No description available.

In order to test one implicit assumption of a neuropsychological theory concerning Complex Partial Seizure Disorder and affective-behavioral change, an instrument has been developed. The Perception of Affect Task (PAT) was created to fill an unmet need for an instrument which could assess the perception of affective stimuli across six emotions and neutral by: (1) allowing for a comparative analysis of perceptual abilities relative to the various emotions; (2) allowing for a comparative analysis of verbal and nonverbal perceptual abilities, thereby allowing for a potential analysis of enhancements and/or deficits by hemispheric laterality; and (3) assessing perceived intensity ratings of affective stimuli. As the PAT is to evaluate, in an upcoming study, CPS patients' deviations from normal perception-of-affect abilities, the present study serves to standardize this instrument with a college student sample.

Thesis advisor: Lisa F. Barrett / Thesis advisor: Hiram Brownell / Human voice carries precious information about a person. From a brief vocalization to a spoken sentence, listeners rapidly form perceptual judgments of transient affective states such as happiness, as well as perceptual judgments of the more stable social traits such as trustworthiness. In social interactions, sometimes it is not just what we say – but how we say it – that matters. This dissertation sought to better understand how affective properties in voice influence memory and how they subserve social perception. To these ends, I investigated the effect of affective prosody on memory for speech by manipulating both prosody valence and semantic valence, I explored the fundamental dimensions of social perception from voice, and I discussed the relationship of those social dimensions to affective dimensions of voice. In the first chapter, I examined how prosody valence influences memory for speech that varied in semantic valence. Participants listened to narratives spoken in neutral, positive, and negative prosody and recalled as much as they could of the narrative content. Importantly, the arousal level of the affective prosody was controlled across the different prosody valence conditions. Results showed that prosody valence influenced memory for speech content and the effect depended on the relationship between prosody valence and semantic valence. Specifically, congruence between prosody and semantic valence influenced memory. When people were listening to neutral content, affective prosody (either positive or negative) impaired memory. When listening to positive or negative content, incongruent prosody led to better recall. The present research shows that it is not just what you say, but also how you say it that will influence what people remember of your message. In the second chapter, I explored the fundamental dimensions of social perception from voices compared to faces, using a data-driven approach. Participants were encouraged to freely write down anything that came to mind about the voice they heard or the face they saw. Descriptors were classified into categories and the most frequently occurred social trait categories were selected. A separate group of participants rated the voices and faces on the selected social traits. Principal component analyses revealed that female voices were evaluated mostly on three dimensions: attractiveness, trustworthiness, and dominance; whereas male voices were evaluated mostly on two dimensions: social engagement and trustworthiness. For social evaluation of faces, a similar two-dimensional structure of social engagement and trustworthiness was found for both genders. The gender difference in social perception of voice is discussed with respect to gender stereotypes and the role voice pitch played in perceived attractiveness and dominance. This study indicates that both modality (voice vs. face) and gender impact the fundamental dimensions of social perception. Overall, the findings of this dissertation indicate that the affective quality in our voice not only influence how our speech will be remembered but also relate to how we are being socially perceived by others. It would be wise to pay more attention to our tone of voice if we want to make our speech memorable and leave a good impression. / Thesis (PhD) — Boston College, 2016. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Psychology.

For a variety of reasons Whites often expect negative interracial interactions. Previous research suggests that negative expectations for interracial interactions often lead to negative interaction experiences. Specifically, interracial interactions are experienced as cognitively depleting, engendering of negative affect, and devoid of behavioral mimicry"u2014a nonconscious behavior that engenders liking, and smooth, harmonious interactions. Because individuals do not expect mimicry in interracial interactions, when mimicry is present individuals experience cognitive depletion. While the majority of research has focused on how White individuals"' expectations for interracial interactions lead to self-regulatory efforts that ultimately are cognitively depleting, the present research proposes that the behaviors of one"'s interaction partner must also be considered. It was predicted that Whites who expect positive interracial interactions would not experience cognitive depletion when mimicked by a Black person, but would experience depletion when they are not mimicked. Conversely, Whites expecting a negative interracial interaction were predicted to experience cognitive depletion when mimicked by a Black person, but would not experience depletion when not mimicked. Findings revealed that the interaction between mimicry and interaction expectations on cognitive depletion was not significant. Counter to predictions, those with positive interaction expectations experienced the most cognitive depletion following an interracial interaction. Consistent with predictions, significant interactions between mimicry and interaction expectations revealed that, for those with positive expectations, not being mimicked was associated with decreased positive affect and increased negative affect. These findings suggest that mimicry in interracial interactions may not be counternormative for those who expect positive interactions, and its absence (rather than its presence) may lead to negative emotional outcomes. / 1 / Tara Van Bommel

Thesis (Ph. D.)--University of Nevada, Reno, 2005. / "August 2005." Includes bibliographical references (leaves 89-94). Online version available on the World Wide Web. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2005]. 1 microfilm reel ; 35 mm.

Standardized Patients (SPs) are lay persons who are employed extensively within health professional education to help teach and assess a range of clinical skills. Individuals trained to take on the physical, historical and emotional aspects of patient stories are integral to the dissemination of collective attitudes, values, and beliefs about what it means to be a competent health professional. As an embodied affective presence literally in front of and often in physical contact with health professionals SPs are a fertile site of knowledge production as well as transformative learning. Their unique contribution is a corollary of both their location as non-clinicians and their pedagogical facility with embodied emotions and affect. SPs in medical education teach about emotion and affect, engage affectively in the presentation of clinical material and as a professionalizing group have developed an educational methodology for facilitating understanding and experience of emotion and affect. In this thesis I examine the field of human simulation and the work of standardized patients (SPs) through critical theoretical perspectives seeking to broaden our understanding of their contributions as a present and future force in health professional education, specifically medical education. Central to my examination is the constitutive role of emotion and affect as they are conceived both within medical education and engaged by standardized patients as media through which different knowledges are produced. My analysis is shaped by poststructuralist feminist writers on emotion, Michel Foucault’s genealogical historical approach, and principally Gilles Deleuze and Felix Guattari’s alternative nomadology as theorized in a thousand plateaus (1987). I intend an alternative reading of the advent of SPs in medical education through a process of mapping rhizomatic networks that include acting, emotion, affect, medicine, and the place of women patients and standardized patients in medical arenas. I have located the current study within an ongoing project of embodied ethical practice and nomadic subjectivity within education specific to human simulation and standardized patients.

A preliminary measure of affect regulation strategies was developed from Parkinson and Totterdell’s (1999) provisional classification of deliberate strategies for improving negative affect. Four broad categories of strategies including Cognitive Engagement, Cognitive Diversion, Behavioural Engagement, and Behavioural Diversion were represented by the measure. Using this measure, relationships between self-reported use of affect regulation strategies and difficulties in emotion regulation and emotion processing variables were investigated. Participants included 186 adults. Participants completed a 20 minute online survey consisting of the measure of affect regulation strategies, the Difficulties in Emotion Regulation Scale (DERS), the Subjective Experience of Emotions Scale (SEE), and a demographic information questionnaire. Weak correlations were found for the majority of the difficulties in emotion regulation and emotion processing subscales and individuals’ self-reported use of affect regulation categories. Results also provide evidence of convergent and discriminant validity for the DERS and SEE.

Standardized Patients (SPs) are lay persons who are employed extensively within health professional education to help teach and assess a range of clinical skills. Individuals trained to take on the physical, historical and emotional aspects of patient stories are integral to the dissemination of collective attitudes, values, and beliefs about what it means to be a competent health professional. As an embodied affective presence literally in front of and often in physical contact with health professionals SPs are a fertile site of knowledge production as well as transformative learning. Their unique contribution is a corollary of both their location as non-clinicians and their pedagogical facility with embodied emotions and affect. SPs in medical education teach about emotion and affect, engage affectively in the presentation of clinical material and as a professionalizing group have developed an educational methodology for facilitating understanding and experience of emotion and affect. In this thesis I examine the field of human simulation and the work of standardized patients (SPs) through critical theoretical perspectives seeking to broaden our understanding of their contributions as a present and future force in health professional education, specifically medical education. Central to my examination is the constitutive role of emotion and affect as they are conceived both within medical education and engaged by standardized patients as media through which different knowledges are produced. My analysis is shaped by poststructuralist feminist writers on emotion, Michel Foucault’s genealogical historical approach, and principally Gilles Deleuze and Felix Guattari’s alternative nomadology as theorized in a thousand plateaus (1987). I intend an alternative reading of the advent of SPs in medical education through a process of mapping rhizomatic networks that include acting, emotion, affect, medicine, and the place of women patients and standardized patients in medical arenas. I have located the current study within an ongoing project of embodied ethical practice and nomadic subjectivity within education specific to human simulation and standardized patients.

A preliminary measure of affect regulation strategies was developed from Parkinson and Totterdell’s (1999) provisional classification of deliberate strategies for improving negative affect. Four broad categories of strategies including Cognitive Engagement, Cognitive Diversion, Behavioural Engagement, and Behavioural Diversion were represented by the measure. Using this measure, relationships between self-reported use of affect regulation strategies and difficulties in emotion regulation and emotion processing variables were investigated. Participants included 186 adults. Participants completed a 20 minute online survey consisting of the measure of affect regulation strategies, the Difficulties in Emotion Regulation Scale (DERS), the Subjective Experience of Emotions Scale (SEE), and a demographic information questionnaire. Weak correlations were found for the majority of the difficulties in emotion regulation and emotion processing subscales and individuals’ self-reported use of affect regulation categories. Results also provide evidence of convergent and discriminant validity for the DERS and SEE.

This thesis layers theories of affect circulation, queer performance participation, counterpublics, and queer space and time with ethnographic work performed in queer performance spaces. In so doing, the thesis explores affective networks in queer performance spaces in order to begin a theoretical analysis of the connecting affects amongst queer performance participants. In my interviews, I found affective connections which I explored as keywords. These keywords express affects that, in part, create the affective networks of queer performance participants.