“The chills” refers to a set of bodily sensations (goosebumps, tingling, coldness, and shivers) that sometimes accompany strong emotion (Maruskin, Thrash & Elliot, 2012). Past factor analyses of the chills identified a multi-factor, hierarchical structure, consisting of four lower-order factors (goosebumps, tingling, coldness, and shivers) and two higher-order factors (goosetingles and coldshivers). Research on the affective nomological nets of particular chills factors provided additional evidence of the discriminant validity of the two higher-order and the four-lower-order factors (Maruskin, Thrash & Elliot, 2012; Wadsworth, 2019). Despite evidence of discriminant validity, most researchers have continued to treat the chills as a unitary construct. The goal of the present study is to replicate and extend evidence that the chills consists of a set of distinguishable sensations with distinct affective correlates. Specifically, I aim to (a) replicate the factor structure of the chills and (b) further test whether the four lower-order sensations show distinct relations to core affect variables. Using the narrative recall method, the present study assessed chills sensations and core affect during recalled chills experience. Results of factor analyses replicated the factor structure of the chills established by Maruskin et al. (2012). Results of circumplex analyses provided additional evidence of the discriminant validity of higher-order and lower-order sensations. Goosetingles tended to accompany pleasant states, whereas coldshivers tended to accompany unpleasant states. Furthermore, relative to goosebumps, tingling accompanied states lower on activation and higher on pleasure. Relative to coldness, shivers accompanied states lower on displeasure and higher on activation. These findings are consistent with but refine the conclusions of Maruskin et al. (2012) and point to the value of incorporating the affect circumplex in understanding the chills.

Confrontation is an important mechanism to reduce racial prejudice and stereotyping. Yet, little research has examined White adults’ intended confrontation within the context of institutionally discriminatory policies that pose barriers to Black Americans seeking employment or investigated reactions to zero-sum and negative-sum anti-Black institutional discrimination. The present study investigated the effects of an antiracism educational exercise on White adults’ confrontation of zero-sum and negative-sum institutional discrimination. Participants (n = 195; Mage = 54.16) were randomly assigned to one of three conditions: (1) antiracism education with writing reflection, (2) antiracism education alone, or (3) a control condition. Participants next reported how they would respond in situations that described zero-sum (i.e., new hire recruitment exclusively from predominantly White institutions) and negative-sum anti-Black institutional discrimination (i.e., hairstyle discrimination). Participants in the antiracism education alone condition confronted more assertively in both scenarios compared to participants in the control condition. Participants were more likely to confront, and confronted more strongly, in the zero-sum discrimination scenario than the negative-sum discrimination scenario. However, the disparity in assertiveness of confrontation was reduced among participants higher in White guilt and nonsignificant among those in the antiracism education with writing reflection task who reported low color-blind racial ideology or high confrontation and accomplice behavior intentions. We conclude that brief antiracism education exercises may hold promise for increasing White adults’ assertive confrontation of institutional discrimination, but the effects may be contingent on whether a reflective writing task is included, the characteristics of the discriminatory policy, and sociopolitical attitudes.

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