Psychophysiological Components Research Articles

Структура и факторы академической адаптации студентов-иностранцев в российских университетах

Introduction. Academic adaptation of foreign students in terms of academic mobility is the basis of academic achievements and is associated with psychological well-being, which serves as a condition for a positive attitude towards the host country. Therefore, the study of the peculiarities of academic adaptation of foreign students will allow us to determine the conditions for their secondary socialization and psychological acceptance of the host country. Theoretical analysis. Academic adaptation of foreign students is associated with problems of cultural stress, awareness, socio-psychological relations of the host party, knowledge of the language for establishing contacts and interaction with local students and everyday problems. Academic problems themselves are considered to a lesser extent. Empirical analysis. The purpose of the study is to analyze the structure and factors of academic adaptation of foreign students. It is assumed that the social characteristics of the academic adaptation of foreigners (communicative, personal) are more pronounced than the psychophysiological ones, reflecting the physical well-being of students, the subjective assessment of their exhaustion and fatigue. Conclusion. As a result of the research, the indicators of personal, emotional and motivational and lower psychophysiological components of academic adaptation were found to be more pronounced than those of Russians. The adaptation of foreign students is conditioned by satisfaction of the basic need for connectedness with others, characterizing the possibilities of their support from relatives, connectedness with them, adaptation of Russian students - with satisfaction of the need for connectedness with others, competence, happiness and life satisfaction. Involvement in the educational activity of students, regardless of their residence status, is the most important factor in academic adaptation.

Contemporary psychological perspectives on personal readiness for professional activity

The article highlights the results of the theoretical analysis of the concept of "psychological readiness" as a state of readiness to act or react to a trigger. "Psychological readiness for professional activity", in turn, is seen as a positive attitude towards the value and meaning of the professional role and acceptance of one's ability to perform it. The main structural components of the psychological readiness of an individual for professional activity, which includes operational, emotional, socio-psychological, psychophysiological components, have been considered. It has been indicated that psychological readiness for the profession is an important component of the student's self-improvement, promotes self-realisation in the professional sphere. The peculiarity of psychological readiness for professional activity of military personnel has been highlighted. The importance of emotional intelligence and empathy as a component of a person's psychological readiness for professional activity has been noted. A high correlation between the development of emotional intelligence and the components of psychological readiness has been determined, namely: the influence of intrapersonal emotional intelligence on the cognitive-target component of psychological readiness; the influence of interpersonal emotional intelligence on the behavioural component of psychological readiness as a factor in ensuring the successful professional activity of specialists of different profiles. The mandatory inclusion of methods of studying emotional intelligence and empathy in the study of psychological readiness of a person for professional activity has been suggested.

Psychophysiological components of the activities of operators of nuclear power plants as a factor of accidents in the conditions of the threat of social catastrophe

The purpose of the study is to establish the peculiarities of operator’s work and the leading factors of the formation of its psychophysiological tension at nuclear power plants in the conditions of the threat of social catastrophe in connection with military operations. The study was conducted at the Zaporizhzhya and Khmelnytsky nuclear power plants for the period of 2020-2021. To study the dynamics of the psychophysiological state of operators of nuclear power plants, a verbal-communicative diagnostic method was used to collect information about the operators investigated using Google Form and traditional physiological, psychological and psychophysiological methods. The socio-demographic features of the investigated operators of the block control panel were analyzed. It was established that men only (100%) aged 24-49 and with work experience from 4 to 20 years were among the examined. All surveyed operators (41 people) are residents of the city, with completed higher education and are family members. The methods of psychological (reactive anxiety, mood, activity, mood, attention), physiological (cardiography, blood pressure) and psychophysiological (simple sensorimotor and psychophysical) research methods were used to empirically assess the intensity of activity of the operators of the block control panel of nuclear power plants. There were examined operators, while on duty when control errors and pre-accident situations were recorded. It was established that the psychological, physiological and psychophysiological characteristics of these operators are followed by increased reactive anxiety, decreased indicators of well-being, activity, mood, reduction in functional reserves of the cardiorespiratory system, mental and physical capacity. These indicators are considered as criteria for the development of regulatory measures. It is proposed to take into account not only technological factors, but also the psychophysiological features of operators in the dynamics of their manifestation when developing measures for the optimal selection and personnel placement. The complex of methods for researching the functional state of operators can be used to optimize their professional selection and retraining, which can lead to reducing accidents and costs for professional training. The expected effect is an increase in the efficiency and quality of operator’s activity, the productivity and reliability of the performance of production tasks, an increase in professional longevity, a decrease in rate and occupationally-related morbidity of these specialists.

Представления сотрудников органов внутренних дел о психологической безопасности субъекта служебной деятельности

Based on the analysis of theoretical approaches to the interpretation of the phenomenon of "psychological security of the individual" in modern psychological science and their own empirical research of the views of the police officers about the phenomenon under study, the concept of "psychological security of the subjects of official activity" is clarified. By the method of an expert survey, which was attended by 18 employees of the Department of Internal Affairs serving as adjuncts of the Faculty of Training Scientific and Scientific-Pedagogical Personnel of the Moscow University of the Ministry of Internal Affairs of Russia named after V.Ya. Kikotya, its five-component structure was revealed, including: cognitive, emotional, motivational, socio-psychological, and psychophysiological components. It is established that experts consider the most important manifestations of the psychological security of subjects of official activity to be a subjective assessment of the situation as not threatening and controlled, but their capabilities for regulating it as sufficient; the absence of social anxiety and fear of interaction; the absence of psychological violence from Others; lack of social frustration (satisfaction with life and work). At the same time, the author comes to the conclusion that the differentiation of the psychological safety of the subject of official activity in the categories of mental phenomena should be carried out rather through the category of "mental education" than through the category of "mental state", as is done in most modern scientific research.

Subjective Assessments of the Pandemic Situation and Academic Adaptation of University Students

Students’<strong> </strong>academic adaptation<strong> </strong>during the pandemic is the key problem for the educational system. Even though certain success has been achieved in the organization of education with distance learning technologies and additional learning tools, there are still plenty of other difficulties that affect students’ adaptation. <em>The purpose</em> of the study is to conduct a comparative analysis of academic adaptation’s structure during and before the pandemic and to study the role of subjective assessments of the pandemic situation in university students’ academic adaptation. Nine hundred nineteen university students took part in the study. М = 19.54; SD = 2.47 (17.5% male). The following <em>methods</em> were used within the framework of the study: the method for assessing academic adaptation components developed by the authors, the direct scaling method via a questionnaire used to analyze subjective assessments of the pandemic situation, social frustration [1] assessment method and a differential 1uestionnaire used to assess the experience of loneliness [2]. The study established certain differences in the level of manifestation for emotional, motivational, and psychophysiological components of students' academic adaptation before and during the pandemic. The hypotheses were tested regarding the role of subjective assessment of the pandemic situation, social frustration, and experience of loneliness under academic adaptation-related changes. Structural modeling allowed testing of the hypothesis concerning the direction of relations between variables. The pandemic situation is an important factor in reducing psycho-emotional and motivational components of academic adaptation. Interpersonal relations among students are the most important predictors of their academic adaptation. Assessment of the pandemic situation (29% variation), social frustration (49%), and loneliness (22%) are significant predictors of academic adaptation. The presence of diseases and attitudes regarding health risks, and satisfaction with relations with other educational process participants largely determines students' academic adaptation during the pandemic. At the same time, the direct effect of academic adaptation and the indirect one through the positive perception of distance learning is a more positive perception of Covid-19consequences.

Explore your brain: A randomized controlled trial into the effectiveness of a growth mindset intervention with psychosocial and psychophysiological components.

Although past research demonstrated growth mindset interventions to improve school outcomes, effects were small. This may be due to the theoretical nature of psychosocial techniques (e.g., reading about brain plasticity), which may not be optimally convincing for students. To address this issue and improve effectiveness, we developed a growth mindset intervention, which combined psychosocial and psychophysiological components. The latter adds a convincing experience of influencing one's own brain activity, using mobile electroencephalography (EEG) neurofeedback, emphasizing the controllable and malleable nature of one's brain. In this randomized controlled trial (RCT), twenty high-school classes (N=439) were randomized to either the active control condition (no mindset messaging) or our newly developed growth mindset intervention condition (4 × 50 min). School outcomes (pre, post, 1-year follow-up) were analysed with Linear Mixed Models (LMM: variable-oriented) and Latent Transition Analysis (LTA: person-oriented). LMM: students in the growth mindset intervention reported increased growth mindset directly after the intervention (post, d=.38) and at 1-year follow-up (d=.25) and demonstrated a protective effect against deterioration of math grades at 1-year follow-up (d=.36), compared to controls. LTA: we identified three mindset profiles (Fixed, Growth competitive, Growth non-competitive), with more frequent transitions from fixed to one of the growth mindset profiles at 1-year follow-up for students in the growth mindset intervention compared to controls (OR 2.58-2.68). Compared to previous studies, we found relatively large effects of our intervention on growth mindset and math grades, which may be attributable to synergetic effects of psychosocial and psychophysiological (neurofeedback) components. The person-oriented approach demonstrated more holistic effects, involving multiple motivational constructs.

Types of academic adaptation of adolescents with limited health capacities

Academic adaptation has a significant impact on child’s success in mastering an educational programme, his/her integration into the society and personal development. Learners with limited health capacities may show specific features of academic adaptation. The aim of this study is to explore the types of academic adaptation of adolescents with disabilities on the basis of self-assessment of adaptation characteristics, parents’ and teachers’ evaluation. The study involved adolescents with hearing impairment – 11 persons (5 girls, 6 boys), with visual impairment – 14 persons (4 girls, 10 boys), their parents and teachers. To explore the academic adaptation, the authorly questionnaire and scales for parents and children were used to assess the motivational, emotional, cognitive, communicative, personal (regulatory) and psychophysiological components of academic adaptation. New scientific data were obtained in respect of specificity of academic adaptation of teenagers with disabilities, including the characteristics of motivational, emotional, cognitive, communicative, personal (regulatory), psychophysiological components. It was found that the estimation of all academic adaptation components by the adolescents with disabilities themselves was above the average; however, the psychophysiological component tended to be disadvantaged. The assessment of the teenagers’ academic adaptation components by the teachers and parents was not significantly different for the most part, except for the communicative component: the latter evaluated the adolescents’ communicative competence to be higher (Mann-Whitney U test = 215, at p<0.05). All of the teachers’ scores were lower than that of the parents, but the main trends remain the same: the emotional, communicative and personal components of academic adaptation of adolescents with disabilities were rated to be higher. Based on the factor analysis, several types of academic adaptation of adolescents with disabilities are highlighted from the perspective of the learners, parents and teachers. It was found that the parents and teachers tended to comprehensive academic adaptation of adolescents including all components, while the adolescents themselves did not pay specific attention to complex adaptation; all types of adaptation, according to their assessment, included two to three components. The difficulties of academic adaptation, as viewed by the learners with disabilities, were due to low communicative competence and poor learning motivation; while the parents explained this by limited health capacities, low communicative competence, the teenagers’ inadequate self-esteem, poor self-organisation and emotional self-regulation, non-consideration of child’s characteristics by the teachers; the teachers believed this to be a result of the teenagers’ health problems, their low communication competence and negative emotional experience. The results of the pilot study can form a basis for the development of technologies for psychological and pedagogical support of academic adaptation of adolescents with disabilities; these technologies are supposed to contribute to successful inclusion of a child in the educational environment.

Component structure of academic adaptation at primary school age

Modern education is characterized by the variability of forms and requirements, which necessitates the search for the ways of effective academic adaptation of students. The purpose of this study is to study and experimentally confirm the component structure of academic adaptation at primary school age. The study involved 80 primary schoolchildren of the municipal educational institution "Secondary school No. 59" in Saratov (RF) and 51 parents. To study the component structure of the academic adaptation, the authors' questionnaire and scales for parents and children were used to assess the motivational, emotional, cognitive, communicative, personal (regulatory), as well as psychophysiological components of academic adaptation. New scientific data were obtained on the relationship of the motivational component of academic adaptation (with cognitive r= 0.245, at p < 0.05), cognitive (with internal learning motivation, r= 0.529, at p <0.01), and personal (with cognitive r= 0.375, at p< 0.01). It was found that the most variable characteristic of the academic adaptation of primary schoolchildren is the arbitrariness of mental processes (σ = 0.9). As a result of factor analysis, 7 factors of academic adaptation were identified: "Consistency of self-esteem as a good student", "Orientation towards independence in studies and communication with peers", "Psychophysiological distress", "Avoiding school troubles based on emotional self-regulation and thinking through actions at school", "Striving to improve normative behavior at school", "Social success in school", "General emotional well-being at school". It is also shown that, in the views of parents, the mental stress of students is a positive factor in the academic adaptation of their children, while the students themselves experience a negative influence of this factor on the success of their adaptation. The results of the experimental study enabled to create the scientific basis for developing a technology of psychological and pedagogical support for the academic adaptation of primary school students, contributing to the successful inclusion of a child in the educational environment.

Forensic Investigation of Origin of Lies

The genesis of the origin of lies in the paper is considered in two aspects: from the point of view of its socio-psychological nature (the reasons for the emergence of lies as a phenomenon of interpersonal communication in general) and from the point of view of its appearance in a criminal case (the reasons for the lies of participants in criminal proceedings). Through the prism of the historical development of a person as a biological species (phylogeny) and as a separate representative of this species (ontogeny), a lie is a person’s communication skill acquired in the process of socialization and demanded by society, a system of interactions of psychophysiological components of his body, functioning according to a certain, spontaneously formed in the process individual development patterns. The consequence of the individuality of a lie is the absence of its universal feature. The analysis of the motivating reasons for the lies of the participants in criminal proceedings was carried out on a comprehensive basis. The paper describes specific factors that determine the appearance of lies in a criminal investigation, such as the situation of interaction; peculiarities of relationships and communication between subjects of communication; the personality and activity of the person at whom the lie is directed; the personality of the subject of lies, his motivation, individual psychological, moral and other features, his assessment of the situation of interaction, etc. In a structured form, possible motives for the lies of participants in criminal proceedings are given.

THE MAIN STAGES OF DEVELOPMENT OF THE SECURITY SECTOR SPECIALISTS’ PSYCHOLOGICAL READINESS FOR PRECISION SHOOTING

The article examines the main developmental stages of psychological readiness for precision shooting with specially designed author's program that improves personal characteristics of professionals in the security sector necessary for their accurate shot. The determination and justification of the developmental stages of psychological readiness for precision shooting was carried out from the standpoint of the activity and systematic approaches, which contributed to a comprehensive study of the features of psychological readiness development and helped characterize the content, objectives, success criteria and the specifics of each stage implementation. The psychological readiness for precision shooting is understood as an integrative psychological characteristic, combining a set of necessary knowledge, skills, professionally important qualities and motives for successful actions, as well as a set of personal characteristics that make up the content of this phenomenon. The article describes the structure of psychological readiness for accurate shooting, represented by the unity of intellectually-operational, motivational, emotional-volitional and psychophysiological components. It substantiates the necessity of the development of security sector specialists’ personal characteristics, important for successful shooting skills formation, and presents the author's program developing psychological readiness for precision shooting, which has three stages, namely: motivational-orientation, operational-reflective and developmental-regulatory. The tasks and the content of each stage are described in detail; the criteria for their successful implementation are presented. The implementation of each program stage includes: the motivational-orientation stage – forming a positive attitude and motivation to develop psychological readiness to precision shooting, awareness of its importance during shooting and knowledge on basic developmental methods, mastering the theoretical aspects of firearm usage; the operational-reflective stage – working out the techniques and rules for pistol firing and bringing them to automatism, development of corresponding cognitive processes, the ability to reflect and differentiate one’s own feelings; the developmental-regulatory stage – improvement of volitional qualities, skills of emotional and volitional self-regulation, ability to control one’s own actions and adjust them according to shooting conditions. Security sector specialists’ psychological readiness for precision shooting is justified as a key to their effective use of firearms at professional task solving. Thus, the main formulated conclusion is that the effectiveness of firearm usage by security sector specialists in stressful situations is determined by developed psychological readiness for precision shooting. The development of the latter takes place at firearms training and involves the implementation of the stages described above, which can improve security sector professionals’ personal characteristics required for precision shooting. Developed psychological readiness will help them to overcome negative mental states, reduce anxiety, increase adaptive capacity and confidently at situations involving the firearm usage.

PSYCHOPHYSIOLOGICAL FACTORS OF PROFESSIONAL VIABILITY IN EXTREME SPECIALISTS FROM EMERGENT-SYNERGETIC PERSPECTIVE

Aim. The article aims to study the psychophysiological status of a specialist from emergentsynergetic perspective, which is a relevant research direction in domestic and foreign psychology, especially when it comes to extreme activity that implies a possible risk to life. The purpose of the study is to establish emergent-synergetic factors that determine the high and low levels of professional viability. Materials and methods. 764 males of various professional groups were examined, whose daily activities included an extreme component at the substantive level. To determine the psychophysiological status, the following methods were used: the Luscher color test in the interpretation of I. Tsyganok, simple and complex visual-motor reaction. To determine the level of professional viability, the S-test, the emotional burnout method and a scale for subjective assessment of professional load through the socio-psychological questionnaire were used. The data obtained were processed using Varimax rotation factor analysis with Kaiser’s normalization. Results. According to an empirical study, it was found that the evelopment of professional viability can be explained through an emergent-synergetic approach. Low energy potential, stress and personal imbalance are emergent psychophysiological components of low viability. Personal balance, performance, activity and optimal energy expenditure are emergent psychophysiological components of high viability.

The application of the cognitive component in the translation/interpreting modules at the Department of English, Faculty of Arts, Taiz University: مستوى تطبيق المكون العقلي المعرفي في مقررات الترجمة بقسمي اللغة الإنجليزية بكليتي الآداب والتربية بجامعة تعز

This study aims to find out to what extent cognitive component is considered in the translation courses at the English Departments at two faculties of Arts at Taiz University, namely Faculty of Arts, main campus and Faculty of Arts, Turba branch. The cognitive component was selected because it plays a vital role in the development of psychophysiological competence of the translator. The sample of the study consisted of all fourth level students at the two faculties for the academic year 2018/2019. The total number of students participating in the study was 203 students. The study mainly used descriptive quantitative methods. The results of the study showed that the level of application of the cognitive component in translation courses is generally lower than the average or hypothetical mean of the scale (165). The average score of the research sample was (80.3645) with a standard deviation of (26.29714), a t-test value of (-45.856) and a level of Significance of (000.) That is, the application of the cognitive component in the current translation courses is very low and almost non-existent. The study recommended that further studies need to be conducted with a view to finding out to what extent cognitive elements in particular and other psycho-physiological aspects in general are considered in the current translation and interpreting programmes. The study has also recommended that certain activities that can enhance the psycho-physiological components of translators/interpreters should be designed and utilized in the translation/interpreting classroom.

A Survey of the Yemeni Translation Market Needs

Academic programs have changed to become learner-centered. As such, programs are based on the competences that learners should acquire. One major source for these competences is the market. The aim of this study was to identify the translation competences needed by the Yemeni market. Drawing on recent literature, the researcher developed a questionnaire, and a total number of 50 professional translators – working in Sana’a – filled the questionnaire. It included 35 items distributed to five categories: bilingual competence, cultural competence, translation competence, instrumental competence, and strategic competence, in addition to psycho-physiological components of translators. Results revealed that all translation competences were important and needed by the market; none was marked as unimportant. Specifically, 21 of them were highly important. The highest degrees of importance were for basic skills without which translation tasks can never be done: language competence, bicultural competence, problem solving procedures, and use of dictionaries and information mining. Meanwhile, the focus –though needed – was less on the competences of interpreting and modern translation technologies which can be attributed to the difficult times Yemen experiences currently that caused recession in the translation market.That was obvious in the lack of conferences and official activities, in additionto the lack of specialists in translation technology.

DEVELOPMENT OF A SCREENING PROTOCOL TO IDENTIFY INDIVIDUALS WITH DYSFUNCTIONAL BREATHING

Dysfunctional breathing (DB) has been linked to health conditions including low back pain and neck pain and adversely effects the musculoskeletal system. Individuals with DB often have decreased pain thresholds and impaired motor control, balance, and movement. No single test or screen identifies DB, which is multi-dimensional, and includes biochemical, biomechanical, and psychophysiological components. Several tools assess and test for DB, but no screen exists to determine whether additional testing and assessment are indicated. The purpose of this study was to develop a breathing screening procedure that could be utilized by fitness and healthcare providers to screen for the presence of disordered breathing. A diagnostic test study approach was utilized to establish the diagnostic accuracy of the newly developed screen for DB. A convenience sample of 51 subjects (27 females, 27.0 years, BMI 23.3) were included. To test for DB related to the biochemical dimension, end-tidal CO2 (ETCO2) was measured with a capnography unit. To test for DB related to biomechanical dimension, the Hi-Lo test was utilized. To test for DB related to the psychophysiological dimension, the Self Evaluation of Breathing Symptoms Questionnaire (SEBQ) and Nijmegen questionnaires were utilized. Potential screening items that have been shown to be related to DB in previous research and that could be performed by non-health care personnel were utilized to create the index test including activity level, breath hold time (BHT), respiration rate, and the Functional Movement Screen (FMS™). There were no strong correlations between the three measures of DB. Five subjects had normal breathing, 14 failed at least one measure, 20 failed at least two, and 12 failed all three. To develop screening items for each dimension, data were examined for association with failure. BHT and a four-item mini-questionnaire were identified as the most closely associated variables with failure of all three dimensions. A BHT of < 25 seconds and four questions were combined and yielded a sensitivity of 0.89 (0.85-0.93) and a specificity of 0.60 (0.18-0.92) for clinical identification of DB. Easily obtained clinical measures of BHT and four questions can be utilized to screen for the presence of DB. If the screen is passed, there is an 89% chance that DB is not present. If the screen is failed, further assessment is recommended. 2b.

Temporal correlates of intuition and cognitive control in moral decision, making in different social contexts

In the stream of flurry of publications grappling different paradigms to tackle underlying mechanisms of moral decision-making, EVENT RELATED POTENtial (ERP) studies is beginning to explore psychophysiological components in the moral domain, focused on observing various moral behaviors in the experimental situations. This research was aimed at providing a new method of study investigating neural correlates of subjective moral decision-making in which we hypothesize that the social congruent or in-congruent context, could emerge a salience brain response in intuitive or cognitive control related responses toward moral dilemmas. Electrophysiological data were recorded from the scalp a 32-channel recording system complying with the international 10–20 system. The average N2 (175–300 ms) and LPP (300–600 ms) amplitude and latency were measured after the onset of putative counterpart response. Repeated measure ANOVA revealed that there was a difference between congruent versus in-congruent social response to high conflict scenarios in LPP amplitude in right lateral and frontal electrodes F(4, 174) = 5.812, P &lt; 0.001 (Fig. 1). The findings also, suggest that N2 latency in less conflict moral scenarios may appear earlier compared with high conflict moral scenarios during in congruent social response in frontal electrodes especially left area F(3, 174) = 3.013, P &lt; 0.05 (Fig. 2, figures are not available for this abstract). In conclusion, these results were either extend previous neurophysiological findings on classic moral scenarios and consistent with the notion that right hemisphere would be much more representative of cognitive control process during high conflict moral decision-making, while left frontal electrodes engaged in early intuitive process.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Autonomic emotional responses to the induction of the rubber-hand illusion in those that report anomalous bodily experiences: Evidence for specific psychophysiological components associated with illusory body representations.

We present the first study to examine indicators of autonomic arousal associated with shifts in body image and as a function of predisposition to report spontaneous anomalous bodily experiences (ABEs) from nonclinical samples. Participants completed the Temporal-Lobe Experience subscale of the Cardiff Anomalous Perception scale-a measure associated with anomalous experiences resulting from temporal lobe dysfunction (Bell, Halligan, & Ellis, 2006) followed by a rubber-hand illusion experiment. We examined: (a) the time taken to induce the illusion, (b) effects on the tonic skin conductance level, and (c) phasic skin conductance responses in the form of nonspecific skin conductance responses (NS-SCRs) in the period leading up to the declaration of the illusion. The illusion took significantly longer to induce in those reporting high levels of ABEs, relative to those reporting low levels of such experiences. A significant increase in the tonic skin conductance level and the frequency of NS-SCRs occurred in the period leading directly up to the declaration of the illusion. Both measures were significantly increased for those reporting higher-levels of ABEs. The data question generic notions of "weak" body representations subserving increasing malleability in body image. Instead, they lend general support for a "dysconnection" account of anomalous bodily experiences-at least for some nonclinical hallucinators. Theoretical considerations are discussed.

Psychophysiological Response to Acoustic Intensity Change in a Musical Chord

This paper investigates psychological and psychophysiological components of arousal and emotional response to a violin chord stimulus comprised of continuous increases (up-ramp) or decreases (down-ramp) of intensity. A factorial experiment manipulated direction of intensity change (60–90 dB SPL up-ramp, 90–60 dB SPL down-ramp) and duration (1.8 s, 3.6 s) within-subjects (N = 45). Dependent variables were ratings of emotional arousal, valence, and loudness change, and a fine-grained analysis of event-related skin conductance response (SCR). As hypothesized, relative to down-ramps, musical up-ramps elicited significantly higher ratings of emotional arousal and loudness change, with marginally longer SCR rise times. However, SCR magnitude was greater in response to musical down-ramps. The implications of acoustic intensity change for music-induced emotion and auditory warning perception are discussed.

Pellitteri, J. (2009). Emotional processes in music therapy. Gilsum, NH: Barcelona Publishers. ISBN-10: 1891278517. E-book. ISBN-13: 9781891278518. $44.00

Pellitteri, J. (2009). Emotional processes in music therapy. Gilsum, NH: Barcelona Publishers. ISBN-10: 1891278517. E-book. ISBN-13: 9781891278518. $44.00.John Pellitteri, a licensed creative arts therapist and psychologist, whose research concentration has been in the area of emotional intelligence, makes an ambitious attempt to bring a scientific understanding to the intuitive 'knowing' of the connection between music and in his book, Emotional Processes in Music Therapy. Pellitteri reasons that music therapy is both an and a science, and emotional processes can and should be considered from both lenses.The book is divided into four parts. In the first part, as its title Frameworks indicates, Pellitteri presents various frameworks used to think about emotion, music and therapy. first two chapters serve to introduce the topics and the author's stance, which is strongly rooted in the importance of a comprehensive view of emotional processes in music therapy. entire second chapter is dedicated to defining the different psychophysiological components of emotion and a model of emotional processes, both referenced later in the book. He fittingly calls this chapter The architecture of emotions. Pellitteri includes an interesting discussion in the third chapter, where he explores not only how music and emotion evolved historically and how their meanings are imbedded in cultural and social structures, but also how music and emotion are believed to have played an important function in early humans' adaptations to their environments and the development of complex thought and language. This chapter concludes with clinical implications related to these evolutionary and anthropological perspectives.The second part, Foundations, presents the psychophysiological foundations of both emotions and music, and the role of emotions and music in personality development. In the fourth chapter, Pellitteri explains in more depth the interaction of the psychophysiological components - physiological, cognitive, behavioral, and social - of emotions and the model of emotional processes, which includes emotional elicitors, states, expressions and experiences. Here he includes several theorists' ideas about emotional states and their clinical implications. fifth chapter explores music in a somewhat similar way, looking at how music can initiate these psychophysiological components and how both intrinsic and extrinsic qualities of music are linked with emotion. In chapter six, Pellitteri presents three dynamically oriented models (ego psychology, objects relations theory and attachment theory), the ways in which music and emotions can be understood according to the models, and how one might operate therapeutically within the models. This chapter emphasizes the importance of the client-therapist relationship and how the therapist's understanding of music and emotional processes can strengthen this relationship.Part 3, Clinical applications, begins with chapter seven, a description of ways of working with emotional processes in music therapy. Pellitteri presents interventions within the four major psychophysiological systems presented in previous chapters. He stipulates that the interventions presented may not be unique, but that the specific focus on emotions in this way may be different. He believes this way of working has implications for deeper levels of therapeutic change and can better inform therapists' decision making in assessment and intervention. Chapter 8 goes on to further develop the likeness of music and emotion, using the term isopomorphic, and how this likeness is responsible for music's effectiveness in clinical work. This is where the author begins to discuss the art of music therapy, as this qualitative comparison of music and emotion, or the experience of music as emotion, cannot be objectively observed. Chapter 9 focuses on the author's area of expertise, emotional intelligence, and clinical implications for music therapy. …

Pellitteri, J. (2009). Emotional processes in music therapy. Gilsum, NH: Barcelona. 255 pages. ISBN 978-1-891278-51-8. $44.00

Pellitteri, J. (2009). Emotional in music therapy. Gilsum, NH: Barcelona. 255 pages. ISBN 978-1-89127851-8. $44.00The history of mankind is rife with narratives that extol the virtues of music to heal difficult emotions, from descriptions of shamanic healers to the biblical account of David playing the lyre for King Saul to Burton's Anatomy of Melancholy. Music is an integral part of joyous and solemn occasions, rites, rituals, and spiritual ceremonies, and it permeates our daily life. In all of these events, music and emotion are intimately connected. In fact, the genesis of modern music therapy springs from the intertwining of music and emotion in the treatment offered to veterans returning from WWI who had emotional difficulties due to trauma. Emotions are integral to the functioning of human beings. They are central factors not only in interpersonal relationships, personality development, and individual well being, but also in family, community and global relations. Music, in which sound is predominantly linked to emotive meaning, is often considered to be the language of emotion. Thus Pellitteri's book that explores the intimate relationships between music, emotion, and therapy, and integrates research on the science of emotion, makes a timely and welcome appearance.The author's primary goal is to provide a foundation from which to examine emotional as they apply to clinical music therapy. This emotion-focused view, the author states, can enhance the music therapist's work a more precise, complex, and multifaceted focus on emotional processes (p. 148). The author makes the argument that the field of music therapy is ideal for the client's development of emotional functioning because emotions are integral to both music and to interpersonal relationships that occur in clinical work.In this well-researched book, the author draws upon many fields of study, psychology, physiology, neuroscience, anthropology, aesthetics, and music, and filters this knowledge through the lens of emotion science. Divided into four parts, part one presents a framework that encompasses aesthetic, scientific, and anthropological perspectives from which to view the interplay between emotion, music, and the therapeutic process. Part two provides a synthesis of significant empirical research that has emerged in the study of psychophysiological foundations of emotions and explores musical and personality development from the standpoint of these foundations. Pellitteri applies this knowledge to clinical music therapy practice in part three from the perspective of emotional functioning and emotional intelligence. Part four examines issues of professional identity.Part one, comprised of three chapters, begins with a discussion of the central role of emotions in human functioning and considers how the creative process in music therapy is both artistic and scientific. The author concludes with three frameworks that inform our understanding of the therapeutic process. The first is an aesthetic frame in which the client is viewed holistically and is metaphorically understood as a work in progress. The second frame is a psychology field theory frame applied to understand the complex dynamics of the Interpersonal process. The third frame describes how the client's experience of engagement with the therapist in the music establishes a capacity for adaptation within the client. The construct of adaptation Is developed as a synthesizing model for therapeutic outcome. Clearly written and with numerous evocative references from philosophy and science, this chapter sets the stage for a discussion of emotions.Chapter 2 outlines the four basic psychophysiological components of emotions. These are the physiological, the cognitive, the behavioral, and the social components, which are interconnected biological and psychological systems that operate simultaneously. The author defines and describes these concepts and brings much needed clarity to semantic differences between such terms as feelings, emotions, and affect. …

Aspetti soggettivi e somatici delle emozioni della vita quotidiana

- Emotional processes are complex events, with a mental component, referring to the qualia of subjective experience, and a somatic component, referring to the level of psychophysiological activation. The research on everyday emotions, that has the relevant advantage to investigate the emotional adaptation process to individual's environment in an ecological perspective, avoiding the laboratory artefacts, focused exclusively on the subjective aspects, providing a partial view of emotion. The aim of the present study was to explore how basic emotions are experienced in the everyday life, investigating, in an integrated approach, both the subjective and somatic changes that accompany emotion. The subjective components were measured through a diary, while the psychophysiological components were measured through a Holter that continuously monitored the cardiac activity during 24 hours. Then, two indexes were studied: the heart rate and the heart rate variability that provides information on the sympatheticparasympathetic balance. Results showed that the subjective experience of everyday basic emotions significantly differed in their intensity and frequency. From the somatic point of view, some significant differences emerged among basic emotions, suggesting that also in the everyday life and ecological context, specific emotions represent distinct and discrete physiological events. The present study obtained results that encourage advancing in this field of research through a new integrated approach, providing useful indications to face off the methodological caveats.