A lack of norms limited previous work on the interplay of language and emotion. Valence and arousal are regularly dichotomized affecting generalizability and accuracy. Important questions remain unexplored such as the interaction between these dimensions along with individual and group differences. Chapters 2 and 3 report collections of affective and concreteness norms. In Chapter 4, these norms are used to reveal that valence is negatively and arousal is positively correlated with reaction time, both monotonically. Previously, it has been argued that people categorically distinguish between positive and negative or prioritize emotional over neutral stimuli. We demonstrate that this automatic vigilance must be graded. Chapter 5 introduces a method for measuring approach and avoidance in proportion to valence and arousal. A previously demonstrated congruency effect between valence and approach and avoidance movements is categorical. We showed that people choose distances proportionally to word valence and that responses are affected by word frequency, gender, and personality. Finally, Chapter 6 combines the distribution of affect with word frequency information to reveal how language is organized around communicative needs. A compound bias toward high-arousal emotional and low-arousal, mid-valence word types along with more frequent use of positive words suggest that humans need tools to talk about danger and thrills as well as the mundane, while fostering relationships by focusing on the positive. Thus, this dissertation provides important resources – large sets of norms – for the extension of studies on emotion and language. It shows the value of these norms in revisiting past studies of word processing, enabling new methods for testing the motivations behind emotional effects, and considering how the distribution of emotion across language informs our understanding of these motivations. Throughout each chapter, group and individual differences are explored. / Dissertation / Doctor of Philosophy (PhD)

No description available.

Emotion dysregulation is a transdiagnostic clinical feature of many psychological disorders. Prior research has focused on generalized emotion dysregulation, whereas specific emotion regulation difficulties have not been explored in as much depth. The current study expanded this body of research by examining specific emotion regulation difficulties and relationships with broader emotion regulation functioning, including strategy use, affect intensity, and flexibility. College students (N = 380) completed a self-report battery of emotion regulation measures. A MANOVA indicated that patterns of emotion regulation functioning differentially predict specific emotion regulation difficulties. A multivariate regression (GLM) identified the facets of emotion regulation that predict specific emotion regulation difficulties. Our results suggest that examining specific emotion regulation difficulties may yield more nuanced information than solely examining generalized dysregulation, which may benefit treatment planning for clinical intervention of emotion dysregulation.

京都大学 / 新制・課程博士 / 博士(人間・環境学) / 甲第24696号 / 人博第1069号 / 新制||人||250(附属図書館) / 2022||人博||1069(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)教授 内田 由紀子, 教授 齋木 潤, 教授 小村 豊, 准教授 Rappleye Jeremy / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

No description available.

Emotions play a key role in effective and successful human communication. Text is popularly used on the internet and social media websites to express and share emotions, feelings and sentiments. However useful applications and services built to understand emotions from text are limited in effectiveness due to reliance on general purpose emotion lexicons that have static vocabulary and sentiment lexicons that can only interpret emotions coarsely. Thus emotion detection from text calls for methods and knowledge resources that can deal with challenges such as dynamic and informal vocabulary, domain-level variations in emotional expressions and other linguistic nuances. In this thesis we demonstrate how labelled (e.g. blogs, news headlines) and weakly-labelled (e.g. tweets) emotional documents can be harnessed to learn word-emotion lexicons that can account for dynamic and domain-specific emotional vocabulary. We model the characteristics of realworld emotional documents to propose a generative mixture model, which iteratively estimates the language models that best describe the emotional documents using expectation maximization (EM). The proposed mixture model has the ability to model both emotionally charged words and emotion-neutral words. We then generate a word-emotion lexicon using the mixture model to quantify word-emotion associations in the form of a probability vectors. Secondly we introduce novel feature extraction methods to utilize the emotion rich knowledge being captured by our word-emotion lexicon. The extracted features are used to classify text into emotion classes using machine learning. Further we also propose hybrid text representations for emotion classification that use the knowledge of lexicon based features in conjunction with other representations such as n-grams, part-of-speech and sentiment information. Thirdly we propose two different methods which jointly use an emotion-labelled corpus of tweets and emotion-sentiment mapping proposed in psychology to learn word-level numerical quantification of sentiment strengths over a positive to negative spectrum. Finally we evaluate all the proposed methods in this thesis through a variety of emotion detection and sentiment analysis tasks on benchmark data sets covering domains from blogs to news articles to tweets and incident reports.

Research on the socialization of emotion has examined the role of parents’ behavioural responses to children’s negative emotions in the development of a number of psychosocial outcomes for children. Parents’ unsupportive socialization practices have predicted poorer social and emotional functioning both in childhood and later in adulthood. The current study aimed to broaden existing knowledge of the nature and impact of parent emotion socialization practices on emotion regulation. This was done through an exploration of the emotional, cognitive, and behavioural aspects of mothers’ responses to their children’s anger and sadness; by examining the impact of factors such as child gender and age as well as contextual factors on mothers’ responses; and by examining the impact of socialization practices on the development of emotion regulation. An online community sample of 114 mothers of 6- to 10-year-old children read a series of hypothetical situations in which they were asked to imagine their child responding with either anger or sadness. Mothers reported on their emotional responses, their acceptance of their child’s reaction, their causal attributions, and their socialization responses. Mothers also completed measures that assessed perceived social support, recent stressful life events, and the emotion regulation abilities of their child. Mothers were generally positive and supportive in their responses. Mothers were more likely to endorse negative responses to anger than sadness Responses did not differ according to the gender or age of the child. There was general consistency in the tendency to react positively or negatively. High levels of stressful life events predicted anger and punishment responses to child anger. Minimization of sadness was predicted by lower educational status. No other contextual factors were significant. As expected, minimization of sadness and anger both emerged as significant predictors of poorer emotion regulation in children; problem-focused responses predicted better emotion regulation for anger not sadness; unexpectedly emotion-focused responses to anger predicted poorer emotion regulation. Results are discussed in relation to the existing literature on the socialization of emotion and child outcomes. Limitations of this study and future directions for the research are discussed.

Research on the socialization of emotion has examined the role of parents’ behavioural responses to children’s negative emotions in the development of a number of psychosocial outcomes for children. Parents’ unsupportive socialization practices have predicted poorer social and emotional functioning both in childhood and later in adulthood. The current study aimed to broaden existing knowledge of the nature and impact of parent emotion socialization practices on emotion regulation. This was done through an exploration of the emotional, cognitive, and behavioural aspects of mothers’ responses to their children’s anger and sadness; by examining the impact of factors such as child gender and age as well as contextual factors on mothers’ responses; and by examining the impact of socialization practices on the development of emotion regulation. An online community sample of 114 mothers of 6- to 10-year-old children read a series of hypothetical situations in which they were asked to imagine their child responding with either anger or sadness. Mothers reported on their emotional responses, their acceptance of their child’s reaction, their causal attributions, and their socialization responses. Mothers also completed measures that assessed perceived social support, recent stressful life events, and the emotion regulation abilities of their child. Mothers were generally positive and supportive in their responses. Mothers were more likely to endorse negative responses to anger than sadness Responses did not differ according to the gender or age of the child. There was general consistency in the tendency to react positively or negatively. High levels of stressful life events predicted anger and punishment responses to child anger. Minimization of sadness was predicted by lower educational status. No other contextual factors were significant. As expected, minimization of sadness and anger both emerged as significant predictors of poorer emotion regulation in children; problem-focused responses predicted better emotion regulation for anger not sadness; unexpectedly emotion-focused responses to anger predicted poorer emotion regulation. Results are discussed in relation to the existing literature on the socialization of emotion and child outcomes. Limitations of this study and future directions for the research are discussed.

This study aims to investigate the perception and experience of emotion self-regulation in a group of late adolescents. An exploratory, qualitative survey design was used to collect data from a group of 54 Afrikaans-speaking late adolescents by means of a semi structured emotion self-regulation questionnaire. Data were assessed by means of directed thematic content analysis (Hsieh & Shannon, 2005). It was established that participants primarily have a positive perception of emotions, and that more participants display higher levels of emotion awareness. However, despite this, most participants experience emotions negatively. At most, therefore, a balance is struck between the constructive and unconstructive handling of emotions. Throughout it was endeavoured to relate the results to late adolescence as a developmental stage. Study conclusions include that emotion self-regulation in late adolescents is strongly influenced by uncertainty about the handling of emotions, self-consciousness with regard to emotions in a social context, and a lack of self-control. A few recommendations are made on the basis of these conclusions. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2008.

This study aims to investigate the perception and experience of emotion self-regulation in a group of late adolescents. An exploratory, qualitative survey design was used to collect data from a group of 54 Afrikaans-speaking late adolescents by means of a semi structured emotion self-regulation questionnaire. Data were assessed by means of directed thematic content analysis (Hsieh & Shannon, 2005). It was established that participants primarily have a positive perception of emotions, and that more participants display higher levels of emotion awareness. However, despite this, most participants experience emotions negatively. At most, therefore, a balance is struck between the constructive and unconstructive handling of emotions. Throughout it was endeavoured to relate the results to late adolescence as a developmental stage. Study conclusions include that emotion self-regulation in late adolescents is strongly influenced by uncertainty about the handling of emotions, self-consciousness with regard to emotions in a social context, and a lack of self-control. A few recommendations are made on the basis of these conclusions. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2008.