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Recent research on the neuropsychology of emotion and pain has indicated that emotion and pain are complex processes that may substantially influence each other. Disorders of negative emotion and pain are known to co-occur (Delgado, 2004); however, it is not clear whether negative emotional conditions lead to pain or whether increased pain experiences lead to negative emotion. Further, certain negative emotions, such as hostility or anger, may produce differential effects on the experience of pain, such that they may lead to an increase in pain or a decrease in pain. An increase or decrease in pain perception may lead to altered behavioral, cognitive, and neuropsychological effects in high hostility. In order to more clearly examine the aforementioned relationships, the current experiment examined auditory emotion perception before and after cold pressor pain in high and low hostile men. Additionally, quantitative electroencephalography (QEEG) was used to measure changes in cerebral activation as a result of auditory emotion perception and cold pressor pain. Results indicated that identification of emotion post-cold pressor differed as a function of hostility level and ear. The high hostile group increased identification of stimuli at the right ear after cold pressor exposure, while the low hostile group increased identification of stimuli at the left ear after cold pressor exposure. Primary QEEG findings indicated increased left temporal activation after cold pressor exposure and increased reactivity to cold pressor pain in the high hostile group. Low hostile men had a bilateral increase in high beta magnitude at the temporal lobes and a bilateral increase in delta magnitude at the frontal lobes after the cold pressor. Results suggest decreased cerebral laterality and left hemisphere activation for emotional and pain processing in high hostile men. / Ph. D.

This study was designed to investigate teachers perceptions about instructing listening in second-grade classrooms. Childrens literature that included specific listening content was used to explore how the teachers perceptions influenced planning read alouds for explicitly teaching listening skills. Investigations included: (1) What were teachers perceptions about teaching listening, and how did these perceptions influence the planning of read alouds, (2) and how did engaging in professional development impact teachers practices with listening instruction. A formative and design experiment (Reinking and Bradley, 2008) aligned with a constructivist methodology (Brooks and Brooks, 1999; Burleson, 2011; Creswell, 2014) was used to allow teachers to participate in authentic professional development sessions to inform theory. Analysis of teacher responses was completed through a constant-comparative method (Strauss and Corbin, 1998). Data analysis was triangulated using: (a) questionnaires, (b) teacher reflective journals, (c) researcher observations, and (d) methodological files. Analysis led to a better understanding of teachers listening perceptions including how: (a) those perceptions are shaped by their expectations for student listening in the classroom, (b) teachers engagement in professional development when teaching an unfamiliar construct, (c) the impact of an already crowded curricula, and (d) motivating teachers to recognize their role as the best model for students in listening instruction is a critical component. Teacher buy-in requires professional development that includes using motivational methods like the MUSIC® Model of Motivation (Jones, 2009) when learning new literacy constructs. This study gives insight into the need to improve instructional practices for teaching listening in educational settings (Lundsteen, 1979; Vandergrift, 2004). Finally, this study raised the awareness for the need to provide further research opportunities on listening instructional practices in primary schools that promote improving listening skill instruction to create a more balanced literacy structure for students (Duker, 1982; Field, 1998; Funk and Funk, 1989; Gee, 2015; Imhof, 2008; Jalongo, 2008; Nichols, 1957; Wolvin, 2013). / Ph. D.