1. EMOTION & EMOTION REGULATION
Different perspectives
PSYC-524
Hilâl ŞEN

2. EMOTION AND EMOTION REGULATION: FROM ANOTHER PERSPECTIVE
Child Development, 2004, 75 (2)
Langlois, J. H.
Cole, P. M., Martin, S. E., & Dennis, T. A.
Eisenberg, N., & Spinrad, T. L.
Bridges, L. J., Denham, S. A., & Ganibon, J. M.
Raver, C. C.
Hoeksma, J. B., Oosterlaan, J., & Schipper, E. M.
Goldsmith, H. H., & Davidson, R. J.
Ann, M. A., & Wolfe, C. D.
Lewis, M. D., & Stieben, J.
Campos, J. J., Frankel, C. B., & Camras, L.

3. EMOTION REGULATION Emotion Review, 2011, 3 (1) Tamir, M.
Gross, J. J., & Barrett, L. F.
Kappas, A.
Campos, J. J., Walle, E. A., Dahl, A., & Main, A.
Barbalet, J.
Izard, C. E., Woodburn, E. M., Finlon, K. J., Krauthmer-Ewing, E. S., Grossman, S. R., & Seidenfeld, A.
Thompson, R. A.
MacLeod, C., & Bucks, R. S.
Dillon, D. G., Deveney, C. M., & Pizzagalli, D. A.

4. EMOTION
In order to study emotion regulation, we need to define what emotion is.
It is a multidimensional construct.
Subjective: emotions make you feel a particular way (e.g., angry or joyful)
Biological: emotions prepare your body for adapting to whatever situation one faces
Purposive: emotions are agents of purpose such as anger creates a motivational desire to do what we might not otherwise do (e.g., fight an enemy or protest an injustice)
Social: emotions are social phenomena such that when we are emotional, we send facial, postural, vocal signals that communicate the quality and intensity of our emotionality to others.
Each of these four dimensions emphasizes a different character of emotion. To understand and to define emotion, it is necessary to study each of emotion’s four dimensions and how they interact with one another.

5. FOUR COMPONENTS OF EMOTION
Reeve, J. (2005). Understanding Motivation and Emotion. New Jersey: Wiley.

6. SADNESS
Reeve, J. (2005). Understanding Motivation and Emotion. New Jersey: Wiley.

7. DEFINITION OF EMOTION
Emotions are short-lived, feeling-arousal-purposive-expressive phenomena that helps us adapt to the opportunities and challenges we face during important life events.
But there are different proposed definitions of emotion by different theorists.

8. DIFFERENT DEFINITIONS
Oatley, K., Keltner, D., & Jenkins, J. M. (2006). Understanding Emotions. Oxford: Blackwell.

9. WHAT CAUSES AN EMOTION?
Are emotions primarily biological or primarily cognitive phenomena or both?
Biological: Carroll Izard, Paul Ekman, Jaak Panksepp
Cognitive: Richard Lazarus, Klaus Scherer, Bernard Weiner
Two-systems view: Ross Buck, Robert Levenson

10. Reeve, J. (2005). Understanding Motivation and Emotion
Reeve, J. (2005). Understanding Motivation and Emotion. New Jersey: Wiley.

11. EMOTION REGULATION What is the definition of ER?
ER is not defined by which emotions are activated but by systematic changes associated with activated emotions.
The difficulty in the independent assessment of ER from the emotion process itself lead to two different approaches of ER.
Emotion as regulatory/regulating
Emotion as regulated

12. EMOTION AS REGULATORY/REGULATING
ER processes are embedded in the emotion itself, so emotions, themselves, have a regulatory role.
(Lewis & Stieben, 2004; Thompson, Lewis, & Calkins, 2008)
It refers to changes that appear to result from the activated emotion.
Emotion recognizes and affects one’s own and others’ behavior, and may even regulate such behavior.

13. EMOTION AS REGULATORY/REGULATING
Sadness
Sadness is associated with a unique set of facial and bodily actions that prepare the organism to deal with the sadness-eliciting situation.
«A 16-month-old girl’s mother leaves the room. The toddler cries, cannot divert her attention from the door, and moves slightly toward the door. She softly cries in a pitiful manner throughout the time her mother is gone until a stranger enters the room and holds and sooths the child. Then the girl stops crying but continues to whimper and still has her eyes glued to the door. Because toddler’s crying is so pitiful, it affected the stranger’s mood and motivated the stranger’s efforts to sooth the child.» (Eisenberg & Spinrad, 2004)

14. EMOTION AS REGULATORY/REGULATING
The toddler’s upset affects her own behavior
E.g., staring at the door rather than engaging in other activities
The toddler’s upset affects the stranger’s mood and attempts to sooth her.
The toddler’s movement toward the door and perhaps even her continued crying can be seen as ER.
 Because they are all resulted from the activated emotion.

15. Behaviors attempt to modulate emotion and emotion-related behavior based on an attempt to achieve a goal are different from the behaviors that stem from emotional experience.

16. EMOTION AS REGULATED
Emotions are targets of regulation. So, ER refers to changes in the activated emotion.
Behaviors that modulate emotional reactions are indicators of ER.
Change occurs in valence, intensity or time course and may occur within the individual (e.g., self-soothing) or between individuals (e.g., parent makes her child smile when she/he is sad).

17. EMOTION AS REGULATED
“…extrinsic and intrinsic processes responsible for monitoring, evaluating, and modifying emotional reactions, especially their intensive and temporal features, to accomplish one’s goals.”
“In other words, aspects of emotion management subdue (enhance) the intensity of experienced emotion, retard (or speed) its onset or recovery, limit (or enhance) its persistence over time, reduce (or increase) emotion range or lability, and affect other qualitative features of emotional responding.”
Thompson, 1994, p

18. EMOTION AS REGULATED
Adult Literature:
Gross and Thompson (2007)

19. EMOTION AS REGULATED Infant Literature
Putatively regulatory strategies
Stifter & Braungart, 1995
Harman, Rothbart, & Posner, 1997
Buss & Goldsmith, 1998
Display rule use
Saarni, 1984
Cole, 1986
Carlson & Wang, 2007
Avoidance, orientation, self-comforting, communicative behaviors
self-soothing
Disengagement of attention, approach/withdrawal, Social behaviors, Interacting with stimulus, Redirecting attention

20. A 35-year Review of ER Assessment in Children
Adrian, Zeman, & Veits, 2011:
Measurement tools used to capture ER demonstrated great diversity in how emotion processes are conceptualized.
157 studies were identified.
Measurement tools:
Self-report
Other-reporters (e.g., parents, teachers)
Observational methods
Neurophysiological methods
There is a different types of measures (see article)

21. Affective Style and Affective Chronometry (Davidson, 1998, 2000)

22. Affective Chronometry

23. Reactivity & Recovery: Contexts
End of the Line (EL)
-Interpersonal Setting
-designed to elicit anger/sadness
-30 sec active elicitation
-60 sec debriefing
-An attractive novel toy
“I don’t want you to play with it anymore.”
Perfect Circles (PC)
-Interpersonal setting
-designed to elicit anger/sadness
-2 min active elicitation
-60 sec debriefing
-Drawing a perfect circle
“This is too flat, this is too big.”
VIDEOS
Yarn (YR)
-Intrapersonal setting
-designed to elicit anger/sadness
-2 min active elicitation
-60 sec debriefing
-A clew of red, yellow, green colored strings of yarn
“Please untie the clew and group them according to colors.”

24. Reactivity & Recovery: Coding & Data Reduction
Baseline
Anger & Sadness:
-Absence/presence in 5-sec epochs
-Peak intensity in 15sec
Data Reduction:
No variability during
baseline
Active Elicitation
Anger & Sadness:
-Absence/presence in 5-sec epochs
-Peak intensity in 30-sec epochs
-Latency to first expression
Data Reduction:
Duration
Intensity
Latency
Debriefing Phase
Anger & Sadness:
-Absence/presence in 5-sec epochs
-Peak intensity
-Lowest level intensity
-Latency to lowest level intensity
Smiling
-Peak intensity of smiling
-Latency to first smile
-Latency to highest intensity

25. Culture and The Development of Emotions
International Society for The Study of Behavioral Development Newsletter, 2006, 49 (1)
Miller, J. G., & Chen, X.
Introduction to culture and the development of emotions
Trommsdorff, G.
Development of emotions as organized by culture
Cole, P. M., & Tan, P. Z.
Capturing the culture in the cultural socialization of emotion
Wang, Q.
Developing emotion knowledge in cultural contexts
Camras, L. A., & Fatani, S. S.
The development of emotional expressivity and the influence of culture

26. EMOTIONAL DEVELOPMENT
Emotional development includes
the understanding of emotions and their meanings,
the appraisal of emotion-evoking situations,
the knowledge of appropraite emotion expression,
the regulation of emotions.
Cultural self-contruals have an influence on emotional development.
Independent self
Interdependent self

27. CULTURE AND EMOTION
Mesquita, B. (2001). Emotions in collectivistic and individualistic contexts. Journal of Personality and Social Psychology, 80(1),
Turkish and Dutch participants, and their self-reported emotions for personal accomplishment in the context of higher education.
Self-concious emotions

28. The Respondent from Turkey

29. The Respondent from the Netherlands

30. The meaning of an event and the emergence of an emotion...
Turkish Student
Dutch Student
is constituted by its impact on the vaious relationships the respondent has, as expressed by the respondent’s honor,
is represented as obivous, as seen when the respondent reported that his honor is challenged and that he is forced to succeed
is relevant to other people who are emotionally involved in it
is related to its relevance to the respondent’s own standards and goals
focuses on the subjective feelings of the respondent rather than on any social or objective consequence
is important only for the person alone
Mesquita, B. (2001).Emotions in collectivistic and individualistic contexts. Journal of Personality and Social Psychology, 80(1),

31. Whether the expression of an emotion or behavior is appropriate or inappropriate in a given social context is shaped by culture and children learn specific skills and behaviors to regulate their emotions consistent with the values of their culture.
Raval and colleagues (2007)
Disappointing gift video

32. Camras and her colleagues (2006):
Are observed differences between Chinese and American infants due to inherent differences in emotional responsivity or cultural differences in infants’ experiences including differences that might affect infants’ emotion socialiation?
The expressive behavior of 4 groups of 3-year-old girls:
Non-adopted European American (EA)
Non-adopted Chinese American (CA)
Non-adopted mainland Chinese (Ch)
Adopted Chinese into EA-families (A-Ch)
Camras, L. A., Bakeman, R., Chen,Y., Norris, K., & Cain, T. R. (2006). Culture, ethnicity, and children’s facial expressions: a study of European American, Mainland Chinese, Chinese American, and adopted Chinese girls. Emotion, 6(1),

33. Children’s responses to emotion-evoking slides were recorded.
Smile EA > Ch and CA
Disgust-expressions and overall expression  EA > Ch
Disgust-expressions  A-Ch > Ch

34. The Presence of Significant Other and Regulation of Emotions
In active elicitation phase:
Children expressed sadness more in interpresonal contexts (when they were with experimenter)
They expressed anger more in intrapersonal context (when they were alone)
End of the Line task:
All three measures of recovery composites (sadness, anger, and smiling) correlated only in the EL task, while sadness and smiling recovery correlated in Yr and Pc tasks.
Is there something different in the nature of EL where the child is with both his/her mother and the experimenter?

35. Mean-Level Differences
Children’s first smile was observed later than their lowest level sadness and anger in all contexts.
Children reached lowest level of anger earlier than sadness only in the EL. * * * *
Anger Sadness Smiling

36. Emotional Knowledge (EK)
Wang:
EK or emotion situation knowledge is the schematic knowledge of situational antecedents of emotions.
What is the central role of culture in affecting how children come to understand emotions?
Parent-child past emotion talk
Social theme: interpersonal situations as the antecedent of children’s emotions (e.g., being visited by a friend or being scolded by an adult)
Personal theme: situations where the children’s emotions were caused by objects or events in the environment (e.g., receiving a present or having a shot)

37. Mother-Child Past Emotion Talk

38. THE END