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PubMed1998

Neural correlates of levels of emotional awareness. Evidence of an interaction between emotion and attention in the anterior cingulate cortex.

Recent functional imaging studies have begun to identify the neural correlates of emotion in healthy volunteers. However, studies to date have not differentially addressed the brain areas associated with the perception, experience, or expression of emotion during emotional arousal. To explore the neural correlates of emotional experience, we used positron emission tomography (PET) and 15-water to measure cerebral blood flow (CBF) in 12 healthy women during film- and recall-induced emotion and correlated CBF changes attributable to emotion with subjects' scores on the Levels of Emotional Awareness Scale (LEAS), a measure of individual differences in the capacity to experience emotion in a differentiated and complex way. A conjunction analysis revealed that the correlations between LEAS and CBF during film- and recall-induced emotion overlapped significantly (z = 3.74, p < 0. 001) in Brodmann's area 24 of the anterior cingulate cortex (ACC). This finding suggests that individual differences in the ability to accurately detect emotional signals interoceptively or exteroceptively may at least in part be a function of the degree to which the ACC participates in the experiential processing and response to emotion cues. To the extent that this finding is consistent with the functions of the ACC involving attention and response selection, it suggests that this neural correlate of conscious emotional experience is not exclusive to emotion.

Adolescent↗
PubMed2006

Separating subjective emotion from the perception of emotion-inducing stimuli: an fMRI study.

fMRI was used to dissociate neural responses temporally associated with the subjective experience of emotion from those associated with the perception of emotion-inducing stimuli in order to better define the emotion-related functions of the amygdala, lateral orbital frontal cortex (OFC), and hippocampus. Subjects viewed aversive pictures followed by an extended post-stimulus period of sustained subjective emotion. Brain regions showing activation paralleling the period of sustained subjective emotion were distinguished from those showing activation limited to the period of aversive picture presentation. Behavioral results showed that subjective ratings of emotion remained elevated for 20 s after offset of the aversive pictures. fMRI results showed that viewing aversive pictures activated the amygdala, lateral OFC, and hippocampus. Subjective emotion (present both during and after aversive pictures) was temporally associated with activation in the right lateral OFC and left hippocampus but not the amygdala. Ratings of subjective emotion were correlated with activation in the right lateral OFC and left hippocampus. The results support direct amygdala involvement in emotion perception but suggest that amygdala activation is not temporally associated with subjective emotion that occurs after the offset of emotion-related stimuli. The results are consistent with a general role for the lateral OFC in monitoring or reflecting on internal experience and show that hippocampal activation is sustained during a period of subjective emotion, possibly related to enhanced memory encoding for the aversive pictures.

Adult↗
PubMed1986

Emotional range and value orientation: toward a cognitive view of emotionality.

This study focused on emotional range--a personality variable introduced to the study of emotion. It is argued that individual differences in emotional responsiveness need to be described and analyzed not only in terms of emotional intensity but also in terms of emotional range. What are some of the factors that influence an individual's range of emotional experiences? Do cognitive factors play a significant role? Questions such as these were central to the present investigation. In accordance with recent cognitive formulations of emotion, we hypothesized that individual differences on the emotional range variable would be associated with differences in value orientations. Lending support to this proposition, the results revealed a pattern of emotional range--value associations that challenge the prevailing view of emotionality as intimately linked with primitivism and impulsivity. At the same time, the findings strongly suggest that emotionality cannot be understood as divorced from a person's mental life. Implications of the findings for the development of a cognitively oriented approach to the study of individual differences in emotional dispositions are discussed.

Adolescent↗
PubMed2006

Reducing the negative effects of emotion work in service occupations: emotional competence as a psychological resource.

Although emotion work and emotional competence focus on similar processes, there has been a lack of integration between the 2 concepts. Emotion work is the regulatory effort to express organizationally desired emotions, whereas emotional competence encompasses skills that focus on how people deal with and regulate their own affect and that of others. The general hypothesis of this study was that emotional competence can be regarded as an important personal resource in emotion work because it moderates the relationships between work characteristics, emotional dissonance, and outcome variables. Eighty-four service employees completed a questionnaire on their working conditions and their well-being. In addition, peer ratings for emotional competence were completed. The authors found that emotional competence moderated most of the proposed relationships between work characteristics and emotional dissonance, between emotional dissonance and outcome variables, and between work characteristics and outcome variables.

Adult↗
PubMed2002

Emotion concepts and emotional states in social judgment and categorization.

An objection to conclusions of research investigating effects of emotions on cognitive processes is that the effects are due to the activation of semantic concepts rather than to emotional feelings. A sentence unscrambling task was developed to prime concepts of happiness, sadness, or neutral ideas. Pilot studies demonstrated that unscrambling emotional sentences did not affect emotional state but did prime semantically related words. Experiment 1 showed that the induction of emotional state but not the sentence unscrambling task produced emotion-congruent judgments. Results of Experiment 2 showed that individuals in emotional states categorized according to emotional equivalence more often than participants in a neutral state. Sentence unscrambling had no effect on emotional response categorization. The influences of emotions and emotion knowledge in cognition and emotion are discussed.

Analysis of Variance↗
PubMed2002

Functional neuroanatomy of emotion: a meta-analysis of emotion activation studies in PET and fMRI.

Neuroimagingstudies with positron emission tomography (PET) and functional magnetic resonance imaging (fMRI) have begun to describe the functional neuroanatomy of emotion. Taken separately, specific studies vary in task dimensions and in type(s) of emotion studied and are limited by statistical power and sensitivity. By examining findings across studies, we sought to determine if common or segregated patterns of activations exist across various emotional tasks. We reviewed 55 PET and fMRI activation studies (yielding 761 individual peaks) which investigated emotion in healthy subjects. Peak activation coordinates were transformed into a standard space and plotted onto canonical 3-D brain renderings. We divided the brain into 20 nonoverlapping regions, and characterized each region by its responsiveness across individual emotions (positive, negative, happiness, fear, anger, sadness, disgust), to different induction methods (visual, auditory, recall/imagery), and in emotional tasks with and without cognitive demand. Our review yielded the following summary observations: (1) The medial prefrontal cortex had a general role in emotional processing; (2) fear specifically engaged the amygdala; (3) sadness was associated with activity in the subcallosal cingulate; (4) emotional induction by visual stimuli activated the occipital cortex and the amygdala; (5) induction by emotional recall/imagery recruited the anterior cingulate and insula; (6) emotional tasks with cognitive demand also involved the anterior cingulate and insula. This review provides a critical comparison of findings across individual studies and suggests that separate brain regions are involved in different aspects of emotion.

Brain↗
PubMed2005

Regression analysis utilizing subjective evaluation of emotional experience in PET studies on emotions.

A methodological study on subject-specific regression analysis (SSRA) exploring the correlation between the neural response and the subjective evaluation of emotional experience in eleven healthy females is presented. The target emotions, i.e., amusement and sadness, were induced using validated film clips, regional cerebral blood flow (rCBF) was measured using positron emission tomography (PET), and the subjective intensity of the emotional experience during the PET scanning was measured using a category ratio (CR-10) scale. Reliability analysis of the rating data indicated that the subjects rated the intensity of their emotional experience fairly consistently on the CR-10 scale (Cronbach alphas 0.70-0.97). A two-phase random-effects analysis was performed to ensure the generalizability and inter-study comparability of the SSRA results. Random-effects SSRAs using Statistical non-Parametric Mapping 99 (SnPM99) showed that rCBF correlated with the self-rated intensity of the emotional experience mainly in the brain regions that were identified in the random-effects subtraction analyses using the same imaging data. Our results give preliminary evidence of a linear association between the neural responses related to amusement and sadness and the self-evaluated intensity of the emotional experience in several regions involved in the emotional response. SSRA utilizing subjective evaluation of emotional experience turned out a feasible and promising method of analysis. It allows versatile exploration of the neurobiology of emotions and the neural correlates of actual and individual emotional experience. Thus, SSRA might be able to catch the idiosyncratic aspects of the emotional response better than traditional subtraction analysis.

Adolescent↗
PubMed2005

Attention and emotion: does rating emotion alter neural responses to amusing and sad films?

Functional neuroimaging of affective systems often includes subjective self-report of the affective response. Although self-report provides valuable information regarding participants' affective responses, prior studies have raised the concern that the attentional demands of reporting on affective experience may obscure neural activations reflecting more natural affective responses. In the present study, we used potent emotion-eliciting amusing and sad films, employed a novel method of continuous self-reported rating of emotion experience, and compared the impact of rating with passive viewing of amusing and sad films. Subjective rating of ongoing emotional responses did not decrease either self-reported experience of emotion or neural activations relative to passive viewing in any brain regions. Rating, relative to passive viewing, produced increased activity in anterior cingulate, insula, and several other areas associated with introspection of emotion. These results support the use of continuous emotion measures and emotionally engaging films to study the dynamics of emotional responding and suggest that there may be some contexts in which the attention to emotion induced by reporting emotion experience does not disrupt emotional responding either behaviorally or neurally.

Adolescent↗
PubMed2004

Brief emotion training improves recognition of facial emotions in chronic schizophrenia. A pilot study.

Impaired emotional communication may be an important contributing factor to poor social function in schizophrenia. This pilot study examined the effect of emotion training exercises on the perception of facial emotional expression. Twenty male chronic schizophrenia patients underwent three training sessions using a computerized Emotion Training program, developed for teaching autistic children, which was adapted to the clinical setting. Patients were assessed before and after training with validated tests of identification of facial emotions (PEAT, ER40), differentiation of facial emotions (EmDiff) and working memory. In comparison to baseline, patients performed significantly better on the PEAT and ER40 tests after training. No change was observed in EmDiff or in cognitive test performance. Brief Emotion Training can improve recognition of facial emotional expressions in chronic schizophrenia patients. This may be due to increased patient awareness of emotional aspects of stimuli and/or improvement in specific emotional perceptual skills. Further studies of Emotion Training as a potential treatment modality are warranted.

Adult↗
PubMed2003

Childhood emotional invalidation and adult psychological distress: the mediating role of emotional inhibition.

OBJECTIVE: To evaluate a model in which chronic emotional inhibition mediates the relationship between a history of childhood emotional invalidation or abuse and adult psychological distress. METHOD: One hundred and twenty-seven participants completed a series of self-report questionnaires, and a subset of this group (n=88) completed an additional measure of current avoidant coping in response to a laboratory stressor. Structural equation modeling was used to evaluate and compare a full and partial mediational model. RESULTS: Findings strongly supported a model in which a history of childhood emotional invalidation (i.e., psychological abuse and parental punishment, minimization, and distress in response to negative emotion) was associated with chronic emotional inhibition in adulthood (i.e., ambivalence over emotional expression, thought suppression, and avoidant stress responses). In turn, emotional inhibition significantly predicted psychological distress, including depression and anxiety symptoms. CONCLUSION: This study found support for a model in which the relation between recollected negative emotion socialization in childhood and adult psychological distress was fully mediated by a style of inhibiting emotional experience and expression. Although it is likely that childhood emotional inhibition is functional (e.g., reduces parental distress and rejection), results suggest that chronic emotional inhibition may have long-term negative consequences for the inhibitor.

Adult↗
PubMed2003

Heart rate response is longer after negative emotions than after positive emotions.

Summary. Recent ambulatory findings showing comparable cardiovascular effects of positive and negative emotions are not consistent with the assumed etiological role of negative affect in stress-related diseases. We tested the hypothesis that regardless of initial reactivity, responses associated with negative emotions would be prolonged compared to responses associated with positive emotions. During 8 h, 33 healthy subjects from a general population reported their emotional arousal, emotional valence and physical activity and recorded their heart rates (HR) after a beep at each 60th min ('initial HR'; T0), followed by two 'prolonged activation' recordings, respectively 5 min later (T1) and 10 min later (T2). While emotional arousal and activity predicted initial HR, prolonged activation at T1 was solely predicted by emotional valence (negative affect) at T0, independent of emotional recovery. The results lend support to the hypothesis that cardiovascular activation after negative emotions last longer than after positive emotions. This finding is consistent with the view that prolonged activation, and not so much reactivity, might be a mechanism underlying the etiological role of negative emotions ('stress') in somatic disease. Perseverative cognition (worry, rumination) might be responsible for this prolonged activation.

Adolescent↗
PubMed2003

Emotionality, emotion regulation, and adaptation among 5- to 8-year-old children.

This study investigated relations between emotionality, emotion regulation, and children's behavioral adaptation in a longitudinal design. Mothers rated emotionality and emotion regulation related to anger, fear, and positive emotions-exuberance for 151 children at age 5 and later at age 6 years 6 months. Emotionality and emotion regulation measures were modestly related. Preschool ratings at age 6 (n = 125), maternal ratings at age 6 years 6 months (n = 133), and elementary school ratings at age 8 (n = 135) of problems and competence were also collected. High anger emotionality and low regulation of positive emotions and exuberance predicted externalizing problem behavior and prosocial behavior. High fear emotionality and low fear regulation predicted internalizing problem behavior. There were few interactive effects of emotionality and regulation.

Adaptation, Psychological↗
PubMed2002

Is emotional intelligence an advantage? An exploration of the impact of emotional and general intelligence on individual performance.

Emotional intelligence is an increasingly popular consulting tool. According to popular opinion and work-place testimonials, emotional intelligence increases performance and productivity; however, there has been a general lack of independent, systematic analysis substantiating that claim. The authors investigated whether emotional intelligence would account for increases in individual cognitive-based performance over and above the level attributable to traditional general intelligence. The authors measured emotional intelligence with the Multifactor Emotional Intelligence Scale (MEIS; J. D. Mayer, P. Salovey, & D. R. Caruso, 1997). As measured by the MEIS, overall emotional intelligence is a composite of the 3 distinct emotional reasoning abilities: perceiving, understanding, and regulating emotions (J. D. Mayer & P. Salovey, 1997). Although further psychometric analysis of the MEIS is warranted, the authors found that overall emotional intelligence, emotional perception, and emotional regulation uniquely explained individual cognitive-based performance over and beyond the level attributable to general intelligence.

Adult↗
PubMedDate not supplied

Understanding emotions in context: the effects of language impairment on children's ability to infer emotional reactions.

BACKGROUND: Research indicates children with language impairment (LI) may experience social deficits extending beyond those expected due to their language deficits. In particular, it has been found that children with LI have difficulty with various aspects of emotional competence. One aspect of emotional competence is emotion understanding, which includes the ability to infer the emotions of oneself and others from social context. AIMS: To examine the ability of children with LI to infer the emotions elicited by specific social situations. METHODS & PROCEDURES: Participants were presented with short scenarios in which the main character, Chris, was exposed to a situation that would be expected to elicit anger, fear, happiness or sadness. Children were then asked to indicate what emotion Chris experienced. Following selected scenarios, children were asked to talk about the emotions they associated with some of the scenarios. They were first asked why the character would feel a particular emotion (e.g. Why did Chris feel happy?) and then asked for a description of how the particular emotion would feel (e.g. How does it feel inside to be happy?). OUTCOMES & RESULTS: Both groups of children identified happiness most accurately, followed by sadness, fear and anger. Older children were significantly more accurate than younger children, and typically developing children were significantly more accurate than children with LI. Children with LI were less sophisticated in their descriptions of emotion than were typical children. CONCLUSIONS: It is suggested that clinical interventions for children with LI should include activities designed to enrich children's emotion understanding, giving them opportunities to develop skills they may not acquire otherwise.

Age Factors↗
PubMedDate not supplied

[Modulation of the activity of monoaminergic brain systems and emotional condition by dalargin in rats during development of emotional resonance response].

Rats were divided in two groups by the reaction of emotional resonance (RER): with emotionally positive reactions (I, with fast RER acquisition, up to 100 s) and with emotionally negative reactions (II, with slow RER acquisition, more than 200 s). After the RER acquisition, the activity of 5-hydroxitryptophan (5-HT) system of the I group of animals was lower than in the II group. The activity of noradrenaline (NA) and dopamine (DA) systems of the I group of animals was higher than in the II group. The between-group differences were enhanced by subcutaneous injection of dalargin. In some brain structures dalargin reversed these relations. These findings point to a complicated interpenetrating character of emotionally positive and emotionally negative states. Emotionally positive states include components of emotionally positive states, and emotionally negative states include components of emotionally positive states. Increase in 5-HT activity and decrease in activity of NA, DA, and opioid (OP) systems induce formation of emotionally negative states. Decrease in 5-HT activity and increase in activity of NA, DA, and OP systems induce formation of the emotionally positive state. It is suggested that 5-HT, NA, and DA systems play the central role in the processes of reinforcement, acquire the evaluative function, and are included in realization of all types of behaviors. OP is a primary modulator system which accompanies the unconditioned pain stimulus and connects it with systems of evaluative function.

Animals↗
PubMedDate not supplied

[Emotional intelligence: from alexithymia to emotional control].

The aim of the present study is to gain additional information about the relationship between emotional control and alexithymia, on one hand, and emotional intelligence on the other. The subjects were 251 university students who completed the Emotional Expression and Control Scale (EEC), the 20-item Toronto Alexithymia Scale (TAS-20) and the Emotional Intelligence Scale (EIS). The results show that both constructs explored are significantly related with emotional intelligence: emotional control positively and alexithymia negatively in all its dimensions. These findings revealed that both emotional control and alexithymia are significantly related to emotional intelligence. Thus confirming that emotional intelligence and alexithymia are inverse but strongly overlapping constructs; albeit also consistent with previous reports that alexithymic individuals lack the regulation by cognitively processing inherent to emotional control, and necessarily also to emotional intelligence while recognizable as one of its characteristics.

Adult↗
PubMed1993

Children's concordant emotions and cognitions in response to observed emotions.

Children's emotional and cognitive responses to observed scenarios were examined in 2 studies (N = 138 5-13-year-olds) investigating hypothesized developments in concordant emotion with stimulus persons, cognitive attributions for these emotions, and the effects of emotional intensity in self and stimulus persons. Results across studies confirmed age-related increases in children's emotional and cognitive responses. There were limited increases with age in concordant emotion, and continuous increases in the frequency and kinds of attributions explaining such emotion. Results also confirmed a model ordering expected developments in children's emotion attributions. As expected, stimulus persons' emotional intensity correlated with children's emotion intensity and affect match. However, as expected, empathy with others was lower when children's own intensity was higher than stimulus persons'. Present findings contribute to investigations of children's understanding of emotions and have implications for developmental studies of empathy.

Adolescent↗
PubMed2004

Children's emotion processing: relations to emotionality and aggression.

We examined the relations between emotionality, emotion processing, and aggression in 182 first- and second-grade children. Consistent with Tomkins' and Izard's theoretical predictions, emotionality correlated with emotion processing. In particular, the happiness component of emotionality correlated with emotion attribution accuracy and empathy, the anger component correlated with anger attribution bias and empathy, and the fear component correlated with fear attribution bias. Multiple emotion processing deficits--including emotion attribution accuracy, anger attribution bias, and self-report of empathy--placed children at risk for heightened levels of teacher-reported aggression. Mediational analyses revealed that an emotion processing risk index fit a model of significant partial mediation between happiness and aggression but not between anger and aggression. The results suggest the multifaceted manner in which children's emotion experiences may influence the development of aggressive tendencies.

Aggression↗