Personality and Individual Differences 51 (2011) 764–768
Contents lists available at ScienceDirect
Personality and Individual Differences
j o u r n a l h o m e p a g e : w w w . e l s e v i e r . c o m / l o c a t e / p a i d
Emotional intelligence and social perception
Kendra P.A. DeBusk, Elizabeth J. Austin ⇑
Department of Psychology, School of Philosophy, Psychology, and Language Sciences, University of Edinburgh, 7 George Square, Edinburgh EH8 9JZ, UK
a r t i c l e i n f o a b s t r a c t
Article history:
Received 18 March 2011
Received in revised form 22 June 2011
Accepted 24 June 2011
Available online 23 July 2011
Keywords:
Emotional intelligence
Social perception
Cross-race
Cross-cultural
0191-8869/$ - see front matter � 2011 Elsevier Ltd. A
doi:10.1016/j.paid.2011.06.026
⇑ Corresponding author.
E-mail address: [email protected] (E.J. Au
One of the key facets of emotional intelligence (EI) is the capacity of an individual to recognise emotions
in others. However, this has not been tested cross-culturally, despite the body of research indicating that
people are better at recognising facial affect of members of their own culture. Given the emotion recog-
nition aspect of EI, it would seem that EI should be related to correctly identifying emotion in others
regardless of race. In order to test this, a social perception inspection time task was carried out in which
participants (41 Caucasian and 46 Far-East Asian) were required to identify the emotion on Caucasian and
Far-East Asian faces that were happy, sad, or angry. Results from this study indicate that EI was not
related to correctly identifying facial expressions. The results did confirm that participants are better able
to recognise people of their own ethnicity, though this was only applicable to negative emotions.
� 2011 Elsevier Ltd. All rights reserved.
1. Introduction
Emotion perception is an important capability which impacts
the ability of individuals to negotiate their social environment.
There is evidence that the ability to perceive others’ emotions is af-
fected by whether the target person is a member of the same racial
or cultural group as the perceiver. This phenomenon is conceptu-
ally linked to that of facial recognition as a function of target
race/culture. In order to place the literature of cross-race and
cross-culture facial emotion recognition in context, we first review
the literature on cross-group face recognition.
A meta-analysis (Meissner & Brigham, 2001) indicated a robust
own-race bias in memory for faces. The theoretical interpretation
of this phenomenon has been based on the idea that greater expo-
sure to an individual’s own racial group than to other groups al-
lows them to develop greater expertise in recognising own-race
faces. More detailed studies have linked this performance advan-
tage to more efficient encoding and greater use of holistic process-
ing when the target is an own-race face (e.g. Michel, Caldara, &
Rossion, 2006; Walker & .
Emotion Recognition and Emotional Resonance: Exploring the Relationship betwe...Rebecca Noskeau
This document summarizes a study that explored the relationship between facial expression recognition and empathy. The study found that females scored higher than males on an empathy questionnaire. Scores on the empathy questionnaire were positively correlated with accuracy in identifying facial expressions. Participants were most accurate and resonated most with facial expressions of happiness and the three female facial stimuli. Certain emotions like happiness and surprise were identified more accurately than others like fear and anger. Females recognized anger more accurately than males. The findings support a relationship between empathy and facial expression recognition abilities.
This study examined the development of emotion recognition abilities in individuals with autism compared to typically developing controls. In Experiment 1, children ages 5-7 were shown brief video clips of facial expressions varying in subtlety and were asked to identify the emotions. Children with autism performed worse than controls. Experiment 2 tested three age groups (8-12 years, 13-17 years, and adults) on the same stimuli. Whereas control performance improved with age, individuals with autism showed similar performance across age groups. The results suggest that individuals with autism have more difficulty recognizing subtle emotions compared to controls, and they do not show the same developmental improvement in this ability seen in typical individuals.
This paper explores attribution theory and the importance of individual attribution styles. It discusses how attribution styles can influence one's interpretation of positive and negative events and shape responses to environmental cues. The paper reviews literature showing links between negative attribution styles and poorer academic performance, health outcomes, immune functioning, and mental health. Cultural factors like individualism/collectivism and religious beliefs may help determine one's attribution style. The actor-observer asymmetry also provides insight into positive attribution styles.
Emotional Intelligence in Young and Middle AdulthoodCross-S.docxSALU18
Emotional Intelligence in Young and Middle Adulthood:
Cross-Sectional Analysis of Latent Structure and Means
Benjamin P. Chapman
University of Rochester Medical Center
Bert Hayslip Jr.
University of North Texas
Differentiation of the construct of emotional intelligence was investigated in young and middle-aged
adults, on the basis of hypotheses generated from differential emotions theory, discrete emotions
functionalist theory, and empirical literature on age-related changes in affective complexity and differ-
entiation of abilities. Both age groups were characterized by the same set of comparably related
dimensions. However, midlife adults reported significantly greater use of optimism as a mood-regulation
strategy than was reported by young adults. This study considers implications of possible structural
continuity in emotional intelligence in conjunction with mean increases in the use of optimism as a
strategy for managing affect.
Keywords: emotional intelligence, midlife, differentiation
Since its introduction by Salovey and Mayer (1990) and popu-
larization by Goleman (1995), emotional intelligence (EI) has been
a heavily researched individual difference construct. The EI field
has more recently focused on two putatively distinct forms of EI.
Trait EI is hypothesized to be a component of personality space
that is distinct from other traits such as the Big Five (Petrides &
Furnham, 2001), and it is measured by self-report inventories.
Ability EI is hypothesized to be a mental ability that is distinct
from other abilities (Mayer, Caruso, & Salovey, 1999), and it is
measured by performance tests.1
The issue of whether EI “behaves” more like a personality
trait or a cognitive ability has implications for its lifespan
trajectory, which with only a few exceptions, has been ne-
glected by researchers. Focusing mainly on the period from
infancy to young adulthood, Mayer, Salovey, Caruso, and Si-
tarenios (2001) proposed a “developmental criterion” for EI,
predicting that EI will increase with age, because it is an
adaptive function that develops in concert with cognitive and
social skills. Schaie (2001) pinpointed midlife as a time of peak
emotional functioning and called for cross-sectional compari-
sons involving samples of older adults. Kafetsios (2004) re-
ported that middle-aged persons scored higher than young per-
sons on performance EI tasks involving the facilitation,
understanding, and management of emotion. However, Ka-
fetsios’s primary concern was EI’s relationship to attachment
patterns, rather than its relationship to existing adult theories of
emotion related to development and aging.
The developmental criterion for EI implies mean-level
change in one or more dimensions of EI, but another question
prefigures this issue: Do the same specific dimensions charac-
terize the construct and/or exhibit similar interrelationships at
midlife as in young adulthood? Schaie (2001) raised this con-
cern on the basis of the literature o ...
The Expression of Depression in Asian Americansand European .docxcherry686017
This study examined ethnic differences in symptoms of major depressive disorder between Asian Americans and European Americans using a nationally representative community sample. Item response theory analyses were used to discern whether differences were due to expression of symptoms or degree of depressive symptomatology. The analyses found more similarities than differences between the groups, and when differences occurred, Asian Americans were less likely to endorse specific somatic and psychological symptoms even when matched for degree of depressive symptoms. The findings indicate depression is more similar between the groups, and differences reflect true differences in symptom expression rather than overall symptom severity.
This document provides a summary and response to an article titled "Gender Differences in Intimacy, Emotional Expressivity and Relationship Satisfaction." The summary discusses key findings from the article, including that women reported higher levels of supportiveness and negative emotional expressivity, while men reported higher levels of nonverbal and verbal affection and intimacy in relationships. However, men reported lower levels of relationship satisfaction. The response paper analyzes the article's methodology and conclusions, noting some limitations but finding the theoretical framework and arguments to be logically sound.
1991 cultural influences on facial expressions of emotionsTammy Andrade Motta
Cultural influences can affect facial expressions of emotion in both universal and culturally specific ways. The author proposes a theoretical framework to better understand how cultures impact emotions. The model combines the cultural dimensions of individualism and power distance with the social constructs of in-group/out-group status. Future research is needed to further test this model and gain a deeper understanding of cross-cultural differences in facial expressions and the display of emotions.
Emotion Recognition in Social UnderstandingMehvish Khan
1) The document discusses research on emotion recognition and social understanding in autism spectrum disorder (ASD). It notes inconsistencies in past research and suggests alexithymia as a potential explanation.
2) It conducted a study that found significant correlations between autistic traits, empathy, and alexithymia. However, alexithymia did not fully mediate the relationship between autistic traits and empathy.
3) This suggests that co-occurring alexithymia could help explain some emotional deficits in ASD. Clinicians should consider alexithymia in diagnosing and understanding ASD.
Emotion Recognition and Emotional Resonance: Exploring the Relationship betwe...Rebecca Noskeau
This document summarizes a study that explored the relationship between facial expression recognition and empathy. The study found that females scored higher than males on an empathy questionnaire. Scores on the empathy questionnaire were positively correlated with accuracy in identifying facial expressions. Participants were most accurate and resonated most with facial expressions of happiness and the three female facial stimuli. Certain emotions like happiness and surprise were identified more accurately than others like fear and anger. Females recognized anger more accurately than males. The findings support a relationship between empathy and facial expression recognition abilities.
This study examined the development of emotion recognition abilities in individuals with autism compared to typically developing controls. In Experiment 1, children ages 5-7 were shown brief video clips of facial expressions varying in subtlety and were asked to identify the emotions. Children with autism performed worse than controls. Experiment 2 tested three age groups (8-12 years, 13-17 years, and adults) on the same stimuli. Whereas control performance improved with age, individuals with autism showed similar performance across age groups. The results suggest that individuals with autism have more difficulty recognizing subtle emotions compared to controls, and they do not show the same developmental improvement in this ability seen in typical individuals.
This paper explores attribution theory and the importance of individual attribution styles. It discusses how attribution styles can influence one's interpretation of positive and negative events and shape responses to environmental cues. The paper reviews literature showing links between negative attribution styles and poorer academic performance, health outcomes, immune functioning, and mental health. Cultural factors like individualism/collectivism and religious beliefs may help determine one's attribution style. The actor-observer asymmetry also provides insight into positive attribution styles.
Emotional Intelligence in Young and Middle AdulthoodCross-S.docxSALU18
Emotional Intelligence in Young and Middle Adulthood:
Cross-Sectional Analysis of Latent Structure and Means
Benjamin P. Chapman
University of Rochester Medical Center
Bert Hayslip Jr.
University of North Texas
Differentiation of the construct of emotional intelligence was investigated in young and middle-aged
adults, on the basis of hypotheses generated from differential emotions theory, discrete emotions
functionalist theory, and empirical literature on age-related changes in affective complexity and differ-
entiation of abilities. Both age groups were characterized by the same set of comparably related
dimensions. However, midlife adults reported significantly greater use of optimism as a mood-regulation
strategy than was reported by young adults. This study considers implications of possible structural
continuity in emotional intelligence in conjunction with mean increases in the use of optimism as a
strategy for managing affect.
Keywords: emotional intelligence, midlife, differentiation
Since its introduction by Salovey and Mayer (1990) and popu-
larization by Goleman (1995), emotional intelligence (EI) has been
a heavily researched individual difference construct. The EI field
has more recently focused on two putatively distinct forms of EI.
Trait EI is hypothesized to be a component of personality space
that is distinct from other traits such as the Big Five (Petrides &
Furnham, 2001), and it is measured by self-report inventories.
Ability EI is hypothesized to be a mental ability that is distinct
from other abilities (Mayer, Caruso, & Salovey, 1999), and it is
measured by performance tests.1
The issue of whether EI “behaves” more like a personality
trait or a cognitive ability has implications for its lifespan
trajectory, which with only a few exceptions, has been ne-
glected by researchers. Focusing mainly on the period from
infancy to young adulthood, Mayer, Salovey, Caruso, and Si-
tarenios (2001) proposed a “developmental criterion” for EI,
predicting that EI will increase with age, because it is an
adaptive function that develops in concert with cognitive and
social skills. Schaie (2001) pinpointed midlife as a time of peak
emotional functioning and called for cross-sectional compari-
sons involving samples of older adults. Kafetsios (2004) re-
ported that middle-aged persons scored higher than young per-
sons on performance EI tasks involving the facilitation,
understanding, and management of emotion. However, Ka-
fetsios’s primary concern was EI’s relationship to attachment
patterns, rather than its relationship to existing adult theories of
emotion related to development and aging.
The developmental criterion for EI implies mean-level
change in one or more dimensions of EI, but another question
prefigures this issue: Do the same specific dimensions charac-
terize the construct and/or exhibit similar interrelationships at
midlife as in young adulthood? Schaie (2001) raised this con-
cern on the basis of the literature o ...
The Expression of Depression in Asian Americansand European .docxcherry686017
This study examined ethnic differences in symptoms of major depressive disorder between Asian Americans and European Americans using a nationally representative community sample. Item response theory analyses were used to discern whether differences were due to expression of symptoms or degree of depressive symptomatology. The analyses found more similarities than differences between the groups, and when differences occurred, Asian Americans were less likely to endorse specific somatic and psychological symptoms even when matched for degree of depressive symptoms. The findings indicate depression is more similar between the groups, and differences reflect true differences in symptom expression rather than overall symptom severity.
This document provides a summary and response to an article titled "Gender Differences in Intimacy, Emotional Expressivity and Relationship Satisfaction." The summary discusses key findings from the article, including that women reported higher levels of supportiveness and negative emotional expressivity, while men reported higher levels of nonverbal and verbal affection and intimacy in relationships. However, men reported lower levels of relationship satisfaction. The response paper analyzes the article's methodology and conclusions, noting some limitations but finding the theoretical framework and arguments to be logically sound.
1991 cultural influences on facial expressions of emotionsTammy Andrade Motta
Cultural influences can affect facial expressions of emotion in both universal and culturally specific ways. The author proposes a theoretical framework to better understand how cultures impact emotions. The model combines the cultural dimensions of individualism and power distance with the social constructs of in-group/out-group status. Future research is needed to further test this model and gain a deeper understanding of cross-cultural differences in facial expressions and the display of emotions.
Emotion Recognition in Social UnderstandingMehvish Khan
1) The document discusses research on emotion recognition and social understanding in autism spectrum disorder (ASD). It notes inconsistencies in past research and suggests alexithymia as a potential explanation.
2) It conducted a study that found significant correlations between autistic traits, empathy, and alexithymia. However, alexithymia did not fully mediate the relationship between autistic traits and empathy.
3) This suggests that co-occurring alexithymia could help explain some emotional deficits in ASD. Clinicians should consider alexithymia in diagnosing and understanding ASD.
This study examined the relationship between trait emotional intelligence (trait EI) and emotional and behavioral strengths and difficulties in 559 Greek students aged 12-14. Students completed the Trait EI Questionnaire Adolescent Short Form and the Strengths and Difficulties Questionnaire. The results showed that students with higher trait EI were less likely to have emotional and behavioral difficulties and more likely to exhibit prosocial behavior, supporting the hypothesis. Additionally, male students tended to have more behavioral difficulties while female students tended to have more emotional difficulties and higher prosocial behavior, supporting the second hypothesis. The findings suggest trait EI may predict students' emotional and behavioral adjustment.
The study examined how emotion recognition is related to race. Sixty-seven participants interacted with a confederate of either their same or different race and then watched videos to identify emotions. The participant's emotional intelligence did not correlate with emotion recognition accuracy. Results showed that interacting with someone of a different racial group improved recognition of anxiety and fear. Recognition accuracy varied by emotion and intensity level depending on the participant and actor's race. Limitations included a small sample size and using acted emotions rather than real interactions. Future research should address equal media representation of criminality across races.
The document summarizes three competing hypotheses about how emotional processing may change with age: 1) emotional information remains equally important for younger and older adults, leading to similar detection of emotional stimuli, 2) emotional information takes on added importance for older adults, enhancing their detection, or 3) older adults focus more on positive information, showing faster detection of positive but not negative stimuli. An experiment is described that uses a visual search task to test these hypotheses by examining how quickly young and older adults can detect emotional versus neutral images.
The document summarizes three competing hypotheses about how emotional processing may change with age: 1) emotional information remains equally important for younger and older adults, leading to similar detection of emotional stimuli, 2) emotional information takes on added importance for older adults, enhancing their detection, or 3) older adults focus more on positive information, showing faster detection of positive but not negative stimuli. An experiment is described that uses a visual search task to test these hypotheses by examining how quickly young and older adults can detect emotional versus neutral images.
This document summarizes recent research on positive emotions and cognition from developmental, neuroscience, and health perspectives. It discusses how the field of positive psychology has grown to study human thriving, happiness, and resilience, rather than just focusing on problems and dysfunction. Research suggests positive emotions may have evolutionary benefits by signaling safety and increasing social bonds. Developmentally, secure early attachments are linked to more positive emotions and behaviors in infants. Neuroscience research on rats indicates high maternal care can permanently alter brain regions involved in emotion regulation and stress responses. This suggests childhood experiences of love and trust are important for well-being, while neglect and abuse raise risks of later issues.
This study examined empathetic feelings among single women employed in private sector banks in Chennai, India. A questionnaire was administered to 200 single women to assess their level of empathy. The majority of respondents were between ages 40-50 years old and worked in clerical or helper roles. Most respondents reported they could appreciate friends' qualities, understand others' perspectives, and detect when friends are upset, indicating positive empathy. However, most also agreed they are not emotional, do not care about others' feelings, and cannot know about others' pain without being told. Age and job role were found to have a significant association with empathy levels, but reason for being single did not. The study aims to understand empathy among single women and how factors
1) The study examined whether positive emotions are associated with depression similarly across cultures by surveying over 600 European American, Asian American, and immigrant Asian college students.
2) As predicted, positive emotions were negatively associated with depression symptoms among European Americans and Asian Americans, but not among immigrant Asians. Negative emotions were associated with depression symptoms among all three groups.
3) The findings suggest that the role of positive emotions in mental health may differ across cultures, and that interventions promoting positive emotions may need to be tailored for different cultural contexts.
Do We Overemphasize the Role of Culture in the Behavior ofRa.docxpetehbailey729071
This document discusses evidence of a cultural (mis)attribution bias in American psychology, which is the tendency to overemphasize the role of culture in explaining the behaviors and cognitions of racial/ethnic minorities, while underemphasizing the influence of culture on white individuals. Through two studies, the authors investigate this bias by examining over 400 psychological research articles and surveying 361 psychologists. The results provide evidence that culture is more often cited as influencing minorities, while psychological factors are more often cited for whites. This bias can constrain psychological explanations and treatment by viewing minorities primarily through a cultural lens, rather than considering other important influences.
This document summarizes a research paper that used the circumplex model of affect to study how individuals with autism spectrum disorder (ASD) and typically developing individuals rate facial expressions along dimensions of valence and arousal. The study found that individuals with ASD gave more constricted ratings across the entire circumplex model, suggesting a reduced range of responses to all emotions compared to typically developing individuals. This indicates individuals with ASD may have difficulties processing emotions represented in facial expressions.
5Relationship Between Depression (from heartbreak).docxstandfordabbot
5
Relationship Between Depression (from heartbreak) and Reaction Time
Jenna Lantrip
September 18th, 2022
Relationship Between Depression (from heartbreak) and Reaction Time
There are many reasons that can cause depression and a cognitive developmental delay, but this review is going to be looking at depression that comes from a relational breakup (heartbreak) and how this effects their reaction time. When an individual undergoes emotional distress that was caused by heartbreak it can lead the individual to negative effects such as, having an increased risk of physical illness and stress-related diseases (Izzati&Takwin, 2018). Young-adults, according to Erikon’s theory are going thought the developmental stage of intimacy versus isolation (Izzati&Tawkin, 2018; Erikson 1968). This proves that young adults are either developing intimate relationships with other individuals or they are being isolated from society. Naturally when an individual is actively pursuing an intimate relationship with another individual and this fails, heartbreak is expected. One should never underestimate the effects that a heartbreak can cause to an individual. Heartbreak can result into emotional distress and even in grief responses (Izzati&Takwin, 2018; Kaczmarek et al., 1990 in Lepore &Greenber, 2002). There can be different levels of heartbreak, an extreme level can cause emotional distress from a heartbreak that can lead a person to horrid scenes, such as psychopathology or even death (Izzati&Takwin, 2018; Field, 2011). Comment by user: Headings are very important. You would have started by illutrating this is an introduction of your work. Comment by user: I did not understand this point. Did you mean through or thought?
The aim of this study was to explore the relationship between depression from heartbreak and the effects of cognitive development, more specifically, reaction time in individuals who range from 14-24 years of age. In addition, the participants gender was also investigated and taken into account when examining the relationship between depression from heartbreak and reaction time. The participants were assessed by using the Beck Depression Inventory Scale (Streiner, 2002), the Everyday Cognitive Instrument (Farias et al., 2008), and a sex assigned at birth questionnaire. Results from this study could be beneficial to mental health professionals and individuals of these ages in understanding why they have a slower or faster reaction time than others.
Background of the Study
When an individual does through a relationship breakup this can cause many different negative experiences to happen. Whenever there is an increase of stress coming from an event, there is an increased risk for developing depression (Verhallen et al., 2019). Conducting research studies on stressful and emotional upsetting events can provide for great insight asa to why there are individual differences when talking about stress-related coping and the .
Ethnic Identity as predictor for the well-being: An exploratory transcultural...Andrzej Pankalla
De Oliveira, D., Pankalla, A., Cabeccinhas, R. (2012). Ethnic Identity as predictor for the well-being: An exploratory transcultural study in Brazil and Europe. Summa Psicologica, vol. 9/9, 33-12 (ISSN 0718-0446).
Identidad étnica como predictor del bienestar: Estudio exploratorio transcult...Andrzej Pankalla
This document summarizes research on the relationship between ethnic identity and well-being. It discusses studies showing ethnic identity is positively associated with well-being and quality of life. The research examined these relationships in college students from Brazil, Portugal, and Poland. The results showed Brazilian students showed the strongest relationships between ethnic identity and well-being, while European students showed ethnic identity was associated with better quality of life and less ill-being. The document also discusses how ethnic identity may act as a buffer against stress and how it is related to improved positive affect and psychological adjustment.
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Emotion semantics show both cultural variation anduniversal structure.pdferosslo
1) The document analyzes how emotion concepts are represented across 2474 languages using a method called "colexification" which examines when languages use the same word to represent semantically related concepts.
2) Analyses show significant variation in how emotion concepts are grouped together across different language families, but also evidence of universal structure with all languages differentiating emotions based on valence (pleasantness vs unpleasantness) and activation (level of arousal).
3) The variation seen is predicted by the geographic proximity of language families, supporting the idea that emotion semantics are culturally constructed, while the universal structure reflects common biological underpinnings of emotion.
Chronic Emotional Detachment, Disorders, and Treatment-Team BSarah M
This document discusses chronic emotional detachment and how it may lead to increased rates of mental health disorders like anxiety, depression, and PTSD. It hypothesizes that suppressing natural emotions to conform to societal pressures causes stress and depersonalization over time. When a distressing trigger occurs, this imbalance can lead to mental disorders. The document reviews literature linking emotional suppression to increased disorders in populations like veterans and refugees. It proposes studying the relationship between evolutionary survival mechanisms and societal norms. The methodology section describes a mixed-methods study using surveys, interviews, and archival data from a random sample to understand subjective emotional experiences and medication effectiveness.
This document summarizes a study that investigated gender differences in the expression, interpretation, and stereotyping of emotions using art interpretation. 64 participants rated the emotions portrayed in abstract expressionist and baroque paintings when the perceived gender of the artist was male or female. Based on previous research, it was predicted that paintings believed to be by females would be rated as expressing emotions like love, sadness, fear, awe, and sympathy to a greater degree than those believed to be by males. The study found support for stereotypes that pride, sympathy, and frustration are gender-stereotyped emotions. It also identified depression as a stereotype uniquely held by males. The use of art interpretation provided insights into unconscious emotional stereotypes in a novel way
This document summarizes a research study that examined age differences in the detection of emotional information. Young and older adults completed a visual search task with images varying in arousal (high vs. low) and valence (positive vs. negative vs. neutral). Younger adults were faster to detect high arousal positive images, while older adults showed an overall detection advantage for emotional versus neutral images. The study aimed to test three competing hypotheses about how emotional processing may change with age: it may remain similar across age groups; older adults may show enhanced detection of emotion; or older adults may focus more on positive emotion.
1) The study examined the relationship between individual variation in emotional responses to visual stimuli and neuropsychological performance and brain structure in 26 older normal subjects.
2) Subjects who experienced negative emotions more intensely performed relatively worse on tests of executive function like the Wisconsin Card Sorting Test. Those who experienced positive emotions more intensely performed relatively worse on the Rey Complex Figure Test assessing visual-spatial skills.
3) Volume of frontal lobe gray matter was not significantly associated with intensity of emotional responses, possibly due to lack of variation in this educated sample. Differences in executive function were associated with variation in emotional experience.
1) The study investigated the relationship between ethnic identity, perceived racial discrimination, and stress in a sample of 175 college students.
2) Higher ethnic identity was associated with greater perceived racial discrimination. Individuals with stronger ethnic identity may be more sensitive to prejudice.
3) Increased perceived racial discrimination was linked to higher stress levels. Exposure to racial discrimination can increase perceived personal stress.
4) Stronger ethnic identity, higher stress, and darker skin color predicted greater perceived racial discrimination. Individuals with these characteristics may be more likely to interpret interactions as racially charged.
The document discusses a study that examined emotion regulation (ER) patterns in 196 Chinese school-age children using reports from mothers, teachers, and children themselves. A cluster analysis identified 3 ER groups: a poor family ER group, poor school ER group, and overall good ER group. The study found significant differences among the groups in teacher-reported psychopathological symptoms like depression and attention problems, but no differences in mother-reported symptoms. Children in the overall good ER group had fewer symptoms, showing the value of a multi-informant approach to understanding children's emotional profiles and functioning.
Write a 5-7 page paper describing the historical development of info.docxherbertwilson5999
Healthcare informatics has evolved over time with different types of systems emerging to manage health information. Properly handling personal health data requires ethical expertise. Today's integrated delivery systems rely on informatics to coordinate complex care across settings while protecting privacy.
Write a 5 paragraph essay related to the healthcare fieldthree.docxherbertwilson5999
Write a 5 paragraph essay related to the healthcare field/three major points are required
Use a variety of sentences
Use transitional words
Use in-text citations to avoid plagiarism
Remember to hand it in with a cover and a reference page
.
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This document summarizes recent research on positive emotions and cognition from developmental, neuroscience, and health perspectives. It discusses how the field of positive psychology has grown to study human thriving, happiness, and resilience, rather than just focusing on problems and dysfunction. Research suggests positive emotions may have evolutionary benefits by signaling safety and increasing social bonds. Developmentally, secure early attachments are linked to more positive emotions and behaviors in infants. Neuroscience research on rats indicates high maternal care can permanently alter brain regions involved in emotion regulation and stress responses. This suggests childhood experiences of love and trust are important for well-being, while neglect and abuse raise risks of later issues.
This study examined empathetic feelings among single women employed in private sector banks in Chennai, India. A questionnaire was administered to 200 single women to assess their level of empathy. The majority of respondents were between ages 40-50 years old and worked in clerical or helper roles. Most respondents reported they could appreciate friends' qualities, understand others' perspectives, and detect when friends are upset, indicating positive empathy. However, most also agreed they are not emotional, do not care about others' feelings, and cannot know about others' pain without being told. Age and job role were found to have a significant association with empathy levels, but reason for being single did not. The study aims to understand empathy among single women and how factors
1) The study examined whether positive emotions are associated with depression similarly across cultures by surveying over 600 European American, Asian American, and immigrant Asian college students.
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3) The findings suggest that the role of positive emotions in mental health may differ across cultures, and that interventions promoting positive emotions may need to be tailored for different cultural contexts.
Do We Overemphasize the Role of Culture in the Behavior ofRa.docxpetehbailey729071
This document discusses evidence of a cultural (mis)attribution bias in American psychology, which is the tendency to overemphasize the role of culture in explaining the behaviors and cognitions of racial/ethnic minorities, while underemphasizing the influence of culture on white individuals. Through two studies, the authors investigate this bias by examining over 400 psychological research articles and surveying 361 psychologists. The results provide evidence that culture is more often cited as influencing minorities, while psychological factors are more often cited for whites. This bias can constrain psychological explanations and treatment by viewing minorities primarily through a cultural lens, rather than considering other important influences.
This document summarizes a research paper that used the circumplex model of affect to study how individuals with autism spectrum disorder (ASD) and typically developing individuals rate facial expressions along dimensions of valence and arousal. The study found that individuals with ASD gave more constricted ratings across the entire circumplex model, suggesting a reduced range of responses to all emotions compared to typically developing individuals. This indicates individuals with ASD may have difficulties processing emotions represented in facial expressions.
5Relationship Between Depression (from heartbreak).docxstandfordabbot
5
Relationship Between Depression (from heartbreak) and Reaction Time
Jenna Lantrip
September 18th, 2022
Relationship Between Depression (from heartbreak) and Reaction Time
There are many reasons that can cause depression and a cognitive developmental delay, but this review is going to be looking at depression that comes from a relational breakup (heartbreak) and how this effects their reaction time. When an individual undergoes emotional distress that was caused by heartbreak it can lead the individual to negative effects such as, having an increased risk of physical illness and stress-related diseases (Izzati&Takwin, 2018). Young-adults, according to Erikon’s theory are going thought the developmental stage of intimacy versus isolation (Izzati&Tawkin, 2018; Erikson 1968). This proves that young adults are either developing intimate relationships with other individuals or they are being isolated from society. Naturally when an individual is actively pursuing an intimate relationship with another individual and this fails, heartbreak is expected. One should never underestimate the effects that a heartbreak can cause to an individual. Heartbreak can result into emotional distress and even in grief responses (Izzati&Takwin, 2018; Kaczmarek et al., 1990 in Lepore &Greenber, 2002). There can be different levels of heartbreak, an extreme level can cause emotional distress from a heartbreak that can lead a person to horrid scenes, such as psychopathology or even death (Izzati&Takwin, 2018; Field, 2011). Comment by user: Headings are very important. You would have started by illutrating this is an introduction of your work. Comment by user: I did not understand this point. Did you mean through or thought?
The aim of this study was to explore the relationship between depression from heartbreak and the effects of cognitive development, more specifically, reaction time in individuals who range from 14-24 years of age. In addition, the participants gender was also investigated and taken into account when examining the relationship between depression from heartbreak and reaction time. The participants were assessed by using the Beck Depression Inventory Scale (Streiner, 2002), the Everyday Cognitive Instrument (Farias et al., 2008), and a sex assigned at birth questionnaire. Results from this study could be beneficial to mental health professionals and individuals of these ages in understanding why they have a slower or faster reaction time than others.
Background of the Study
When an individual does through a relationship breakup this can cause many different negative experiences to happen. Whenever there is an increase of stress coming from an event, there is an increased risk for developing depression (Verhallen et al., 2019). Conducting research studies on stressful and emotional upsetting events can provide for great insight asa to why there are individual differences when talking about stress-related coping and the .
Ethnic Identity as predictor for the well-being: An exploratory transcultural...Andrzej Pankalla
De Oliveira, D., Pankalla, A., Cabeccinhas, R. (2012). Ethnic Identity as predictor for the well-being: An exploratory transcultural study in Brazil and Europe. Summa Psicologica, vol. 9/9, 33-12 (ISSN 0718-0446).
Identidad étnica como predictor del bienestar: Estudio exploratorio transcult...Andrzej Pankalla
This document summarizes research on the relationship between ethnic identity and well-being. It discusses studies showing ethnic identity is positively associated with well-being and quality of life. The research examined these relationships in college students from Brazil, Portugal, and Poland. The results showed Brazilian students showed the strongest relationships between ethnic identity and well-being, while European students showed ethnic identity was associated with better quality of life and less ill-being. The document also discusses how ethnic identity may act as a buffer against stress and how it is related to improved positive affect and psychological adjustment.
Connections: The Learning Sciences Platform integrates a humane approach in the educational processes through creative initiatives using an interdisciplinary and international perspective.
Connections work is focus on:
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Emotion semantics show both cultural variation anduniversal structure.pdferosslo
1) The document analyzes how emotion concepts are represented across 2474 languages using a method called "colexification" which examines when languages use the same word to represent semantically related concepts.
2) Analyses show significant variation in how emotion concepts are grouped together across different language families, but also evidence of universal structure with all languages differentiating emotions based on valence (pleasantness vs unpleasantness) and activation (level of arousal).
3) The variation seen is predicted by the geographic proximity of language families, supporting the idea that emotion semantics are culturally constructed, while the universal structure reflects common biological underpinnings of emotion.
Chronic Emotional Detachment, Disorders, and Treatment-Team BSarah M
This document discusses chronic emotional detachment and how it may lead to increased rates of mental health disorders like anxiety, depression, and PTSD. It hypothesizes that suppressing natural emotions to conform to societal pressures causes stress and depersonalization over time. When a distressing trigger occurs, this imbalance can lead to mental disorders. The document reviews literature linking emotional suppression to increased disorders in populations like veterans and refugees. It proposes studying the relationship between evolutionary survival mechanisms and societal norms. The methodology section describes a mixed-methods study using surveys, interviews, and archival data from a random sample to understand subjective emotional experiences and medication effectiveness.
This document summarizes a study that investigated gender differences in the expression, interpretation, and stereotyping of emotions using art interpretation. 64 participants rated the emotions portrayed in abstract expressionist and baroque paintings when the perceived gender of the artist was male or female. Based on previous research, it was predicted that paintings believed to be by females would be rated as expressing emotions like love, sadness, fear, awe, and sympathy to a greater degree than those believed to be by males. The study found support for stereotypes that pride, sympathy, and frustration are gender-stereotyped emotions. It also identified depression as a stereotype uniquely held by males. The use of art interpretation provided insights into unconscious emotional stereotypes in a novel way
This document summarizes a research study that examined age differences in the detection of emotional information. Young and older adults completed a visual search task with images varying in arousal (high vs. low) and valence (positive vs. negative vs. neutral). Younger adults were faster to detect high arousal positive images, while older adults showed an overall detection advantage for emotional versus neutral images. The study aimed to test three competing hypotheses about how emotional processing may change with age: it may remain similar across age groups; older adults may show enhanced detection of emotion; or older adults may focus more on positive emotion.
1) The study examined the relationship between individual variation in emotional responses to visual stimuli and neuropsychological performance and brain structure in 26 older normal subjects.
2) Subjects who experienced negative emotions more intensely performed relatively worse on tests of executive function like the Wisconsin Card Sorting Test. Those who experienced positive emotions more intensely performed relatively worse on the Rey Complex Figure Test assessing visual-spatial skills.
3) Volume of frontal lobe gray matter was not significantly associated with intensity of emotional responses, possibly due to lack of variation in this educated sample. Differences in executive function were associated with variation in emotional experience.
1) The study investigated the relationship between ethnic identity, perceived racial discrimination, and stress in a sample of 175 college students.
2) Higher ethnic identity was associated with greater perceived racial discrimination. Individuals with stronger ethnic identity may be more sensitive to prejudice.
3) Increased perceived racial discrimination was linked to higher stress levels. Exposure to racial discrimination can increase perceived personal stress.
4) Stronger ethnic identity, higher stress, and darker skin color predicted greater perceived racial discrimination. Individuals with these characteristics may be more likely to interpret interactions as racially charged.
The document discusses a study that examined emotion regulation (ER) patterns in 196 Chinese school-age children using reports from mothers, teachers, and children themselves. A cluster analysis identified 3 ER groups: a poor family ER group, poor school ER group, and overall good ER group. The study found significant differences among the groups in teacher-reported psychopathological symptoms like depression and attention problems, but no differences in mother-reported symptoms. Children in the overall good ER group had fewer symptoms, showing the value of a multi-informant approach to understanding children's emotional profiles and functioning.
Similar to Personality and Individual Differences 51 (2011) 764–768Cont.docx (20)
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Healthcare informatics has evolved over time with different types of systems emerging to manage health information. Properly handling personal health data requires ethical expertise. Today's integrated delivery systems rely on informatics to coordinate complex care across settings while protecting privacy.
Write a 5 paragraph essay related to the healthcare fieldthree.docxherbertwilson5999
Write a 5 paragraph essay related to the healthcare field/three major points are required
Use a variety of sentences
Use transitional words
Use in-text citations to avoid plagiarism
Remember to hand it in with a cover and a reference page
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Identify the two LDCs (from the provided list), which you will compare and assess. Explain why you chose these two countries. (Congo and Philippines)
Analyze the features that the LDCs have in common using at least five of the following nine factors (clearly label the five factors using headings):
Geography.
Extractive institutions.
Governmental corruption.
Internal or external conflicts.
Shaky financial systems.
Unfair judicial systems.
Ethnic, racial, or tribal disparities.
Lack or misuse of natural resources.
Closed (statist) economies.
Use at least seven credible sources. Wikipedia, encyclopedias, dictionaries, and blogs do not qualify as reputable academic source work at the college level. Do not use sources that are older than seven years.
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Write a 2 page paper analyzing the fact pattern scenario below. Plea.docxherbertwilson5999
Write a 2 page paper analyzing the fact pattern scenario below. Please use your own state law. Your analysis should include application of the topics covered during the past 7 weeks. For example, search and seizure, search warrant, execution of warrant, exclusionary rule, Miranda rights, and the right against self incrimination.
Make sure all citations are in APA or Blue book format.
Please see the attached grading rubric below. This grading rubric will be used to grade this assignment.
Leila is a police officer. She is out of uniform and knocked on Dan's front door of his house and asked if she could enter to enforce a warrant she had. The warrant was a search warrant issued by a magistrate at the Lawrence District Court. His name is Mark McCale, a retired police officer for the state police department in Lawrence. The warrant indicated that "the first floor of Dan's house will be searched for a gun used in connection with a robbery and some jewelry, which was stolen." While looking in Dan's house, Officer Leila smelled what she thought to be gun powder emanating from the second floor. Officer Leila immediately walked upstairs and found a gun at the tops of the stairs. She went to confiscate the gun and while doing so noticed a note attached to the gun with an address on it. Later that afternoon police officers went to the address of the house listed on the note of the gun. Jewelry was found at this address and collected by the police officers. The address was a known address for stolen jewelry to be pawned. While at Dan's house, Dan told Officer Leila that, "I do not know what you are here for, because I did not rob Terri Grubb's jewelry store." Officer Leila asked Dan to go to the police station and Dan agreed. As they walked into the police station, Magistrate McCale yelled, "is that the person who robbed Terri Grubb's jewelry store?!" Dan replied, "I told Officer Leila already, I did not rob Terri Grubb's jewelry store."
Supporting Materials
Week 8 Assignment Grading Rubric.docx
(14 KB)
.
Write a 2 page paper analyzing the fact pattern scenario below. .docxherbertwilson5999
Write a 2 page paper analyzing the fact pattern scenario below. Please use your own state law. Your analysis should include application of the topics covered during the past 7 weeks. For example, search and seizure, search warrant, execution of warrant, exclusionary rule, Miranda rights, and the right against self incrimination.
Make sure all citations are in APA or Blue book format.
Please see the attached grading rubric below. This grading rubric will be used to grade this assignment.
Leila is a police officer. She is out of uniform and knocked on Dan's front door of his house and asked is should could enter to enforce a warrant she had. The warrant was a search warrant issued by a magistrate at the Lawrence District Court. His name is Mark McCale, a retired police officer for the state police department in Lawrence. The warrant indicated that "the first floor of Dan's house will be searched for a gun used in connection with a robbery and some jewelry, which was stolen." While looking in Dan's house, Officer Leila smelled what she thought to be gun powder emanating from the second floor. Officer Leila immediately walked upstairs and found a gun at the tops of the stairs. She went to confiscate the gun and while doing so noticed a note attached to the gun with an address on it. Later that afternoon police officers went to the address of the house listed on the note of the gun. A bunch of jewelry was found at this address and collected by the police officers. The address was a known address for stolen jewelry to be pawned. While at Dan's house, Dan told Officer Leila that, "I do not know what you are here for, because I did not rob the Terri Grubb's jewelry store." Officer Leila asked Dan to go to the police station and Dan agreed. As they walked into the police station, Magistrate McCale yelled, "is that the person who robbed Terri Grubb's jewelry store?!" Dan replied, "I told Officer Leila already, I did not rob the Terri Grubb's jewelry store."
.
Write a 100-word response in Spanish that addresses both of .docxherbertwilson5999
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100
-word response in
Spanish
that addresses both of the following questions:
1.
What are some of the distinctive characteristics that make Costa Rica a haven for naturalists and environmentalists?
2.
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Fragments of African American Art
Contemporary Art
Surrealism
Realism
OR
After reviewing the videos below and researching , write a two page paper on the
challenges of
African American VISUAL Artists
and other professional minority visual artists through out history and up to the present day
. Use a minimum of 5 references that will assist you in writing your paper.
https://www.youtube.com/watch?v=u8kg8xzJNt8
.
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Write at least a three-page analysis using the case study on pages.docxherbertwilson5999
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Write at least a six-page paper, in which you:
Identify the two LDCs (from the list above), which you will compare and assess. Explain why you chose these two countries.
Analyze the features that the LDCs have in common using
at least five of the following nine factors
(clearly label the five factors using headings):
geography
extractive institutions
governmental corruption
internal or external conflicts
shaky financial systems
unfair judicial systems
ethnic, racial or tribal disparities
lack or misuse of natural resources
closed (statist) economies
Use
at least seven credible sources
. Wikipedia, encyclopedias, dictionaries, blogs and other material that does not qualify as reputable academic source work at the college level. Do not use sources that are older than seven years.
.
Write at least a paragraph for each.1) What is your understand.docxherbertwilson5999
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Assignment
Observation
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Your purpose in this Observation Essay is to
convey the significance of a particular person or place in your community through details that show how the subject "fits" within the community's priorities and values
. Your descriptions and details should make it easy for someone unfamiliar with your community to understand why the person or place you chose is relevant and significant to the community.
*Note: although this essay is intended to be based in recent, firsthand observations, you may write from recent memories instead if you are restricted in travel and mobility during the COVID pandemic. If you are writing from memories, try to recreate scenes and descriptions as though you are seeing them again for the first time.
In order to achieve this purpose, you need to:
Observe and Take field notes. Begin with observing the person or place and writing down notes about what you see, hear, and sense. Plan to observe this person or place 2-3 times. In your notes, record specific actions that you notice, dialogue you overhear, interactions you have with other people, and any important details about the scene that might help you SHOW its significance through vivid detail and narration.
Describe the person or place through actions, details, and dialogue that offer
insight
into why this person or place has unique
significance
as an important part of the community.
Explain context and background that shows how the person or place matters within the larger community. Context might include history, factual information, anecdotes, geographical information, or other details that help an audience understand the person or place as part of something bigger than themselves/itself.
Follow a carefully planned organizational structure that gives priority to specific details, themes, and values. Your final draft should be organized to show the significance of the person or place and should not simply list details in the order you observed them.
Offer a strong introduction that hooks readers with vivid details or action and focuses attention on the significance of the subject. Provide a strong conclusion that
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Personality and Individual Differences 51 (2011) 764–768Cont.docx
1. Personality and Individual Differences 51 (2011) 764–768
Contents lists available at ScienceDirect
Personality and Individual Differences
j o u r n a l h o m e p a g e : w w w . e l s e v i e r . c o m / l o c
a t e / p a i d
Emotional intelligence and social perception
Kendra P.A. DeBusk, Elizabeth J. Austin ⇑
Department of Psychology, School of Philosophy, Psychology,
and Language Sciences, University of Edinburgh, 7 George
Square, Edinburgh EH8 9JZ, UK
a r t i c l e i n f o a b s t r a c t
Article history:
Received 18 March 2011
Received in revised form 22 June 2011
Accepted 24 June 2011
Available online 23 July 2011
Keywords:
Emotional intelligence
Social perception
Cross-race
Cross-cultural
0191-8869/$ - see front matter � 2011 Elsevier Ltd. A
doi:10.1016/j.paid.2011.06.026
⇑ Corresponding author.
E-mail address: [email protected] (E.J. Au
One of the key facets of emotional intelligence (EI) is the
2. capacity of an individual to recognise emotions
in others. However, this has not been tested cross-culturally,
despite the body of research indicating that
people are better at recognising facial affect of members of
their own culture. Given the emotion recog-
nition aspect of EI, it would seem that EI should be related to
correctly identifying emotion in others
regardless of race. In order to test this, a social perception
inspection time task was carried out in which
participants (41 Caucasian and 46 Far-East Asian) were required
to identify the emotion on Caucasian and
Far-East Asian faces that were happy, sad, or angry. Results
from this study indicate that EI was not
related to correctly identifying facial expressions. The results
did confirm that participants are better able
to recognise people of their own ethnicity, though this was only
applicable to negative emotions.
� 2011 Elsevier Ltd. All rights reserved.
1. Introduction
Emotion perception is an important capability which impacts
the ability of individuals to negotiate their social environment.
There is evidence that the ability to perceive others’ emotions is
af-
fected by whether the target person is a member of the same
racial
or cultural group as the perceiver. This phenomenon is
conceptu-
ally linked to that of facial recognition as a function of target
race/culture. In order to place the literature of cross-race and
cross-culture facial emotion recognition in context, we first
review
the literature on cross-group face recognition.
A meta-analysis (Meissner & Brigham, 2001) indicated a robust
3. own-race bias in memory for faces. The theoretical
interpretation
of this phenomenon has been based on the idea that greater
expo-
sure to an individual’s own racial group than to other groups al-
lows them to develop greater expertise in recognising own-race
faces. More detailed studies have linked this performance
advan-
tage to more efficient encoding and greater use of holistic
process-
ing when the target is an own-race face (e.g. Michel, Caldara, &
Rossion, 2006; Walker & Tanaka, 2003). A complex socially-
deter-
mined process underlying the own-race recognition bias is indi-
cated by studies showing that there is a more general in-group
recognition advantage and greater holistic processing when the
target stimuli are faces belonging to social groups unrelated to
race, for example when same-race face stimuli are identified as
being pictures of students either at the same or a different
univer-
sity to the participant’s, and even when using a minimal-group
paradigm in which arbitrary social groups are defined and
assigned
ll rights reserved.
stin).
to the participants and stimuli (Bernstein, Young, & Hugenberg,
2007). Evidence that there is also an effect of emotional state
on
face recognition biases comes from a study showing that the
own-race bias is reduced by a positive mood induction, which is
suggested to be due to positive mood enhancing one or both of
holistic processing and more inclusive social categorisation
(Johnson & Fredrickson, 2005).
Given the results on cross-race and cross-group biases in face
4. recognition, it is reasonable to expect that similar effects might
be found in the identification of facial expressions of emotion.
Ekman’s (1968) pioneering research showed that facial
expressions
of emotion are similar across cultures and races, and a meta-
anal-
ysis by Elfenbein and Ambady (2002) confirmed that cross-
group
emotion recognition occurs at better than chance levels.
However,
there is also an in-group advantage, i.e. higher emotion
recognition
accuracy is found when the perceiver and target both belong to
the
same national, ethnic or regional group. There is also an
exposure
effect: cross-group emotional recognition accuracy is higher for
groups which have more contact with each other, and minority
group members are better at judging the emotions of majority
group members than vice versa. Explanations of this effect have
mainly focused on the existence of cultural differences which
mod-
erate the appearance of facial expressions of emotion; such
differ-
ences have been referred to as facial ‘‘dialects’’ (Elfenbein &
Ambady, 2003). This phenomenon, together with the effects of
the degree of familiarity with such expression variations
(depend-
ing on amount of contact with the other group), would account
for
the pattern of results discussed above. Such an interpretation is
supported by studies in which the in-group advantage for
emotion
recognition has been found when the group membership of the
targets cannot be determined by the perceivers (e.g. US
American
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K.P.A. DeBusk, E.J. Austin / Personality and Individual
Differences 51 (2011) 764–768 765
Caucasian perceivers judging a target set comprising pictures of
Caucasians from several cultures, Elfenbein & Ambady, 2002).
It
is also possible that the processing differences for in- and out-
group faces found in the face recognition studies discussed
earlier
play a role in the recognition of facial expressions.
Related research on the recognition and attribution of specific
emotions has shown that in a neutral social context smiling is
attrib-
uted more often to in-group than out-group members (Beaupré
&
Hess, 2003), whilst angry faces are more frequently categorised
as
belonging to an out-group member (Dunham, 2011). Response
latencies for emotion recognition are also moderated by group
membership, as shown in two studies by Hugenberg (2005), who
found that European Americans identified happy facial
expressions
more rapidly than sad or angry expressions when the target face
was
White, but that this effect reversed if the target face was Black.
A
moderating effect of emotional response by target group
member-
6. ship has also been found, with emotional mimicry of fear and
anger
being found to be more pronounced for in-group compared to
out-
group targets (van der Schalk et al., 2011).
The results of studies which show that emotions play a role in
the recognition, attribution and response to facial expressions of
in- and out-groups provides a motivation for examining the role
of individual differences in these processes. Emotional
intelligence
(EI) is a candidate variable to study in this context, since high
scor-
ers on EI would be expected to show superior emotion
recognition
performance, and would also be expected to be better able to
over-
ride biases which might lead to facial expressions being misread
(for example being more capable of taking account of cultural
vari-
ations in emotional expressions, or of counteracting target
group-
related biases in the perception of positive and negative
emotions).
There have been no studies of the effects of EI on cross-group
emo-
tion recognition, but a number of studies have linked EI with
better
performance on emotion and social perception tasks (e.g.
Austin,
2005; Petrides & Furnham, 2003). Based on the theoretical and
empirical linkages between EI and emotion perception, it is
reason-
able to assume that high-EI individuals should be more
successful
at perceiving the emotions of others regardless of race. To test
7. this
hypothesis, the present study was carried out to examine how EI
is
related to success in a cross-racial emotional inspection time
task.
Two types of EI measure were included, a trait (self-report) EI
test
and an ability EI test which tests emotion-related problem-
solving.
For more detailed discussions of trait and ability EI see
Petrides,
Pita, and Kokkinaki (2007) and Mayer, Roberts, and Barsade
(2008).
2. Pilot study
2.1. Pilot participants
The participants were post-graduate students recruited by
email. There were a total of twenty participants. Sex, age, and
race
were not recorded for the pilot study.
2.2. Pilot Measures
2.2.1. NimStim Stimuli
The photographs used for this study were part of the NimStim
face stimulus set (Tottenham et al., 2009). The pilot study was
car-
ried out to determine which photographs to retain for the main
study from a selection of Caucasian and Asian faces from this
set.
The photographs utilised were two Far-East Asian females, two
Caucasian females, two Caucasian males, and one Far-East
Asian
male. While the original intention had been to provide
participants
8. with two photographs for each gender for both races, only one
Asian male photograph was available from the stimulus set.
Additional information regarding the specific origin of the
Asian
models was not available.
A total of 71 colour photographs were used, consisting of five
fe-
male Asian models, and four female Caucasian models, while
for the
males there was one Asian model and five Caucasian models.
The
photographs were shown in a non-timed power point
presentation.
The facial expressions in all of the photographs were shown
with
closed mouths, and none of the male models used had facial
hair.
Though the intent was to use only happy, sad, and angry expres-
sions in the final experiment, the facial expressions shown on
the
photographs were angry, happy, sad, surprised, and disgusted in
random order to provide more variety. In addition, a broader
range
of facial expression would help avoid social desirability in the
re-
sponses of the participants because they would not know which
expressions were going to be used for the final study.
The participants were each given a questionnaire on which they
were asked to identify the expression on each photograph. For
each
of the photographs, they were able to choose: happy, sad,
neutral,
angry, disappointed, disgusted, calm, excited, surprised,
frightened,
9. or other. The participant viewed each photograph, marked the
expression given which s/he felt best described the facial
expres-
sion shown, then moved on to the next photograph. They were
told
to not return and change any answers.
2.3. Pilot results
The results of the pilot study indicated that 100% of the partici-
pants agreed on the facial expressions of 11 of the photographs.
Of
these photographs, there were two Asian females and one
Caucasian
female that had 100% agreement on at least one photograph. For
the
males there were three Caucasian males that had full agreement
on
at least one photograph. The agreement response for the rest of
the
photographs for these models was observed. Given that the full
study would involve a forced choice between happy, sad, and
angry,
only these facial expressions were considered at this point.
The percentage of agreement for the photographs chosen for the
final study can be seen in Table 1. All of these percentages were
deemed acceptable levels of agreement. They also corresponded
with the initial validity study of this stimulus set (Tottenham
et al., 2009).
3. Main study methods
3.1. Participants
The participants were recruited via an advertisement posted by
the student Careers Service which specified the need for
10. participants
to be of either British Caucasian or Far-East Asian descent. The
cate-
gory of Far-East Asian was further defined in the advertisement
as
people from China, Japan, Vietnam, or Taiwan. All participants
were
paid £5 for their participation in the study. The final sample
com-
prised forty-one British Caucasians and forty-six Far-East
Asians.
Participants were asked their age and race, then given instruc-
tions on how to complete the inspection time task. They were
re-
quested to fill in the EI measures upon completion of the
inspection time task.
3.2. Facial affect perception inspection time task
The facial affect perception inspection time task involved a
total
of 105 trials in which participants had to identify faces as
happy,
sad, or angry. The task was comparable to the ones used by
Austin
(2005). Each person was shown with a happy, sad, and angry
facial
expression. The durations for which each picture was displayed
were 25 ms, 75 ms, 100 ms, 150 ms, and 200 ms, with the order
Table 1
Percentage of agreement for facial expressions used in final
study.
11. Sex Nationality % Agreement:
happy
% Agreement:
sad
% Agreement:
angry
Female Asian 100 82 94
Female Asian 100 94 88
Female Caucasian 100 94 100
Female Caucasian 94 94 94
Male Asian 94 59 94
Male Caucasian 100 100 71
Male Caucasian 100 94 100
Table 2
Descriptive statistics for trait and ability EI, age, and inspection
time tasks total
percentage correct.
N Range Mean Std. deviation
Age 87 19.00 22.91 3.63
Ability EI 86 44.00 44.99 10.92
Trait EI 87 57.00 123.07 12.59
a_f_percenta 87 90% 54% 0.21
a_f_percenth 87 50% 96% 0.08
a_f_percents 87 40% 93% 0.09
a_m_percenta 87 100% 66% 0.26
a_m_percenth 87 80% 96% 0.11
a_m_percents 87 80% 78% 0.20
c_f_percenta 87 70% 79% 0.18
c_f_percenth 87 10% 98% 0.04
12. c_f_percents 87 80% 75% 0.20
c_m_percenta 87 80% 72% 0.19
c_m_percenth 87 30% 97% 0.07
c_m_percents 87 70% 90% 0.13
766 K.P.A. DeBusk, E.J. Austin / Personality and Individual
Differences 51 (2011) 764–768
of presentation randomized over target, expression and duration.
Participants were given a forced choice response of happy, sad,
or angry for each of the faces, having to press 1 for happy, 2 for
sad, and 3 for angry. These were the only keys for which a
response
could be recorded in order to avoid an invalid response for any
of
the items. The numbers corresponding with each emotion’s re-
sponse were shown after each photograph to remind the partici-
pant of the choices, and the screen with these options was
shown until the participant input a response. The total time of
the task was between 5 and 7 min depending on how quickly the
participant responded to the pictures.
3.3. Trait EI
The Schutte et al. (1998) emotional intelligence scale is a
33-item self report measure of trait emotional intelligence. This
scale has been validated in several studies (e.g. Chapman &
Hay-
slip, 2005; Saklofske, Austin, & Minski, 2003).
3.4. Ability EI
Ability EI was measured using the Test of Emotional
Intelligence
(TEMINT, Schmidt-Atzert & Bühner, 2002). The TEMINT is an
abil-
ity EI test originally written in German, and recently translated
13. to
English (Amelang & Steinmayr, 2006). It provides scenarios in
which participants rate the emotions of a target person in each
of 12 situations. It was specifically developed as a measure of
abil-
ity EI, and research indicates that its relationship to personality
and cognitive intelligence are similar to those of the MSCEIT
(Knapp-Rudolph, 2003; Schmidt-Atzert, 2002) and it has good
con-
struct and criterion validity (Blickle et al., 2009). Despite the
TEMINT being a fairly new measure of ability EI, it was
deemed
appropriate for this particular study because of the format,
which
asks participants to rate the feelings of an individual in a
described
scenario. Given that this study required participants to identify
fa-
cial affect in an inspection time task, it seemed that an ability
EI
measure which did not call for participants to identify emotions
in photographs would be an appropriate measure.
4. Results
4.1. Descriptive statistics and gender differences
Internal reliabilities for all of the scales were assessed using
Cronbach’s alpha. All of the scales showed acceptable alpha
levels
Table 3
Sex and group specific means and t-test results for personality,
trait and ability EI.
Female Male t df S
14. Ability EI 44.23
(10.45)
46.73
(11.97)
�0.97 0.84 0
Trait EI 123.52
(12.34)
122
(13.25)
0.52 0.85 0
of above .70. Descriptive statistics for age, trait and ability EI,
and
the percentage correct score for each picture category are shown
in Table 2. The mean age for the sample (N = 87) was 22.91
(SD = 3.63), with 61 females and 26 males, of whom 41 were
Cau-
casian and 46 were Far-East Asian. Scores on the inspection
time
task are given as a percentage correct score for each emotion:
an-
gry (percenta), happy (percenth), and sad (percents). Both of the
races are indicated in combination with both sexes: Asian
female
(a_f), Asian male (a_m), Caucasian female (c_f) and Caucasian
male
(c_m). The total score is given in percentage correct due to the
dif-
ferent number of stimuli in each category and was compiled
from
all the durations. Interestingly, the range for the total Caucasian
fe-
15. male happy correct responses was only .10, with a mean percent
correct response 98.3%. In fact, all of the mean responses for
the
happy expression were over 95% correct, regardless of the race
or
sex of the stimulus face. In contrast, the mean correct
percentage
for Asian angry faces of both sexes was quite low: 53.9% for fe-
males and 65.8% for males.
An independent sample t-test was carried out in order to deter-
mine if gender differences were shown in the sample. Table 3
shows sex- and race-specific means and standard deviations.
There
were no sex differences in either trait or ability EI. Independent
sample t-tests were also carried out in order to determine if
there
were racial differences in trait and ability EI. The results
indicate
that Asian participants scored significantly higher on the
TEMINT.
However, given the reverse method of scoring on the TEMINT,
this
result indicates that the Caucasian participants had significantly
higher ability EI. Trait EI did not show any significant racial
differences.
4.2. Regression analysis
Multiple regression analysis was performed in three blocks in
order to determine the significant predictors of the total
percent-
age correct for each of the emotion IT tasks. In the first block,
sex
and age were entered as the predictor variables. In the second
block, race was added as an independent variable. The third
16. block
saw the addition of trait and ability EI as independent variables.
ig. Caucas. Asian t df Sig.
.33 40.73
(9.55)
48.87
(10.73)
�3.70 84 0.00
.61 122.37
(12.82)
123.7
(12.5)
�0.49 85 0.63
Table 5
Analysis of covariance.
Source Type III sum
of squares
df Mean
square
F Sig.
face_exp 0.15 1.39 0.10 4.37 0.03
face_exp � Trait EI 0.03 1.39 0.02 0.83 0.40
face_exp � Ability EI 0.00 1.39 0.00 0.13 0.80
17. face_exp � race 0.04 1.39 0.03 1.10 0.32
Error(face_exp) 2.74 114.15 0.02
Facerace 0.05 1.00 0.05 7.28 0.01
facerace � Trait EI 0.01 1.00 0.01 1.41 0.24
facerace � Ability EI 0.00 1.00 0.00 0.19 0.66
facerace � race 0.03 1.00 0.03 4.58 0.04
Error(facerace) 0.51 82.00 0.01
face_exp � facerace 0.02 1.69 0.01 1.15 0.31
face_exp � facerace � Trait
EI
0.01 1.69 0.01 0.74 0.46
face_exp � facerace � Ability
EI
0.03 1.69 0.02 1.71 0.19
face_exp � facerace � race 0.03 1.69 0.02 2.15 0.13
Error(face_exp � facerace) 1.28 138.57 0.01
K.P.A. DeBusk, E.J. Austin / Personality and Individual
Differences 51 (2011) 764–768 767
The only IT tasks to show any of the independent variables as
significant predictors were the Caucasian female angry and sad
faces. The Caucasian female angry total showed significant
results
for the first block, sex and age (p = .031), as well as the second
block in which race was added as a predictor (p < .001). The
Cauca-
sian female sad total displayed significant results for the second
block (p = .007). The full results can be seen in Table 4.
Overall, the results indicate that sex and race are the strongest
predictors of correct responses on the emotional IT task. Further
investigation of the standardised betas reveals that for the first
18. block of the Caucasian female angry regression, sex showed a
sig-
nificant result (b = �.253, p = .019), but age did not. In the
second
block of the regression, sex maintained its significant beta, and
race
was a significant predictor as well (b = �.429, p < .001). For
the sec-
ond model, the Caucasian female sad total, an investigation of
the
betas showed that race was the only significant predictor
(b = �.306, p < .001). However, none of the results demonstrate
trait EI or ability EI as significant predictors.
Note: Faceexp = facial expression of the stimulus; face race =
race of the stimulus;
race = race of the participants.
Table 6
Post hoc independent sample t-test examining differences in
race and emotion of the
stimuli.
t df Sig.
Asian_female_percent_angry 0.31 85.00 0.76
Asian_female_percent_happy 0.86 85.00 0.39
Asian_female_percent_sad 1.52 85.00 0.13
Asian_male_percent_angry 0.53 85.00 0.60
Asian_male_percent_happy 1.62 80.79 0.11
Asian_male_percent_sad 0.27 85.00 0.79
Caucasian_female_percent_angry 4.51 80.58 0.00
Caucasian_female_percent_happy �1.09 85.00 0.28
Caucasian_female_percent_sad 2.62 85.00 0.01
Caucasian_male_percent_angry 1.08 85.00 0.28
Caucasian_male_percent_happy 1.22 79.59 0.23
caucasian_male_percent_sad 0.81 85.00 0.42
19. 4.3. Analysis of covariance (ANCOVA)
A repeated measures ANCOVA was carried out in order to
deter-
mine if there was a significant difference between the total
correct
for each of the emotions and the race of the stimuli face, as well
as
to determine if there was a significant interaction between the
race
of the participant and the race of the stimuli. The within-
subjects
factors of the ANCOVA used were the three emotions (happy,
sad, and angry), the race of the face stimulus (Asian or
Caucasian),
and the sex of the face stimulus. The between subjects factor
were
race and sex, with trait and ability EI as covariates.
The results of the ANCOVA revealed a significant main effect
for
the race of the face stimulus (F (1, 82) = 7.28, p < .01),
indicating that
participants responded differently to the races of the face
stimulus.
The results also show a significant interaction between the race
of
face stimulus and the race of the participant (F (1, 82) = 4.58,
p < .05), which shows that participants are better able to
correctly
identify faces of their own race. The main effect displayed for
emo-
tions indicates that the emotional facial expressions differed
signif-
icantly from each other (F (1.39, 114.15) = 4.37, p < .05),
displaying
20. that some emotions were easier to correctly identify. However,
there
was not a significant interaction between the facial expression
and
the race of the participant, or between the facial expression and
the race of the face stimuli. Interestingly, there was not a
significant
interaction between facial expression, race of the participants,
and
race of the facial stimulus. Neither trait nor ability EI showed
signif-
icant effects as covariates. The full ANCOVA results can be
seen in
Table 5.
Post hoc independent samples t-tests were carried out in order
to further investigate the significant differences. The results of
the
t-test indicate that Caucasians had significantly higher mean
cor-
rect scores in identifying the Caucasian female angry and sad
faces.
Table 4
Multiple regression analysis model summary for Caucasian
female angry and sad.
R2 R2
Adj.
R2
Change
F
Change
df1 df2 Sig. F
21. change
C_f_angry
1 0.08 0.06 0.08 3.63 2 83 0.03
2 0.25 0.22 0.17 18.05 1 82 0.00
3 0.29 0.24 0.04 2.23 2 80 0.12
C_f_sad
1 0.02 �0.01 0.02 0.69 2 83 0.50
2 0.10 0.07 0.08 7.70 1 82 0.01
3 0.12 0.06 0.02 0.71 2 80 0.50
Step 1: Sex and age; Step 2: sex, age, and race; Step 3: sex, age,
race, trait EI, ability EI.
However, as can be seen in Table 6, there were no significant
differ-
ences between the races for any of the other stimuli.
Further post hoc analysis indicated that females were signifi-
cantly better at identifying the Caucasian female angry faces
(t(85) = 2.35, p < .05). None of the other stimuli showed
significant
sex differences. This result is in keeping with what was found
in
the regression analysis.
Overall, the results reveal race, both of the participant and of
the
stimulus, to be the biggest factor in correctly identifying the
emo-
tion of the target face. Surprisingly, neither trait nor ability EI
were
significant predictors of success on the inspection time task.
5. Discussion
22. Previous research has indicated that people are better able to
recognise facial affect in another person of their own race and
more
generally in in-group compared to out-group targets (Elfenbein
&
Ambady, 2002). More complex effects relating to differences in
perception of and speed of response to individual emotions in
in-
and out-group members have also been identified (Beaupré and
Hess, 2003; Dunham, 2011; Hugenberg, 2005) Since emotion
per-
ception is an important component of EI, it was hypothesised
that
high EI would be connected to better performance on an
emotion
recognition task for both own-and other-race targets and that
high
EI would reduce or remove the in-group advantage in facial
expres-
sion recognition.
768 K.P.A. DeBusk, E.J. Austin / Personality and Individual
Differences 51 (2011) 764–768
The results of the present study indicate that there was a signif-
icant difference in the number of correct responses for the
different
races of the face stimuli, as well as an interaction between the
race
of the participant and target. This result was in accordance with
previous cross-race effect research, which shows that people are
better able to identify faces of their own race (Elfenbein &
Ambady,
2002). The results also indicate that there was a significant
differ-
23. ence in the proportion of correct responses for each of the emo-
tions, as well as an interaction between the emotion and the race
of the face stimulus. Post hoc analysis showed that there were
sig-
nificant racial differences in the percentage of correct responses
for
Caucasian female angry and sad faces but percentage correct re-
sponses for the happy face stimuli were all above 96%,
regardless
of race. This is somewhat similar to the results of Hugenberg
(2005) which showed that participants recognised happy faces
fas-
ter than angry or sad faces, and is likely to be due to happiness
being readily distinguished from sadness and anger.
Surprisingly, neither trait nor ability EI were significant predic-
tors of the percentage of correct responses for any stimulus
type,
contradicting previous findings of an EI effect on emotional
face
inspection time performance (Austin, 2005), and there was no
indi-
cation of a reduction of in-group bias (where found) related to
EI.
The results suggest that sex and ethnicity are the factors which
determine how well an individual is able to identify facial affect
in the inspection time task. Further examination of the effects
of
EI in cross-group emotion perception is indicated, given the
gen-
eral expectation that EI should be related to more effective pro-
cessing of emotional information. This could involve examining
different kinds of emotion perception task, including the use of
vo-
cal as well as picture stimuli. The use of stimuli with a greater
vari-
24. ety and/or subtlety of emotions than in the present study, i.e.
changes which would make the emotion identification task more
challenging, could also be examined. Speed as well as accuracy
in
emotion identification could also be investigated by using a
reac-
tion time paradigm. This would be of interest since it is possible
that the use of an inspection time paradigm with a small number
of fixed durations of exposure to the stimuli may have obscured
more complex effects in the time taken to process different
stimuli.
Another area where the putative EI effects on cross-group emo-
tion perception could be investigated would be using more
ecolog-
ically valid tasks, for example emotional/social perception tasks
employing video scenes involving in-group or out-group
members.
The use of such tasks would allow the examination of any
effects of
EI in situations similar to those encountered in real life, where
information on emotional states from multiple channels (face,
voice, gesture, etc.) has to be integrated rapidly.
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http://www.macbrain.orgEmotional intelligence and social
perception1 Introduction2 Pilot study2.1 Pilot participants2.2
Pilot Measures2.2.1 NimStim Stimuli2.3 Pilot results3 Main
study methods3.1 Participants3.2 Facial affect perception
inspection time task3.3 Trait EI3.4 Ability EI4 Results4.1
Descriptive statistics and gender differences4.2 Regression
analysis4.3 Analysis of covariance (ANCOVA)5
DiscussionReferences