The past few decades have seen an explosion in studies exploring the effects of emotion on time judgments. The aim of this review is to describe the results of these studies and to look at how they try to explain the time distortions produced by emotion. We begin by examining the findings on time judgments in affective disorders, which allow us to make a clear distinction between the feelings of time distortion that originate from introspection onto subjective personal experience, and the effects of emotion on the basic mechanisms involved in time perception. We then report the results of behavioral studies that have tested the effects of emotions on time perceptions and the temporal processing of different emotional stimuli (e.g. facial expressions, affective pictures or sounds). Finally, we describe our own studies of the embodiment of timing. Overall, the different results on time and emotion suggest that temporal distortions are an indicator of how our brain and body adapt to the dynamic structure of our environment.

The inclusion of children with special educational needs is a major challenge. Amongst the factors linked to a successful inclusive education policy, teachers' attitude toward inclusion is particularly important. The present paper seeks to understand why general teachers exhibit less favorable attitude toward inclusion than special education teachers. We argue that general teachers' low sense of efficacy can act as a mediator. To investigate this hypothesis, general and special education teachers were asked to report their attitude and efficacy. Results confirm that general teachers have less positive attitude toward inclusion than special education teachers. In addition, a mediational analysis confirmed that this discrepancy is partly sustained by general teachers' lower sense of efficacy. Limits as well as future perspective are discussed.

The aim of our studies was to design a Metacognitive Questionnaire on Time (MQT) that assesses inter-individual variations in the awareness of factors affecting the experience of the passage of time. In the first study, 532 young adults were asked to reply to an initial questionnaire consisting of 106 questions relating to many different factors (e.g., psychostimulant, body temperature, age, attention) that could affect how time is perceived. Factorial analyses allowed us to extract two discriminant factors, one relating to attention and the other to emotion. The second study sought to validate the final 24-item questionnaire by gathering data from 212 university students. Confirmatory Factorial Analyses (AMOS) showed that the MQT has the same two-factor structure. The third study assessed the construct validity of the MQT by measuring the correlation between the MQT scores and the scores with other questionnaires measuring close or different constructs. In sum, these studies enabled us to develop an easy-to-use questionnaire whereby it is possible to distinguish between individuals according to their subjective feeling of the passage of time. In addition, the participants’ responses on the MQT showed that they were more aware of attention-related factors than of emotion-related factors that might produce time distortions, and that women were more aware of their own temporal distortions than men.