Experience Of Mixed Emotions Research Articles

Eliciting mixed emotions: a meta-analysis comparing models, types, and measures.

The idea that people can experience two oppositely valenced emotions has been controversial ever since early attempts to investigate the construct of mixed emotions. This meta-analysis examined the robustness with which mixed emotions have been elicited experimentally. A systematic literature search identified 63 experimental studies that instigated the experience of mixed emotions. Studies were distinguished according to the structure of the underlying affect model—dimensional or discrete—as well as according to the type of mixed emotions studied (e.g., happy-sad, fearful-happy, positive-negative). The meta-analysis using a random-effects model revealed a moderate to high effect size for the elicitation of mixed emotions (dIG+ = 0.77), which remained consistent regardless of the structure of the affect model, and across different types of mixed emotions. Several methodological and design moderators were tested. Studies using the minimum index (i.e., the minimum value between a pair of opposite valenced affects) resulted in smaller effect sizes, whereas subjective measures of mixed emotions increased the effect sizes. The presence of more women in the samples was also associated with larger effect sizes. The current study indicates that mixed emotions are a robust, measurable and non-artifactual experience. The results are discussed in terms of the implications for an affect system that has greater versatility and flexibility than previously thought.

The Understanding and Experience of Mixed Emotions in 3–5-Year-Old Children

ABSTRACTThe term mixed emotions refers to the presence of two opposite-valence emotions toward a single target. Identifying when children begin to report experiencing and understanding mixed emotions is critical in identifying how skills such as adaptive functioning, coping strategies, environmental understanding, and socioemotional competence emerge. Prior research has shown that children as young as 5 years old can understand and experience mixed emotion, but perhaps appropriately sensitive methodologies can reveal these abilities in younger children. The present study evaluated 57 children between 3 and 5 years old for mixed emotion experience and understanding using an animated video clip in which a character experiences a mixed emotional episode. Ordinal logistic regression was utilized to examine the relation of gender, attention, and understanding of content to experience and understanding of mixed emotion. While only 12% of children reported experiencing mixed emotion while watching the clip, 49% of children—some as young as 3 years old—were able to recognize the mixed emotional experience of the character. Thus, mixed emotion understanding emerges earlier than previously identified and the expression of understanding may develop independently of the ability to report mixed emotion experience. These findings are discussed in relation to cognitive and developmental considerations.

基于实验室情景的悲喜交加情绪的性别差异

“悲喜交加”是一种同时体验到高兴和悲伤的混合情绪体验，是个体面临具有个人特殊意义事件的结束时，既高兴又沮丧的情绪感受。 本研究在前人研究的基础上，讨论个体的悲喜交加情绪体验的性别差异。用实验法，让被试在实验室情境下观看黑色喜剧片《美丽人生》，同时设置控制组；结果发现实验组被试报告了更多的混合情绪，比控制组被试的混合情绪体验要高。研究结果是：在实验室情景下，被试观看实验视频能够产生悲喜交加的混合情绪。实验组被试的悲喜交加情绪体验比控制组高；在实验组条件下，女性被试的悲喜交加混合情绪体验值比男性被试的高；在控制组条件下男女性别间不存在显著差异。 Poignancy is defined as a mixed emotional experience that arises when one faces meaningful endings, individuals can feel happy and sad at the same time, or a mix of happiness and sadness occurs in the face of a meaningful ending. This study based on the past research, discusses the gender differences in poignancy. By using the experimental method, we let the participants watch bittersweet film clip Life is Beautiful, at the same time set the control group. The results showed that subjects reported more simultaneously mixed emotions during the bittersweet film clip than the control clip. The result is: Participants who in the experimental condition watching the movie can experience the poignancy, and have more poignancy under the experimental condition than the control condition; women experienced this mixed emotions more than men in the experimental condition, but in the control conditions, there is no differences between man and woman.

Mixed emotions and coping: the benefits of secondary emotions.

The existing empirical literature suggests that during difficult situations, the concurrent experience of positive and negative affects may be ideal for ensuring successful adaptation and well-being. However, different patterns of mixed emotions may have different adaptive consequences. The present research tested the proposition that experiencing a pattern of secondary mixed emotion (i.e., secondary emotion that embrace both positive and negative affects) more greatly promotes adaptive coping than experiencing two other patterns of mixed emotional experiences: simultaneous (i.e., two emotions of opposing affects taking place at the same time) and sequential (i.e., two emotions of opposing affects switching back and forth). Support for this hypothesis was obtained from two experiments (Studies 1 and 2) and a longitudinal survey (Study 3). The results revealed that secondary mixed emotions predominate over sequential and simultaneous mixed emotional experiences in promoting adaptive coping through fostering the motivational and informative functions of emotions; this is done by providing solution-oriented actions rather than avoidance, faster decisions regarding coping strategies (Study 1), easier access to self-knowledge, and better narrative organization (Study 2). Furthermore, individuals characterized as being prone to feeling secondary mixed emotions were more resilient to stress caused by transitions than those who were characterized as being prone to feeling opposing emotions separately (Study 3). Taken together, the preliminary results indicate that the pattern of secondary mixed emotion provides individuals with a higher capacity to handle adversity than the other two patterns of mixed emotional experience.

Investigating goal conflict as a source of mixed emotions

This research investigated whether (1) the experience of mixed emotions is a consequence of activating conflicting goals and (2) mixed emotions are distinct from emotional conflict. A preliminary experiment (Study 1, N = 35) showed that an elicited goal conflict predicted more mixed emotions than a condition where the same goals were not in conflict. The second experiment was based on naturally occurring goal activation (Study 2, N = 57). This illustrated that mixed emotions were experienced more following conflicting goals compared with a facilitating goals condition—on both a direct self-report measure of mixed emotions and a minimum index measure. The results also showed that mixed emotions were different to emotional conflict. Overall, goal conflict was found to be a source of mixed emotions, and it is feasible that such states have a role in resolving personal dilemmas.

Children's Understanding and Experience of Mixed Emotions: The Roles of Age, Gender, and Empathy

ABSTRACT. The present study examined the development of children's ability report understanding and experiencing allocentric mixed emotions, and explored the relation of gender and empathic ability to these skills. Participants (128 elementary school-aged children [63 boys, 65 girls]) were shown a movie clip with bittersweet themes to elicit mixed emotions. Findings from this study are consistent with prior research (Larsen, To, & Fireman, 2007), supporting a developmental progression in children's ability to both understand and report experiencing mixed emotions, with the two as distinct skills and children reporting understanding earlier than experiencing of emotions. Consistent with previous research, girls performed significantly better on the emotion experience task. Finally, results provided evidence that empathy partially mediates the relationship between age and reports of mixed emotion experience, but no evidence that empathy plays a role in mixed emotional understanding.

Counterfactual thinking and reward processing: An fMRI study of responses to gamble outcomes

The process of comparing obtained outcomes to alternative possible outcomes, known as counterfactual thinking, is inescapable in daily life; however, the neurocognitive mechanisms underlying counterfactual thinking and how they influence emotional responses to better and worse outcomes is not well understood. We conducted an event-related functional magnetic resonance imaging (fMRI) gambling study in which participants were informed of two equally possible outcomes of a card gamble before they selected a card. Participants reported experiencing mixed emotions (i.e., both positive and negative affect) for disappointing wins (winning the lesser of two amounts) and relieving losses (losing the lesser of two amounts). Neuroimaging results supported the hypothesis that these mixed emotions were associated with activation of a fronto-parietal network, which subsequently influenced processing in reward and punishment regions (dorsal and ventral striatum, right anterior insula). The fronto-parietal network was sensitive to outcomes that resulted in mixed emotions, whereas reward and punishment regions were sensitive to comparisons between obtained and unobtained outcomes. These findings provide insight into the neurocognitive mechanisms underlying the mixed emotional experiences that result from counterfactual comparisons, and inform our understanding of how the brain is optimized to use the wealth of environmental information to inform current and future behavior.

When Feeling Bad Can Be Good

Traditional models of emotion–health interactions have emphasized the deleterious effects of negative emotions on physical health. More recently, researchers have turned to potential benefits of positive emotions on physical health as well. Both lines of research, though, neglect the complex interplay between positive and negative emotions and how this interplay affects physical well-being. Indeed, recent theoretical work suggests that a strategy of “taking the good with the bad” may benefit health outcomes. In the present study, the authors assessed the impact of mixed emotional experiences on health outcomes in a 10-year longitudinal experience-sampling study across the adult life span. The authors found that not only were frequent experiences of mixed emotions (co-occurrences of positive and negative emotions) strongly associated with relatively good physical health, but that increases of mixed emotions over many years attenuated typical age-related health declines.

Mixed Emotional Experience Is Associated with and Precedes Improvements in Psychological Well-Being

BackgroundThe relationships between positive and negative emotional experience and physical and psychological well-being have been well-documented. The present study examines the prospective positive relationship between concurrent positive and negative emotional experience and psychological well-being in the context of psychotherapy.Methods47 adults undergoing psychotherapy completed measures of psychological well-being and wrote private narratives that were coded by trained raters for emotional content.ResultsThe specific concurrent experience of happiness and sadness was associated with improvements in psychological well-being above and beyond the impact of the passage of time, personality traits, or the independent effects of happiness and sadness. Changes in mixed emotional experience preceded improvements in well-being.ConclusionsExperiencing happiness alongside sadness in psychotherapy may be a harbinger of improvement in psychological well-being.

Dread Looms Larger than Pleasurable Anticipation

The dread of future losses weighs more heavily than the pleasure of anticipating future gains, even after controlling for loss aversion. This happens because waiting for a gain is a mixed emotional experience that is both pleasurable (due to savoring) and painful (due to impatience), whereas waiting for a loss is a more unidimensional painful experience (dread). Anticipation predicts time preference, such that the more people enjoy anticipating [dread] an event, the more they prefer to delay it [get it over with]. In combination, these findings explain and mediate the sign effect in discounting, i.e., the fact that losses are discounted less than gains. Furthermore, this pattern of results remains robust even after controlling for loss aversion.

Age differences in poignancy: Cognitive reappraisal as a moderator.

Poignancy is defined as a mixed emotional experience that arises when one faces meaningful endings. According to socioemotional selectivity theory (Carstensen, 2006), when people are aware of the finitude of time, they tend to experience more poignancy. In Study 1, we found that Chinese younger, but not older, participants experienced more poignancy under time limitations. In Study 2, we found that an emotion regulation strategy-namely, cognitive reappraisal-moderated the relationship between limited time and poignancy, such that the increases in poignancy under time limitations were found only among older Chinese participants with lower levels of cognitive reappraisal but not among those with higher levels of cognitive reappraisal. These findings contribute to the existing literature on poignancy by showing that not every older adult exhibits poignancy in the face of an ending: The poignancy phenomenon may occur among only older adults who are less likely to use an emotion regulation strategy, such as cognitive reappraisal, to reinterpret the anticipated ending. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

Feeling happy and sad, but only seeing the positive: Poignancy and the positivity effect in attention

Poignancy is a mixed emotional experience that occurs in the face of meaningful endings (Ersner-Hershfield et al. J Pers Soc Psychol 94(1):158–167, 2008). Despite documentation of the phenomenological component of poignancy, no study to date has examined the relationship between such a state and information processing. We therefore examined the link between poignancy and attentional patterns using an eyetracking paradigm. To induce poignancy, experimental condition participants imagined being in a personally chosen meaningful location for a final time; control participants also imagined being in a meaningful location but with no ending. After, both groups were shown emotional images. Experimental condition participants looked more at positive images relative to negative images, whereas participants in the control condition did not display such a preference. Findings suggest that despite being a mixed emotional experience, poignancy may produce a subsequent positivity effect in information processing.

Beyond a Single Pattern of Mixed Emotional Experience

The Analogical Emotional Scale (AES) permits respondents to represent the changes that occur in the course of two different emotions over the time in which they are experienced ( Carrera & Oceja, 2007 ). We tested whether the use of the AES allows us to go beyond the distinction between sequential and simultaneous emotional experiences. Specifically, the AES permits us to detect and discriminate at least four different patterns of mixed emotional experience: sequential, prevalence, inverse, and highly simultaneous. We carried out four studies in which different stimuli were used for inducing emotion: personal memories, verbal accounts, videos, and photographs. The results supported our expectation that these four patterns are associated with different levels of emotional ambivalence and tension along a continuum from lesser to greater: sequential, prevalence, inverse, and highly simultaneous.

Recalling Mixed Emotions: Figure 1

In two longitudinal experiments, conducted both in the field and lab, we investigated the recollection of mixed emotions. Results demonstrated that the intensity of mixed emotions is generally underestimated at the time of recall—an effect that increases over time and does not occur to the same degree with unipolar emotions. Of note, the decline in memory of mixed emotions is distinct from the pattern found for memory of negative emotions, implying that the recall bias is diagnostic of the complexity of mixed emotions rather than of any association with negative affect. Finally, the memory decay effect was driven by the felt conflict aroused by the experience of mixed emotions.

Children's Understanding and Experience of Mixed Emotions

Though some models of emotion contend that happiness and sadness are mutually exclusive in experience, recent findings suggest that adults can feel happy and sad at the same time in emotionally complex situations. Other research has shown that children develop a better conceptual understanding of mixed emotions as they grow older, but no research has examined children's actual experience of mixed emotions. To examine developmental differences in the experience of mixed emotions, we showed children ages 5 to 12 scenes from an animated film that culminated with a father and daughter's bittersweet farewell. In subsequent interviews, older children were more likely than younger children to report experiencing mixed emotions. These results suggest that in addition to having a better conceptual understanding of mixed emotions, older children are more likely than younger children to actually experience mixed emotions in emotionally complex situations.

Drawing mixed emotions: Sequential or simultaneous experiences?

With a view to measuring subjective experience of mixed emotions, we designed an Analogical Emotional Scale (AES). This scale permits the analysis of how, at the subjective level, the emotions evolve from the beginning to the end of the experience, allowing discrimination between simultaneous mixed emotional experiences (i.e., two emotions taking place at the same time) and sequential mixed emotional experiences (i.e., two emotions switching rapidly back and forth). In Study 1 we asked participants to recall a naturally occurring situation, in Study 2 we induced simple vs. mixed emotions in a controlled situation, and in Study 3 we manipulated the structure of emotional stimuli, sequential versus simultaneous. The results showed that the combined use of rating scales and the AES permits us to obtain a more accurate estimation of the actual presence of simultaneous mixed emotional experiences.

Another look at the role of emotion in the organizational change: A process model

The paper proposes a cognitive–emotional model of organizational change. It is argued that employees' emotions go through four sequential but distinguishable stages in the organizational change process. In the first stage, primary appraisal induces emotions that are high in arousal, mixed in hedonic tones, and are anticipatory. In the second stage, the mixed emotional experiences give way to either positive or negative emotions as a result of the secondary appraisal. The emotional experience then affects employees' coping behaviors in the third stage. In the forth stage, discrete emotions that are evaluative and have distinct action tendencies are induced. Given this changing nature of employees' emotional experiences during the organizational change process, and considering emotions' influence on individuals' attitudes and behaviors, it is suggested that change agents adjust the timing and content of the information communicated in order to promote employee acceptance to change. Implications of this conceptualization are discussed, as are directions for future research.

Vacillating and Mixed Emotions: A Conceptual‐Discursive Perspective on Contemporary Emotion and Cognitive Appraisal Theories Through Examples of Pride

Gavin B. Sullivan and Kenneth T. Strongman, Vacillating and Mixed Emotions: A Conceptual‐Discursive Perspective on Contemporary Emotion and Cognitive Appraisal Theories Through Examples of Pride, pp. 203–226. Vacillating and mixed emotional experiences are often difficult to explore and understand because they confront the limits of our language's ability to capture private experiences in extreme or abnormal circumstances. In this paper, we build upon remarks by Wittgenstein (1953) to present a conceptual‐discursive perspective based on naturalistic examples of individuals vacillating between pride and other emotions. This perspective is used to show how relevant emotion theories contain conceptual errors of the sort identified by Wittgenstein. The “assembled reminders” of shifts between pride and other emotions are presented in contrast to analyses that focus on people's identification of causes of emotions, an approach which leads to theoretical speculation about underlying appraisal set changes or discussion of the empirical justification of cognitive ontology. We bypass a direct confrontation on these issues by examining how people's talk about the content of vacillating and mixed emotional experiences (i.e., aspect shifts) augments a shared “emotionology” with creative expressions and poetic comparisons. This last point is illustrated by the emotional instability experienced by individuals with Borderline Personality Disorder (BPD). Support for the conceptual‐discursive perspective is provided by the success of a particular therapeutic approach, the Conversational Model, in ameliorating the developmental disruption of BPD by encouraging participation in empathic conversations. We conclude that a conceptual‐discursive perspective undermines the cognitive appraisal “picture” of vacillating emotions and adds to our understanding.