<p>Svenska elevers resultat i matematik har försämrats det senaste årtiondet. Forskning på området indikerar att undervisningen i matematik ofta byggs upp kring ett läromedel, som eleverna kan har svårt att ta till sig och förstå. Vidare visar forskningen att elevers emotioner vid matematikundervisning skapar ångest, vilket negativt påverkar deras förmåga att lära. Undersökningen syftar till att granska hur elevers läromedel, deras emotioner och deras lärande samspelar. Undersökningsmaterialet består av djupintervjuer med fem elever som förra året läste matematik A på gymnasial nivå. Resultatet indikerar att elever har djupa känslomässiga reaktioner på olika aspekter av sitt läromedel, såsom språkbruket, bilderna, färgvalet och kompositionen. De mest framträdande emotionerna hos eleverna var skamkänslan och känslan av stress och oro. Dessa emotioner påverkade elevernas lärande negativt. Slutsatsen är att elevernas motivation till att lära matematik skulle kunna öka om deras emotioner i förhållande till läromedlet beaktas, varför läromedlets utformning med fördel skulle kunna ändras. Att lämna idén med ett läromedel som ska passa alla till förmån för idén att skapa fler läromedel som på olika sätt appellerar till olika elever kan också vara en väg att gå för att optimera lärandet i matematik hos elever i den svenska skolan idag</p>

Although schizophrenia is a biologically-based disorder, environmental stress (including stress within familial relationships) plays a major role in the onset and maintenance of symptoms. This study examined family variables that have implications for psychotherapeutic treatment of schizophrenia. Previous research has found Communication Deviance (CD), Expressed Emotion (EE), and family cohesion (FC) to be related to symptom severity. However, the exact nature of the relationship between these constructs is unclear. The current study tested a model whereby the tone and content of family member’s communication (EE) and the sense of family unity (FC) are hypothesized to mediate the relationship between CD and psychiatric symptoms. This model stems from the theory that high CD is likely to be experienced as frustrating because it hinders relatives’ communication goals. Thus, relatives may resort to more critical and hostile methods of expressing their thoughts (High EE). Simultaneously, inability to share experiences in a clear manner may lead patients and family members to feel more disconnected (low FC). High EE and low FC in turn were hypothesized to lead to increased symptoms. This study did not find support for the above model. Communication Deviance was not related to severity of psychiatric symptoms, and Expressed Emotion and family cohesion were also unrelated to communication deviance and psychiatric symptoms in the larger model. Higher family cohesion was related to fewer psychiatric symptoms when looking at individual correlations, but this relationship disappeared once other variables were included in analyses. The largely null study findings may be due to limited variance in many of our primary study variables (e.g., CD, family cohesion). Other explanations are also entertained.

Research has found that positive affect broadens attention. However, the type of positive affect previously manipulated has been low in approach motivation. High approach-motivated positive affect should reduce the breadth of attention, as organisms shut out irrelevant perceptions and cognitions while they approach and attempt to acquire desired objects. Three studies examined the attentional consequences of approach-motivated positive affect states. Consistent with predictions, participants showed less global attentional focus after viewing approach-motivating positive pictures as compared to neutral pictures (Studies 1 and 2). Specifically, Study 1 used approach-motivating pictures of appetitive desserts, while Study 2 used pictures of cute animals. Neutral pictures were of varying neutral objects. Study 3 manipulated both affect and approach motivation. Less global focus was found for participants who viewed the approach-motivating pictures and had the expectancy to obtain the items as compared to other participant groups. The results indicate that high approach-motivated positive affect reduces the breadth of attentional focus, in contrast to the broadening of attentional focus that has been found with low approach-motivated positive affect.

Även om närhet är ett fenomen som flitigt studerats i tidigare forskning, har relativt lite fokus legat på dess egentliga innebörd för människor. Med hjälp av ett fenomenologiskt angreppssätt intervjuadess sex personer, med anknytning till det nutida svenska samhället, om vad närhet innebär och hur det upplevs för dem. Resultatet visade att närhet främst är ett emotionellt tillstånd som kännetecknas av ett ömsesidigt genuint intresse mellan de inblandade parterna vad gäller dessas personlighet såväl som välmående. Även om ett behov av närhet tycks finnas universellt hos människor, påverkar sociala och samhälleliga villkor hur detta behov kan ges utlopp och uttryck. Jämförelser görs till Rollo Mays existentialistiska teori om det mänskliga varats grundpelare, samt till Anthony Giddens' sociohistoriska analys av mänskliga relationer.

Svenska elevers resultat i matematik har försämrats det senaste årtiondet. Forskning på området indikerar att undervisningen i matematik ofta byggs upp kring ett läromedel, som eleverna kan har svårt att ta till sig och förstå. Vidare visar forskningen att elevers emotioner vid matematikundervisning skapar ångest, vilket negativt påverkar deras förmåga att lära. Undersökningen syftar till att granska hur elevers läromedel, deras emotioner och deras lärande samspelar. Undersökningsmaterialet består av djupintervjuer med fem elever som förra året läste matematik A på gymnasial nivå. Resultatet indikerar att elever har djupa känslomässiga reaktioner på olika aspekter av sitt läromedel, såsom språkbruket, bilderna, färgvalet och kompositionen. De mest framträdande emotionerna hos eleverna var skamkänslan och känslan av stress och oro. Dessa emotioner påverkade elevernas lärande negativt. Slutsatsen är att elevernas motivation till att lära matematik skulle kunna öka om deras emotioner i förhållande till läromedlet beaktas, varför läromedlets utformning med fördel skulle kunna ändras. Att lämna idén med ett läromedel som ska passa alla till förmån för idén att skapa fler läromedel som på olika sätt appellerar till olika elever kan också vara en väg att gå för att optimera lärandet i matematik hos elever i den svenska skolan idag

The emotion hypothesis of startle eyeblink modification posits that potentiated eyeblinks are observed in response to fear/disgust (aversive) pictures and eyeblink inhibition occurs in response to pleasant (appetitive) pictures due to the degree to which the stimuli match with the aversive startle probe. Stimuli high in arousal elicit exaggerated responses. Four studies sought to investigate the effect of angering pictures on the startle eyeblink response. Three potential hypotheses were posed: 1) given anger's high levels of arousal and negativity, eyeblinks will be potentiated like those to fear/disgust pictures; 2) given anger's arousing and appetitive qualities, eyeblinks will be inhibited like those to pleasant pictures; 3) anger's arousal, negativity, and approach qualities will balance each other out causing eyeblinks resembling those in response to neutral pictures. Study 1 supported the third hypothesis in that eyeblinks to angering and neutral pictures did not differ, despite angering pictures being rated higher on arousal and anger and lower in valence. These results replicated in Study 2 with a different set of angering pictures. Also, Study 2 demonstrated that dysphoric participants exhibited potentiated eyeblinks during angering pictures much like eyeblinks during fear/disgust stimuli, whereas non-dysphoric participants did not. Ratings of pictures on arousal, valence, and anger did not differ between groups. Constructive patriotism related to inhibited eyeblinks during angering pictures. Study 3 found that dysphoric participants rated angering pictures higher in fear than did non-dysophoric participants, suggesting that the potentiated eyeblinks observed in Study 2 were a result of greater perceived fear. Study 4 again showed that eyeblinks during angering and neutral pictures did not differ, and that constructive patriotism related to inhibited eyeblinks. Taken together, results are consistent with the third hypothesis and suggest that angering stimuli elicit eyeblinks much like those to neutral stimuli due to the competing influences of arousal, valence, and motivation on the startle eyeblink reflex.

When people interact with each other, they not only listen to what the other says, they react to facial expressions, gaze direction, and head movement. Human-computer interaction would be enhanced in a friendly and non-intrusive way if computers could understand and respond to users’ body language in the same way. This thesis aims to investigate new methods for human computer interaction by combining information from the body language of the head to recognize the emotional and cognitive states. We concentrated on the integration of facial expression, eye gaze and head movement using soft computing techniques. The whole procedure is done in two-stage. The first stage focuses on the extraction of explicit information from the modalities of facial expression, head movement, and eye gaze. In the second stage, all these information are fused by soft computing techniques to infer the implicit emotional states. In this thesis, the frequency of head movement (high frequency movement or low frequency movement) is taken into consideration as well as head nods and head shakes. A very high frequency head movement may show much more arousal and active property than the low frequency head movement which differs on the emotion dimensional space. The head movement frequency is acquired by analyzing the tracking results of the coordinates from the detected nostril points. Eye gaze also plays an important role in emotion detection. An eye gaze detector was proposed to analyze whether the subject's gaze direction was direct or averted. We proposed a geometrical relationship of human organs between nostrils and two pupils to achieve this task. Four parameters are defined according to the changes in angles and the changes in the proportion of length of the four feature points to distinguish avert gaze from direct gaze. The sum of these parameters is considered as an evaluation parameter that can be analyzed to quantify gaze level. The multimodal fusion is done by hybridizing the decision level fusion and the soft computing techniques for classification. This could avoid the disadvantages of the decision level fusion technique, while retaining its advantages of adaptation and flexibility. We introduced fuzzification strategies which can successfully quantify the extracted parameters of each modality into a fuzzified value between 0 and 1. These fuzzified values are the inputs for the fuzzy inference systems which map the fuzzy values into emotional states.

Recent work has proposed sliders as a useful way to measure self-reported emotion continuously. My dissertation extends this work to ask: what are relevant properties of affective self-report on sliders and variations? How reliable are affective self-reports? How do they relate to physiological data? What are individual and cultural differences? How can this method be applied to ehealth? Three emotion self-report tools (one-slider, two-slider, a touchscreen) were developed and evaluated in four experiments. The first experiment was within-subjects. Participants viewed short videos, with four self-report conditions (including no reporting) and physiological capture (heart rate variability and skin conductance). In a re-rating task, the sliders models were found to be more reliable than the touchscreen (Lottridge & Chignell, 2009a). The second and third experiments were between-subjects, and examined individual and cultural differences. Canadian and Japanese participants watched a nature video, while rating emotions and answering questions. Analyses were carried out within and across the datasets. Larger operation span displayed a minor benefit. Valence and arousal ratings were not strongly related to skin conductance. The Japanese performed on par with Canadians but reported worse performance. Based on the results, the recommendation was made that a single slider be used to rate valence, that arousal be estimated with skin conductance, and that slider psychometrics be used to assess cognitive load over time. In the fourth experiment, diabetic participants watched Diabetes-related videos. They clustered into usage patterns: some moved the slider very little during videos and more afterward, some hardly moved the slider, and some used it as expected. Two novel metrics facilitated these analyses: Emotional Bandwidth, an application of information entropy that characterizes the granularity of the self reports (Lottridge & Chignell, 2009b) and Emotional Majority Agreement, the amount of agreement relative to a sample’s self-reports (Lottridge & Chignell, 2009c). In summary, this dissertation contributes a method of measuring emotion through sliders and skin conductance that has been evaluated in a number of experimental studies. It contributes the empirical results, design recommendations, and two novel metrics of emotional response. Limitations and implications for future research and practice are also discussed.

Evolutionary accounts of empathy often focus on the ways in which empathy-motivated helping can give rise to indirect fitness benefits. These accounts posit that empathy is adaptive insofar as it motivates strategic helping behavior, but they neglect a key feature of the empathic process – it can prepare one to act effectively within a shared environment. In particular, adopting the affective and motivational states of others provides a rapid and automatic way to avoid danger and threat, which play a disproportionately large role in shaping behavior. Based on the idea that empathic processes facilitate adaptive reactions to threat, I conducted four experiments to test the hypothesis that empathic reactions reflect withdrawal motivation. In the first experiment I used electroencephalography (EEG) to measure baseline right-frontal cortical asymmetry, a reliable neural correlate of withdrawal motivation. I then assessed empathic reactions to images of children ostensibly taken from a charity campaign. Participants who showed greater right-frontal cortical asymmetry also showed stronger empathic reactions to the images. In the second study I used self-report measures fear and anger to assess dispositional withdrawal- and approach-motivation, respectively. This time, participants indicated their empathic reactions to targets experiencing happiness and targets experiencing sadness. Empathy for both types of targets was positively related to fear and negatively related to physical aggression, again supporting a link between empathy and withdrawal motivation. In the third study I measured state withdrawal motivation by using facial electromyography (EMG) to assess disgust expressions towards charity images. These expressions were positively correlated with empathic reactions, demonstrating that state withdrawal motivation is also positively related to empathy. In the final study I manipulated approach and withdrawal emotions by having participants make emotional facial expressions. Focusing on fear and anger, I found that participants were more empathic when making fearful faces than when making angry faces, although these results must be interpreted with caution, as the manipulation may not have had the intended effects on emotional state. Taken together, these four studies provide converging evidence of an association between withdrawal motivation and empathy, supporting the idea that empathy plays a role in the adaptive response to threat.

Alcohol and cannabis use are prevalent among young adults in Canada. Additionally, heavier substance use is associated with an increased likelihood of experiencing negative consequences resulting from use. Given the potential for harmful consequences resulting from alcohol and cannabis use, it is important to understand why people use these substances. Childhood maltreatment has been identified as an important predictor of alcohol and cannabis use. However, less is known about the mechanisms underlying this relationship, though it seems emotion regulation may play an important role. This study explores the relationship between maltreatment and emotion dysregulation, in addition to the relationship between maltreatment and affective motives for using alcohol and marijuana. Results indicate that drinking to cope mediates the relationship between all measured forms of maltreatment and alcohol consequences. However, none of the motives individually significantly mediated the relationship between maltreatment and marijuana use consequences. Results, limitations, and future directions are discussed.