also how emotions, mood, and personality traits influence her choosing patterns.In this work, we investigate how to include emotional aspects in the recommendation process. We suggest that the affective state of the user, defined by a set of emotions (e.g., joy, surprise), constitutes part of choosing situation that should be taken into account when modeling user preferences.The main contribution of the paper is a general emotion-aware computational model based on affective user profiles in which each preference, such as a 5-star rating on a movie, is associated with the affective state felt by the user at the time when that preference was collected.The model estimates whether an unseen item is suitable for the current affective state of the user, by computing an affective coherence score that takes into account both the affective user profile and not-affective item features. The approach has been implemented into an Emotion-aware Music Recommender System, whose effectiveness has been assessed by performing in-vitro experiments on two benchmark datasets. The main outcome is that our system showed improved accuracy of recommendations compared to baselines which include no affective information in the recommendation model.

A Single-Session Workshop to Enhance Emotional Awareness and Emotion Regulation for Graduate Students: A Pilot Study

Emerging adults are at substantial risk for developing or worsening psychopathology and university students appear to be particularly vulnerable. Interventions targeted at these young adults that can mitigate transdiagnostic causal risk factors or burgeoning mental health problems have the potential to make a large impact. We aimed to develop and pilot test an accessible, single-session, transdiagnostic group intervention with the goals of enhancing emotion regulation skills and reducing risk for mental health problems in graduate students. The intervention included psychoeducation, skills instruction (e.g., mindful emotion awareness, cognitive flexibility, countering emotion-driven behaviors), group discussion, and supervised practice based on content from the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders. The pilot program demonstrated strong feasibility and acceptability. Baseline, 1-month, and 3-month follow-up surveys also suggested benefits for reducing emotional avoidance and suppression, increasing use of cognitive reappraisal, and reducing symptoms of depression and neuroticism. Graduate students have seldom been the beneficiaries of university-based intervention and prevention research. Furthermore, most college and university mental health centers do not have the capacity to provide psychoeducation, preventative, or early intervention services to the many students who need or could benefit from them. Results suggest that future iterations of this intervention could address such barriers to meaningfully supporting emerging adults in graduate school.

A Flexible Scheme to Model the Cognitive Influence on Emotions in Autonomous Agents

Autonomous agents (AAs) are designed to embody the natural intelligence by incorporating cognitive mechanisms that are applied to evaluate stimuli from an emotional perspective. Computational models of emotions (CMEs) implement mechanisms of human information processing in order to provide AAs for a capability to assign emotional values to perceived stimuli and implement emotion-driven behaviors. However, a major challenge in the design of CMEs is how cognitive information is projected from the architecture of AAs. This article presents a cognitive model for CMEs based on appraisal theory aimed at modeling AAs' interactions between cognitive and affective processes. The proposed scheme explains the influence of AAs' cognition on emotions by fuzzy membership functions associated to appraisal dimensions. The computational simulation is designed in the context of an integrative framework to facilitate the development of CMEs, which are capable of interacting with cognitive components of AAs. This article presents a case study and experiment that demonstrate the functionality of the proposed models.

Acute Stress Shapes Synaptic Inhibition within an Amygdala Microcircuit.

The amygdala is a limbic structure that regulates emotion-driven behaviors. Acute stress can modulate several amygdala-dependent functions, including fear conditioning and the expression of anxiety-like behavior. During acute stress, the hypothalamic–pituitary–adrenal (HPA) axis produces

Cardiovascular Health in Anxiety or Mood Problems Study (CHAMPS): study protocol for a randomized controlled trial.

BackgroundPrevious psychological and pharmacological interventions have primarily focused on depression disorders in populations with cardiovascular diseases (CVDs) and the efficacy of anxiety disorder interventions is only more recently being explored. Transdiagnostic interventions address common emotional processes and the full range of anxiety and depression disorders often observed in populations with CVDs. The aim of CHAMPS is to evaluate the feasibility of a unified protocol (UP) for the transdiagnostic treatment of emotional disorders intervention in patients recently hospitalized for CVDs. The current study reports the protocol of a feasibility randomized controlled trial to inform a future trial.Methods/DesignThis is a feasibility randomized, controlled trial with a single-center design. A total of 50 participants will be block-randomized to either a UP intervention or enhanced usual care. Both groups will receive standard CVD care. The UP intervention consists of 1) enhancing motivation, readiness for change, and treatment engagement; (2) psychoeducation about emotions; (3) increasing present focused emotion awareness; (4) increasing cognitive flexibility; (5) identifying and preventing patterns of emotion avoidance and maladaptive emotion-driven behaviors (EDBs, including tobacco smoking, and alcohol use); (6) increasing tolerance of emotion-related physical sensations; (7) interoceptive and situation-based emotion-focused exposure; and (8) relapse prevention strategies. Treatment duration is 12 to 18 weeks. Relevant outcomes include the standard deviation of self-rated anxiety, depression and quality of life symptoms. Other outcomes include intervention acceptability, satisfaction with care, rates of EDBs, patient adherence, physical activity, cardiac and psychiatric readmissions. Parallel to the main trial, a nonrandomized comparator cohort will be recruited comprising 150 persons scoring below the predetermined depression and anxiety severity thresholds.DiscussionCHAMPS is designed to evaluate the UP for the transdiagnostic treatment of emotional disorders targeting emotional disorder processes in a CVD population. The design will provide preliminary evidence of feasibility, attrition, and satisfaction with treatment to design a definitive trial. If the trial is feasible, it opens up the possibility for interventions to target broader emotional processes in the precarious population with CVD and emotional distress.Trial registrationACTRN12615000555550, registered on 29/05/2015

A Brief Educational Intervention Using Acceptance and Commitment Therapy: Four Injured Athletes’ Experiences

The purpose of this study was to research the experiences of four injured athletes during their rehabilitation from ACL injuries and to examine the potential usefulness of an adapted ACT intervention in addressing individuals’ adherence to rehabilitation protocols and their general psychological well-being. We investigated the usefulness of a brief, 4-session ACT program adapted for educational purposes and presented data as case studies. The case studies suggested that (a) the injured athletes experienced a multitude of private events immediately following injury, throughout their recovery, and when approaching a full return to sport; (b) the injured athletes typically avoided these private events and engaged in emotion-driven behaviors; (c) an adapted ACT approach for educational purposes could be useful on at least a basic level to help injured athletes accept private events, commit to rehabilitation behaviors, and have some certainty about returning to sport; and (d) more could be done to address the needs of injured athletes beyond the structure of our 4-session educational intervention. We concluded that the ACT-based intervention, to a certain extent, educated injured athletes about how to meet the challenges of their recoveries and how to commit to their rehabilitations, as well as to exhibit behaviors that would potentially permit their successful reentries to sport.

Importance of Emotional Competence in Designing an Antidrug Education Curriculum for Junior Secondary School Students in Hong Kong

Adolescent substance abuse is a serious problem in Hong Kong. Antidrug education campaigns should aim at enhancing students' understanding of the effects of illegal drugs to themselves. Moreover, life skill training is important in helping adolescents face life's challenges without attempting to do drugs. A major component of life skill training is the promotion of emotional competence. The present study outlines the importance of emotional competence and adolescent development. For an antidrug education campaign to be effective, adolescents should be able to identify their emotions and understand their own emotion regulation mechanism. Likewise, they should be made aware of the consequences of their emotions and emotion-driven behaviors. Finally, the use of an inspirational story with a strong message against substance abuse to trigger emotions is recommended for designing an antidrug education curriculum. All these components are integrated in the newly developed curriculum of the P.A.T.H.S. Project in Hong Kong.