Much contemporary philosophy of emotion has been in broad agreement about the claim that emotional experiences have evaluative content. This paper assesses a relatively neglected alternative, which I call the content-priority view, according to which emotions are responses to a form of pre-emotional value awareness, as what we are aware of in having certain non-emotional evaluative states which are temporally prior to emotion. I argue that the central motivations of the view require a personal level conscious state of (...) pre-emotional value awareness. However, consideration of extant suggestions for the relevant type of evaluative state shows them all to be problematic. As such, I conclude that at present we do not have a persuasive formulation of the content-priority view, and that to get one defenders of the view need to specify which version they are committed to and defend it against the criticisms raised. (shrink)

ABSTRACTAdults perceive emotional expressions categorically, with discrimination being faster and more accurate between expressions from different emotion categories than between two stimuli from the same category. The current study sought to test whether facial expressions of happiness and fear are perceived categorically by pre-verbal infants, using a new stimulus set that was shown to yield categorical perception in adult observers. These stimuli were then used with 7-month-old infants using a habituation and visual preference paradigm. Infants were first habituated to (...) an expression of one emotion, then presented with the same expression paired with a novel expression either from the same emotion category or from a different emotion category. After habituation to fear, infants displayed a novelty preference for pairs of between-category expressions, but n... (shrink)

There is a view that Ruists never put much emphasis on qing and even saw it in a negative light. This is perhaps a misunderstanding, especially in regard to pre-Qin Ruism. In the Guodian Xing zi ming chu, the passage "dao begins in qing" (dao shi yu qing) plays an important role in our understanding of the pre-Qin notion of qing. This article concentrates on the "theory of qing" in both pre-Qin Ruism and Daoism and attempts a philosophical interpretation of (...) "dao begins in qing," and in the process offers philosophical interpretations of a number of important notions. (shrink)

: There is a view that Ruists never put much emphasis on qing and even saw it in a negative light. This is perhaps a misunderstanding, especially in regard to pre-Qin Ruism. In the Guodian Xing zi ming chu, the passage "dao begins in qing" plays an important role in our understanding of the pre-Qin notion of qing. This article concentrates on the "theory of qing" in both pre-Qin Ruism and Daoism and attempts a philosophical interpretation of "dao begins in (...) qing," and in the process offers philosophical interpretations of a number of important notions. (shrink)

How do we feel our body in emotion experience? In this paper I initially distinguish between foreground and background bodily feelings, and characterize them in some detail. Then I compare this distinction with the one between reflective and pre-reflective bodily self-awareness one finds in some recent philosophical phenomenological works, and conclude that both foreground and background bodily feelings can be understood as pre-reflective modes of bodily self-awareness that nevertheless differ in degree of self-presentation or self-intimation. Finally, I use the (...) distinction between foreground and background bodily feelings to characterize the experience of being absorbed in an activity, as opposed to accounts that imply that absorption involves bodily inconspicuousness. (shrink)

There is a view that Ruists never put much emphasis on qing and even saw it in a negative light. This is perhaps a misunderstanding, especially in regard to pre-Qin Ruism. In the Guodian Xing zi ming chu, the passage "dao begins in qing" plays an important role in our understanding of the pre-Qin notion of qing. This article concentrates on the "theory of qing" in both pre-Qin Ruism and Daoism and attempts a philosophical interpretation of "dao begins in qing," (...) and in the process offers philosophical interpretations of a number of important notions. (shrink)

Recently, teacher emotions have become the focus of research in teacher education. Teacher emotions not only affect teachers themselves but also have an impact on their students. However, pre-service teachers’ emotions have been neglected. This study is based on a qualitative analysis of online emotional diaries related to emotional experience expression by 120 Chinese pre-service teachers before, during, and after teaching practice. The results in this study show three characteristics of pre-service teachers’ emotional experiences: the overall positive emotions are higher (...) than negative emotions; “caring” and “nervous” are the most typical emotions and variability in emotional experience across gender and internship schools. Then, it is surprising that pre-service teachers’ emotional trajectories are complex and dynamic, positive emotions are decreasing, and negative emotions increase as time goes by. Finally, from the perspective of emotional experience sources, organizational factors affect the emotional experience, personal factors, and background factors. (shrink)

The paper considers the problem of various different forms of pre‑cognitive affective appraisal and their role in the process of gaining self-knowledge. According to the phenomenological approach, if we are to understand our inner states (our emotional experiences), these cannot be extracted from the context within which they arise. Emotions not only refer to the inner states of the subject, but also to the outer world to which they are a form of response. Brentano, Husserl and Scheler claimed that emotions (...) are directed towards values. It is to this essential feature of emotional experience that I would like to turn. I shall therefore re-examine Sartre’s views concerning affectivity (i.e. the capacity to reveal evaluatively significant qualities of one’s environment), as well as the dual-aspect theory of (reflective and non-reflective) consciousness. The main argument of this paper is that a plausible account of the essential role of affectivity in the emotions may be provided on the basis of a phenomenological theory of pre-reflective consciousness and its relation to reflexivity. I will focus on three different claims about pre-reflective (affective) consciousness. According to the first of these, a large part of cognition is of a prelinguistic (pre-reflective) nature; I argue that the evaluative content of emotion is not only conceptually determined, but may also take a non-conceptual form (as affective appraisal). The second claim refers to the notion of affect, which ought to be distinguished from (unintentional) bodily sensations. The third conceives of the relation between pre-reflective (affective) consciousness and reflective consciousness (propositional attitudes) as normative (rather than causal). I aim to demonstrate that a plausible view of emotional affectivity must appeal to a phenomenological account of the pre-reflective aspect of consciousness. (shrink)

ABSTRACTEmotion knowledge, the ability to accurately perceive and label emotions, predicts higher quality peer relations, higher social competence, higher academic achievement, and fewer behaviour...

This study examined the prevalence and impact of imposter syndrome on a sample of pre-service educators. We report a majority of pre-service educators experience IS; 93% experience moderate levels and 54% had frequent or severe levels of imposter thoughts, and further that IS was negatively associated with educator well-being. We also investigated the effects of minority group membership on experiences of IS, and found that IS was more severe for women and queer minorities, but less severe for racial minorities. Lastly, (...) we investigated the potential for healthy emotion regulation to mitigate the effects of IS on pre-service educator well-being and found that adaptive emotion regulation strategy use mitigates the effects of IS, which may provide a viable means for addressing this pervasive issue among educators, and specifically among those with minoritized identities. We discuss the implications of our findings for educational training and improving the experiences of pre-service educators. (shrink)

Unintended negative outcomes on child behavior due to lockdown and home confinement following the corona virus disease pandemic needs highlighting to effectively address these issues in the current and future health crises. In this sub-study of the ODIN-study, the objectives were to determine whether the Danish lockdown and home confinement following the COVID-19 pandemic affected changes in emotional-behavioral functioning of pre-school-aged children using the validated Strength and Difficulties Questionnaire answered by parents shortly before lockdown and 3 weeks into lockdown, and (...) moreover, to examine whether baseline family and social characteristics could predict change in child emotional-behavioral functioning during lockdown. Parents of 40 children with a mean age of 5.0 completed the baseline questionnaire and the lockdown follow-up questionnaire. The SDQ-Total difficulties score and Prosocial Behavioral score changed significantly from pre- to lockdown [SDQ-TD mean: 6.0 and 7.9; P = 0.02, respectively and PSB mean: 8.5 and 7.9; P = 0.03, respectively]. Attending leisure time activities before lockdown was a predicting factor of changes to the worse in the children’s SDQ-TD scores, with a mean difference in SDQ-TD between those with and without activities of 3.16 ; P = 0.03. In conclusion, the study showed a modest decrease in child-emotional behavioral functioning during the COVID-19 lockdown, potentially due to parental stress. Although these results might not be generalizable due to small sample size and selected population, the results point to a need of a greater awareness of child mental wellbeing during a lockdown situation. (shrink)

선진유가는 다양한 시도를 통해 유가의 이론적 기반을 강화하며, 이 과정에서 정감을 적극적으로 활용한다. 예의 근본이 어디에 위치하는지에 대한 문제를 탐구할 때에 선진유 가는 예의 근본이 진실한 정감에 있다고 주장한다. 예의 형식은 변할 수 있지만 그 안에 내재된 진실한 정감은 영원히 변하지 않아야 한다고 믿었기 때문이다. 나아가 선진유가는 정감의 연쇄적인 작용을 분석하며 하늘의 법칙에서부터 본성․정감․구체적인 행동까지 의 과정을 모식화하여 인간을 해석하는데 정감을 활용한다. 한편, 선진유가는 인간의 내면 에 주목하여 이상적인 정치에 관해 논의를 시도한다. 선진유가는 위정자가 도덕적 정감을 정치적 영역으로 확장시킬 수 (...) 있다면 이상적인 정치를 실현할 수 있다고 강력히 주장한다. 이는 도덕적인 정감을 기반으로 한 행동과 결정이 정치의 성패를 결정한다는 신념을 나타 내며, 정치적인 행위가 도덕적 가치와 일치할 때에만 바람직한 결과를 얻을 수 있다고 믿 은 것이다. 다시 말해 선진유가는 정감을 통해 인간의 내면을 이해하고, 이를 기반으로 한 이상적인 정치를 추구하는 철학적인 방식을 제시하고 있다. (shrink)

Basic emotions such as happiness, sadness, and anger are universal, regardless of the human species, and are governed by specific brain regions. A recent report revealed that mentalizing, which is the ability to estimate other individuals’ emotional states via facial expressions, can be preserved with the help of awake surgery. However, it is still questionable whether we can maintain the ability to understand others’ emotions by preserving the positive mapping sites of intraoperative assessment. Here, we demonstrated the cortical regions related (...) to basic emotions via awake surgery for patients with frontal glioma and investigated the usefulness of functional mapping in preserving basic emotion. Of the 56 consecutive patients with right cerebral hemispheric glioma who underwent awake surgery at our hospital, intraoperative assessment of basic emotion could be successfully performed in 22 patients with frontal glioma and were included in our study. During surgery, positive responses were found in 18 points in 12 patients. Of these, 15 points from 11 patients were found at the cortical level, mainly the premotor and posterior part of the prefrontal cortices. Then, we focused on cortical 15 positive mappings with 40 stimulations and investigated the types of emotions that showed errors by every stimulation. There was no specific rule for the region-emotional type, which was beyond our expectations. In the postoperative acute phase, the test score of basic emotion declined in nine patients, and of these, it decreased under the cut-off value in three patients. Although the total score declined significantly just after surgery, it recovered within 3 months postoperatively. Our study revealed that through direct electrical stimulation, the premotor and posterior parts of the prefrontal cortices are related to various kinds of basic emotion, but not a single one. When the region with a positive mapping site is preserved during operation, basic emotion function might be maintained although it declines transiently after surgery. (shrink)

이 논문은 현대인이 앓고 있는 감정 과잉의 문제에 대한 해결책을 전통적 감정 담론, 특히 풍부한 감수성을 계발하도록 하면서도 감정의 적절한 표출을 위한 조절을 강조했던 선진 시기의 유가 철학에서 참고해보고자 하는 시도이다. 이러한 연구는 덕 윤리로서 유가 윤리가 인격 수양으로 표현되는 덕 획득의 구조 내에서 감정을 어떻게 다루었는지를 체계 적으로 재구성하는 작업이다. 이러한 작업은 당연히 덕 윤리의 일반적 체계 속에서 감정이 어떤 위상을 가지고 있는지, 어떻게 교육(계발)될 수 있는지 혹은 감정의 특성을 고려할 때 교육(계발)이라는 것 자체가 가능한지, 그리고 여러 덕들의 획득 (...) 방식과 어떤 유사성이 나 차이점이 있는지를 먼저 검토하는 것으로 이루어졌다. 그리고 이것을 바탕으로 선진 유 가가 자아 수양의 방식으로 활용한, 대표적인 양식인 예를 중심으로 규칙, 감정과 습관화 라는 큰 틀에서 유가의 감정 수양 방식, 즉 감정의 습관화 방식을 재구성하였다. 이러한 검토는 감정 조절(혹은 감정 교육이나 수양)이 얼마나 복잡한 문제이고 다양한 요소들을 함께 고려하는 문제임을 알 게 해 줄 것이며 유가의 인격 수양 이론을 다시 검토하는 계기 를 제공할 것이다. (shrink)

The aim of this paper is to propose a systematic classification of emotions which can also characterize their nature. The first challenge we address is the submission of clear criteria for a theory of emotions that determine which mental phenomena are emotions and which are not. We suggest that emotions as a subclass of mental states are determined by their functional roles. The second and main challenge is the presentation of a classification and theory of emotions that can account for (...) all existing varieties. We argue that we must classify emotions according to four developmental stages: 1. pre-emotions as unfocussed expressive emotion states, 2. basic emotions, 3. primary cognitive emotions, and 4. secondary cognitive emotions. We suggest four types of basic emotions (fear, anger, joy and sadness) which are systematically differentiated into a diversity of more complex emotions during emotional development. The classification distinguishes between basic and non-basic emotions and our multi-factorial account considers cognitive, experiential, physiological and behavioral parameters as relevant for constituting an emotion. However, each emotion type is constituted by a typical pattern according to which some features may be more significant than others. Emotions differ strongly where these patterns of features are concerned, while their essential functional roles are the same. We argue that emotions form a unified ontological category that is coherent and can be well defined by their characteristic functional roles. Our account of emotions is supported by data from developmental psychology, neurobiology, evolutionary biology and sociology. (shrink)

This paper shows the close relationship between morality and emotions, as emotions were defined and understood by classical Greek and Roman philosophers. Particular attention is paid to the nature of anger, and also to the distinction between full-fledged emotions, which depend on rational judgments and which, accordingly, only human beings are capable of experiencing, and what the Stoics called “pre-emotions,” which were common to human beings and other animals.

Self-regulation in early childhood is an important predictor of success across a variety of indicators in life, including health, well-being, and earnings. Although conceptually self-regulation has been defined as multifaceted, previous research has not investigated whether there is conceptual and empirical overlap between the factors that comprise self-regulation or if they are distinct. In this study, using a bifactor model, we tested the shared and unique variance among self-regulation constructs and prediction to pre-academic and social-emotional skills. The sample included 932 (...) preschool children, their parents, and their teachers in the United States. Children’s self-regulation was assessed using measures of executive function, behavioral self-regulation, and emotion regulation. The bifactor model demonstrated a common overarching self-regulation factor, as well as distinct executive function and emotion regulation factors. The common overarching self-regulation factor and executive function predicted children’s pre-academic and social-emotional skills. The emotion regulation factor predicted children’s social-emotional skills. Identifying the shared and unique aspects of self-regulation may have important implications for supporting children’s regulatory skills as well as their success in school. (shrink)

Pre-theoretically, it seems obvious that there are deep and multifarious relations between memory and emotions. On the one hand, a large chunk of our affective lives concerns the good and bad events that happened to us and that we preserve in memory. This is one amongst the many ways in which memory is relevant to the nature and causation of emotions. What does recent research teach us about these relations? § 1 surveys some key issues in this regard. On the (...) other hand, which events we happen to preserve in memory very much depends on how we affectively reacted to them when they took place. Emotions are relevant to the nature and causation of memory in this and many other ways. Key issues regarding these relations are surveyed in § 2. (shrink)

In our everyday interactions we easily and effortlessly perceive emotions in others’ facial expressions and bodily behavior. How do we do that? Philosophers and psychologists have long argued about the fundamentals of emotion perception and the debate is far from settled. While some insist on the sufficiency of the morphological information contained in facial expressions, others construe the objects of emotion perception as more complex, comprising multimodal information such as touch, tone of voice, body postures, and so on. (...) Others, in turn, have gone so far as to deny that there is a pre-given object in emotion perception in the first place, so that processes of emotion perception must be conceptualized as emergent and co-constructed phenomena in contexts of social interaction. The purpose of this paper is to argue that John Dewey’s pragmatist theory of emotions can help us make significant theoretical advancements in the understanding of emotion perception, according to which emotions are coordinated modes of behavior that we enact with others in the contexts of social interactions. In this picture, perceiving emotions is a matter of participating in a joint activity of socio- affective coordination. This theory allows us to apprehend important insights about emotion perception that appear in these contemporary debates, while at the same time avoiding their pitfalls. (shrink)

The paper is structured as follows. §1 lays out the worry that the FA analysis fosters a revisionary understanding of emotional values. §2 introduces the distinction between enablers and favourers and how it is pressed into service by Toni to reply to this worry. While I agree that the reply is attractive, since casting emotions in the role of enablers chimes well with how we pre-theoretically understand the relations between emotions and values, I observe that doing so requires that we (...) tackle two connected issues. First, how do emotions function as value enablers? Second, is the resulting picture compatible with the FA analysis? The rest of the discussion is structured around these issues. §3 looks at the role of emotions within the FA analysis so as to specify the kind of enabling role they can play. On this backdrop, I explore in §4 a contrast between how belief relates to truth and how emotions relate to values, a contrast which helps uncover what we are after. A first reaction to this contrast, according to which emotions are value enablers by allowing us to access values, which differ from truth, is examined in §5. I argue that this idea cannot do justice to the key insight of the FA analysis. §6 defends an alternative idea, according to which emotions are enablers in virtue of their attitudinal shapes. (shrink)

Emotion-Focused Training for Emotion Coaching is based on Emotion-focused Therapy findings and was developed to help participants deepen their emotional skills. The goal was to examine the efficacy of a 12-week EFT-EC group program the level of emotion intelligence, self-compassion and self-criticism in a student population. A quasi-experiment with no control group was conducted with pre- and post-measurements using The Self-compassion scale, the Forms of Self-Criticising/attacking & Self-Reassuring Scale, and the Trait Emotional Intelligence Questionnaire – short (...) form. The EFT-EC participants were128 students. The EFT-EC intervention had a significant effect on self-criticism and self-control latent scores as reported at post-measurement. The structural equation model with latent variables was not an adequate fit for the rest of the subscales. These results are promising and suggest that interventions intended to enhance emotion skills can also reduce self-criticism even when not directly addressing it. (shrink)

The relationship between emotion comprehension and social competence from very young ages has been addressed in numerous studies in the field of developmental psychology. Emotion knowledge in childhood seems to have its roots in the conversations and explanations children hear about what emotions are and how to manage them. Given that behavioral interventions often do not achieve medium-term improvements or generalization to other contexts, this study evaluates the results of an intervention using the Thinking Emotions program. This program (...) uses Philosophy for Children as the work format and is based on the idea that reflection and dialogue among peers is one of the most effective ways to interiorize significant knowledge. The program was applied during one school year in two preschool classrooms . Comparisons of the pre- and post-treatment measures of the control and experimental groups show significant improvements in emotion comprehension and social competence in the 5-year-old children and improvements related to social competence in the 4-year-olds. (shrink)

Research targeting emotion’s impact on relational episodic memory has largely focused on spatial aspects, but less is known about emotion’s impact on memory for an event’s temporal associations. The present research investigated this topic. Participants viewed a series of interspersed negative and neutral images with instructions to create stories linking successive images. Later, participants performed a surprise memory test, which measured temporal associations between pairs of consecutive pictures where one picture was negative and one was neutral. Analyses focused (...) on how the order of negative and neutral images during encoding influenced retrieval accuracy. Converging results from a discovery study (N = 72) and pre-registered replication study (N = 150) revealed a “forward-favouring” effect of emotion in temporal memory encoding: Participants encoded associations between negative stimuli and subsequent neutral stimuli more strongly than associations between negative stimuli and preceding neutral stimuli. This finding may reflect a novel trade-off regarding emotion’s effects on memory and is relevant for understanding affective disorders, as key clinical symptoms can be conceptualised as maladaptive memory retrieval of temporal details. (shrink)

Two studies tested the hypothesis that certain positive emotions speed recovery from the cardiovascular sequelae of negative emotions. In Study 1, 60 subjects (Ss) viewed an initial fear-eliciting film, and were randomly assigned to view a secondary film that elicited: (a) contentment; (b) amusement; (c) neutrality; or (d) sadness. Compared to Ss who viewed the neutral and sad secondary films, those who viewed the positive films exhibited more rapid returns to pre-film levels of cardiovascular activation. In Study 2, 72 Ss (...) viewed a film known to elicit sadness. Fifty Ss spontaneously smiled at least once while viewing this film. Compared to Ss who did not smile, those who smiled exhibited more rapid returns to pre-film levels of cardiovascular activation. We discuss these findings in terms of emotion theory and possible health-promoting functions of positive emotions. (shrink)

This report shares a study that explored the perceptions pre-service teachers have of middle school students. Participants were asked to complete the Adjective Checklist (ACL) by endorsing the words they considered most characteristic of a typical middle school student. Items most frequently endorsed indicated a predominantly negative perception (e.g. ?awkward?, ?confused? and ?emotional?). Implications for pre-service teacher training are discussed.

Abstract: Critics of Havi Carel's 2008 book, Illness: The Cry of the Flesh, have contended that Carel's deployment of phenomenological philosophy adds little to commonsense views about illness and that Carel relies too heavily on emotion-laden autobiographical anecdotes. Against these contentions this article argues: first, that a perfectly respectable task of philosophy is to find reasons to support pre-existing beliefs; and secondly, that Carel's use of anecdotes, while certainly appealing to readers' emotions, constitutes part of a legitimate argumentative strategy. (...) The article links these proposals with broader debates concerning the proper task of philosophy and the role of emotionality and imagination in philosophical inquiry. (shrink)

In this article, we review empirical evidence regarding the relationship between facial expression and emotion during infancy. We focus on differential emotions theory’s view of this relationship because of its theoretical and methodological prominence. We conclude that current evidence fails to support its proposal regarding a set of pre-specified facial expressions that invariably reflect a corresponding set of discrete emotions in infants. Instead, the relationship between facial expression and emotion appears to be more complex. Some facial expressions may (...) have different meanings in infants than in children and adults. In addition, nonemotion factors may sometimes lead to the production of “emotional” facial expressions. We consider alternative perspectives on the nature of emotion and emotional expression in infancy with particular focus on differentiation and dynamical systems approaches. (shrink)

The adaptation-by-binding account and the arousal-biased competition model suggest that emotional arousal increases binding effects for transient links between stimuli and responses. Two highly-powered, pre-registered experiments tested whether transient stimulus-response bindings are stronger for high versus low arousing stimuli. Emotional words were presented in a sequential prime-probe design in which stimulus relation, response relation, and stimulus arousal were orthogonally manipulated. In Experiment 1 (N = 101), words with high and low arousal levels were presented individually in prime and probe displays. (...) In Experiment 2 (N = 170), a high arousing affective word was presented simultaneously with a neutral word during the prime display; in the subsequent probe display, either the arousing or the neutral word repeated or a different high versus low arousal word was shown. Data from both experiments did not demonstrate a modulation of SRBR effects by stimulus arousal and SRBR effects were of equal magnitude for word stimuli of high and low arousal levels. These null results are not in line with binding accounts that hypothesise a modulatory influence of emotional arousal on perception-action binding. (shrink)

This paper outlines Jesse Prinz’s theory that emotions represent values by registering bodily changes, discusses two objections, and concludes that Prinz’s theory stands in need of modification: while emotions do represent values, they do not do so in the first place by registering bodily changes, but by processing information about how things we care about fare in the world. The function of bodily changes is primarily to motivate and prepare us for action.

As an explicit organizing metaphor, memory aid, and conceptual framework, the prefrontal cortex may be viewed as a five-member ‘Executive Committee,’ as the prefrontal-control extensions of five sub-and-posterior-cortical systems: the ‘Perceiver’ is the frontal extension of the ventral perceptual stream which represents the world and self in object coordinates; the ‘Verbalizer’ is the frontal extension of the language stream which represents the world and self in language coordinates; the ‘Motivator’ is the frontal cortical extension of a subcortical extended-amygdala stream which (...) represents the world and self in motivational/emotional coordinates; the ‘Attender’ is the frontal cortical extension of a subcortical extended-hippocampal stream which represents the world and self in spatiotemporal coordinates and directs attention to internal and external events; and the ‘Coordinator’ is the frontal extension of the dorsal perceptual stream which represents the world and self in body- and eye-coordinates and controls willed action and working memory. This tutorial review examines the interacting roles of these five systems in perception, working memory, attention, long - term memory, motor control, and thinking. (shrink)

This is the first book-length study of the conception of emotions in premodern, or more specifically, pre-Han Chinese philosophical traditions, ranging from the early-5th to the late-3rd centuries BCE. This era is known as the "Warring States period" in China and marked by the flourishing of a number of different schools of philosophers who advocated their visions of how society should be run. The author looks at wide-ranging views about the nature of emotions and their proper role in moral life (...) espoused by representative thinkers of the time. The approach taken by the author is based on a premise that what constitutes emotions as phenomena in the world is of primary importance to questions concerning the... (shrink)

The aim of this commentary is to contextualise the findings of the study “Emotional intelligence impact on half-marathon finish times”, which concluded that trait emotional intelligence predicted half-marathon finish times above and beyond training. The aim of this commentary is to highlight some methodological and interpretation limitations that may undermine the conclusions of this paper. These limitations are concerning the acknowledgement of previous research, the choice of the variables included in the study, and the over speculation of findings with respect (...) to study design. The first recommendation is related to the acknowledgement of previous research findings. The authors do not recognise several pieces of prior work, which would directly inform their research hypotheses and build on pre-existing knowledge within the field. The first paper of interest which was not mentioned is the systematic review of emotional intelligence in the field of sport and exercise (Laborde, Dosseville, & Allen, 2016). The systematic review discussed the theoretical implications of trait emotional intelligence on short-term and long-term sport performance outcomes. It concluded that trait emotional intelligence, given its trait nature, was more likely to have a stronger influence on long-term outcomes in comparison to short-term outcomes. Short-term outcomes may also be impacted, however it is then critical to provide a convincing rationale about why this may be the case, and to choose... (shrink)

The coronavirus disease 2019 pandemic led to various government-imposed limitations on social interaction and strict home confinement. Such involuntary social-distancing policies can exacerbate feelings of loneliness and alter emotional well-being. Dysregulation of the hypothalamic-pituitary-adrenocortical axis is a potential mechanism for loneliness’ deleterious health effects. In this study, we explored whether pre-pandemic diurnal cortisol output, a measure of HPA axis function, may predict the propensity to changes in loneliness during long-term COVID-19 home confinement and if extraversion would moderate this relationship. This (...) association has been explored by analysing the impact of COVID-19 pandemic and strict home confinement on social and emotional loneliness in 45 Spanish young adults. Diurnal cortisol levels were measured from five saliva samples obtained across a day just before the pandemic, and data about participants’ perceived loneliness, empathic state, extraversion, and prospective volunteering were obtained both before and during the confinement. Participants’ social and family loneliness increased during long-term strict home confinement, while prospective volunteering tendencies and extraversion decreased. Importantly, after adjusting for relevant confounders, moderation analyses revealed that in young adults with high pre-pandemic extraversion, a higher AUCG predicted a larger increase in social loneliness during confinement, while in individuals with low extraversion, AUCG was negatively related to change in loneliness. Our findings highlight the utility of pre-pandemic diurnal cortisol output in predicting the social impact of COVID-19 home confinement, presenting this hormone as a potential biomarker for a priori identification of at-risk groups during public health crises. (shrink)

In emotion research, both conceptual analyses and empirical studies commonly rely on emotion reports. But what do people mean when they say that they are angry, afraid, joyful, etc.? Building on extant theories of emotion, this paper presents four new studies (including a pre-registered replication) measuring the weight of cognitive evaluations, bodily changes, and action tendencies in people’s use of emotion concepts. The results of these studies suggest that the presence or absence of cognitive evaluations has (...) the largest impact on people’s emotion attributions, and that bodily changes and action tendencies are considered to depend on cognitive evaluations. Implications for theories of emotion (concepts) and the interpretation of emotion reports are discussed. (shrink)

Anger is probably one of the mostly debated basic emotions, owing to difficulties in detecting its appearance during development, its functional and affective meaning (is it a positive or a negative emotion?), especially in human beings. Behaviors accompanied by anger and rage serve many different purposes and the nuances of aggressive behaviors are often defined by the symbolic and cultural framework and social contexts. Nonetheless, recent advances in neuroscientific and developmental research, as well as clinical psychodynamic investigation, afford a (...) new view on the role of anger in informing and guiding many aspects of human conducts. Developmental studies have confirmed the psychophysiological, cognitive and social acquisition that hesitate in the pre-determined sequence appearance of anger and rage in the first two years of life. The so-called affective neurosciences have shown the phylogenetic origin of the two circuits underlying the emergence of anger along with its evolutionary role for promoting survival. This view has been integrated by the psychodynamic theory of motivational systems that attribute a double role to anger: on the one hand, this affect works as an inwardly directed signal concerning a pressure to overcome an obstacle or an aversive situation; on the other hand, anger is also an outwardly directed communicative signal establishing differentiation and conflict within interpersonal relationships and affective bonds. Of course, human peculiar mental functioning requires the appraisal of such signals by higher cortical functions and, there is little doubt that the meaning that orientates individual behaviors is, eventually, construed on a social and cultural level. At the same time, everyday life experiences as well as clinical insights into psychopathic, narcissistic and borderline personality pathology clearly illustrate the necessity to correctly interpret and give answers to the basic questions raised around the topic of anger as a basic emotion. (shrink)

It is generally maintained that emotions consist of intentional states and /or bodily feelings. This paper offers a phenomenological analysis of guilt in severe depression, in order to illustrate how such conceptions fail to adequately accommodate a way in which some emotional experiences are said to be deeper than others. Many emotions are intentional states. However, I propose that the deepest emotions are not intentional but pre-intentional, meaning that they determine which kinds of intentional state are possible. I go on (...) to suggest that pre-intentional emotions are at the same time feelings. In so doing, I reject the distinction that is often made between bodily feelings and the world-oriented aspects of emotion. (shrink)

The aim of this paper is to examine a special subgroup of emotion: self-referential emo- tions such as shame, pride and guilt. Self-referential emotions are usually conceptualized as (i) essentially involving the subject herself and as (ii) having complex conditions such as the capacity to represent others’ thoughts. I will show that rather than depending on a fully fledged ‘theory of mind’ and an explicit language-based self-representation, (i) pre-forms of self-referential emotions appear at early developmental stages already exhib- iting (...) their characteristic structure of the intentional object of the emotion being identical with or intricately related to the subject experiencing the emotional state and that (ii) they precede and substantially contribute to the development of more complex representations and to the development of a self-concept, to social interaction and to ways of understand- ing of other minds. (shrink)

It is commonly held that (i) beliefs are revisable in the face of counter‐evidence and (ii) beliefs are connected to actions in reliable and predictable ways. Given such a view, many argue that if a mental state fails to respond to evidence or doesn't result in the kind of behavior typical or expected of belief, it is not a belief after all, but a different state. Yet, one finds seeming counter examples of resilient beliefs that fail to respond to evidence, (...) or that do not connect to action in the way that is expected. I offer a view of belief that does not force us to exclude states as realbeliefs that we pre‐reflectively think of as beliefs, and that does not require us to “outsource” the work belief seems to do to other mental states. I propose that we view belief as a type of emotion where emotions are understood a irreducibly blended states, containing representational, motivational and phenomenological elements. (shrink)

Teachers’ social-emotional competence is considered important to master the social and emotional challenges inherent in their profession and to build positive teacher-student relationships. In turn, this is key to both teachers’ occupational well-being and positive student development. Nonetheless, an instrument assessing the profession-specific knowledge and skills that teachers need to master the social and emotional demands in the classroom is still lacking. Therefore, we developed the Test of Regulation in and Understanding of Social Situations in Teaching (TRUST), which is a (...) theory-based situational judgment test measuring teachers’ knowledge about strategies for emotion regulation and relationship management in emotionally and socially challenging situations with students. Results from three studies (N = 166 in-service teachers, N = 73 in-service teachers, N = 107 pre-service teachers) showed satisfactory internal consistency for both the emotion regulation and relationship management subtests. Furthermore, confirmatory factor analyses supported the differentiation between the two facets of social-emotional competence. Regarding convergent validity, results from Study 3 revealed a positive association between the profession-specific TRUST and pre-service teachers’ general emotional intelligence. Furthermore, small to moderate correlations with the Big Five personality traits provided evidence for the discriminant validity of TRUST. In Studies 1 and 2, we found evidence for a correlation with external criteria, that is, teachers with higher test scores reported providing more emotional support for students and having better teacher-student relationships. For teachers’ occupational well-being, we found a link with symptoms of depersonalization and job satisfaction, but none for emotional exhaustion. We will discuss the use of TRUST in research, for the evaluation of interventions, in teacher education, and professional development and will illustrate ideas for enhancing the tool. (shrink)

In explaining emotion, there are strong cognitive views, which reduce emotion to belief/thought or judgment. Misgivings about assimilating emotion to belief/thought/judgment have been a main reason for moving towards perceptual accounts for many authors. My aim in this paper is to defend a perceptual theory. To this end, I first argue against a crude version of cognitivism that views emotion essentially in terms of thought or belief. I then argue that doubts about the assimilation of (...) class='Hi'>emotion to belief explain the appeal of ‘perception’ as the ‘cognitive element’ most appropriate to the analysis of emotion. Then I shall discuss why perception is the right category to fit emotional responses into by contrasting some considerations adduced by Sabine Döring and by Jesse Prinz. I shall show that Prinz ignores the perspective aspect of perception, while Döring fails to explain the indiscriminability in perceptual experience. For these reasons, both Prinz’s and Döring’s views are insufficient to explain emotional recalcitrance or unmerited emotional response. To explain emotional recalcitrance, I argue that we must appeal to a disjunctivist theory of visual experience. I shall demonstrate why we should prefer the explanation in terms of indiscriminability over one which appeals to a common element, such as a thought or representation of something as dangerous, for example. The present critical examination will afford an alternative view of the appropriateness of emotions. (shrink)

Conveying emotions in spoken poetry may be based on a poem’s semantic content and/or on emotional prosody, i.e. on acoustic features above single speech sounds. However, hypotheses of more direct sound–emotion relations in poetry, such as those based on the frequency of occurrence of certain phonemes, have not withstood empirical (re)testing. Therefore, we investigated sound–emotion associations based on prosodic features as a potential alternative route for the, at least partially, non-semantic expression and perception of emotions in poetry. We (...) first conducted a pre-study designed to validate relevant parameters of joy- and sadness-supporting prosody in the recitation, i.e. acoustic production, of poetry. The parameters obtained thereof guided the experimental modification of recordings of German joyful and sad poems such that for each poem, three prosodic variants were constructed: one with a joy-supporting prosody, one with a sadness-supporting prosody, and a neutral variant. In the subsequent experiment, native German speakers and participants with no command of German rated the joyfulness and sadness of these three variants. This design allowed us to investigate the role of emotional prosody, operationalized in terms of sound-emotion parameters, both in combination with and dissociated from semantic access to the emotional content of the poems. The findings from our pre-study showed that the emotional content of poems (based on pre-classifications into joyful and sad) indeed predicted the prosodic features pitch and articulation rate. The subsequent perception experiment revealed that cues provided by joyful and sad prosody specifically affect non-German-speaking listeners’ emotion ratings of the poems. Thus, the present investigation lends support to the hypothesis of prosody-based iconic relations between perceived emotion and sound qualia. At the same time, our findings also highlight that semantic access substantially decreases the role of cross-language sound–emotion associations and indicate that non-German-speaking participants may also use phonetic and prosodic cues other than the ones that were targeted and manipulated here. (shrink)

Contemporary debates on God’s emotionality are divided between two extremes. Impassibilists deny God’s emotionality on the basis of God’s omniscience, omnipotence and incorporeality. Passibilists seem to break with tradition by affirming divine emotionality, often focusing on the idea that God suffers with us. Contemporary philosophy of emotion reflects this divide. Some philosophers argue that emotions are voluntary and intelligent mental events, making them potentially compatible with omniscience and omnipotence. Others claim that emotions are involuntary and basically physiological, rendering them (...) inconsistent with traditional divine attributes. Thinking Through Feeling: God, Emotion and Passibility creates a three-way conversation between the debate in theology, contemporary philosophy of emotion, and pre-modern (particularly Augustinian and Thomist) conceptions of human affective experience. It also provides an exploration of the intelligence and value of the emotions of compassion, anger and jealousy. (shrink)