Does surprise enhance infant memory? Assessing the impact of the encoding context on subsequent object recognition

A discrepancy between what was predicted and what is observed has been linked to increased looking times, changes in brain electrical activity, and increased pupil dilation in infants. These processes associated with heightened attention and readiness to learn might enhance the encoding and memory consolidation of the surprising object, as suggested by both the infant and the adult literature. We therefore investigated whether the presence of surprise during the encoding context enhances subsequent encoding and recognition memory processes for the items that violated infants' expectations. Seventeen-month-olds viewed 20 familiar objects, half of which were labeled correctly, while the other half were mislabeled. Subsequently, infants were presented with a silent recognition memory test where the previously labeled objects appeared along with new images. Pupil dilation was measured, with more dilated pupils indicating (1) surprise during those labeling events where the item was mislabeled and (2) successful retrieval processes during the memory test. Infants responded with more pupil dilation to mislabeling compared to correct labeling. Importantly, despite the presence of a surprise response during mislabeling, infants only differentiated between the previously seen and unseen items at the memory test, offering no evidence that surprise had facilitated the encoding of the mislabeled items.     

社会网络、 先前经验与创业风险识别

无法识别创业风险是导致创业失败的主要原因之一,如何有效识别并管理创业风险是新创企业健康成长的关键.社会网络能够弥补创业者在识别风险过程中的信息劣势,但既有研究极少探索社会网络是否以及如何影响创业风险识别.为弥补这个研究空白,文章利用信息处理理论为研究框架,构建了创业风险识别模型.具体而言,结构洞和网络强度有利于创业者获取更多、高质量与风险相关的信息,进而识别更多的创业风险;获取信息的数量在网络强度与创业风险识别关系之间发挥完全中介作用;创业者的先前经验正向影响创业风险识别,并对结构洞与获取信息的数量之间关系起调节作用.文章讨论了研究结果的理论贡献与实践启发.     

Eroticism as Embodied Emotion: The Erotics of Renaissance Faire

This paper conceptualizes eroticism as emotional experience. I use the Renaissance Faire to illustrate the construction of asexual eroticism along three dimensions: the carnal experience of Faire, its focus on physicality, and intimations of increased interpersonal access. This approach forefronts the complexity of eroticism and situates the erotic squarely in the sociology of emotion, providing a model for understanding a range of emotional, embodied, and nonsexual charges as erotic. More broadly, the analysis seeks to contribute to the study of all emotion as embodied.     

情绪缓解方法探析：聆听脑波音乐

随着社会发展速度加快，人们负担的精神压力也越来越重，在目前的治疗基础上，研究新的更为有效的治疗方法刻不容缓。联合脑电信号和功能核磁共振信号，根据两种生理信号和音乐都具有无标度性的特点来建立对应关系，生成脑波音乐。这种脑波音乐包含有人体自身的生理信息，通过实验验证其更贴近作曲家创作的音乐。我们让具有焦虑症状的大学生聆听脑波音乐，结果表明聆听脑波音乐能一定程度上起到舒缓情绪的作用。     

Orientating disability studies to disablist austerity: applying Fraser’s insights

Many disabled people in Britain have experienced profound challenges brought about by a government policy programme characterised by ‘austerity’. Drawing on the work of Fraser and Polanyi, this article explores new ways in which disability studies can become theoretically orientated to the task of explaining and challenging what has become an issue of overbearing importance for many disabled people. It is argued that Fraser’s notion of bivalency encapsulates the combination of cultural and economic challenges which characterise ‘disablist austerity’. Fraser’s development of Polanyi’s work is used to argue that disability studies should be orientated to large-scale economic challenges as well as cultural and discursive concerns that are more often the object of study in the field.     

How do my parents react when I feel happy? Longitudinal associations with adolescent depressive symptoms,anhedonia, and positive affect regulation

Parental emotion socialization plays a role in the development of adolescents’ emotion regulation and is associated with adolescents’ depressive symptoms. Most research has focused on parental socialization of negative affect. The scarce research on parental socialization of positive affect (PA) shows that parental downgrading responses to adolescents’ PA are associated with concurrent adolescent depression. The aims of the present study were to examine longitudinal associations of both maternal and paternal responses to adolescents’ PA with how adolescents regulate their PA (i.e., dampening and enhancing) and with adolescents’ general depressive symptoms and anhedonia. We also considered associations in the opposite direction from adolescent regulatory responses and symptoms to parental responses. In a two‐wave study (1‐year interval), 635 adolescents from Grade seven completed questionnaires. Cross‐sectionally, maternal and paternal responses to adolescents’ PA were associated with concurrent adolescents’ PA regulation as well as adolescents’ depressive and anhedonic symptoms. Longitudinally, low maternal and paternal enhancing responses to adolescents’ PA predicted relative increases in anhedonic symptoms and relative decreases in adolescent enhancing over time. Low maternal enhancing was also predictive of relative increases in depressive symptoms. The present study points to bidirectionality of relations as adolescents’ level of depressive symptoms predicted maternal and paternal responses.     

It's written all over their faces: Preschoolers' emotion understanding

Emotion understanding is a multifaceted construct made up of several components. To identify how several common components of emotion understanding relate to one another, five emotion understanding tasks were compared within the same group of children. Fifty‐four preschool children (M = 3.81 years, SD = 0.40) were asked to display the typical facial expression of six emotions after hearing their corresponding emotion label. They were then read six vignettes and asked to: “use your face to show how [the protagonist] would feel,” provide an emotion label for the main character, and “choose a picture of a face that would look like [the main character].” Finally, they were asked to provide a label for emotions presented to them in photographs. For all tasks, six emotions were examined: happiness, sadness, anger, fear, surprise, and disgust. With the exception of the two modeling tasks, results show correlations among the emotion understanding tasks. There was a significant interaction between task and emotion category for emotion understanding accuracy. However, there was some consistency in the pattern of discrete emotion categorization emergence across the tasks. Additionally, accuracy scores (representing emotion understanding) across tasks were not equivalent. Findings are discussed in the broader context of emotion understanding.     

Participant roles in preschool bullying: The impact of emotion regulation,social preference,and quality of the teacher–child relationship

The present work investigated whether emotion regulation and social preference were associated with participant roles in bullying as a function of the quality of the relationship with teachers. Participants were 332 children (172 boys), in the age of 42–76 months (M = 58.74; SD = 7.84). Peer nominations were employed to assess social preference and participant roles (bullying, victimization, defending the victim, and outsider behavior). Teachers completed the Emotion Regulation Checklist, which yields the dimensions of emotion regulation and lability/negativity, and the Student – Teacher Relationships Scale, to evaluate conflict and closeness with the teacher. Multilevel models highlighted that emotional lability was positively associated with bullying and outsider behavior, emotion regulation was positively related to bullying and defending behavior, and social preference was negatively associated with bullying and victimization and positively with defending behavior. Interactions indicated that lability and low social preference were associated with bullying, and emotion regulation with outsider behavior, in children with a conflictual relationship with the teacher whereas social preference was related to defending behavior in children with a close relationship with the teacher. Results are discussed highlighting the importance of the quality of teacher–child relationship and the relevance of intervention programs aimed at promoting social wellbeing in preschool.     

节目试看对网络视频运营商市场策略影响研究

随着网络视频运营商收费节目试看的兴起，而节目试看对网络视频运营商诸如市场规模，利润等市场策略的影响所知甚少。本文在考虑网络用户情绪效用情况下，通过构建高质量视频运营商首播节目与后来跟进的低质量视频运营商播出该节目的博弈模型，研究高质量视频运营商首播节目之前提供节目试看对两个运营商收费模式下的节目最优收费价格和免费模式下的最优嵌入广告量以及视频节目提供模式选择的影响。研究表明，高质量视频运营商在节目首播之前提供节目充分试看能够实现节目最优收费价格最高，利润最大，因此节目充分试看是其最优策略；并且低质量运营商在其单位广告收益与用户单位广告"成本"满足一定条件下，高质量运营商提供的节目的充分试看能够减少低质量运营商总利润，因此避免低质量视频运营商搭乘节目试看的顺风车；高质量视频运营商提供节目充分试看情况下，高质量视频运营商只采取收费模式为其最优市场策略，低质量视频运营商采取免费模式为其最优市场策略。本文的研究成果对网络视频运营商日常运营有一定的管理学启示与应用价值。     

Un/gendering Social Selves: How Nonbinary People Navigate and Experience a Binarily Gendered World

Based on in‐depth interviews, we explore how people who do not identify exclusively or consistently as either women or men (i.e., nonbinary people) navigate a culture that bifurcates people into women or men. Using an interactionist approach, we first analyze how interviewees employ discourse (e.g., names, identity labels, and pronouns) and the body (e.g., expressions, decoration, and transformation) to present themselves as nonbinary, which we conceptualize as ungendering social selves. Second, we examine the emotional benefits (e.g., authenticity, pride, liberation) and burdens (e.g., fear, rejection, exhaustion) of ungendering. Third, we uncover the emotional, social, and structural conditions under which our nonbinary‐identified participants sometimes present themselves as binarily gendered, which we conceptualize as gendering social selves. We conclude with discussing empirical and theoretical contributions.