Introducing the MiniPONS: A Short Multichannel Version of the Profile of Nonverbal Sensitivity (PONS)

Despite extensive research activity on the recognition of emotional expression, there are only few validated tests of individual differences in this competence (generally considered as part of nonverbal sensitivity and emotional intelligence). This paper reports the development of a short, multichannel, version (MiniPONS) of the established Profile of Nonverbal Sensitivity (PONS) test. The full test has been extensively validated in many different cultures, showing substantial correlations with a large range of outcome variables. The short multichannel version (64 items) described here correlates very highly with the full version and shows reasonable construct validity through significant correlations with other tests of emotion recognition ability. Based on these results, the role of nonverbal sensitivity as part of a latent trait of emotional competence is discussed and the MiniPONS is suggested as a convenient method to perform a rapid screening of this central socioemotional competence.     

Social Environment Contexts of Trait Emotional Intelligence

Two studies set out to provide information regarding social environment contexts of trait emotional intelligence. In an initial exploratory study, participants with higher emotional intelligence were associated with close others of high emotional intelligence. A second longitudinal study examined the effect of social environments comprising higher or lower emotional intelligence on changes in emotional intelligence of residents in these environments. This study assessed the emotional intelligence and subjective well-being of residents of colleges at the start of a semester and again three months later. A higher composite college residence emotional intelligence index predicted an increase in participants' emotional intelligence and positive affect. These effects were especially strong for first-semester residents. The results offer new information regarding social environment contexts of trait emotional intelligence and extend findings regarding contagion of emotion and transmission of individual differences in complex emotion processing.     

Recognition of Facial Expressions of Emotion is Related to their Frequency in Everyday Life

Cross-cultural and laboratory research indicates that some facial expressions of emotion are recognized more accurately and faster than others. We assessed the hypothesis that such differences depend on the frequency with which each expression occurs in social encounters. Thirty observers recorded how often they saw different facial expressions during natural conditions in their daily life. For a total of 90 days (3 days per observer), 2,462 samples of seen expressions were collected. Among the basic expressions, happy faces were observed most frequently (31 %), followed by surprised (11.3 %), sad (9.3 %), angry (8.7 %), disgusted (7.2 %), and fearful faces, which were the least frequent (3.4 %). A significant amount (29 %) of non-basic emotional expressions (e.g., pride or shame) were also observed. We correlated our frequency data with recognition accuracy and response latency data from prior studies. In support of the hypothesis, significant correlations (generally, above .70) emerged, with recognition accuracy increasing and latency decreasing as a function of frequency. We conclude that the efficiency of facial emotion recognition is modulated by familiarity of the expressions.     

Emotion Recognition in Nonverbal Face-to-Face Communication

The perception of emotional facial expressions may activate corresponding facial muscles in the receiver, also referred to as facial mimicry. Facial mimicry is highly dependent on the context and type of facial expressions. While previous research almost exclusively investigated mimicry in response to pictures or videos of emotional expressions, studies with a real, face-to-face partner are still rare. Here we compared facial mimicry of angry, happy, and sad expressions and emotion recognition in a dyadic face-to-face setting. In sender-receiver dyads, we recorded facial electromyograms in parallel. Senders communicated to the receivers—with facial expressions only—the emotions felt during specific personal situations in the past, eliciting anger, happiness, or sadness. Receivers mostly mimicked happiness, to a lesser degree, sadness, and anger as the least mimicked emotion. In actor-partner interdependence models we showed that the receivers’ own facial activity influenced their ratings, which increased the agreement between the senders’ and receivers’ ratings for happiness, but not for angry and sad expressions. These results are in line with the Emotion Mimicry in Context View, holding that humans mimic happy expressions according to affiliative intentions. The mimicry of sad expressions is less intense, presumably because it signals empathy and might imply personal costs. Direct anger expressions are mimicked the least, possibly because anger communicates threat and aggression. Taken together, we show that incidental facial mimicry in a face-to-face setting is positively related to the recognition accuracy for non-stereotype happy expressions, supporting the functionality of facial mimicry.     

Maternal Antecedents to Adolescent Girls’ Neural Regulation of Emotion

The purpose of this study was to investigate contributions of maternal emotional resources to individual differences in adolescents’ functional connectivity during emotion regulation. Participants included 35 adolescent girls who completed an implicit emotion regulation task during fMRI. Mothers reported on the quality of their adult attachment and emotional awareness when youth were in elementary school. Higher anxious attachment and lower emotional awareness were significantly correlated with more positive amygdala–right ventrolateral prefrontal cortex connectivity, a pattern linked in prior research with ineffective emotion regulation and emotional difficulties. Further, there was an indirect effect of anxious attachment on adolescent connectivity through emotional awareness. These results suggest that compromised maternal emotional resources in childhood may be linked to atypical neural processing of emotions.     

Bidirectional Linkages Between Emotion Recognition and Problem Behaviors in Elementary School Children

Cross-sectional studies support negative associations between children’s skills in recognizing emotional expressions and their problem behaviors. Few studies have examined these associations over time, however, precluding our understanding of the direction of effects. Emotion recognition difficulties may contribute to the development of problem behaviors; additionally, problem behaviors may constrain the development of emotion recognition skill. The present study tested the bidirectional linkages between children’s emotion recognition and teacher-reported problem behaviors in 1st and 3rd grade. Specifically, emotion recognition, hyperactivity, internalizing behaviors, and externalizing behaviors were assessed in 117 children in 1st grade and in 3rd grade. Results from fully cross-lagged path models revealed divergent developmental patterns: Controlling for concurrent levels of problem behaviors and first-grade receptive language skills, lower emotion recognition in 1st grade significantly predicted greater internalizing behaviors, but not hyperactivity or externalizing behaviors, in 3rd grade. Moreover, greater hyperactivity in 1st grade marginally predicted lower emotion recognition in 3rd grade, but internalizing and externalizing behaviors were not predictive of emotion recognition over time. Together, these findings extend previous research to identify specific developmental pathways, whereby emotion recognition difficulties contribute to the development of internalizing behaviors, and early hyperactivity may contribute to the development of emotion recognition difficulties, thus highlighting the importance of examining these processes and their mutual development over time.     

The Effect of Social Presence on the Facial and Verbal Expression of Emotion and the Interrelationships Among Emotion Components

Women were videotaped while they spoke about a positive and a negative experience either in the presence of an experimenter or alone. They gave self-reports of their emotional experience, and the videotapes were rated for facial and verbal expression of emotion. Participants spoke less about their emotions when the experimenter (E) was present. When E was present, during positive disclosures they smiled more, but in negative disclosures they showed less negative and more positive expression. Facial behavior was only related to experienced emotion during positive disclosure when alone. Verbal behavior was related to experienced emotion for positive and negative disclosures when alone. These results show that verbal and nonverbal behaviors, and their relationship with emotional experience, depend on the type of emotion, the nature of the emotional event, and the social context.     

The Relationship Between Narcissistic Exploitativeness,Dispositional Empathy,and Emotion Recognition Abilities

The present research explores the link between the personality trait exploitativeness, a component of narcissism, and emotion recognition abilities. Prior research on this topic has produced inconsistent findings. We attempt to resolve these inconsistencies by testing the hypothesis that narcissistic exploitativeness, in particular, should be associated with emotion-reading abilities because it specifically taps into the motivation to manipulate others. Across two studies we find that narcissistic exploitativeness is indeed associated with increased emotion recognition, but in some cases the confounding effects of mood need to be considered (Study 1). Importantly, effect sizes of narcissistic exploitativeness were similar in magnitude to two different measures of dispositional empathy, which is an established correlate of emotion recognition. These studies suggest that emotional recognition abilities are associated with desirable and undesirable traits.     

The Impact of Emotions on Practicum Learning

Nine mature aged, experienced practitioners enrolled to gain a BSW qualification in social work were interviewed regarding a course requirement to complete the first placement. At the time of interview no recognition of prior learning for previous experience in the field was made possible for these students. As educators we had experienced considerable hostility from students who believed they should be exempt from completing this course requirement. This paper reports on interviews with the nine students, where we consider how student sentiment about completing the practice learning component might impact upon their learning experience. As anticipated, some students expressed strong negative views about being on placement. However, others were much more positive about the experience. These mixed views prompted us to explore further the relationship between emotion and practice learning. The article begins with a review of the literature concerning mature student engagement with tertiary education, followed by an overview of theory and research related to the ways feelings and emotion influence learning. Using passages from the interviews, expressions of participant anxiety, anger and excitement about the practicum are discussed with the view to extending discourse about practicum learning to include consideration of emotional intelligence and investment.     

Talking Feelings: The Collaborative Construction of Emotion in Talk Between Close Relational Partners

This article reports findings from recent investigations into emotional talk between close relational partners. These findings are based upon 44 half-hour videotaped and transcribed conversations of interactants discussing an emotionally influential issue. It was found that interactants' emotional experiences were interactively constructed through (1) downgrading and upgrading emotional expressions, and (2) developing characteristics of the situation seen to have produced the emotion so as to justify it. These collaborative constructions of emotional experience were found to be guided by a complicated system of constraints which takes into account both the great utility of emotional attributions in the construction of selves and relationships and their likelihood of survival in the interactional environment. Face-to-face interaction with close relational partners was, therefore, seen to play a significant role in the social construction of human emotion.     

EXAMINING EMOTION AS DISCOURSE: Emotion Codes and Presidential Speeches Justifying War

Observers commonly argue that emotional appeal is critical for persuasive communication in mass media, science and social policy hearings, social problem advocacy, and politics. This raises a practical question: How can appeals to emotion be accomplished in mass audiences characterized by heterogeneity? I explore this question by theorizing emotional persuasion to be encouraged by the artful use of “emotion codes,” which are sets of socially circulating ideas about which emotions are appropriate to feel when, where, and toward whom or what, as well as how emotions should be outwardly expressed. As an illustration, I examine an instance of presidential communication surrounding war, the “Story of September 11” crafted by President George W. Bush in his first four nationally televised speeches after the events of that day. I explore how this melodramatic tale contains multiple and interlocking reflections of emotion codes which encourage audience members to feel in particular ways about the Good American victim and hero and the evil terrorist villain who are the primary story characters. In the conclusion I speculate about ways in which deploying elements of socially circulating ideas about emotion might encourage persuasion in large heterogeneous audiences as well as the necessities for examining emotion as discourse in other arenas of social life. My goal is to develop a model for empirically examining emotional meaning as social phenomena.     

Matsumoto and Ekman's Japanese and Caucasian Facial Expressions of Emotion (JACFEE): Reliability Data and Cross-National Differences

Substantial research has documented the universality of several emotional expressions. However, recent findings have demonstrated cultural differences in level of recognition and ratings of intensity. When testing cultural differences, stimulus sets must meet certain requirements. Matsumoto and Ekman's Japanese and Caucasian Facial Expressions of Emotion (JACFEE) is the only set that meets these requirements. The purpose of this study was to obtain judgment reliability data on the JACFEE, and to test for possible cross-national differences in judgments as well. Subjects from Hungary, Japan, Poland, Sumatra, United States, and Vietnam viewed the complete JACFEE photo set and judged which emotions were portrayed in the photos and rated the intensity of those expressions. Results revealed high agreement across countries in identifying the emotions portrayed in the photos, demonstrating the reliability of the JACFEE. Despite high agreement, cross-national differences were found in the exact level of agreement for photos of anger, contempt, disgust, fear, sadness, and surprise. Cross-national differences were also found in the level of intensity attributed to the photos. No systematic variation due to either preceding emotion or presentation order of the JACFEE was found. Also, we found that grouping the countries into a Western/Non-Western dichotomy was not justified according to the data. Instead, the cross-national differences are discussed in terms of possible sociopsychological variables that influence emotion judgments.     

Ethnic Differences in Women's Emotional Reactions to Parental Nonsupportive Emotion Socialization

Recent evidence suggests that the association between parents’ use of nonsupportive emotion socialization practices and their children's subsequent negative emotional outcomes varies based on ethnicity. The goal of this study is to test the proposition that African American women interpret parental nonsupportive emotion socialization practices less negatively than European American women. In this study, 251 European and African American women completed a measure on recalled feelings when their parents engaged in nonsupportive emotion socialization practices during childhood. Results indicated that African American women reported feeling more loved and less hurt and ashamed than European American women when their parents enacted nonsupportive emotion socialization practices such as ignoring, punishing, minimizing, and teasing them when distressed. Possible mechanisms for this difference and the need for additional research exploring ethnic differences in emotion socialization and its effects on adjustment are discussed.     

The Contribution of Older Siblings' Reactions to Emotions to Preschoolers' Emotional and Social Competence

SUMMARY

According to Tompkins' (1991) theory on the socialization of emotion, young children's emotional and social competence are influenced by others' reactions to the children's emotions. Patterns of parental reactions to emotions have been shown to account for significant variance in preschoolers' emotion and social competence. However, the impact of others significant in the preschooler's life has been largely ignored. To help fill this gap, associations were examined between older siblings' reactions to 41 preschoolers' emotions and the preschoolers' social-emotional competence (i.e., affective balance, emotion knowledge, positive, prosocial, and provocative responding to peers' emotions, sociometric likability, and teacher-rated social competence). Using a multiple regression strategy, the contributions of sibling reactions and moderating demographic variables to preschooler emotional and social competence were evaluated. Certain sibling reactions, especially positive emotional responsiveness, were shown to play important roles. Many predictions were moderated by age of child, sex of one dyad member     

Socialization of emotion: Pathway to preschoolers' emotional and social competence

Aspects of 47 preschoolers'emotional competence—their patterns of emotional expressiveness and reactions to others' emotion displays—were observed in two settings, with mother and with peers, and their general social competence was rated by their preschool teachers. Intrapersonal and interpersonal (i.e., socialization correlates of children's emotional competence were identified, and a causal model incorporating direct and indirect influences on social competence was evaluated. Maternal patterns of expressiveness, reactions to children's emotion displays, and self-reported affective environment were associated with children's emotional competence in the preschool. Children's emotional competence with mother predicted their emotional competence in the preschool somewhat less strongly, suggesting that emotional competence may differ according to the interpersonal relationship studied. Taken as a whole, findings reassert the importance of the domain of emotional expression to the development of social competence.Reprint requests can be sent to the author, Department of Psychology, George Mason University, 4400 University Drive, Fairfax, VA 22030. Grateful acknowledgment goes to the mothers and children who so clearly expressed and reacted to emotions; thanks also are due to Christine Alban, Joanne Ayyash, Michael Casey, Elizabeth Couchoud, Huynh Dung, Merlina Hemingway, Soueang Lay, Vanna Nguyen, Emilianne Slayden and Kimberly Sproul, as well as the director and teachers of the Project for the Study of Young Children. An earlier version of this material was presented at the 1991 Biennial Meetings of the Society for Research in Child Development, Seattle, WA. University support from Grants #2-10150, 2-10176 and 2-10073 also made the research possible.     

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.     

Feeling the Hands of Time: Intersections of Time and Emotion

While the fields of the sociology of time and the sociology of emotion have grown exponentially, missing from the literature is explicit theorizing on the intersections of emotion and time. In this review article, we begin by examining literature that explores both how time (e.g. temporal control, perceived amount) influences emotional responses and how emotions (e.g. emotional intensity, valence) impact perceptions of time. Although such research occurs in a variety of disciplines, much of it fails to look at individuals' active manipulation of time and emotion to produce desired experiences. After discussing the established concepts of emotion work (Hochschild 1979) and time work (Flaherty 2003), we illustrate how two newer concepts – “temporal emotion work” (Lois 2010, 2012) and “emoting time” (Mullaney and Shope 2012) – serve as starting points for thinking about how individuals actively use time in emotion work and emotions in time work. Although much of the thinking to date occurs within the scholarly literature on work and family, we call for more intentional and systematic theorizing about the relationship between time and emotion.     

Ecological Validity and Age-Related Change in Emotion Recognition

Isaacowitz and Stanley (Journal of Nonverbal Behavior, 2011) argue that typical measures of emotion recognition used to compare young and older adults—still photos—lack ecological validity. There are many aspects to this argument. In this commentary, I address the main points raised by Isaacowitz and Stanley and argue that they raise a number of valid and interesting points. Nevertheless, I believe that recognition of emotion in still photos provides important information about young-old differences, and has sufficient ecological validity to explain age differences in a number of social insights.     

Perceived emotional intelligence and social competence in neglected adolescents

This research work analyses the emotional intelligence (EI) and the social cognitive attitudes and strategies in adolescents between 12 and 17 years of age in residential care. The aim of the work is to identify those aspects that hinder their socio-emotional competence, requiring a more urgent intervention. We explore the presence of significant differences between the variables under study according to gender and age range (12–14 and 15–17) and we analyse the relationship between the dimensions of their EI and their social competence. The results show a lack of EI in these adolescents, with all three dimensions being affected: emotional attention, clarity of feelings and emotional repair. As for social competence, it can be seen that the adolescents are characterised by a lack of confidence and firmness in their interactions. Worthy of note is the impulsive cognitive style, as are the rigidity of thought and the tendency towards social mistrust and suspicion. There are many difficulties concerning the strategies for resolving social problems. This research highlights the need to design training programmes for the residential care centres that will favour their socio-emotional development.