Susanna Schmidt

Remembering the silver lining: reappraisal and positive bias in memory for emotion.

Reappraisal and distraction, unlike suppression, are known to decrease the intensity of negative emotion in the short term. Little is known about long-term characteristics associated with emotion regulation strategies, however. In a longitudinal study, we examined the relation between the strategies people reported using to regulate emotions during a stressful situation and their later memory for their emotions. Students in Italy rated the intensity of positive and negative emotions they were experiencing as they prepared for their high school exit exam. They also rated the extent to which they were regulating emotion using reappraisal, distraction, and suppression. Six weeks later, students recalled their pre-exam emotions. The more students reported engaging in reappraisal before the exam, the more they overestimated positive emotion and underestimated negative emotion when recalling their experience. The association between reported reappraisal and memory bias was partially mediated by positive changes over time in students’ appraisals of the exam preparation experience. Reports of engaging in distraction and suppression were not associated with memory bias. Because remembered emotion guides future choices, these findings suggest that reappraisal is a highly adaptive strategy for coping with stressful situations, not only in the short run, but also in the long run.

Pain and emotions reported after childbirth and recalled 6 months later: The role of controllability

The aim of this longitudinal study was twofold: to investigate the relationship between subjectively evaluated control, positive and negative emotional feelings, and pain intensity during childbirth; to assess the recall of these aspects of childbirth experience 6 months after delivery. Participants were 123 women who delivered naturally and spoke fluent Italian. Results showed that both immediately after delivery and 6 months later, higher subjective controllability was related to less severe reported pain, more intense positive emotions and less intense negative emotions. Furthermore, although there was no significant bias in the vividness of the recall, 6 months after delivery women reported higher subjective controllability, more intense positive emotions, less intense negative emotions and less intense pain. It is concluded that in preparing women for childbirth, two aspects deserve particular attention: the enhancement of subjectively perceived controllability and the possibility to work on both negative and positive emotions.

The identification of unfolding facial expressions

We asked whether the identification of emotional facial expressions (FEs) involves the simultaneous perception of the facial configuration or the detection of emotion-specific diagnostic cues. We recorded at high speed (500 frames s−1) the unfolding of the FE in five actors, each expressing six emotions (anger, surprise, happiness, disgust, fear, sadness). Recordings were coded every 10 frames (20 ms of real time) with the Facial Action Coding System (FACS, Ekman et al 2002, Salt Lake City, UT: Research Nexus eBook) to identify the facial actions contributing to each expression, and their intensity changes over time. Recordings were shown in slow motion (1/20 of recording speed) to one hundred observers in a forced-choice identification task. Participants were asked to identify the emotion during the presentation as soon as they felt confident to do so. Responses were recorded along with the associated response times (RTs). The RT probability density functions for both correct and incorrect responses were correlated with the facial activity during the presentation. There were systematic correlations between facial activities, response probabilities, and RT peaks, and significant differences in RT distributions for correct and incorrect answers. The results show that a reliable response is possible long before the full FE configuration is reached. This suggests that identification is reached by integrating in time individual diagnostic facial actions, and does not require perceiving the full apex configuration.

Allocentric and contra-aligned spatial representations of a town environment in blind people

Evidence concerning the representation of space by blind individuals is still unclear, as sometimes blind people behave like sighted people do, while other times they present difficulties. A better understanding of blind peoples difficulties, especially with reference to the strategies used to form the representation of the environment, may help to enhance knowledge of the consequences of the absence of vision. The present study examined the representation of the locations of landmarks of a real town by using pointing tasks that entailed either allocentric points of reference with mental rotations of different degrees, or contra-aligned representations. Results showed that, in general, people met difficulties when they had to point from a different perspective to aligned landmarks or from the original perspective to contra-aligned landmarks, but this difficulty was particularly evident for the blind. The examination of the strategies adopted to perform the tasks showed that only a small group of blind participants used a survey strategy and that this group had a better performance with respect to people who adopted route or verbal strategies. Implications for the comprehension of the consequences on spatial cognition of the absence of visual experience are discussed, focusing in particular on conceivable interventions.

School motivation: A comparison between Kenya and Italy

ABSTRACT The authors compare school motivation in Kenya and Italy, two countries that differ in terms of socioeconomic conditions, structure of the school system, and access to education. Free primary education is indeed a recent attainment for Kenyan students. The participants, 449 Kenyan and 480 Italian students, 9–14 years old and attending Grades 4–8, were asked to complete a questionnaire about learning motivation. A factor analysis revealed that school motivation can be described by five dimensions in both contexts: intrinsic motivation, extrinsic motivation, academic self-concept, causal attribution, and amotivation. Differences between countries and lower (Grades 4–5) and higher (Grades 6–8) grades emerged: intrinsic motivation, extrinsic motivation, and academic self-concept were found to be higher in Kenyan than in Italian students, whereas amotivation was lower. Moreover, only Italian students showed less intrinsic motivation and more amotivation in higher grades than in the lower ones.

On my right or on your left? Spontaneous spatial perspective taking in blind people

Spatial perspective taking is a human ability that permits to assume another persons spatial viewpoint. Data show that spatial perspective taking might arise even spontaneously by the mere presence of another person in the environment. We investigated whether this phenomenon is observable also in blind people. Blind and blindfolded sighted participants explored a tridimensional tactile map and memorized the localization of different landmarks. Then, after the presentation of sounds coming from three landmarks-positioned on the right, on the left, and in front-participants had to indicate the reciprocal position of the two lateral landmarks. Results showed that when the sound coming from the frontal landmark suggested the presence of a speaking (voice) or moving person (footsteps), several blind and sighted people adopted this persons perspective. These findings suggest that auditory stimuli can trigger spontaneous spatial perspective taking in sighted as well as in blind people.