Emotional Response
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2021 ◽  
Author(s):  
Adam Goodman ◽  
Muriah Wheelock ◽  
Nathaniel Harnett ◽  
Elizabeth Davis ◽  
Sylvie Mrug ◽  
...  

Author(s):  
CJ Reynolds ◽  
Nicholas John

With around 160 videos, 160,000 subscribers, and 18 million views, Cart Narcs is an “elite” YouTube channel. The typical Cart Narcs YouTube video is framed around the idea of shaming people who do not return their shopping carts. The eponymous Narc, Agent Sebastian, patrols grocery store parking lots looking for miscreants to confront and film. When he spots a target, he runs towards them making siren noises. "Cart Narcs!" he shouts. "That's not where the cart goes!" While seemingly related to established entertainment genres featuring real people in everyday situations and to prank videos, we identify significant features in Cart Narcs videos that distinguish them: the lack of a debrief; the positioning of the Cart Narc as the "nice guy" in the interaction; and the Cart Narc’s claim to the moral high ground. These features each remove a redemptive moment present in analogous types of content, resulting in a communicative interaction engineered to anger people. We ask how Agent Sebastian produces such a powerful emotional response to his seemingly innocent request that people return their shopping cart and what the logic of this form of media content might signify. Cart Narcs is a revealing case study in how the economy-driven logic of participation produces undesirable types of content when it overwhelms or wholly replaces social and aesthetic logics. Cart Narcs videos are a hybrid genre concoction that trade people's anger for monetized views, cloaked by the pretense of a social mission.


Author(s):  
Zijiao Zhang ◽  
Kangfu Zhuo ◽  
Wenhan Wei ◽  
Fu Li ◽  
Jie Yin ◽  
...  

Despite recent progress in the research of people’s emotional response to the environment, the built—rather than natural—environment’s emotional effects have not yet been thoroughly examined. In response to this knowledge gap, we recruited 26 participants and scrutinized their emotional response to various urban street scenes through an immersive exposure experiment using virtual reality. We utilized new physiological monitoring technologies that enable synchronized observation of the participants’ electroencephalography, electrodermal activity, and heart rate, as well as their subjective indicators. With the newly introduced measurement for the global visual patterns of the built environment, we built statistical models to examine people’s emotional response to the physical element configuration and color composition of street scenes. We found that more diverse and less fragmented scenes inspired positive emotional feelings. We also found (in)consistency among the physiological and subjective indicators, indicating a potentially interesting neural−physiological interpretation for the classic form−function dichotomy in architecture. Besides the practical implications on promoting physical environment design, this study combined objective physiology-monitoring technology and questionnaire-based research techniques to demonstrate a better approach to quantify environment−emotion relationships.


In recent years, Key Opinion Leader (KOL) marketing opens up a new mode of social commerce by effectively integrating social networking and marketing since it has been successfully taking advantage of KOL’s high popularity to promote products. This study expands the stimulus-organism-response (S-O-R) model by combining the communication persuasion theory with the flow experience theory. Our model considers the characteristics of KOLs and published content features as independent variables, consumer perception as the mediating variable and consumer purchase intention as the dependent variable. This study also refines the measurement dimensions of each variable and analyzes KOL impacts on consumer purchase intention on short video platforms. After analyzing 357 valid questionnaires, we find that the variables –reputation, perceived fit, aesthetic quality and content richness have significant impacts on consumer purchase intention where virtual touch and emotional response play intermediary roles. This study provides insights into KOL marketing.


2021 ◽  
pp. 001698622110429
Author(s):  
Cesare Cornoldi ◽  
David Giofrè ◽  
Irene Cristina Mammarella ◽  
Enrico Toffalini

Whether intellectually gifted children have a greater emotional response when tested is still unclear. This may be due to the marked heterogeneity of this particular population, and the fact that most studies lack the power to reduce the noise associated with this heterogeneity. The present study examined the relationship between performance and emotional response in 468,423 Italian fifth-graders taking a national test on mathematics and language. Analyses were performed using statistical models with polynomial terms. Special attention was paid to estimating the mean emotional response of the children who were gifted (1.5-2.5 standard deviations above the mean) or highly gifted (more than 2.5 standard deviations above the mean). The results showed that, although a lower emotional response correlated with a higher achievement, this relationship is nonlinear, and the estimates for gifted and highly gifted children were virtually the same. Girls showed a greater emotional response than boys on all levels of performance. The theoretical and practical implications of these findings are discussed.


2021 ◽  
Vol 6 (2) ◽  
pp. 287
Author(s):  
Gartika Pandu Bhuana ◽  
Ula Nisa El Fauziah

Several studies believe that providing feedback on a students� writing task offers several benefits. However, giving excessive corrections on students� mistakes can have a negative impact on the students� feeling. This study aims to investigate English Foreign Language students� emotional response to the teachers� written corrective feedback. A qualitative method was applied. The participants were 72 third grade students at an institution in Cimahi. To collect the data, a five-point Likert scale questionnaire and a semi-structured interview were applied. The results revealed that the teachers� written corrective feedback had negative impact to the students� feelings, especially for the students who had mid and low proficiency level in writing. It even led to the students� demotivation. This indicates that the teachers have to consider several things before they give some written feedback as it can affect the students� attitude in a negative way.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mandie Bevels Dunn

Purpose This study aims to explore how teachers changed literature instruction in English language arts (ELA) classrooms following personal loss, and identifies factors influencing those changes. The author argues teachers regulated their responses to literature according to emotional rules they perceived to be associated with the teaching profession. Understanding teachers’ responses helps educators, teacher educators and educational researchers consider what conditions and supports may be required for teachers and students to share emotions related to loss in authentic ways in ELA classrooms. Design/methodology/approach To examine changes teachers made in literature instruction following personal loss, the author conducted a thematic analysis of 80 questionnaire responses. Findings The author found teachers changed literature instruction related to three areas: teachers’ relationship to students, teachers’ instruction surrounding texts and teachers’ reader responses. Responses highlighted how teachers adhered to emotional rules, including a perception of teachers as authorities and caretakers of children. Teachers considered literature instruction to require maintaining focus on texts, and avoided emotional response unless it aided textual comprehension. Originality/value Scholars have argued for literature instruction inclusive of both loss experiences and also emotional response, with particular focus on students’ loss experiences. This study focuses on teachers’ experiences and responses to literature following loss, highlighting factors that influence, and at times inhibit, teachers’ authentic sharing of experiences and emotions. The author argues teachers require support to bring loss experiences into literature instruction as they navigate emotional response within the relational dynamics of the classroom.


PeerJ ◽  
2021 ◽  
Vol 9 ◽  
pp. e11858
Author(s):  
Maria Montefinese ◽  
Ettore Ambrosini ◽  
Alessandro Angrilli

Background The strong and long lockdown adopted by the Italian government to limit COVID-19 spreading represents the first threat-related mass isolation in history that can be studied in depth by scientists to understand individuals’ emotional response to a pandemic. Methods We investigated the effects on individuals’ mental wellbeing of this long-term isolation by means of an online survey on 71 Italian volunteers. They completed the Positive and Negative Affect Schedule and Fear of COVID-19 Scale and judged valence, arousal, and dominance of words either related or unrelated to COVID-19, as identified by Google search trends. Results Emotional judgments changes from normative data varied depending on word type and individuals’ emotional state, revealing early signals of individuals’ mental distress to COVID-19 confinement. All individuals judged COVID-19-related words to be less positive and dominant. However, individuals with more negative feelings and COVID-19 fear also judged COVID-19-unrelated words to be less positive and dominant. Moreover, arousal ratings increased for all words among individuals with more negative feelings and COVID-19 fear but decreased among individuals with less negative feelings and COVID-19 fear. Discussion Our results show a rich picture of emotional reactions of Italians to tight and 2-month long confinement, identifying early signals of mental health distress. They are an alert to the need for intervention strategies and psychological assessment of individuals potentially needing mental health support following the COVID-19 situation.


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