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Title: MEMORY FOR TRIVIA FACTS AND SOURCE IDENTITY: EFFECTS OF EMOTION AND SOURCE CHARACTERISTICS.
Creator: St. Peter, Krystal S., Kersten, Alan, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: Individuals are constantly being exposed to new information and new situations, but memory for these events is not always equal; understanding the factors that affect an individual’s ability to remember the details surrounding these events is extremely important. The purpose of the current study was to examine the potential effects of emotion and source characteristics, such as age and gender, on memory for factual information (i.e., trivia facts) and source identity (i.e., the sources of the...
Show moreIndividuals are constantly being exposed to new information and new situations, but memory for these events is not always equal; understanding the factors that affect an individual’s ability to remember the details surrounding these events is extremely important. The purpose of the current study was to examine the potential effects of emotion and source characteristics, such as age and gender, on memory for factual information (i.e., trivia facts) and source identity (i.e., the sources of the information). One hundred and twenty-eight undergraduate students viewed a total of 120 videos depicting eight different sources (two young adult males, two young adult females, two older adult males, and two older adult females) presenting neutral and emotional (positive, negative) trivia facts; participants were then asked to complete a fill-in-thevi blank test on memory for trivia facts and a multiple-choice test on memory for the source of each fact. Results indicated that positively valenced trivia facts were remembered more often than both neutral and negatively valenced facts; emotion was not found to affect memory for the sources of trivia facts or memory for the relationship between trivia fact and source. Results indicated that trivia facts presented by female sources were remembered better than facts presented by male sources; source gender also affected memory for the sources of each fact, such that sources of facts presented by females were remembered better than the source identity for a fact presented by a male source. When the identity of the source was forgotten, participants were more likely to falsely attribute the fact to someone of the same age as the original source. If the original source was female, participants were also more likely to falsely attribute that fact to another female source compared to a male source, but if the original source was male, participants were equally likely to misattribute the source of either gender. The findings from the current study add to the current understanding of the complex effects of emotion on memory and suggest the importance
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013739
Subject Headings: Memory, Emotion
Format: Document (PDF)

Title: Socio-emotional regulation and physiological regulation in preschoolers during emotionally-evocative stories.
Creator: Marsh, Kathryn L., Jones, Nancy Aaron, Mize, Krystal D., Graduate College
Date Issued: 2013-04-12
PURL: http://purl.flvc.org/fcla/dt/3361946
Subject Headings: Empathy in children, Emotions
Format: Document (PDF)

Title: Effects of Emotionally Valenced Objects on Associative Memory of Events.
Creator: Pugh, Lindsey, Kersten, Alan, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: Kersten et al. (2021) revealed that participants remembered negatively valenced actions better than neutral actions, but did no better at binding negative actions with the people who performed them compared to neutral actions. We were interested in testing whether emotion only enhances memory for individual features of an event, or whether emotion can also enhance binding of certain combinations of features. In particular, we tested the effect of emotionally charged objects on the ability to...
Show moreKersten et al. (2021) revealed that participants remembered negatively valenced actions better than neutral actions, but did no better at binding negative actions with the people who performed them compared to neutral actions. We were interested in testing whether emotion only enhances memory for individual features of an event, or whether emotion can also enhance binding of certain combinations of features. In particular, we tested the effect of emotionally charged objects on the ability to remember those objects and the actions associated with them. Participants saw a series of brief videos each involving an actor performing one of two different actions on one of two objects within a specific object category (e.g., guns or piñatas), some objects neutral in valence, some positive, and some negative. Participants were later tested on their ability to distinguish old events from novel conjunctions of particular objects with the actions that had been previously performed with the other members of the same object categories. Although only marginally significant, participants appeared more able to bind objects with their associated actions when those objects held a negative charge compared to neutral objects. Additionally, participants were more sensitive to changes in actions when those actions were associated with negative objects compared to neutral or positive objects. However, false memory increased when new negative objects were presented compared to novel presentation of neutral or positive objects.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00014069
Subject Headings: Emotions, Memory, Valence
Format: Document (PDF)

Title: DEPRESSIVE SYMPTOMS & EXPRESSING EMOTIONS: EMOTIONAL EXPRESSIVENESS IN CHILDREN WITH PARENTS WHO EXPERIENCE DEPRESSIVE SYMTPOMS.
Creator: Salley, Jenna, Jones, Nancy Aaron, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: Children learn from their parents’ emotional expressions because one’s parents are the main source of social information, especially on an emotional level. Depression hinders the parents’ ability to express these emotions, in turn, hindering the child’s ability to identify and express emotions as they get older. Parents self-reported their everyday depressive symptoms and were placed into two depressive categories: high and low. By means of a story-telling paradigm, each parent read 2 stories...
Show moreChildren learn from their parents’ emotional expressions because one’s parents are the main source of social information, especially on an emotional level. Depression hinders the parents’ ability to express these emotions, in turn, hindering the child’s ability to identify and express emotions as they get older. Parents self-reported their everyday depressive symptoms and were placed into two depressive categories: high and low. By means of a story-telling paradigm, each parent read 2 stories to their child, one positively and one negatively valanced. This study looked at the parent-child dyadic interaction, as well as behavioral patterns of interactions in both children and parents. Parents’ depressive symptoms affected their ability to be expressive during emotionally valenced situations. Parent-child pairs also had less dyadic unity when depressive symptoms were prevalent. Depressive symptoms in the parent also led to the child expressing fewer relevant emotions and having lower comprehension of emotions. The findings suggest that depressive symptoms in the parents, even at a subclinical level, not only affect the parents’ emotional expressivity but also leads to weaker emotional processing skills in their preschoolers.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00014113
Subject Headings: Depression, Emotions, Parent and child, Emotions in children
Format: Document (PDF)

Title: Expressions of emotion in bilingual mother's child-directed speech.
Creator: Filippi, Katherine, Graduate College
Date Issued: 2013-04-12
PURL: http://purl.flvc.org/fcla/dt/3361299
Subject Headings: Bilingualism, Emotion, Mother and child
Format: Document (PDF)

Title: Electrophysiological Correlates of Emotion Word Processing in Spanish-English Bilinguals.
Creator: Vélez-Uribe, Idaly, Rosselli, Monica, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: An EEG experiment was design to test the influence of level of proficiency on processing of emotion content between languages in a sample of Spanish-English bilinguals divided by proficiency levels between two groups of bilinguals, one group of balanced (n=23) and another of unbalanced bilinguals (n=26). The participants rated words in three categories (negative, neutral, and positive) in terms of emotional valence in English and Spanish while EEG was recorded. Event-related potentials were...
Show moreAn EEG experiment was design to test the influence of level of proficiency on processing of emotion content between languages in a sample of Spanish-English bilinguals divided by proficiency levels between two groups of bilinguals, one group of balanced (n=23) and another of unbalanced bilinguals (n=26). The participants rated words in three categories (negative, neutral, and positive) in terms of emotional valence in English and Spanish while EEG was recorded. Event-related potentials were calculated for two components related to emotion processing: the early posterior negativity (EPN) and the late positive complex LPC. 2 (Bilingual group) x 2 (language) x 3 (valence) x 3 (electrode) analyses were conducted on each component, separately for latency and amplitude. The results for the EPN latency indicated a marginally significant valence effect, with emotion words presenting shorter latencies than neutral words across conditions indicating a processing advantage of emotion content in both languages. The EPN amplitude also reflected the effect of valence, with larger amplitudes both emotion categories than for neutral words. The overall EPN amplitude was larger in Spanish than in English for both bilingual groups across valence categories. The LPC latency was longer in English than in Spanish for both bilingual groups, possibly related to Spanish being identified as native language in most of the sample. The LPC amplitude was larger for negative than for emotion than for neutral words for both groups in English and in Spanish for the Balanced group. The Unbalanced group, however, presented larger for positive than for neutral, and for neutral than for negative words. These results suggest that the Balanced and Unbalanced groups process emotion content similarly in English, but differently in Spanish. The Valence effects were consistent across languages for the Balanced group, but not for the Unbalanced group which might reflect an attenuation of the valence effect for negative words in Spanish for this group, and could indicate weaker emotional reactivity to negative words in the less proficient language.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013104
Subject Headings: Bilingualism, Language and emotions., Electroencephalography.
Format: Document (PDF)

Title: The development of emotional intelligence in at-risk female adolescents.
Creator: Nicoll, Monica., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to investigate the hypothesis that a cognitivebehavioral based psycho-educational group counseling program would increase at-risk female adolescent emotional intelligence (EI). The EI research reviewed and discussed entailed a competency building program composed of affirmations, meditation guided imagery, individual therapy sessions, group therapy, psychodrama, journaling, and parent handouts. The study was based upon theories related to the development of EI in...
Show moreThe purpose of this study was to investigate the hypothesis that a cognitivebehavioral based psycho-educational group counseling program would increase at-risk female adolescent emotional intelligence (EI). The EI research reviewed and discussed entailed a competency building program composed of affirmations, meditation guided imagery, individual therapy sessions, group therapy, psychodrama, journaling, and parent handouts. The study was based upon theories related to the development of EI in at-risk youth, and the outcome research related to the effectiveness of emotional interventions for enhancing positive social-emotional development of at-risk adolescents. ...T his study investigated whether a group therapy process that encompasses programmatic components fostering self-regulation, self-awareness, empathy, and positive social skills, could effectively increase the EI and social adjustment of a target group of at-risk female adolescents.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362581
Subject Headings: Emotional intelligence, Emotions in adolescence, Social intelligence, Emotional maturity, Interpersonal communication, Success, Psychological aspects
Format: Document (PDF)

Title: Emotional Reactions to Stationary and Moving Animals.
Creator: St. Peter, Krystal S., Kersten, Alan, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Appraisal theory posits that the addition of new, relevant, information can alter the outcome of the appraisal process for a given emotional elicitor, such as an animal. The current study aimed to explore whether the addition of animal movement would sufficiently influence the intensity of emotional reactions and action motivation ratings for animals. The current study compared self-reported emotional reactions and self-reported action motivations for still images and videos for six animal...
Show moreAppraisal theory posits that the addition of new, relevant, information can alter the outcome of the appraisal process for a given emotional elicitor, such as an animal. The current study aimed to explore whether the addition of animal movement would sufficiently influence the intensity of emotional reactions and action motivation ratings for animals. The current study compared self-reported emotional reactions and self-reported action motivations for still images and videos for six animal categories (snakes, spiders, cockroaches, tortoises, deer, and ducks). Our findings indicate that movement increases the intensity of relevant emotional reactions to cockroaches, tortoises, deer, and ducks, but not snakes or spiders. Action motivation ratings indicate that movement increases approach motivations for the positively associated animals but does not alter avoidance motivations for the negatively associated animals. The implications for our understanding of the perception of and reactions to animals are discussed.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013265
Subject Headings: Emotions--Research, Animals, Moving, Stationary
Format: Document (PDF)

Title: HEART RATE RESPONSE AND SUPPRESSION OF BAR PRESSING DURING CER AND PASSIVE AVOIDANCE.
Creator: SEGER, KARL ALFRED, III., Florida Atlantic University
Abstract/Description: According to the cardiac-somatic hypothesis, heart rate changes are a function of changes in somatic activity. Conversely, the Independent Response Theory states that conditioning of heart rate and somatic activities are independent of each other. Using two groups, the present study examined these conflicting theories by measuring changes in heart rate and bar press suppression during 10 days of CER and passive avoidance conditioning. Results of this study indicate that heart rate responses...
Show moreAccording to the cardiac-somatic hypothesis, heart rate changes are a function of changes in somatic activity. Conversely, the Independent Response Theory states that conditioning of heart rate and somatic activities are independent of each other. Using two groups, the present study examined these conflicting theories by measuring changes in heart rate and bar press suppression during 10 days of CER and passive avoidance conditioning. Results of this study indicate that heart rate responses and bar press suppression conditioned independently of each other, during both CS and post CS periods. Further, while bar pressing suppressed rapidly in both groups, heart rate responses were different between the two groups suggesting that although both procedures conditioned the same behavioral results, they elicit different autonomic responses.
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Date Issued: 1977
PURL: http://purl.flvc.org/fcla/dt/13883
Subject Headings: Heart beat, Emotional conditioning, Avoidance (Psychology), Psychophysiology
Format: Document (PDF)

Title: EMOTIONAL INTELLIGENCE AND ITS IMPACT ON COMMUNITY ASSOCIATION MANAGERS AS TRANSFORMATIONAL LEADERS.
Creator: McKnight, Sharon Faithlyn Dianne, Bryan, Valerie C., Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: Community Association Managers (CAMs) are managers licensed by the Department of Business and Professional Regulation to manage planned communities, such as condominiums, homeowner associations, and cooperatives. The purpose of this research focused entirely on licensed CAMs in the State of Florida. CAMs are expected to be transformational leaders of community associations amidst emotionally charged environments with judicial dictates and strict rules and regulations. The impact of emotional...
Show moreCommunity Association Managers (CAMs) are managers licensed by the Department of Business and Professional Regulation to manage planned communities, such as condominiums, homeowner associations, and cooperatives. The purpose of this research focused entirely on licensed CAMs in the State of Florida. CAMs are expected to be transformational leaders of community associations amidst emotionally charged environments with judicial dictates and strict rules and regulations. The impact of emotional intelligence on transformational leadership in CAMs has been under-researched and virtually ignored despite their critical role in community management. Two main theoretic lenses were used to guide this study of CAMs, Goleman’s focus on theory of emotional intelligence and Burns’ theory of transformational leadership.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013709
Subject Headings: Emotional intelligence, Transformational leadership, Community leadership
Format: Document (PDF)

Title: The Effect of the Conditioned Emotional Response (CER) on the Subsequent Acquisition of a Temporal Discrimination.
Creator: McNeely, Joseph J., Otten, Cynthia S., Florida Atlantic University
Abstract/Description: Twenty 100 day old male rats were trained to behavioral criterion in a CER paradigm. Two shock levels (.1 and .2 ma) were employed to establish these criteria. Half of the Ss reached medium suppression (suppression ratios between .39 and .11) of a bar pressing response; half achieved high suppression (suppression ratios less than .10). The animals were subsequently exposed to 15 daily sessions of FI training utilizing a head, panel pressing response for food. Five of the medium suppression...
Show moreTwenty 100 day old male rats were trained to behavioral criterion in a CER paradigm. Two shock levels (.1 and .2 ma) were employed to establish these criteria. Half of the Ss reached medium suppression (suppression ratios between .39 and .11) of a bar pressing response; half achieved high suppression (suppression ratios less than .10). The animals were subsequently exposed to 15 daily sessions of FI training utilizing a head, panel pressing response for food. Five of the medium suppression group and five of the high suppression group were exposed to the conditioned suppression CS (a light) during the FI acquisition periods . The remaining rats underwent FI training in the absence of the CS. An Index of Curvature was employed to measure each FI period record and to indicate the degree of acquisition of FI scalloping. Analysis of variance for the four groups revealed only the progression over days to be a significant source of variation. Analysis of linear trend indicated a strong linearity in the variance over 15 days for all groups, but revealed no clear differences between the groups. Some tendencies indicate a slight superiority in acquisition by the medium suppression group which was exposed to the CS during FI training. The high suppression group which was exposed to the light was noticeably inferior in FI discrimination. These results possibly demonstrate an "arousal- interference" mechanism for the CER, but the data do not support the conclusion that the conditioned suppression signal (CS) has a differential effect on subsequent acquisition of an unrelated temporal discrimination. A history of shook treatment, or of CER training, may be responsible, however, for the overall poor acquisition of FI scalloping that was demonstrated by all four groups in this study.
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Date Issued: 1969
PURL: http://purl.flvc.org/fau/fd/FA00000799
Subject Headings: Emotional conditioning, Discrimination learning, Learning, Psychology of
Format: Document (PDF)

Title: CHILDREN’S EMOTIONAL RESPONSIVENESS AND THE CONTRIBUTIONS OF PARENTS’ EXPRESSIVE TENDENCIES DURING EMOTIONALLY POSITIVE AND NEGATIVE INTERACTIONS.
Creator: Smatrakaleva, Kristina G., Jones, Nancy Aaron, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: This study examines how children learn emotional information and management from their primary caretakers during interactions with positive and negative narratives. Fifty-six preschoolers and their parents participated in a storytelling and discussion task, where each parent presented a happy and a sad story. Preschoolers were coded for their involvement, emotional comprehension, and concern, while parents were rated on their support, scaffolding, and expressiveness. Findings reveal that warm...
Show moreThis study examines how children learn emotional information and management from their primary caretakers during interactions with positive and negative narratives. Fifty-six preschoolers and their parents participated in a storytelling and discussion task, where each parent presented a happy and a sad story. Preschoolers were coded for their involvement, emotional comprehension, and concern, while parents were rated on their support, scaffolding, and expressiveness. Findings reveal that warm responsive and expressive parental behaviors contribute significantly to children’s cognitive and emotional skills during both positive and negative narrative interactions. Parents high in support and expressiveness (both during the task and within the home) had children who showed higher total expression, in addition to being more positively expressive, more involved, and more understanding of emotional concepts. These results reinforce previously established beliefs on the importance of emotionally open, positively expressive, and cognitively stimulating parent-child interactions on emotional, social, and regulatory competence.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00014011
Subject Headings: Parent and child, Emotion, Developmental psychology
Format: Document (PDF)

Title: AN APPROACH USING AFFECTIVE COMPUTING TO PREDICT INTERACTION QUALITY FROM CONVERSATIONS.
Creator: Matic, Richard N., Maniaci, Michael, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: John Gottman’s mathematical models have been shown to accurately predict a couple’s style of interaction using only the sentiments found in the couple’s conversations. I derived speaker sentiment slopes from 151 recorded dyadic audio conversations from the IEMOCAP dataset through an IBM Watson emotion recognition pipeline and assessed its accuracy as input for a Gottman model by comparing the cumulative speaker sentiment slope for each conversation produced from predicted emotion codes to...
Show moreJohn Gottman’s mathematical models have been shown to accurately predict a couple’s style of interaction using only the sentiments found in the couple’s conversations. I derived speaker sentiment slopes from 151 recorded dyadic audio conversations from the IEMOCAP dataset through an IBM Watson emotion recognition pipeline and assessed its accuracy as input for a Gottman model by comparing the cumulative speaker sentiment slope for each conversation produced from predicted emotion codes to that produced from groundtruth codes provided by IEMOCAP. Watson produced sentiment slopes strongly correlated with those produced by groundtruth emotion codes. An abbreviated pipeline was also assessed consisting just of the Watson textual emotion recognition model using IEMOCAP’s human transcriptions as input. It produced predicted sentiment slopes very strongly correlated with those produced by groundtruth. The research demonstrated that artificial intelligence has potential to be used to predict interaction quality from short samples of conversational data.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00014023
Subject Headings: Affective Computing, Emotion recognition, Artificial intelligence
Format: Document (PDF)

Title: You should be ashamed of yourself: a study of moral development and moral emotion.
Creator: Bright, Justin., Harriet L. Wilkes Honors College
Abstract/Description: Research on Kohlberg's theory of moral development has examined moral development by examining individuals' justice operations. However, how the moral emotions are related to moral development has been neglected. In a sample of mostly undergraduates (N=53), moral development (measured using an index of higher-level moral reasoning and one of reasoning consistency from the Defining Issues Test) and the moral emotions of guilt, shame, empathy, and self-esteem were measured. Shame was positively...
Show moreResearch on Kohlberg's theory of moral development has examined moral development by examining individuals' justice operations. However, how the moral emotions are related to moral development has been neglected. In a sample of mostly undergraduates (N=53), moral development (measured using an index of higher-level moral reasoning and one of reasoning consistency from the Defining Issues Test) and the moral emotions of guilt, shame, empathy, and self-esteem were measured. Shame was positively related to higher moral reasoning (r=.26, p<.10); guilt was not (r=-.02, ns). Empathy was also positively correlated with higher moral reasoning (r=.19). Moral consistency was positively related to shame (r=.31, p<.05) and guilt (r=.32, p<.05). Existential theory was used to explain the differentiation between shame and guilt in their correlations with higher moral reasoning. The correlations between moral consistency and guilt and between moral consistency and shame are discussed with respect to the inhibitive nature of shame and guilt.
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Date Issued: 2008
PURL: http://purl.flvc.org/FAU/77659
Subject Headings: Moral development, Social ethics, Emotions, Moral and ethical aspects, Emotions and cognition
Format: Document (PDF)

Title: The Affective Individual: The Influence of Self-Structure on The Experience of Discrete and Mixed Emotions.
Creator: Blackmon, C. William, Vallacher, Robin R., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Coherence of self-concept refers to the ability to stabilize on a clear set of views about oneself. This aspect of self-structure is closely linked self-esteem, and similar evidence in emotion research suggests an intricate connection between the self-system and emotion. Evidence suggests that emotions of seemingly opposing valence such as happy and sad can co-occur (i.e., mixed emotion). This study validated a new set of emotional stimuli particularly to elicit mixed emotion and used these...
Show moreCoherence of self-concept refers to the ability to stabilize on a clear set of views about oneself. This aspect of self-structure is closely linked self-esteem, and similar evidence in emotion research suggests an intricate connection between the self-system and emotion. Evidence suggests that emotions of seemingly opposing valence such as happy and sad can co-occur (i.e., mixed emotion). This study validated a new set of emotional stimuli particularly to elicit mixed emotion and used these stimuli with a mouse task that allowed participants to report positive and negative emotions simultaneously. The study examined possible individual differences in discrete emotional response associated with self-esteem as well as a possible connection between selfconcept coherence and a differential ability to harbor mixed emotions; specifically that individuals with high coherence in self-concept would tend to disambiguate their emotional response, but those with low coherence would be more susceptible to cooccurring positive and negative emotion.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004910
Subject Headings: Emotions., Self-perception., Self-esteem., Emotional intelligence., Self-organizing systems.
Format: Document (PDF)

Title: Memory for emotional and non-emotional events.
Creator: Butler, Leslie A., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: This experiment was designed to investigate the effect of emotion on an individual's ability to bind actors and actions in memories for events. Binding is the process of creating associations among features of a stimulus in order to represent that they belong together; however, errors can occur when a feature from one stimulus is incorrectly associated with a feature from another stimulus. Participants viewed a series of video clips, each depicting an actor performing a simple emotional or...
Show moreThis experiment was designed to investigate the effect of emotion on an individual's ability to bind actors and actions in memories for events. Binding is the process of creating associations among features of a stimulus in order to represent that they belong together; however, errors can occur when a feature from one stimulus is incorrectly associated with a feature from another stimulus. Participants viewed a series of video clips, each depicting an actor performing a simple emotional or non-emotional action. One week later, they viewed a series of retrieval video clips consisting of old, (previously seen), conjunction (previously seen action performed by a different actor) and also new video clips. Participants responded "yes" to viewing the old clips the most, followed by both conjunction clips, and then new clips. Participants also responded "yes" more often to emotional items and also displayed higher confidence ratings to "yes" responses for emotional items.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/221946
Subject Headings: Recollection (Psychology), Memory, Physiological effects, Emotions, Physiological effects, Emotion and cognition
Format: Document (PDF)

Title: Understanding group emotional intelligence in the public sector.
Creator: Ghuman, Umar., College for Design and Social Inquiry, School of Public Administration
Abstract/Description: In recent years behaviroal management literature has created and utilized the concept of group emotional intelligence in work groups and work teams. This dissertation is a re-conceptualization and an empirical analysis of group emotional intelligence in the context of public administration work groups. This dissertation proposes a new conceptualization of GEI and utilizes it for the empirical measurement of GEI. By critically reviewing previous theoretical and empirical literature on group...
Show moreIn recent years behaviroal management literature has created and utilized the concept of group emotional intelligence in work groups and work teams. This dissertation is a re-conceptualization and an empirical analysis of group emotional intelligence in the context of public administration work groups. This dissertation proposes a new conceptualization of GEI and utilizes it for the empirical measurement of GEI. By critically reviewing previous theoretical and empirical literature on group level phenomena and their measurement, this dissertation offers a re-conceptualization of group emotional intelligence. it also defines group emotional intelligence (GEI), creates a model for GEI, provides an empirical means of measuring (GEI) and demonstrates how GEI in groups can afect group performance and group learning ability.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3353085
Subject Headings: Emotional intelligence, Group relations training, Organizational behavior, Social psychology
Format: Document (PDF)

Title: Not what you think: judgement transformation through nonconscious thought.
Creator: Parkin, Steven S., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Perceiver's use of thought suppression to maintain a consistent attitude toward another person ironically leads to nonlinear changes in their evaluations over time. In this study of interpersonal evaluation, 157 participants across three conditions (high-level mindset, low-level mindset, and control) observe the same person in seven counter-balanced videotaped social interactions depicting helpful, rude, and ambiguous behaviors. The high-level prime instructed participants to focus on the...
Show morePerceiver's use of thought suppression to maintain a consistent attitude toward another person ironically leads to nonlinear changes in their evaluations over time. In this study of interpersonal evaluation, 157 participants across three conditions (high-level mindset, low-level mindset, and control) observe the same person in seven counter-balanced videotaped social interactions depicting helpful, rude, and ambiguous behaviors. The high-level prime instructed participants to focus on the target's goals and intentions ; low-level participants focused on the target's specific concrete behaviors. High-level participants better resisted the influence of conflicting information by surpressing thoughts inconsistent with their initial evaluation of the target. From the dynamical systems perspective, such suppressed information over time becomes organized as an alternative attractor, nonconsciously influencing the perceiver's cognitive system, leading to change away from an initial attitude, as measured by the Mouse Paradigm procedure.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3355871
Subject Headings: Emotions and cognition, Subconsciousness, Unconscious (Psychology), Cognitive psychology
Format: Document (PDF)

Title: The Relationship between Emotional Intelligence and Perceived Stress among Low-Income Brazilian Mothers.
Creator: Temes, Patricia Jeane, Bryan, Valerie C., Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: Lack of resources, mental health issues, low self-esteem, financial hardships and other maladaptive coping patterns are stressors that significantly impact low-income mothers. The purpose of this study was to examine the relationship between emotional intelligence and perceived stress among low-income Brazilian mothers. Additionally, the study investigated the influence of age, educational level, and employment status on the relationship between participants’ emotional intelligence and...
Show moreLack of resources, mental health issues, low self-esteem, financial hardships and other maladaptive coping patterns are stressors that significantly impact low-income mothers. The purpose of this study was to examine the relationship between emotional intelligence and perceived stress among low-income Brazilian mothers. Additionally, the study investigated the influence of age, educational level, and employment status on the relationship between participants’ emotional intelligence and perceived stress. Sixty-eight (n = 68) adult low-income Brazilian mothers receiving financial assistance from the Centers of Reference in Social Services (CRAS) in Brazil participated in this correlational study. Recruitment and interviews of the participants were conducted by Brazilian case managers. The Schutte Self-Report Emotional Intelligence Test (SSEIT), Perceived Stress Scale (PSS-14), and a demographic questionnaire were used to collect data. Results from a Pearson correlation coefficient (Pearson’s r) test indicated a negative correlation between emotional intelligence and stress in the sample. The findings from the multiple regression analysis revealed that the correlation between emotional intelligence and perceived stress in low-income Brazilian mothers does not differ based on age, educational level, or employment.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00014075
Subject Headings: Low-income mothers, Brazil, Emotional intelligence, Stress
Format: Document (PDF)

Title: INCORPORATING EMOTION RECOGNITION IN CO-ADAPTIVE SYSTEMS.
Creator: Al-Omair, Osamah M., Huang, Shihong, Florida Atlantic University, Department of Computer and Electrical Engineering and Computer Science, College of Engineering and Computer Science
Abstract/Description: The collaboration between human and computer systems has grown astronomically over the past few years. The ability of software systems adapting to human's input is critical in the symbiosis of human-system co-adaptation, where human and software-based systems work together in a close partnership to achieve synergetic goals. However, it is not always clear what kinds of human’s input should be considered to enhance the effectiveness of human and system co-adaptation. To address this issue,...
Show moreThe collaboration between human and computer systems has grown astronomically over the past few years. The ability of software systems adapting to human's input is critical in the symbiosis of human-system co-adaptation, where human and software-based systems work together in a close partnership to achieve synergetic goals. However, it is not always clear what kinds of human’s input should be considered to enhance the effectiveness of human and system co-adaptation. To address this issue, this research describes an approach that focuses on incorporating human emotion to improve human-computer co-adaption. The key idea is to provide a formal framework that incorporates human emotions as a foundation for explainability into co-adaptive systems, especially, how software systems recognize human emotions and adapt the system’s behaviors accordingly. Detecting and recognizing optimum human emotion is a first step towards human and computer symbiosis. As the first step of this research, we conduct a comparative review for a number of technologies and methods for emotion recognition. Specifically, testing the detection accuracy of facial expression recognition of different cloud-services, algorithms, and methods. Secondly, we study the application of emotion recognition within the areas of e-learning, robotics, and explainable artificial intelligence (XAI). We propose a formal framework that incorporates human emotions into an adaptive e-learning system, to create a more personalized learning experience for higher quality of learning outcomes. In addition, we propose a framework for a co-adaptive Emotional Support Robot. This human-centric framework adopts a reinforced learning approach where the system assesses its own emotional re-actions.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00013926
Subject Headings: Emotion recognition, Human-computer interaction, Affective Computing
Format: Document (PDF)

FAU Theses and Dissertations (48)	+ -
Honors Student Theses (3)	+ -
FAU Graduate Student Research (2)	+ -

Psychological aspects (9)	+ -
Emotional intelligence (8)	+ -
Emotions (7)	+ -
Emotions and cognition (6)	+ -
Parent and child (5)	+ -

Emotion (4)	+ -
Emotions in children (3)	+ -
Memory (3)	+ -
Moral development (3)	+ -
Affect (Psychology) (2)	+ -
Affective Computing (2)	+ -
Bilingualism (2)	+ -
Computational neuroscience (2)	+ -
Developmental psychology (2)	+ -
Emotion recognition (2)	+ -
Emotional conditioning (2)	+ -
Emotions in adolescence (2)	+ -
Emotions in music (2)	+ -
Emotions. (2)	+ -
Interpersonal communication (2)	+ -
Mood (Psychology)--Physiological aspects. (2)	+ -
Music (2)	+ -
Musical perception (2)	+ -
Perceptual-motor learning (2)	+ -
Social psychology (2)	+ -
Stress (Psychology) (2)	+ -
Academic achievement--Psychological aspects (1)	+ -
Achievement motivation in children (1)	+ -
Adjustment (Psychology) (1)	+ -
Adolescent psychology (1)	+ -

Electronic Thesis or Dissertation (48)	+ -
thesis (3)	+ -
abstract (2)	+ -

Florida Atlantic University (33)	+ -
Charles E. Schmidt College of Science (30)	+ -
Department of Psychology (27)	+ -
Jones, Nancy Aaron (8)	+ -
Dorothy F. Schmidt College of Arts and Letters (6)	+ -

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