scholarly journals The Power of Voice to Convey Emotion in Multimedia Instructional Messages

2021 ◽  
Author(s):  
Alyssa P. Lawson ◽  
Richard E. Mayer
Keyword(s):  
Negative Emotion ◽  
Social Emotional ◽  
Emotional Information ◽  
Powerful Source ◽  
Video Clips ◽  
Content Scales ◽  
Short Video ◽  
Negative Tone ◽  
Instructional Messages

AbstractThis study examines an aspect of the role of emotion in multimedia learning, i.e., whether participants can recognize the instructor’s positive or negative emotion based on hearing short clips involving only the instructor’s voice just as well as also seeing an embodied onscreen agent. Participants viewed 16 short video clips from a statistics lecture in which an animated instructor, conveying a happy, content, frustrated, or bored emotion, stands next to a slide as she lectures (agent present) or uses only her voice (agent absent). For each clip, participants rated the instructor on five-point scales for how happy, content, frustrated, and bored the instructor seemed. First, for happy, content, and bored instructors, participants were just as accurate in rating emotional tone based on voice only as with voice plus onscreen agent. This supports the voice hypothesis, which posits that voice is a powerful source of social-emotional information. Second, participants rated happy and content instructors higher on happy and content scales and rated frustrated and bored instructors higher on frustrated and bored scales. This supports the positivity hypothesis, which posits that people are particularly sensitive to the positive or negative tone of multimedia instructional messages.

Teaching Sustainability Through Movie Making Activities

2014 ◽  
Vol 1 (1) ◽  
pp. 367-372 ◽  
Author(s):  
Valentin Grecu ◽  
Călin Deneş
Keyword(s):  
Teaching Method ◽  
Sustainability Education ◽  
Integrated Approach ◽  
Systemic Thinking ◽  
Video Clips ◽  
Interdisciplinary Approaches ◽  
The World ◽  
Short Video ◽  
The Impact

AbstractThe role of education in shaping the future is widely recognized. The world is becoming more complex, interdependent and unsustainable and this calls for a change in lifestyle. Thus, education for sustainable development is given increased attention in universities worldwide. Transformation of education into sustainability education implies systemic thinking and interdisciplinary approaches. At “Lucian Blaga” University of Sibiu there has been carried out an experimental, optional course which aimed to achieve an integrated approach to sustainability, fostering dialogue across multiple areas of knowledge. This paper presents an analysis of the activity of creating short video-clips related to sustainability and the impact that this teaching method has on the students.

The Role of Distress Disclosure Tendencies in the Experience and Expression of Laboratory-Induced Sadness

2017 ◽  
Vol 38 (1) ◽  
pp. 55-62 ◽  
Author(s):  
Jeffrey H. Kahn ◽  
Daniel W. Cox ◽  
A. Myfanwy Bakker ◽  
Julia I. O’Loughlin ◽  
Agnieszka M. Kotlarczyk
Keyword(s):  
Individual Differences ◽  
Emotional Reactivity ◽  
Subjective Experience ◽  
Negative Emotion ◽  
Theoretical Models ◽  
Laboratory Research ◽  
Emotion Words ◽  
Distress Disclosure ◽  
Computerized Text Analysis

Abstract. The benefits of talking with others about unpleasant emotions have been thoroughly investigated, but individual differences in distress disclosure tendencies have not been adequately integrated within theoretical models of emotion. The purpose of this laboratory research was to determine whether distress disclosure tendencies stem from differences in emotional reactivity or differences in emotion regulation. After completing measures of distress disclosure tendencies, social desirability, and positive and negative affect, 84 participants (74% women) were video recorded while viewing a sadness-inducing film clip. Participants completed post-film measures of affect and were then interviewed about their reactions to the film; these interviews were audio recorded for later coding and computerized text analysis. Distress disclosure tendencies were not predictive of the subjective experience of emotion, but they were positively related to facial expressions of sadness and happiness. Distress disclosure tendencies also predicted judges’ ratings of the verbal disclosure of emotion during the interview, but self-reported disclosure and use of positive and negative emotion words were not associated with distress disclosure tendencies. The authors present implications of this research for integrating individual differences in distress disclosure with models of emotion.

Age Advantages of Emotional Experience during the COVID-19 Pandemic are Robust, but Diminished Compared to Pre-pandemic Conditions

2020 ◽  
Author(s):  
Rui Sun ◽  
Disa Sauter
Keyword(s):  
Older Adults ◽  
Large Scale ◽  
Negative Emotion ◽  
Emotional Experience ◽  
Negative Emotions ◽  
Older Individuals ◽  
Selection Strategies ◽  
Scale Test ◽  
Prolonged Stress

Getting old is generally seen as unappealing, yet aging confers considerable advantages in several psychological domains (North & Fiske, 2015). In particular, older adults are better off emotionally than younger adults, with aging associated with the so-called “age advantages,” that is, more positive and less negative emotional experiences (Carstensen et al., 2011). Although the age advantages are well established, it is less clear whether they occur under conditions of prolonged stress. In a recent study, Carstensen et al (2020) demonstrated that the age advantages persist during the COVID-19 pandemic, suggesting that older adults are able to utilise cognitive and behavioural strategies to ameliorate even sustained stress. Here, we build on Carstensen and colleagues’ work with two studies. In Study 1, we provide a large-scale test of the robustness of Carstensen and colleagues’ finding that older individuals experience more positive and less negative emotions during the COVID-19 pandemic. We measured positive and negative emotions along with age information in 23,629 participants in 63 countries in April-May 2020. In Study 2, we provide a comparison of the age advantages using representative samples collected before and during the COVID-19 pandemic. We demonstrate that older people experience less negative emotion than younger people during the prolonged stress of the COVID-19 pandemic. However, the advantage of older adults was diminished during the pandemic, pointing to a likely role of older adults use of situation selection strategies (Charles, 2010).

Social class and envy among Chinese undergraduates: Victim justice sensitivity as a mediator

2020 ◽  
Vol 48 (6) ◽  
pp. 1-9
Author(s):  
You-Juan Hong ◽  
Rong-Mao Lin ◽  
Rong Lian
Keyword(s):  
Social Class ◽  
Negative Emotion ◽  
Social Hierarchy ◽  
Scholarly Research ◽  
Justice Sensitivity ◽  
Lower Social Class ◽  
Subjective Social Class ◽  
The Relationship ◽  
Chinese Undergraduates

We examined the relationship between social class and envy, and the role of victim justice sensitivity in this relationship among a group of 1,405 Chinese undergraduates. The students completed measures of subjective social class, victim justice sensitivity, and dispositional envy. The results show that a lower social class was significantly and negatively related to envy and victim justice sensitivity, whereas victim justice sensitivity was significantly and positively related to envy. As predicted, a lower social class was very closely correlated with envy. In addition, individuals with a lower (vs. higher) social class had a greater tendency toward victim justice sensitivity, which, in turn, increased their envy. Overall, our results advance scholarly research on the psychology of social hierarchy by clarifying the relationship between social class and the negative emotion of envy.

scholarly journals The Survival Processing Advantage of Face: The Memorization of the (Un)Trustworthy Face Contributes More to Survival Adaptation

2019 ◽  
Vol 17 (2) ◽  
pp. 147470491983972 ◽  
Author(s):  
Chunna Hou ◽  
Zhijun Liu
Keyword(s):  
Source Memory ◽  
Survival Processing ◽  
Pictorial Material ◽  
Video Clips ◽  
Survival Scenario ◽  
Different Types ◽  
Short Video ◽  
Matched Design ◽  
Survival Experiment ◽  
Facial Trustworthiness

Researchers have found that compared with other existing conditions (e.g., pleasantness), information relevant to survival produced a higher rate of retrieval; this effect is known as the survival processing advantage (SPA). Previous experiments have examined that the advantage of memory can be extended to some different types of visual pictorial material, such as pictures and short video clips, but there were some arguments for whether face stimulus could be seen as a boundary condition of SPA. The current work explores whether there is a mnemonic advantage to different trustworthiness of face for human adaptation. In two experiments, we manipulated the facial trustworthiness (untrustworthy, neutral, and trustworthy), which is believed to provide information regarding survival decisions. Participants were asked to predict their avoidance or approach response tendency, when encountering strangers (represented by three classified faces of trustworthiness) in a survival scenario and the control scenario. The final surprise memory tests revealed that it was better to recognize both the trustworthy faces and untrustworthy faces, when the task was related to survival. Experiment 1 demonstrated the existence of a SPA in the bipolarity of facial untrustworthiness and trustworthiness. In Experiment 2, we replicated the SPA of trustworthy and untrustworthy face recognitions using a matched design, where we found this kind of memory benefits only in recognition tasks but not in source memory tasks. These results extend the generality of SPAs to face domain.

Maternal and paternal unsupportive parenting and children's externalizing symptoms: The mediational role of children's attention biases to negative emotion

2021 ◽  
pp. 1-17
Author(s):  
Patrick T. Davies ◽  
Morgan J. Thompson ◽  
Jesse L. Coe ◽  
Melissa L. Sturge-Apple
Keyword(s):  
Developmental Psychopathology ◽  
Negative Emotion ◽  
Negative Emotions ◽  
Externalizing Symptoms ◽  
Family Adversity ◽  
Children's Attention ◽  
Specific Association ◽  
Mediational Role ◽  
And Behavior

Abstract This study examined children's duration of attention to negative emotions (i.e., anger, sadness, fear) as a mediator of associations among maternal and paternal unsupportive parenting and children's externalizing symptoms in a sample of 240 mothers, fathers, and their preschool children (Mage = 4.64 years). The multimethod, multi-informant design consisted of three annual measurement occasions. Analysis of maternal and paternal unsupportive parenting as predictors in latent difference changes in children's affect-biased attention and behavior problems indicated that children's attention to negative emotions mediated the specific association between maternal unsupportive parenting and children's subsequent increases in externalizing symptoms. Maternal unsupportive parenting at Wave 1 predicted decreases in children's attention to negative facial expressions of adults from Wave 1 to 2. Reductions in children's attention to negative emotion, in turn, predicted increases in their externalizing symptoms from Wave 1 to 3. Additional tests of children's fearful distress and hostile responses to parental conflict as explanatory mechanisms revealed that increases in children's fearful distress reactivity from Wave 1 to 2 accounted for the association between maternal unsupportive parenting and concomitant decreases in their attention to negative emotions. Results are discussed in the context of information processing models of family adversity and developmental psychopathology.

Investigating the Psychometric Properties of the Social-Emotional Learning Scale

2021 ◽  
pp. 153450842098452
Author(s):  
Christopher L. Thomas ◽  
Staci M. Zolkoski ◽  
Sarah M. Sass
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Emotional Information ◽  
Confirmatory Factor Analyses ◽  
Educational Support ◽  
Social And Emotional ◽  
The Social ◽  
Confirmatory Factor ◽  
Learning Programs

Educators and educational support staff are becoming increasingly aware of the importance of systematic efforts to support students’ social and emotional growth. Logically, the success of social-emotional learning programs depends upon the ability of educators to assess student’s ability to process and utilize social-emotional information and use data to guide programmatic revisions. Therefore, the purpose of the current examination was to provide evidence of the structural validity of the Social-Emotional Learning Scale (SELS), a freely available measure of social-emotional learning, within Grades 6 to 12. Students ( N = 289, 48% female, 43.35% male, 61% Caucasian) completed the SELS and the Strengths and Difficulties Questionnaire. Confirmatory factor analyses of the SELS failed to support a multidimensional factor structure identified in prior investigations. The results of an exploratory factor analysis suggest a reduced 16-item version of the SELS captures a unidimensional social-emotional construct. Furthermore, our results provide evidence of the internal consistency and concurrent validity of the reduced-length version of the instrument. Our discussion highlights the implications of the findings to social and emotional learning educational efforts and promoting evidence-based practice.

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