Verbal Expression Of Emotions Research Articles

Disruptive mood dysregulation disorder: the relationship between cardiac vagal tone, emotion recognition, and expressive prosody

Children with disruptive mood dysregulation disorder have difficulties with emotion regulation and recognition which impacts their social functioning. Due to its recent definition, there is limited information on the neural mechanisms of this disorder. This exploratory study examined the role of autonomic heart regulation in children with disruptive mood dysregulation disorder, motivated by suggestions of reduced autonomic regulation (measured by heart rate variability) associated with psychiatric disorders in adults and children. The cross-sectional design sampled two groups of children, one with disruptive mood dysregulation disorder ( n = 15; 14 male) and the other with typical development ( n = 15; 14 male). Heart rate variability, facial emotion recognition accuracy and speed, and prosody were measured. There were no significant differences in heart rate variability between the two groups before, or during, the tasks. However, children with disruptive mood dysregulation disorder experienced significantly greater difficulty recognising fear in faces compared to controls and confused other negatively valenced emotions. There was also a significant, negative correlation between heart rate variability and prosody modulation (verbal expression of emotion) in the control group, a relationship that was absent in the disruptive mood dysregulation disorder group. These results suggest that atypical autonomic regulation during emotionally evocative situations and difficulty with facial emotion recognition may contribute to the challenges experienced by children with disruptive mood dysregulation disorder. This is valuable knowledge for psychologists, which can contribute to individualised, effective, and comprehensive care that addresses the child’s emotional, social, and relational well-being.

Leveraging natural language processing to study emotional coherence in psychotherapy.

The association between emotional experience and expression, known as emotional coherence, is considered important for individual functioning. Recent advances in natural language processing (NLP) make it possible to automatically recognize verbally expressed emotions in psychotherapy dialogues and to explore emotional coherence with larger samples and finer granularity than previously. The present study used state-of-the-art emotion recognition models to automatically label clients' emotions at the utterance level, employed these labeled data to examine the coherence between verbally expressed emotions and self-reported emotions, and examined the associations between emotional coherence and clients' improvement in functioning throughout treatment. The data comprised 872 transcribed sessions from 68 clients. Clients self-reported their functioning before each session and their emotions after each. A subsample of 196 sessions were manually coded. A transformer-based approach was used to automatically label the remaining data for a total of 139,061 utterances. Multilevel modeling was used to assess emotional coherence and determine whether it was associated with changes in clients' functioning throughout treatment. The emotion recognition model demonstrated moderate performance. The findings indicated a significant association between verbally expressed emotions and self-reported emotions. Coherence in clients' negative emotions was associated with improvement in functioning. The results suggest an association between clients' subjective experience and their verbal expression of emotions and underscore the importance of this coherence to functioning. NLP may uncover crucial emotional processes in psychotherapy. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Moral judgements in a foreign language: Expressing emotions and justifying decisions

Aim: Previous evidence suggests that language influences bilinguals’ moral judgements. One explanation for this phenomenon is that using a second language (L2) attenuates emotional arousal, thus leading to more rational decisions. This study examined whether bilinguals’ moral arguments and emotional vocabulary are influenced by the language – first language (L1) or L2 – in which a moral dilemma is presented. Methodology and data analysis: A mixed-methods design was employed. We analysed the emotional vocabulary used by 204 Spanish-English bilinguals when making moral judgements and expressing their emotions in response to a highly emotional moral dilemma, as well as the type of arguments they employed to justify their moral decisions in L1 and L2. Findings: The participants were more emotional in their L1, as reflected in the arguments they used to justify their decisions. This finding was supported by a significantly lower number of emotional words in their L2. Moreover, the effect of language on moral judgements was mediated by the participants’ emotions. Originality: This study is the first to qualitatively examine the types of arguments underlying bilinguals’ moral decision-making in their L1 and in their L2. Moreover, the analysis of verbal emotional expressions in relation to moral decisions adds to the findings of previous research that was based almost exclusively on forced-choice measures and further supports the hypothesis that the reduction of emotional arousal in an L2 modulates individuals’ moral judgements. Implications: The results have implications for L2 teaching and pedagogy. The L2 curriculum should include instruction in emotional vocabulary and should engage learners in discussions that require argumentation and critical thinking about strong emotional content. This may assist bilinguals not only to express their internal affective states more efficiently, but also to experience the intensity of L2 emotionally charged words in a similar way as they do in their L1.

The relationships between novice nurses' emotions management skills and happiness levels: A cross‐sectional study

To determine the relationships between the novice nurses' emotional management skills and their happiness levels. This cross-sectional study was conducted on 398 novice nurses in Istanbul using a Nurse Fact Sheet, Emotions Management Skills Scale (EMSS), and the Oxford Happiness Scale Short Form. It was determined that the "Verbal expression of emotions," "Control of negative body response," and "Coping" subdimensions of the EMSS accounted for 21% of the variance in the total variable of the happiness scale (p < 0.001). Novice nurses should be supported with training to improve their emotional management skills throughout their working lives, starting from the hospitalization phase. Factors that negatively affect nurses' happiness levels should be controlled.

Comprehension and verbal expression of emotions by Greek-speaking preschoolers

The emotional development of preschool children is one of the main pillars of the Greek Preschool Education Curriculum. This is in line with research that has shown correlations, of varying strengths, linking preschoolers' emotional development and the degree of their socialization. A large part of this research has mainly focused on the perception and comprehension of emotions, as well as their nonverbal expression. Similarly, there is an accumulated corpus of evidence that suggests various and at times contradictory insights and linkages regarding age, linguistic intake and expression, interlingual and intercultural differences, and more. This study investigates if emotions are perceived and how accurately they are labelled and verbally described by preschoolers whose first language is Modern Greek. Α mixed methodology was applied to process the data, i.e. both quantitative and qualitative approaches were used. Our findings reveal aspects of preschoolers' linguistic and emotional development that critically extend their upbringing and schooling, since verbal expression enables children to "talk through" their emotions rather than act them out.

Emotional valence and the types of information provided by children in forensic interviews

BackgroundEmotions can powerfully affect memory retrieval although this effect has seldom been studied in everyday contexts. ObjectiveThis study aimed to explore the association between children's verbal emotional expressions and the type of information reported during forensic interviews. Participants and settingThe sample included 198 interviews with 4- to 14-year-old (M = 9.36, SD = 2.37) alleged victims of repeated physical abuse perpetrated by family members conducted using the Revised NICHD Protocol which emphasizes a supportive interviewing style. MethodsInterview videos were transcribed and each conversational turn was coded to reflect the amount and type of children's verbal emotional expressions, forensic information provided, interviewers' demeanor, and type of question asked. ResultsThe verbal expression of negative emotions was positively associated with the production of more central details (β = 0.29, SE = 0.05, p < 0.001) and peripheral details (β = 0.66, SE = 0.07, p < 0.001), while the verbal expression of positive emotions was correlated with peripheral details (β = 0.29, SE = 0.15, p = 0.047). The verbal expression of negative emotions was associated with the production of more specific details (β = 0.73, SE = 0.06, p < 0.001]) and less generic information (β = −0.39, SE = 0.18, p = 0.029) whereas positive emotions were associated only with increased specific information (β = 0.28, SE = 0.12, p = 0.025). ConclusionsThese findings highlight how emotional expression, especially of negative emotions, enhances the quantity and quality of children's reports in forensic contexts.

„Sprachwissenschaft [...] etwas für Leute, welche die Pedanterie zur Mathematik hätten, nicht jedoch die Intelligenz. Leute, die sich ihre eigene notdürftige Logik erfänden“. Auf den Spuren des Ausdrucks von Emotionen

In order to track down the devices used in the verbal expression of emotions, it is helpful to proceed semasiologically, for example by searching for emotive expressions in authentic texts. In texts written in everyday language, emotions are frequently verbalized without designating any particular emotion. Therefore, the pertinent linguistic devices should be identified with the aid of a small corpus, because only in this way can corpus-linguistic principles of exhaustivity and context-sensitivity be fulfilled. This brings into focus syntactic devices, which have so far (for the most part) been neglected by research in the field of emotiology

Language emotionality and the verbal expression of emotional experiences by bilinguals

The aim of this study is to examine the correlates of language emotionality and the verbal expression of emotions in bilingual persons by analysing a selection of research studies. In comparison with another language spoken by a bilingual, the mother tongue is characterised by a greater emotional charge. The emotional power of a language correlates with the age of the person and their emotional experience at the time of its learning as well as the specific cultural context. The language with a greater emotional charge is used to verbally express emotional experiences, specifically in emotionally charged situations and in the case of positive valence of experienced emotions. On the other hand, in the case of negative valence, the less emotional language that offers distance from emotional experience is preferred. In a therapeutic relationship, a bilingual can spontaneously or purposefully switch between languages in order to regulate the intensity of emotional experience. Although therapy with a bilingual client can be challenging for the professional, too, respect for changes in language expression on the part of the client and targeted work with the language context on the part of the therapist are expected.

The Association between Parent and Child-Report Measures of Alexithymia in Children with and without Developmental Language Disorder.

Accurate measures of alexithymia, an inability to recognise and describe one’s own emotions, that are suitable for children are crucial for research into alexithymia’s development. However, previous research suggests that parent versus child reports of alexithymia do not correlate. Potentially, children may report on the awareness of their emotions, whereas parent-report measures may reflect children’s verbal expression of emotion, which may be confounded by children’s communicative abilities, especially in conditions such as Developmental Language Disorder (DLD). Given theoretical arguments that alexithymia may develop due to language impairments, further research into alexithymia in DLD is also needed. This project examined parent and child report measures of alexithymia in children with DLD (n = 106) and without DLD (n = 183), and their association to children’s communication skills. Parent and child reports were not significantly correlated in either group, and children with DLD had higher alexithymia scores on the parent-report measure only. Thus, parent and child measures of alexithymia likely reflect different constructs. Pragmatic language problems related to more parent-reported alexithymia, over and above group membership. Structural language abilities were unrelated to alexithymia. We suggest decreased social learning opportunities, rather than a language measure artefact, underlie increased alexithymic difficulties in DLD.

Should We Talk About Our Feelings?: New Perspectives on Verbal Communication About Emotions at Work

Verbal communication about emotions, such as talking about one’s own emotional experiences or inquiring about the emotions of others, is often seen as a taboo topic in the workplace. However, emerging work suggests that verbalization of the emotions of oneself and others can affect important outcomes at the individual, dyadic, team, and organizational levels, such as social learning, engagement, and cooperation. In this symposium, we highlight different perspectives on why, how, and when to verbally communicate about the emotions of yourself or others in organizational contexts. The five papers presented cover a broad range of inter-related topics (e.g., verbal emotional acknowledgment, explicit collective emotion regulation, and verbal emotional expression) and represent different theoretical and empirical perspectives (e.g., including both laboratory and field work). Our discussant, Hillary Anger Elfenbein, a leading scholar in the study of emotions, will close our session by offering a synthesis of the papers and discussing with the audience future directions for the study of verbal communication about emotions at work. Through this symposium, we aim to generate new insights about how we can study verbal communication about emotions at work. Thanks for Nothing: Expressing Gratitude Invites Exploitation by Competitors Presenter: Jeremy Yip; McDonough School of Business Georgetown U. Presenter: Kelly Lee; - Presenter: Cindy Chan; U. of Toronto Presenter: Alison Wood Brooks; Harvard U. The Epistemic Value of Being a Complaint Recipient: A Social Learning Perspective Presenter: Casher Belinda; Kenan-Flagler Business School, U. of North Carolina at Chapel Hill Presenter: Salvatore J. Affinito; Harvard Business School Presenter: Michael Christian; U. of North Carolina, Chapel Hill The Social Effects of Emotional Expressions are Functionally Equivalent across Expressive Modalities Presenter: Gerben Alexander Van Kleef; U. of Amsterdam Why Followers Don’t Acknowledge the Emotions of their Leaders (and Why they Should) Presenter: Christina Bradley; U. of Michigan, Ross School of Business Presenter: Lindred L. Greer; U. of Michigan, Ross School of Business Presenter: Alisa Yu; Stanford U. Explicit Collective Emotion Regulation and its Influence on Team Process and Viability Presenter: Elizabeth Baily Wolf; INSEAD Presenter: Jacob Levitt; The Wharton School, U. of Pennsylvania Presenter: Sigal Barsade; The Wharton School, U. of Pennsylvania

Comment: Moving (Further) Beyond Private Experience: On the Radicalization of the Social Approach to Emotions and the Emancipation of Verbal Emotional Expressions

Emotions have traditionally been viewed as intrapersonal phenomena. Over the past decades, theory and research have shifted toward a more social perspective that emphasizes the role of emotional expressions in coordinating social interaction. I provide a brief history of this ongoing paradigm shift, which reveals two critical developments. The first concerns a continuing shift in emphasis on the social-communicative rather than individual-level functions and effects of emotions—the radicalization of the social approach to emotion. The second concerns a growing awareness that emotions can be expressed through multiple modalities, including words—the emancipation of verbal emotional expressions. I discuss theoretical challenges and opportunities presented by these developments and consider their implications for understanding emotions as a source of social influence.

Pupils’ attitudes toward distance education during the COVID-19 pandemic

The educational context has been disrupted by the ongoing COVID-19 pandemic. The aim of the study was to explore attitudes of pupils in Serbia toward distance education during the pandemic. Specifically, we aimed to explore the cognitive component of pupils? attitudes through their perception of positive and negative aspects of distance education, the motivational component based on the expressions of how distance education affects pupils? motivation to learn, and emotional component through verbal expressions of emotions toward distance education. The sample for the study included 110 pupils attending primary (5th to 8th grade) and secondary schools in Serbia. A semi-structured interview was employed. Data were analysed using qualitative content analysis. The findings suggest that majority of pupils have negative attitudes toward distance education and that they find insufficient interaction between teachers and pupils to be the major shortcoming of distance education. Positive aspects of distance education which could be preserved after the pandemic according to the participants? views are: communication between teachers and pupils using information technologies (IT), technical possibilities for a better presentation of learning topics and permanent availability of learning materials on online platforms. The study revealed the lack of intrinsic learning motivation and deficiencies in pupils? self-regulation of learning which are important to be overcome as they impede pupils? academic development both in distance and in classroom education.

Linguistic ways of expressing emotions in French business discourse (based on business media texts)

Being an integral part of the life of society, business discourse is of particular interest to study from the standpoint of the emotional behavior of its participants. The spheres in which this type of communication is used are different. The manifestation and expression of emotions in business discourse is the speaker’s intention to influence the interlocutor in the right direction, to cause a certain emotional reaction from his side. This paper examines the emotional component of French business discourse as one of the foundations of its coherence. An attempt is made to comprehensively analyze business discourse from the point of view of the verbal expression of emotions and determine their role in the implementation of pragmatic attitudes characteristic of this type of discourse. At the same time, given the rapid, constant development of the journalistic style in the French language, the disclosure of this aspect is of undoubted interest from the point of view of enriching information about the French media and modern French in general.

Senescent Decline in Verbal-Emotion Identification by Older Hearing-Impaired Listeners - Do Hearing Aids Help?

PurposeTo assess the ability of older-adult hearing-impaired (OHI) listeners to identify verbal expressions of emotions, and to evaluate whether hearing-aid (HA) use improves identification performance in those listeners.MethodsTwenty-nine OHI listeners, who were experienced bilateral-HA users, participated in the study. They listened to a 20-sentence-long speech passage rendered with six different emotional expressions (“happiness”, “pleasant surprise”, “sadness”, “anger”, “fear”, and “neutral”). The task was to identify the emotion portrayed in each version of the passage. Listeners completed the task twice in random order, once unaided, and once wearing their own bilateral HAs. Seventeen young-adult normal-hearing (YNH) listeners were also tested unaided as controls.ResultsMost YNH listeners (89.2%) correctly identified emotions compared to just over half of the OHI listeners (58.7%). Within the OHI group, verbal emotion identification was significantly correlated with age, but not with audibility-related factors. The number of OHI listeners who were able to correctly identify the different emotions did not significantly change when HAs were worn (54.8%).ConclusionIn line with previous investigations using shorter speech stimuli, there were clear age differences in the recognition of verbal emotions, with OHI listeners showing a significant reduction in unaided verbal-emotion identification performance that progressively declined with age across older adulthood. Rehabilitation through HAs did not provide compensation for the impaired ability to perceive emotions carried by speech sounds.

Verbal expression of emotions in the course of teaching foreign language

The subject of this research is identification of emotions based on verbal expressions. The studies dedicated to verbal expression of emotions mostly provide description and classification to the lexicon that reduce studying to semantic and mental capabilities of the phenomenon. The nature and influence of emotional states upon learning a language remain insufficiently studied. Emotional response is able to change the course of cognitive processes. Feelings and mood can greatly affect learning of a foreign language. In the process of emotive-empathic interaction, teacher and student exchange emotions. Success of the process directly depends on the proper emotional mutual perception. Another goal of this research is to determine verbal traces related to negative emotions. The author uses an empirical method of research, such as scientific observation over the behavior if students and teacher, recording the results of such observations. The scientific novelty consists in determination of the influence of emotion of students upon the reception of learning material. Positive emotions are the elements of motivation, while negative are the factors of demotivation. The presented research is a first step in using emotions, emerging in the course of study, aimed at formation of metacognitive skills of the students. The obtained conclusions may be valuable for educators to predict the expression of emotions in accordance with the learning goals and resources. &amp;nbsp;

Work Family Conflict, Recovery Experience, &amp; Employee’s Weel Being in Working Women (Case Study of Nurses in Inpatient Division at Hospital in Bandung)

Abstract Work Family Conflict (WFC) often occurs in working women. This study discusses the influence of WFC on Employee’s Well Being with Recovery Experience as a moderator variable. The purpose of this study are to analyze WFC, Recovery Experience, &amp; Employee’s Well Being for working women, and to find out the influence of WFC on Employee’s Well Being directly or indirectly through Experience Recovery for working women. The method used was the survey method by giving questionnaires to 30 nurses in Inpatient Division at Hospital in Bandung. This study use Partial Least Square (PLS) to analyze the relation between variables. The measurements of WFC are work-family conflict &amp; family-work conflict. The measurements of Recovery Experience are psychological detachment from work &amp; verbal expression of emotions. The measurement of Employee’s Well Being are psychological strain &amp; life satisfaction.

Physical Activity in Eating Disorders: A Systematic Review.

Abnormally high levels of physical activity have been documented throughout the literature in patients with eating disorders (ED), especially those diagnosed with anorexia nervosa (AN). Yet no clear definition, conceptualization, or treatment of the problematic use of physical activity (PPA) in ED patients exists. The aim of this review is to propose a new classification of PPA, report the prevalence, triggers, predictors, maintainers and other related factors of PPA in ED patients, in addition to proposing a comprehensive model of the development of PPA in AN. A total of 47 articles, retrieved from Medline and Web of Science, met the inclusion criteria and were included in the analysis. As a result, the new approach of PPA was divided into two groups (group 1 and group 2) according to the dimension (quantitative vs qualitative approach) of physical activity that was evaluated. The prevalence of PPA in ED was reported in 20 out of 47 studies, the comparison of PPA between ED versus controls in 21 articles, and the links between PPA and psychological factors in ED in 26 articles, including depression (16/26), anxiety (13/26), obsessive–compulsiveness (9/26), self-esteem (4/26), addictiveness (1/26), regulation and verbal expression of emotions (1/26) and anhedonia (1/26). The links between PPA and ED symptomatology, PPA and weight, body mass index (BMI) and body composition in ED, PPA and age, onset, illness duration and lifetime activity status in ED, PPA and ED treatment outcome were reported in 18, 15, 7, 5 articles, respectively. All of the factors have been systematically clustered into group 1 and group 2. Results focused more on AN rather than BN due to the limited studies on the latter. Additionally, a model for the development of PPA in AN patients was proposed, encompassing five periods evolving into three clinical stages. Thus, two very opposite components of PPA in AN were suggested: voluntarily PPA increased in AN was viewed as a conscious strategy to maximize weight loss, while involuntarily PPA increased proportionally with weight-loss, indicating that exercise might be under the control of a subconscious biological drive and involuntary cognition.

ALEXITHYMIA FORMATION AS AN ADAPTATION TO EVERYDAY STRESS IS DETERMINED BY THE PROPERTIES OF THE NERVOUS SYSTEM

The aim of the study was to determine the psychological nature and mechanisms of alexithymia formation by way of the analysis of its relation to the properties of the nervous system, mental states, and characteristics of the emotional sphere of the personality. Materials and methods: In the process of the study, for the diagnostics of alexithymia, we used the 26-item Toronto Alexithymia Scale (TAS-26) developed by G.J. Taylor and a block of psycho-diagnostic methods aimed at the diagnostics of properties of the nervous systems, the emotional sphere and mental states of respondents. The relationships were evaluated using Spearman's rank correlation coefficient and Pearson's correlation coefficient. Results: The main factors related to alexithymia were weak nervous system, low stress resistance and such characteristics of the emotional sphere as marked extraversion, high level of trait anxiety, neuroticism, indirect verbal aggression, low levels of aggressiveness. The emotional exhaustion and reduction of personal achievements, the Resistance Phase, chronic fatigue and depression were the most pronounced within the alexithymia group. The alexithymic personality type demonstrated less developed spatial anticipation. Conclusion: In accordance with our results, the weakness of the nervous system and high Trait Anxiety facilitate the adaption to stressful situations by avoiding and crowding out negative emotions, lead to the inability of verbal description and expression of emotions. A low level of stress resistance conduces to neurotization, chronic fatigue, and emotional burnout. The predominance of refractory and dysphoric reactions causes a negative vision of the situation and can provoke the development of psychosomatic disorders.

The Impact Of Emotional Intelligence On Leadership Excellence Of Executive Empoloyees In Public Sector Organizationin Ampara District Of Sri Lanka

Emotional Intelligence is play a vital role to decide leadership excellence. So this paper to study the impact of emotional intelligence on leadership excellence of executive employee in public sector organization.Hence the objective of this research is to identify the impact of emotional intelligence on leadership excellence of executive employee in Public Sector Organization in Ampara districtof Sri Lanka.emotional intelligence includes the verbal and non-verbal appraisal and expression of emotion, the regulation of emotion in the self and others, and the utilization of emotional content in problem solving. Cook (2006)[1]. Emotional intelligence is one of the essential skill for leaders to manage their subordinate. Accordingly although there is some research done under “Emotional intelligence on leadership excellence of the executive employee in the public organization in Ampara district so this study full filed the gap. Based on the analysis, Self-awareness, Self-management, Social-awareness and Relationship management are the positively affect to the Leadership excellence. So, executive employees should consider about the Emotions of their subordinators when they completing their targets. leaders should pay the attention for recognize the situation, hove to impact their feelings for the performance &amp; recognized their own feelings. Leaders should consider and see their own emotions when they work with others by listening carefully, understand the person by asking questions, identifying non-verbal expressions and solving problems without helming someone’s. Leadersshould consider their subordinators emotions when they find a common idea, government should give to moderate freedom to executive employees in public organization to take the decision with competing the private sector organizations.

Effects of a Dog-training Intervention on At-risk Youth

ABSTRACTIn the past few decades, interventions that involve animals have gained support among therapists, as they encourage verbal and non-verbal expressions of emotions. Our aim was to examine the impact of a dog-training intervention on the empathic skills of at-risk youth, compared with an intervention using empowerment groups. We hypothesized that participants in the dog-training group would report improved empathic abilities, compared with those in the comparison group. A prospective study was conducted, with a final sample of 55 at-risk youth: 30 in the dog-training group and 25 in the empowerment-based group (n = 25). Empathic skills were measured using the Interpersonal Reactivity Index, which consists of four subscales: fantasy abilities, perspective taking, empathic concern, and personal distress. We found a significant improvement in the empathic concern subscale only among participants in the dog-training group (F(1,53) = 16.6, p < 0.01). This is discussed, along with limitations of the research and possible avenues for future research.