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emotions</title> <meta name="description" content="Search results for: unpleasant emotions"> <meta name="keywords" content="unpleasant emotions"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="unpleasant emotions"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 734</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: unpleasant emotions</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">734</span> How Different Are We After All: A Cross-Cultural Study Using the International Affective Picture System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manish%20Kumar%20Asthana">Manish Kumar Asthana</a>, <a href="https://publications.waset.org/abstracts/search?q=Alicia%20Bundis"> Alicia Bundis</a>, <a href="https://publications.waset.org/abstracts/search?q=Zahn%20Xu"> Zahn Xu</a>, <a href="https://publications.waset.org/abstracts/search?q=Braj%20Bhushan"> Braj Bhushan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite ample cross-cultural studies with emotional valence, it is unclear if the emotions are universal or particular. Previous studies have shown that the individualist culture favors high-valence emotions compared to low-valence emotions. In contrast, collectivist culture favors low-valence emotions compared to high-valence emotions. In this current study, Chinese, Mexicans, and Indians reported valence and semantic-contingency. In total, 120 healthy participants were selected by ethnicity and matched for age and education. Each participant was presented 45 non-chromatic pictures, which were converted from chromatic pictures selected from International Affective Picture Database (IAPS) belonging to five-categories, i.e. (i) less pleasant, (ii) high pleasant, (iii) less unpleasant (iv) high unpleasant (v) neutral. The valence scores assigned to neutral, less-unpleasant, and high-pleasant pictures differed significantly between Chinese, Indian, and Mexicans participants. Significant effects demonstrated from the two-way ANOVAs, confirmed main significant effects of valence (F(1,117) = 24.83, p =0.000) and valence x country (F(2,117) = 2.74, p = 0.035). Significant effects emerging from the one-way ANOVAs were followed up through Bonferroni’s test post-hoc comparisons (p < 0.01). This analysis showed significant effect of neutral (F(2,119) = 6.50, p =0.002), less-unpleasant (F(2,119) = 13.79, p =0.000), and high-unpleasant (F(2,119) = 5.99, p =0.003). There were no significant differences in valence scores for the less-pleasant and more-pleasant between participants from three countries. The IAPS norms require modification for their appropriate application in individualist and collectivist cultures. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20difference" title="cultural difference">cultural difference</a>, <a href="https://publications.waset.org/abstracts/search?q=affective%20processing" title=" affective processing"> affective processing</a>, <a href="https://publications.waset.org/abstracts/search?q=valence" title=" valence"> valence</a>, <a href="https://publications.waset.org/abstracts/search?q=non-chromatic" title=" non-chromatic"> non-chromatic</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20affective%20picture%20system%20%28IAPS%29" title=" international affective picture system (IAPS)"> international affective picture system (IAPS)</a> </p> <a href="https://publications.waset.org/abstracts/120084/how-different-are-we-after-all-a-cross-cultural-study-using-the-international-affective-picture-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120084.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">140</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">733</span> How Unpleasant Emotions, Morals and Normative Beliefs of Severity Relate to Cyberbullying Intentions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paula%20C.%20Ferreira">Paula C. Ferreira</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Margarida%20Veiga%20Sim%C3%A3o"> Ana Margarida Veiga Simão</a>, <a href="https://publications.waset.org/abstracts/search?q=N%C3%A1dia%20Pereira"> Nádia Pereira</a>, <a href="https://publications.waset.org/abstracts/search?q=Aristides%20Ferreira"> Aristides Ferreira</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexandra%20Marques%20Pinto"> Alexandra Marques Pinto</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexandra%20Barros"> Alexandra Barros</a>, <a href="https://publications.waset.org/abstracts/search?q=Vitor%20Martinho"> Vitor Martinho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cyberbullying is a phenomenon of worldwide concern regarding children and adolescents’ mental health and risk behavior. Bystanders of this phenomenon can help diminish the incidence of this phenomenon if they engage in pro-social behavior. However, different social-cognitive and affective bystander reactions may surface because of the lack of contextual information and emotional cues in cyberbullying situations. Hence, this study investigated how cyberbullying bystanders’ unpleasant emotions could be related to their personal moral beliefs and their behavioral intentions to cyberbully or defend the victim. It also proposed to investigate how their normative beliefs of perceived severity about cyberbullying behavior could be related to their personal moral beliefs and their behavioral intentions. Three groups of adolescents participated in this study, namely a first of group 402 students (5th – 12th graders; Mage = 13.12; SD = 2.19; 55.7% girls) to compute explorative factorial analyses of the instruments used; a second group of 676 students (5th – 12th graders; Mage = 14.10; SD = 2.74; 55.5% were boys) to run confirmatory factor analyses; and a third group (N = 397; 5th – 12th graders; Mage = 13.88 years; SD = 1.45; 55.5% girls) to perform the main analyses to test the research hypotheses. Self-report measures were used, such as the Personal moral beliefs about cyberbullying behavior questionnaire, the Normative beliefs of perceived severity about cyberbullying behavior questionnaire, the Unpleasant emotions about cyberbullying incidents questionnaires, and the Bystanders’ behavioral intentions in cyberbullying situations questionnaires. Path analysis results revealed that unpleasant emotions were mediators of the relationship between adolescent cyberbullying bystanders’ personal moral beliefs and their intentions to help the victims in cyberbullying situations. Moreover, adolescent cyberbullying bystanders’ normative beliefs of gravity were mediators of the relationship between their personal moral beliefs and their intentions to cyberbully others. These findings provide insights for the development of prevention and intervention programs that promote social and emotional learning strategies as a means to prevent and intervene in cyberbullying. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cyberbullying" title="cyberbullying">cyberbullying</a>, <a href="https://publications.waset.org/abstracts/search?q=normative%20beliefs%20of%20perceived%20severity" title=" normative beliefs of perceived severity"> normative beliefs of perceived severity</a>, <a href="https://publications.waset.org/abstracts/search?q=personal%20moral%20beliefs" title=" personal moral beliefs"> personal moral beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=unpleasant%20emotions" title=" unpleasant emotions"> unpleasant emotions</a> </p> <a href="https://publications.waset.org/abstracts/142308/how-unpleasant-emotions-morals-and-normative-beliefs-of-severity-relate-to-cyberbullying-intentions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142308.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">217</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">732</span> The Effect of Emotional Stimuli Related to Body Imbalance in Postural Control and the Phenomenological Experience of Young Healthy Adults</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=David%20Martinez-Pernia">David Martinez-Pernia</a>, <a href="https://publications.waset.org/abstracts/search?q=Alvaro%20Rivera-Rei"> Alvaro Rivera-Rei</a>, <a href="https://publications.waset.org/abstracts/search?q=Alejandro%20Troncoso"> Alejandro Troncoso</a>, <a href="https://publications.waset.org/abstracts/search?q=Gonzalo%20Forno"> Gonzalo Forno</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrea%20Slachevsky"> Andrea Slachevsky</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Huepe"> David Huepe</a>, <a href="https://publications.waset.org/abstracts/search?q=Victoria%20Silva-Mack"> Victoria Silva-Mack</a>, <a href="https://publications.waset.org/abstracts/search?q=Jorge%20Calderon"> Jorge Calderon</a>, <a href="https://publications.waset.org/abstracts/search?q=Mayte%20Vergara"> Mayte Vergara</a>, <a href="https://publications.waset.org/abstracts/search?q=Valentina%20Carrera"> Valentina Carrera</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Recent theories in the field of emotions have taken the relevance of motor control beyond a system related to personal autonomy (walking, running, grooming), and integrate it into the emotional dimension. However, to our best knowledge, there are no studies that specifically investigate how emotional stimuli related to motor control modify emotional states in terms of postural control and phenomenological experience. Objective: The main aim of this work is to investigate the emotions produced by stimuli of bodily imbalance (neutral, pleasant and unpleasant) in the postural control and the phenomenological experience of young, healthy adults. Methodology: 46 healthy young people are shown emotional videos (neutral, pleasant, motor unpleasant, and non-motor unpleasant) related to the body imbalance. During the period of stimulation of each of the videos (60 seconds) the participant is standing on a force platform to collect temporal and spatial data of postural control. In addition, the electrophysiological activity of the heart and electrodermal activity is recorded. In relation to the two unpleasant conditions (motor versus non-motor), a phenomenological interview is carried out to collect the subjective experience of emotion and body perception. Results: Pleasant and unpleasant emotional videos have significant changes with respect to the neutral condition in terms of greater area, higher mean velocity, and greater mean frequency power on the anterior-posterior axis. The results obtained with respect to the electrodermal response was that the pleasurable and unpleasant conditions produced a significant increase in the phasic component with respect to the neutral condition. Regarding the electrophysiology of the heart, no significant change was found in any condition. Phenomenological experiences in the two unpleasant conditions differ in body perception and the emotional meaning of the experience. Conclusion: Emotional stimuli related to bodily imbalance produce changes in postural control, electrodermal activity, and phenomenological experience. This experimental setting could be relevant to be implemented in people with motor disorders (Parkinson, Stroke, TBI) to know how emotions affect motor control. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=body%20imbalance%20stimuli" title="body imbalance stimuli">body imbalance stimuli</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion" title=" emotion"> emotion</a>, <a href="https://publications.waset.org/abstracts/search?q=phenomenological%20experience" title=" phenomenological experience"> phenomenological experience</a>, <a href="https://publications.waset.org/abstracts/search?q=postural%20control" title=" postural control"> postural control</a> </p> <a href="https://publications.waset.org/abstracts/108464/the-effect-of-emotional-stimuli-related-to-body-imbalance-in-postural-control-and-the-phenomenological-experience-of-young-healthy-adults" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108464.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">174</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">731</span> Study on the Role of Positive Emotions in Developmental Psychology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hee%20Soo%20Kim">Hee Soo Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=Ha%20Young%20Kyung"> Ha Young Kyung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the role of positive emotions in human psychology. By understanding Fredrickson and Lyubomirsky et al.’s on positive emotions, one can better understand people’s intuitive understanding, mental health and well-being. Fredrickson asserts that positive emotions create positive affects and personal resources, and Lyubomirsky et al. relate such positive resources to the creation of happiness and personal development. This paper finds that positive emotions play a significant role in the learning process, and they are instrumental in creating a long-lasting repertoire of personal resources and play an essential role in the development of the intuitive understanding of life variables, resilience in coping with life challenges, and ability to build more successful lives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Positive%20emotions" title="Positive emotions">Positive emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20affects" title=" positive affects"> positive affects</a>, <a href="https://publications.waset.org/abstracts/search?q=personal%20resources" title=" personal resources"> personal resources</a>, <a href="https://publications.waset.org/abstracts/search?q=negative%20emotions" title=" negative emotions"> negative emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a> </p> <a href="https://publications.waset.org/abstracts/73857/study-on-the-role-of-positive-emotions-in-developmental-psychology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73857.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">309</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">730</span> Can Illusions of Control Make Us Happy?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Martina%20Kaufmann">Martina Kaufmann</a>, <a href="https://publications.waset.org/abstracts/search?q=Thomas%20Goetz"> Thomas Goetz</a>, <a href="https://publications.waset.org/abstracts/search?q=Anastasiya%20A.%20Lipnevich"> Anastasiya A. Lipnevich</a>, <a href="https://publications.waset.org/abstracts/search?q=Reinhard%20Pekrun"> Reinhard Pekrun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Positive emotions have been shown to benefit from optimistic perceptions, even if these perceptions are illusory. The current research investigated the impact of illusions of control on positive emotions. There is empirical evidence showing that people are more emotionally attentive to losses than to gains. Hence, we expected that, compared to gains, losses in illusory control would have a stronger impact on positive emotions. The results of two experimental studies support this assumption: Participants who experienced gains in illusory control showed no substantial change in positive emotions. However, positive emotions decreased when they perceived a loss in illusory control. These results suggest that a loss of illusory control (but not a gain thereof) mediates the impact of the situation on individuals’ positive emotions. Implications for emotion theory and practice are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20appraisal" title="cognitive appraisal">cognitive appraisal</a>, <a href="https://publications.waset.org/abstracts/search?q=control" title=" control"> control</a>, <a href="https://publications.waset.org/abstracts/search?q=illusions" title=" illusions"> illusions</a>, <a href="https://publications.waset.org/abstracts/search?q=optimism" title=" optimism"> optimism</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20emotions" title=" positive emotions"> positive emotions</a> </p> <a href="https://publications.waset.org/abstracts/29489/can-illusions-of-control-make-us-happy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29489.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">641</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">729</span> Epistemological Functions of Emotions and Their Relevance to the Formation of Citizens and Scientists</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Den%C3%AD%20Stincer%20G%C3%B3mez">Dení Stincer Gómez</a>, <a href="https://publications.waset.org/abstracts/search?q=Zuraya%20Monroy%20Nasr"> Zuraya Monroy Nasr</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Pedagogy of science historically has given priority to teaching strategies that mobilize the cognitive mechanisms leaving out emotional. Modern epistemology, cognitive psychology and psychoanalysis begin to argue and prove that emotions are relevant epistemological functions. They are 1) the selection function: that allows the perception and reason choose, to multiple alternative explanation of a particular fact, those are relevant and discard those that are not, 2) heuristic function: that is related to the activation cognitive processes that are effective in the process of knowing; and 3) the function that called carrier content: on the latter it arises that emotions give the material reasoning that later transformed into linguistic propositions. According to these hypotheses, scientific knowledge seems to come from emotions that meet these functions. In this paper I argue that science education should start from the presence of certain emotions in the learner if it is to form citizens with scientific or cultural future scientists. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=epistemic%20emotions" title="epistemic emotions">epistemic emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a>, <a href="https://publications.waset.org/abstracts/search?q=formation%20of%20citizens%20and%20scientists." title=" formation of citizens and scientists."> formation of citizens and scientists.</a>, <a href="https://publications.waset.org/abstracts/search?q=philosophy%20of%20emotions" title=" philosophy of emotions"> philosophy of emotions</a> </p> <a href="https://publications.waset.org/abstracts/147079/epistemological-functions-of-emotions-and-their-relevance-to-the-formation-of-citizens-and-scientists" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147079.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">125</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">728</span> Discursive Psychology of Emotions in Mediation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Katarzyna%20Oberda">Katarzyna Oberda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to conceptual emotions in the process of mediation. Although human emotions have been approached from various disciplines and perspectives, e.g. philosophy, linguistics, psychology and neurology, this complex phenomenon still needs further investigation into its discursive character with the an open mind and heart. To attain this aim, the theoretical and practical considerations are taken into account both to contextualize the discursive psychology of emotions in mediation and show how cognitive and linguistic activity expressed in language may lead to the emotional turn in the process of mediation. The double directions of this research into the discursive psychology of emotions have been partially inspired by the evaluative components of mediation forms. In the conducted research, we apply the methodology of discursive psychology with the discourse analysis as a tool. The practical data come from the recorded mediations online. The major findings of the conducted research result in the reconstruction of the emotional transformation model in mediation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discourse%20analysis" title="discourse analysis">discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=discursive%20psychology" title=" discursive psychology"> discursive psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=emotions" title=" emotions"> emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=mediation" title=" mediation"> mediation</a> </p> <a href="https://publications.waset.org/abstracts/126740/discursive-psychology-of-emotions-in-mediation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126740.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">156</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">727</span> Emotional Intelligence in the Modern World: A Quantitative and Qualitative Study of the UMCS Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anna%20Dabrowska">Anna Dabrowska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Taking Daniel Goleman’s (1994) belief that success in life depends on IQ in 20% and in 80% on emotional intelligence, and that it is worth considering emotional intelligence as an important factor in human performance and development potential, the aim of the paper is to explore the range of emotions experienced by university students who represent Society 5.0. This quantitative and qualitative study is meant to explore not only the list of the most and least experienced emotions by the students, but also the main reasons behind these feelings. The database of the study consists of 115 respondents out of 129 students of the 1st and 5th year of Applied Linguistics at Maria Curie-Skłodowska University, which constitutes 89% of those being surveyed. The data is extracted from the anonymous questionnaire, which comprises young people’s answers and discourse concerning the causes of their most experienced emotions. Following Robert Plutchik’s theory of eight primary emotions, i.e. anger, fear, sadness, disgust, surprise, anticipation, trust, and joy, we adopt his argument for the primacy of these emotions by showing each to be the trigger of behaviour with high survival value. In fact, all other emotions are mixed or derivative states; that is, they occur as combinations, mixtures, or compounds of the primary emotions. Accordingly, the eight primary emotions, and their mixed states, are checked in the study on the students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotions" title="emotions">emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligence" title=" intelligence"> intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse%20study" title=" discourse study"> discourse study</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a> </p> <a href="https://publications.waset.org/abstracts/187320/emotional-intelligence-in-the-modern-world-a-quantitative-and-qualitative-study-of-the-umcs-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187320.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">41</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">726</span> An Assessment of Electrical Activities of Students' Brains toward Teacher’s Specific Emotions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hakan%20Aydogan">Hakan Aydogan</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatih%20Bozkurt"> Fatih Bozkurt</a>, <a href="https://publications.waset.org/abstracts/search?q=Huseyin%20Coskun"> Huseyin Coskun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, the signal of brain electrical activities of the sixteen students selected from the Department of Electrical and Energy at Usak University have been recorded during a lecturer performed happiness emotions for the first group and anger emotions for the second group in different time while the groups were in the classroom separately. The attention and meditation data extracted from the recorded signals have been analyzed and evaluated toward the teacher’s specific emotion states simultaneously. Attention levels of students who are under influence of happiness emotions of the lecturer have a positive trend and attention levels of students who are under influence of anger emotions of the lecturer have a negative trend. The meditation or mental relaxation levels of students who are under influence of happiness emotions of the lecturer are 34.3% higher comparing with the mental relaxation levels of students who are under influence of anger emotions of the lecturer. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=brainwave" title="brainwave">brainwave</a>, <a href="https://publications.waset.org/abstracts/search?q=attention" title=" attention"> attention</a>, <a href="https://publications.waset.org/abstracts/search?q=meditation" title=" meditation"> meditation</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/28417/an-assessment-of-electrical-activities-of-students-brains-toward-teachers-specific-emotions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28417.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">419</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">725</span> The Role of Emotions in the Consumer: Theoretical Review and Analysis of Components</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mikel%20Alonso%20L%C3%B3pez">Mikel Alonso López</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The early eighties saw the rise of a new research trend in several prestigious journals, mainly articles that related emotions with the decision-making processes of the consumer, and stopped treating them as external elements. That is why we ask questions such as: what are emotions? Are there different types of emotions? What components do they have? Which theories exist about them? In this study, we will review the main theories and components of emotion analysing the cognitive factor and the different emotional states that are generally recognizable with a focus in the classic debate as to whether they occur before the cognitive process or the affective process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotion" title="emotion">emotion</a>, <a href="https://publications.waset.org/abstracts/search?q=consumer%20behaviour" title=" consumer behaviour"> consumer behaviour</a>, <a href="https://publications.waset.org/abstracts/search?q=feelings" title=" feelings"> feelings</a>, <a href="https://publications.waset.org/abstracts/search?q=decision%20making" title=" decision making"> decision making</a> </p> <a href="https://publications.waset.org/abstracts/48049/the-role-of-emotions-in-the-consumer-theoretical-review-and-analysis-of-components" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48049.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">347</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">724</span> The Imagined Scientific Drawing as a Representative of the Content Provided by Emotions to Scientific Rationality</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Den%C3%AD%20Stincer%20G%C3%B3mez">Dení Stincer Gómez</a>, <a href="https://publications.waset.org/abstracts/search?q=Zuraya%20Monroy%20Nasr"> Zuraya Monroy Nasr</a> </p> <p class="card-text"><strong>Abstract:</strong></p> From the epistemology of emotions, one of the topics of current reflection is the function that emotions fulfill in the rational processes involved in scientific activity. So far, three functions have been assigned to them: selective, heuristic, and carriers of content. In this last function, it is argued that emotions, like our perceptual organs, contribute relevant content to reasoning, which is then converted into linguistic statements or graphic representations. In this paper, of a qualitative and philosophical nature, arguments are provided for two hypotheses 1) if emotions provide content to the mind, which then translates it into language or representations, then it is important to take up the idea of the Saussurean linguistic sign to understand this process. This sign has two elements: the signified and the signifier. Emotions would provide meanings, and reasoning creates the signifier, and 2) the meanings provided by emotions are properties and qualities of phenomena generally not accessible to the sense organs. These meanings must be imagined, and the imagination is nurtured by the feeling that "maybe this is the way." One way to access the content provided by emotions can be through imagined scientific drawings. The atomic models created since Thomson, the structure of crystals by René Just, the representations of lunar eclipses by Johannes, fractal geometry, and the structure of DNA, among others, have resulted fundamentally from the imagination. These representations, not provided by the sense organs, seem to come from the emotional involvement of scientists in their desire to understand, explain and discover. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotions" title="emotions">emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=epistemic%20functions%20of%20emotions" title=" epistemic functions of emotions"> epistemic functions of emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20drawing" title=" scientific drawing"> scientific drawing</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20sign" title=" linguistic sign"> linguistic sign</a> </p> <a href="https://publications.waset.org/abstracts/162264/the-imagined-scientific-drawing-as-a-representative-of-the-content-provided-by-emotions-to-scientific-rationality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162264.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">71</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">723</span> Exploring the Interplay Between Emotions, Employee’s Social Cognition and Decision Making Among Employees</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khushi">Khushi</a>, <a href="https://publications.waset.org/abstracts/search?q=Simrat"> Simrat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aims to investigate the relationship between emotions and employee's social cognition and decision-making among employees. The sample of the study was the total number of participants, which included employees from various industries and job positions. Research papers in the same area were reviewed, providing a comprehensive review of existing literature and theoretical frameworks and shedding light on the interpersonal effects of emotions in the workplace. It emphasizes how one worker's emotions can significantly impact the overall work environment and productivity as well as the work of a common phenomenon known as Emotional contagion at the workplace, affecting social interactions and group dynamics. Therefore, this study concludes that Emotional contagion can lead to a ripple effect within the workplace, influencing the overall atmosphere and productivity. Emotions can shape how employees process information and make choices, ultimately impacting organizational outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employee%20decision%20making" title="employee decision making">employee decision making</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20cognition" title=" social cognition"> social cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=emotions" title=" emotions"> emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=industry" title=" industry"> industry</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20contagion" title=" emotional contagion"> emotional contagion</a>, <a href="https://publications.waset.org/abstracts/search?q=workplace%20dynamics" title=" workplace dynamics"> workplace dynamics</a> </p> <a href="https://publications.waset.org/abstracts/184314/exploring-the-interplay-between-emotions-employees-social-cognition-and-decision-making-among-employees" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184314.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">60</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">722</span> Support of Syrian Refugees: The Roles of Descriptive and Injunctive Norms, Perception of Threat, and Negative Emotions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Senay%20Yitmen">Senay Yitmen </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research investigated individual’s support and helping intentions towards Syrian refugees in Turkey. This is examined in relation to perceived threat and negative emotions, and also to the perceptions of whether one’s intimate social network (family and friends) considers Syrians a threat (descriptive network norm) and whether this network morally supports Syrian refugees (injunctive norms). A questionnaire study was conducted among Turkish participants (n= 565) and the results showed that perception of threat was associated with negative emotions which, in turn, were related to less support of Syrian refugees. Additionally, descriptive norms moderated the relationship between perceived threat and negative emotions towards Syrian refugees. Furthermore, injunctive norms moderated the relationship between negative emotions and support to Syrian refugees. Specifically, the findings indicate that perceived threat is associated with less support of Syrian refugees through negative emotions when descriptive norms are weak and injunctive norms are strong. Injunctive norms appear to trigger a dilemma over the decision to conform or not to conform: when one has negative emotions as a result of perceived threat, it becomes more difficult to conform to the moral obligation of injunctive norms which is associated with less support of Syrian refugees. Hence, these findings demonstrate that both descriptive and injunctive norms are important and play different roles in individual’s support of Syrian refugees. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=descriptive%20norms" title="descriptive norms">descriptive norms</a>, <a href="https://publications.waset.org/abstracts/search?q=emotions" title=" emotions"> emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=injunctive%20norms" title=" injunctive norms"> injunctive norms</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20perception%20of%20threat" title=" the perception of threat "> the perception of threat </a> </p> <a href="https://publications.waset.org/abstracts/98469/support-of-syrian-refugees-the-roles-of-descriptive-and-injunctive-norms-perception-of-threat-and-negative-emotions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98469.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">189</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">721</span> Analyzing the Perceptions of Emotions in Aesthetic Music</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abigail%20Wiafe">Abigail Wiafe</a>, <a href="https://publications.waset.org/abstracts/search?q=Charles%20Nutrokpor"> Charles Nutrokpor</a>, <a href="https://publications.waset.org/abstracts/search?q=Adelaide%20Oduro-Asante"> Adelaide Oduro-Asante</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The advancement of technology is rapidly making people more receptive to music as computer-generated music requires minimal human interventions. Though algorithms are applied to generate music, the human experience of emotions is still explored. Thus, this study investigates the emotions humans experience listening to computer-generated music that possesses aesthetic qualities. Forty-two subjects participated in the survey. The selection process was purely arbitrary since it was based on convenience. Subjects listened and evaluated the emotions experienced from the computer-generated music through an online questionnaire. The Likert scale was used to rate the emotional levels after the music listening experience. The findings suggest that computer-generated music possesses aesthetic qualities that do not affect subjects' emotions as long as they are pleased with the music. Furthermore, computer-generated music has unique creativity, and expressioneven though the music produced is meaningless, the computational models developed are unable to present emotional contents in music as humans do. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aesthetic" title="aesthetic">aesthetic</a>, <a href="https://publications.waset.org/abstracts/search?q=algorithms" title=" algorithms"> algorithms</a>, <a href="https://publications.waset.org/abstracts/search?q=emotions" title=" emotions"> emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=computer-generated%20music" title=" computer-generated music"> computer-generated music</a> </p> <a href="https://publications.waset.org/abstracts/148498/analyzing-the-perceptions-of-emotions-in-aesthetic-music" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148498.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">136</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">720</span> Epistemic Emotions during Cognitive Conflict: Associations with Metacognitive Feelings in High Conflict Scenarios</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Katerina%20Nerantzaki">Katerina Nerantzaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Panayiota%20Metallidou"> Panayiota Metallidou</a>, <a href="https://publications.waset.org/abstracts/search?q=Anastasia%20Efklides"> Anastasia Efklides</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the study was to investigate: (a) changes in the intensity of various epistemic emotions during cognitive processing in a decision-making task and (b) their associations with metacognitive feelings of difficulty and confidence. One hundred and fifty-two undergraduate university students were asked individually to read in the e-prime environment decision-making scenarios about moral dilemmas concerning self-driving cars, which differed in the level of conflict they produced, and then to make a choice between two options. Further, the participants were asked to rate on a four-point scale four epistemic emotions (surprise, curiosity, confusion, and wonder) and two metacognitive feelings (feeling of difficulty and feeling of confidence) after making their choice in each scenario. Changes in cognitive processing due to the level of conflict affected differently the intensity of the specific epistemic emotions. Further, there were interrelations of epistemic emotions with metacognitive feelings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=confusion" title="confusion">confusion</a>, <a href="https://publications.waset.org/abstracts/search?q=curiosity" title=" curiosity"> curiosity</a>, <a href="https://publications.waset.org/abstracts/search?q=epistemic%20emotions" title=" epistemic emotions"> epistemic emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20experiences" title=" metacognitive experiences"> metacognitive experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=surprise" title=" surprise"> surprise</a> </p> <a href="https://publications.waset.org/abstracts/169491/epistemic-emotions-during-cognitive-conflict-associations-with-metacognitive-feelings-in-high-conflict-scenarios" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169491.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">79</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">719</span> The Effect of Emotion Self-Confidence and Perceived Social Support on Hong Kong Higher-Education Students' Suicide-Related Emotional Experiences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20C.%20Ching">K. C. Ching</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is growing public concern over the increasing prevalence of student suicide in Hong Kong. Some identify the problem with insufficient social support, while some attribute it to the vast fluctuations in emotional experience and the hindrances to emotion-regulation, both typical of adolescence and emerging adulthood. This study is thus designed to explore the respective effect of perceived social support and emotion self-confidence, on positive emotions and negative emotions. Fifty-seven Hong Kong higher-education students (17 males, 40 females) aged between 18 and 25 (M = 21.78) responded to an online questionnaire consisted of self-reported measures of perceived social support, emotional self-confidence, positive emotions, and negative emotions. Hierarchical regression analysis revealed that emotional self-confidence positively associated with positive emotions and negatively with negative emotions, while perceived social support positively associated with positive emotions but was not related to negative emotions. Perceived social support and emotional self-confidence both predicted positive emotions, but did not interact to predict any emotional outcome. It is concluded that students’ positive and negative emotional experiences are closely related to their emotion-regulation process. But for social support, its effect is merely protective, meaning that although perceived social support generally promotes positive emotions, it alone does not suffice to alleviate students’ negative emotions. These conclusions carry profound implications to suicide prevention practices, including that most existing suicide prevention campaigns should advance from merely fostering mutual support to directly promoting adaptive coping of emotional negativity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emerging%20adulthood" title="emerging adulthood">emerging adulthood</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20self-confidence" title=" emotional self-confidence"> emotional self-confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=hong%20kong" title=" hong kong"> hong kong</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20social%20support" title=" perceived social support"> perceived social support</a>, <a href="https://publications.waset.org/abstracts/search?q=suicide%20prevention" title=" suicide prevention"> suicide prevention</a> </p> <a href="https://publications.waset.org/abstracts/120833/the-effect-of-emotion-self-confidence-and-perceived-social-support-on-hong-kong-higher-education-students-suicide-related-emotional-experiences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120833.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">142</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">718</span> The Emotions in Consumers’ Decision Making: Review of Empirical Studies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mikel%20Alonso%20L%C3%B3pez">Mikel Alonso López</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores, in depth, the idea that emotions are present in all consumer decision making processes, meaning that purchase decisions have never been purely cognitive or as they traditionally have been defined, rational. Human beings, in all kinds of decisions, has "always" used neural systems related to emotions along with neural systems related to cognition, regardless of the type of purchase or the product or service in question. Therefore, all purchase decisions are, at the same time, cognitive and emotional. This paper presents an analysis of the main contributions of researchers in this regard. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotions" title="emotions">emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=decision%20making" title=" decision making"> decision making</a>, <a href="https://publications.waset.org/abstracts/search?q=consumer%20behaviour" title=" consumer behaviour"> consumer behaviour</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20behaviour" title=" emotional behaviour"> emotional behaviour</a> </p> <a href="https://publications.waset.org/abstracts/50052/the-emotions-in-consumers-decision-making-review-of-empirical-studies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50052.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">392</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">717</span> Beyond Text: Unveiling the Emotional Landscape in Academic Writing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Songyun%20Chen">Songyun Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recent scholarly attention to sentiment analysis has provided researchers with a deeper understanding of how emotions are conveyed in writing and leveraged by academic authors as a persuasive tool. Using the National Research Council (NRC) Sentiment Lexicons (version 1.0) created by the National Research Council Canada, this study examined specific emotions in research articles (RAs) across four disciplines, including literature, education, biology, and computer & information science based on four datasets totaling over three million tokens, aiming to reveal how the emotions are conveyed by authors in academic writing. The results showed that four emotions—trust, anticipation, joy, and surprise—were observed in all four disciplines, while sadness emotion was spotted solely in literature. With the emotion of trust being overwhelmingly prominent, the rest emotions varied significantly across disciplines. The findings contribute to our understanding of emotion strategy applied in academic writing and genre characteristics of RAs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sentiment%20analysis" title="sentiment analysis">sentiment analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=specific%20emotions" title=" specific emotions"> specific emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20landscape" title=" emotional landscape"> emotional landscape</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20articles" title=" research articles"> research articles</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title=" academic writing"> academic writing</a> </p> <a href="https://publications.waset.org/abstracts/189188/beyond-text-unveiling-the-emotional-landscape-in-academic-writing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189188.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">28</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">716</span> Emotion Motives Predict the Mood States of Depression and Happiness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paul%20E.%20Jose">Paul E. Jose</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A new self-report measure named the General Emotion Regulation Measure (GERM) assesses four key goals for experiencing broad valenced groups of emotions: 1) trying to experience positive emotions (e.g., joy, pride, liking a person); 2) trying to avoid experiencing positive emotions; 3) trying to experience negative emotions (e.g., anger, anxiety, contempt); and 4) trying to avoid experiencing negative emotions. Although individual differences in GERM motives have been identified, evidence of validity with common mood outcomes is lacking. In the present study, whether GERM motives predict self-reported subjective happiness and depressive symptoms (CES-D) was tested with a community sample of 833 young adults. It was predicted that the GERM motive of trying to experience positive emotions would positively predict subjective happiness, and analogously trying to experience negative emotions would predict depressive symptoms. An initial path model was constructed in which the four GERM motives predicted both subjective happiness and depressive symptoms. The fully saturated model included three non-significant paths, which were subsequently pruned, and a good fitting model was obtained (CFI = 1.00; RMR = .007). Two GERM motives significantly predicted subjective happiness: 1) trying to experience positive emotions ( = .38, p < .001) and 2) trying to avoid experiencing positive emotions ( = -.48, p <.001). Thus, individuals who reported high levels of trying to experience positive emotions reported high levels of happiness, and individuals who reported low levels of trying to avoid experiencing positive emotions also reported high levels of happiness. Three GERM motives significantly predicted depressive symptoms: 1) trying to avoid experiencing positive emotions ( = .20, p <.001); 2) trying to experience negative emotions ( = .15, p <.001); and 3) trying to experience positive emotions (= -.07, p <.001). In agreement with predictions, trying to experience positive emotions was positively associated with subjective happiness and trying to experience negative emotions was positively associated with depressive symptoms. In essence, these two valenced mood states seem to be sustained by trying to experience similarly valenced emotions. However, the three other significant paths in the model indicated that emotional motives play a complicated role in supporting both positive and negative mood states. For subjective happiness, the GERM motive of not trying to avoid positive emotions, i.e., not avoiding happiness, was also a strong predictor of happiness. Thus, people who report being the happiest are those individuals who not only strive to experience positive emotions but also are not ambivalent about them. The pattern for depressive symptoms was more nuanced. Individuals who reported higher depressive symptoms also reported higher levels of avoiding positive emotions and trying to experience negative emotions. The strongest predictor for depressed mood was avoiding positive emotions, which would suggest that happiness aversion or fear of happiness is an important motive for dysphoric people. Future work should determine whether these patterns of association are similar among clinically depressed people, and longitudinal data are needed to determine temporal relationships between motives and mood states. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotions%20motives" title="emotions motives">emotions motives</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/abstracts/search?q=subjective%20happiness" title=" subjective happiness"> subjective happiness</a>, <a href="https://publications.waset.org/abstracts/search?q=path%20model" title=" path model"> path model</a> </p> <a href="https://publications.waset.org/abstracts/140013/emotion-motives-predict-the-mood-states-of-depression-and-happiness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140013.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">202</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">715</span> Emotions Evoked by Robots - Comparison of Older Adults and Students </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stephanie%20Lehmann">Stephanie Lehmann</a>, <a href="https://publications.waset.org/abstracts/search?q=Esther%20Ruf"> Esther Ruf</a>, <a href="https://publications.waset.org/abstracts/search?q=Sabina%20Misoch"> Sabina Misoch</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Due to demographic change and shortage of skilled nursing staff, assistive robots are built to support older adults at home and nursing staff in care institutions. When assistive robots facilitate tasks that are usually performed by humans, user acceptance is essential. Even though they are an important aspect of acceptance, emotions towards different assistive robots and different situations of robot-use have so far not been examined in detail. The appearance of assistive robots can trigger emotions that affect their acceptance. Acceptance of robots is assumed to be greater when they look more human-like; however, too much human similarity can be counterproductive. Regarding different groups, it is assumed that older adults have a more negative attitude towards robots than younger adults. Within the framework of a simulated robot study, the aim was to investigate emotions of older adults compared to students towards robots with different appearances and in different situations and so contribute to a deeper view of the emotions influencing acceptance. Methods: In a questionnaire study, vignettes were used to assess emotions toward robots in different situations and of different appearance. The vignettes were composed of two situations (service and care) shown by video and four pictures of robots varying in human similarity (machine-like to android). The combination of the vignettes was randomly distributed to the participants. One hundred forty-two older adults and 35 bachelor students of nursing participated. They filled out a questionnaire that surveyed 30 positive and 30 negative emotions. For each group, older adults and students, a sum score of “positive emotions” and a sum score of “negative emotions” was calculated. Mean value, standard deviation, or n for sample size and % for frequencies, according to the scale level, were calculated. For differences in the scores of positive and negative emotions for different situations, t-tests were calculated. Results: Overall, older adults reported significantly more positive emotions than students towards robots in general. Students reported significantly more negative emotions than older adults. Regarding the two different situations, the results were similar for the care situation, with older adults reporting more positive emotions than students and less negative emotions than students. In the service situation, older adults reported significantly more positive emotions; negative emotions did not differ significantly from the students. Regarding the appearance of the robot, there were no significant differences in emotions reported towards the machine-like, the mechanical-human-like and the human-like appearance. Regarding the android robot, students reported significantly more negative emotions than older adults. Conclusion: There were differences in the emotions reported by older adults compared to students. Older adults reported more positive emotions, and students reported more negative emotions towards robots in different situations and with different appearances. It can be assumed that older adults have a different attitude towards the use of robots than younger people, especially young adults in the health sector. Therefore, the use of robots in the service or care sector should not be rejected rashly based on the attitudes of younger persons, without considering the attitudes of older adults equally. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotions" title="emotions">emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=robots" title=" robots"> robots</a>, <a href="https://publications.waset.org/abstracts/search?q=seniors" title=" seniors"> seniors</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20adults" title=" young adults"> young adults</a> </p> <a href="https://publications.waset.org/abstracts/114688/emotions-evoked-by-robots-comparison-of-older-adults-and-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114688.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">465</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">714</span> An Exploratory Survey Questionnaire to Understand What Emotions Are Important and Difficult to Communicate for People with Dysarthria and Their Methodology of Communicating</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lubna%20Alhinti">Lubna Alhinti</a>, <a href="https://publications.waset.org/abstracts/search?q=Heidi%20Christensen"> Heidi Christensen</a>, <a href="https://publications.waset.org/abstracts/search?q=Stuart%20Cunningham"> Stuart Cunningham</a> </p> <p class="card-text"><strong>Abstract:</strong></p> People with speech disorders may rely on augmentative and alternative communication (AAC) technologies to help them communicate. However, the limitations of the current AAC technologies act as barriers to the optimal use of these technologies in daily communication settings. The ability to communicate effectively relies on a number of factors that are not limited to the intelligibility of the spoken words. In fact, non-verbal cues play a critical role in the correct comprehension of messages and having to rely on verbal communication only, as is the case with current AAC technology, may contribute to problems in communication. This is especially true for people’s ability to express their feelings and emotions, which are communicated to a large part through non-verbal cues. This paper focuses on understanding more about the non-verbal communication ability of people with dysarthria, with the overarching aim of this research being to improve AAC technology by allowing people with dysarthria to better communicate emotions. Preliminary survey results are presented that gives an understanding of how people with dysarthria convey emotions, what emotions that are important for them to get across, what emotions that are difficult for them to convey, and whether there is a difference in communicating emotions when speaking to familiar versus unfamiliar people. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=alternative%20and%20augmentative%20communication%20technology" title="alternative and augmentative communication technology">alternative and augmentative communication technology</a>, <a href="https://publications.waset.org/abstracts/search?q=dysarthria" title=" dysarthria"> dysarthria</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20emotion%20recognition" title=" speech emotion recognition"> speech emotion recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=VIVOCA" title=" VIVOCA"> VIVOCA</a> </p> <a href="https://publications.waset.org/abstracts/115140/an-exploratory-survey-questionnaire-to-understand-what-emotions-are-important-and-difficult-to-communicate-for-people-with-dysarthria-and-their-methodology-of-communicating" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115140.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">164</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">713</span> Emotions in Health Tweets: Analysis of American Government Official Accounts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Garc%C3%ADa%20L%C3%B3pez">García López</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Government Departments of Health have the task of informing and educating citizens about public health issues. For this, they use channels like Twitter, key in the search for health information and the propagation of content. The tweets, important in the virality of the content, may contain emotions that influence the contagion and exchange of knowledge. The goal of this study is to perform an analysis of the emotional projection of health information shared on Twitter by official American accounts: the disease control account <em>CDCgov</em>, National Institutes of Health, <em>NIH</em>, the government agency <em>HHSGov</em>, and the professional organization <em>PublicHealth</em>. For this, we used Tone Analyzer, an International Business Machines Corporation (IBM) tool specialized in emotion detection in text, corresponding to the categorical model of emotion representation. For 15 days, all tweets from these accounts were analyzed with the emotional analysis tool in text. The results showed that their tweets contain an important emotional load, a determining factor in the success of their communications. This exposes that official accounts also use subjective language and contain emotions. The predominance of emotion joy over sadness and the strong presence of emotions in their tweets stimulate the virality of content, a key in the work of informing that government health departments have. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotions%20in%20tweets" title="emotions in tweets">emotions in tweets</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion%20detection%20in%20the%20text" title=" emotion detection in the text"> emotion detection in the text</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20information%20on%20Twitter" title=" health information on Twitter"> health information on Twitter</a>, <a href="https://publications.waset.org/abstracts/search?q=American%20health%20official%20accounts" title=" American health official accounts"> American health official accounts</a>, <a href="https://publications.waset.org/abstracts/search?q=emotions%20on%20Twitter" title=" emotions on Twitter"> emotions on Twitter</a>, <a href="https://publications.waset.org/abstracts/search?q=emotions%20and%20content" title=" emotions and content"> emotions and content</a> </p> <a href="https://publications.waset.org/abstracts/95743/emotions-in-health-tweets-analysis-of-american-government-official-accounts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95743.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">142</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">712</span> Unpleasant Symptom Clusters Influencing Quality of Life among Patients with Chronic Kidney Disease</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anucha%20Taiwong">Anucha Taiwong</a>, <a href="https://publications.waset.org/abstracts/search?q=Nirobol%20Kanogsunthornrat"> Nirobol Kanogsunthornrat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This predictive research aimed to investigate the symptom clusters that influence the quality of life among patients with chronic kidney disease, as indicated in the Theory of Unpleasant Symptoms. The purposive sample consisted of 150 patients with stage 3-4 chronic kidney disease who received care at an outpatient chronic kidney disease clinic of a tertiary hospital in Roi-Et province. Data were collected from January to March 2016 by using a patient general information form, unpleasant symptom form, and quality of life (SF-36) and were analyzed by using descriptive statistics, factor analysis, and multiple regression analysis. Findings revealed six core symptom clusters including symptom cluster of the mental and emotional conditions, peripheral nerves abnormality, fatigue, gastro-intestinal tract, pain and, waste congestion. Significant predictors for quality of life were the two symptom clusters of pain (Beta = -.220; p < .05) and the mental and emotional conditions (Beta=-.204; p<.05) which had predictive value of 19.10% (R2=.191, p<.05). This study indicated that the symptom cluster of pain and the mental and emotional conditions would worsen the patients’ quality of life. Nurses should be attentive in managing the two symptom clusters to facilitate the quality of life among patients with chronic kidney disease. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chronic%20kidney%20disease" title="chronic kidney disease">chronic kidney disease</a>, <a href="https://publications.waset.org/abstracts/search?q=symptom%20clusters" title=" symptom clusters"> symptom clusters</a>, <a href="https://publications.waset.org/abstracts/search?q=predictors%20of%20quality%20of%20life" title=" predictors of quality of life"> predictors of quality of life</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-dialysis" title=" pre-dialysis"> pre-dialysis</a> </p> <a href="https://publications.waset.org/abstracts/85629/unpleasant-symptom-clusters-influencing-quality-of-life-among-patients-with-chronic-kidney-disease" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85629.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">318</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">711</span> Generating Music with More Refined Emotions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shao-Di%20Feng">Shao-Di Feng</a>, <a href="https://publications.waset.org/abstracts/search?q=Von-Wun%20Soo"> Von-Wun Soo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To generate symbolic music with specific emotions is a challenging task due to symbolic music datasets that have emotion labels are scarce and incomplete. This research aims to generate more refined emotions based on the training datasets that are only labeled with four quadrants in Russel’s 2D emotion model. We focus on the theory of Music Fadernet and map arousal and valence to the low-level attributes, and build a symbolic music generation model by combining transformer and GM-VAE. We adopt an in-attention mechanism for the model and improve it by allowing modulation by conditional information. And we show the music generation model could control the generation of music according to the emotions specified by users in terms of high-level linguistic expression and by manipulating their corresponding low-level musical attributes. Finally, we evaluate the model performance using a pre-trained emotion classifier against a pop piano midi dataset called EMOPIA, and by subjective listening evaluation, we demonstrate that the model could generate music with more refined emotions correctly. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=music%20generation" title="music generation">music generation</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20emotion%20controlling" title=" music emotion controlling"> music emotion controlling</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title=" deep learning"> deep learning</a>, <a href="https://publications.waset.org/abstracts/search?q=semi-supervised%20learning" title=" semi-supervised learning"> semi-supervised learning</a> </p> <a href="https://publications.waset.org/abstracts/156710/generating-music-with-more-refined-emotions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156710.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">710</span> Review of Models of Consumer Behaviour and Influence of Emotions in the Decision Making</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mikel%20Alonso%20L%C3%B3pez">Mikel Alonso López</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to begin the process of studying the task of making consumer decisions, the main decision models must be analyzed. The objective of this task is to see if there is a presence of emotions in those models, and analyze how authors that have created them consider their impact in consumer choices. In this paper, the most important models of consumer behavior are analysed. This review is useful to consider an unproblematic background knowledge in the literature. The order that has been established for this study is chronological. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=consumer%20behaviour" title="consumer behaviour">consumer behaviour</a>, <a href="https://publications.waset.org/abstracts/search?q=emotions" title=" emotions"> emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=decision%20making" title=" decision making"> decision making</a>, <a href="https://publications.waset.org/abstracts/search?q=consumer%20psychology" title=" consumer psychology"> consumer psychology</a> </p> <a href="https://publications.waset.org/abstracts/50054/review-of-models-of-consumer-behaviour-and-influence-of-emotions-in-the-decision-making" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50054.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">451</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">709</span> Swahili Codification of Emotions: A Cognitive Linguistic Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rosanna%20Tramutoli">Rosanna Tramutoli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Studies on several languages have demonstrated how different emotions are categorized in various linguistic constructions. It exists in several writings on the codification of emotions in Western African languages. A recent study on the semantic description of Swahili body terminology has demonstrated that body part terms, such as moyo (heart), uso (face) and jicho (eye) are involved in several metaphorical expressions describing emotions. However, so far hardly anything has been written on the linguistic description of emotions in Swahili. Thus, this study describes how emotional concepts, such as ‘love’ and ‘anger’ are codified in Swahili, in order to highlight common semantic and syntactic patterns, etymological sources and metaphorical expressions. The research seeks to answer a number of questions, such as which are the Swahili terms for ‘emotions’? Is there a distinction between ‘emotions’ and ‘feelings’? Which emotional lexical items have Bantu origin and which come from Arabic? Which metaphorical expressions/cognitive schemas are used to codify emotions? (e.g. kumpanda mtu kichwani, lit. ‘to climb on somebody’s head’, to make somebody feel angry, kushuka moyo, lit. ‘to be down the heart’, to feel discouraged, kumpa mtu moyo lit. ‘to give someone heart’, to encourage someone). Which body terms are involved as ‘containers/locus of emotions’? For instance, it has been shown that moyo (‘heart’) occurs as container of ‘love’ (e.g. kumtia mtu moyoni, lit. ‘to put somebody in the heart’, to love somebody very much) and ‘kindness’ (moyo wake ulijaa hisani, ‘his heart was filled with kindness’). The study also takes into account the syntactic patterns used to code emotions. For instance, when does the experiencer occur in subject position? (e.g. nina furaha, nimefurahi, ‘I am happy’) and when in object position (e.g. Huruma iliniingia moyoni, lit. ‘Pity entered me inside my heart’, ‘I felt pity’)? Data have been collected mostly through the analysis of Swahili digital corpora, containing different kinds of Swahili texts (e.g. novels, drama, political essays). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotions" title="emotions">emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20linguistics" title=" cognitive linguistics"> cognitive linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=metaphors" title=" metaphors"> metaphors</a>, <a href="https://publications.waset.org/abstracts/search?q=Swahili" title=" Swahili"> Swahili</a> </p> <a href="https://publications.waset.org/abstracts/29385/swahili-codification-of-emotions-a-cognitive-linguistic-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29385.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">568</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">708</span> Impact of Expressive Writing on Creativity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ma%C5%82gorzata%20Osowiecka">Małgorzata Osowiecka</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Negative emotions are rather seen as creativity inhibitor. On the other hand, it is worth noting that negative emotions may be good for our functioning. Negative emotions enhance cognitive resources and improve evaluative processes. Moreover maintaining a negative emotional state allow for cognitive reinterpretation of the emotional stimuli, what is good for our creativity, especially cognitive flexibility. Writing a diary or writing about difficult emotional experiences in general can be the way to not only improve psychical health, but also – enhance creative behaviors. Thanks to translating difficult emotions to the verbal level and giving them ‘a name’ or ‘a label’, we can get easier access to both emotional content of an experience and to the semantic content, without the need of speaking out loud. Expressive writing improves academic results and the efficiency of working memory. The classical method of writing about emotions consists in a long-term process of describing negative experiences. Present research demonstrate the efficiency of this process over a shorter period of time - one writing session, on school children sample. Participants performed writing task. Writing task had two different topics: emotions connected with their negative emotions (expressive writing) and content not connected with negative emotional state (writing about one’s typical day). Creativity was measured by Guilford’s Alternative Uses Task. Results have shown that writing about negative emotions results in the higher level of divergent thinking in all three parameters: fluency, flexibility and originality. After the writing task mood of expressive writing participants remained negative more than the mood of the controls. Taking an expressive action after a difficult emotional experience can support functioning, which can be observed in enhancement of divergent thinking. Writing about emotions connected with negative experience makes one more creative, than writing about something unrelated with difficult emotional moments. Research has shown that young people should not demonize negative emotions. Sometimes, properly applied, negative emotions can be the basis of creation. Preparation was supported by a The Young Scientist University grant titled ‘Dynamics of emotions in the creative process’ from The Polish Ministry of Science and Higher Education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creativity" title="creativity">creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=divergent%20thinking" title=" divergent thinking"> divergent thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=emotions" title=" emotions"> emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=expressive%20writing" title=" expressive writing"> expressive writing</a> </p> <a href="https://publications.waset.org/abstracts/62317/impact-of-expressive-writing-on-creativity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62317.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">190</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">707</span> Into Composer’s Mind: Understanding the Process of Translating Emotions into Music</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sanam%20Preet%20Singh">Sanam Preet Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Music in comparison to any other art form is more reactive and alive. It has the capacity to directly interact with the listener's mind and generate an emotional response. All the major research conducted in the area majorly relied on the listener’s perspective to draw an understanding of music and its effects. There is a very small number of studies which focused on the source from which music originates, the music composers. This study aims to understand the process of how music composers understand and perceive emotions and how they translate them into music, in simpler terms how music composers encode their compositions to express determining emotions. One-to-one in-depth semi structured interviews were conducted, with 8 individuals both male and female, who were professional to intermediate-level music composers and Thematic analysis was conducted to derive the themes. The analysis showed that there is no single process on which music composers rely, rather there are combinations of multiple micro processes, which constitute the understanding and translation of emotions into music. In terms of perception of emotions, the role of processes such as Rumination, mood influence and escapism was discovered in the analysis. Unique themes about the understanding of their top down and bottom up perceptions were also discovered. Further analysis also revealed the role of imagination and emotional trigger explaining how music composers make sense of emotions. The translation process of emotions revealed the role of articulation and instrumentalization, in encoding or translating emotions to a composition. Further, applications of the trial and error method, nature influences and flow in the translation process are also discussed. In the end themes such as parallels between musical patterns and emotions, comfort zones and relatability also emerged during the analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=comfort%20zones" title="comfort zones">comfort zones</a>, <a href="https://publications.waset.org/abstracts/search?q=escapism" title=" escapism"> escapism</a>, <a href="https://publications.waset.org/abstracts/search?q=flow" title=" flow"> flow</a>, <a href="https://publications.waset.org/abstracts/search?q=rumination" title=" rumination"> rumination</a> </p> <a href="https://publications.waset.org/abstracts/158908/into-composers-mind-understanding-the-process-of-translating-emotions-into-music" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158908.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">88</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">706</span> The Functional Magnetic Resonance Imaging and the Consumer Behaviour: Reviewing Recent Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mikel%20Alonso%20L%C3%B3pez">Mikel Alonso López</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the first decade of the twenty-first century, advanced imaging techniques began to be applied for neuroscience research. The Functional Magnetic Resonance Imaging (fMRI) is one of the most important and most used research techniques for the investigation of emotions, because of its ease to observe the brain areas that oxygenate when performing certain tasks. In this research, we make a review about the main research carried out on the influence of the emotions in the decision-making process that is exposed by using the fMRI. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=decision%20making" title="decision making">decision making</a>, <a href="https://publications.waset.org/abstracts/search?q=emotions" title=" emotions"> emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=fMRI" title=" fMRI"> fMRI</a>, <a href="https://publications.waset.org/abstracts/search?q=consumer%20behaviour" title=" consumer behaviour"> consumer behaviour</a> </p> <a href="https://publications.waset.org/abstracts/48203/the-functional-magnetic-resonance-imaging-and-the-consumer-behaviour-reviewing-recent-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48203.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">479</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">705</span> News Publication on Facebook: Emotional Analysis of Hooks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gemma%20Garcia%20Lopez">Gemma Garcia Lopez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The goal of this study is to perform an emotional analysis of the hooks used in Facebook by three of the most important daily newspapers in the USA. These hook texts are used to get the user's attention and invite him to read the news and linked contents. Thanks to the emotional analysis in text, made with the tool of IBM, Tone Analyzer, we discovered that more than 30% of the hooks can be classified emotionally as joy, sadness, anger or fear. This study gathered the publications made by The New York Times, USA Today and The Washington Post during a random day. The results show that the choice of words by the journalist, can expose the reader to different emotions before clicking on the content. In the three cases analyzed, the absence of emotions in some cases, and the presence of emotions in text in others, appear in very similar percentages. Therefore, beyond the objectivity and veracity of the content, a new factor could come into play: the emotional influence on the reader as a mediatic manipulation tool. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20analysis%20of%20newspapers%20hooks" title="emotional analysis of newspapers hooks">emotional analysis of newspapers hooks</a>, <a href="https://publications.waset.org/abstracts/search?q=emotions%20on%20Facebook" title=" emotions on Facebook"> emotions on Facebook</a>, <a href="https://publications.waset.org/abstracts/search?q=newspaper%20hooks%20on%20Facebook" title=" newspaper hooks on Facebook"> newspaper hooks on Facebook</a>, <a href="https://publications.waset.org/abstracts/search?q=news%20publication%20on%20Facebook" title=" news publication on Facebook"> news publication on Facebook</a> </p> <a href="https://publications.waset.org/abstracts/90463/news-publication-on-facebook-emotional-analysis-of-hooks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90463.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">155</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=unpleasant%20emotions&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=unpleasant%20emotions&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=unpleasant%20emotions&page=4">4</a></li> <li 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