The current laboratory-based study examined individual differences in sadness coherence (i.e., coherence between objectively coded sad facial expressions and heart rate in response to a sad film clip) and associations with dispositional affect (i.e., positive and negative affect, extraversion, neuroticism) and age in a sample of younger and older…

In the social interactions among individuals of learning communities, including those individuals engaged in peer assessment activities, emotion may be a key factor in learning. However, research regarding the emotional response of learners in online peer assessment activities is relatively scarce. Detecting learners' emotion when they make…

This study explored the relationship between young children's affective states and general expectancies for rewarding or punishing events. Subjects were 24 children, ages 4 and 5, from middle-class families. Positive, neutral, or negative affect was induced by having the children think happy, neutral, or sad thoughts for a short period. Two tasks…

The ability of naive listener-judges to recognize the affective state of a speaker on the basis of nonlinguistic auditory cues independent of the verbal content of an utterance has been well established by a large number of studies. This study used artificial stimuli produced by a Moog synthesizer to vary pitch level and variation, amplitude level…

Explains a study designed to consider the influence of positive and negative affect induced by cognitive mediation on behaviors thought to reflect depression. Concludes that results show fairly strong support for Velten's (1968) methodology and suggest that affect can be manipulated in the laboratory. (Author/EJT)

Test anxiety is a variable cognitive, affective, or physiological response, or any combination thereof, occurring during evaluative, self-report examinations. Research suggests that the cognitive, affective, and physiological components of test anxiety are interrelated and that these components in addition to global test anxiety, are negatively…

Evaluation of 26 children (ages 24-55 months) with pervasive developmental disorder (PDD) while interacting with either the mother, a familiar female teacher, and an unfamiliar male doctor. PDD subjects were most severely impaired during the mother episode. During the teacher episode, PDD subjects were twice as variable in interpersonal response…