Características De La Experiencia Emocional Inducida Mediante Fragmentos De Películas en Una Muestra De Jóvenes Argentinos

Michelini, Yanina; Acuña, Ignacio; Godoy, Juan Carlos

doi:10.16888/interd.2015.32.2.10

Cited by 6 publications

(9 citation statements)

References 23 publications

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“…Hacia el final de la sesión experimental la valencia, la activación y la intensidad de las emociones, en general, decrecieron. Algo similar obtuvimos en un estudio previo donde registramos la activación emocional hasta 45 minutos pos-inducción y encontramos que entre 15 y 30 minutos pos-estimulación la activación emocional comenzaba a ser menor (Michelini et al, 2015). Coherentemente con estos resultados, en otro estudio también se obtuvo que la experiencia emocional de los adultos emergentes al final del experimento decreció respecto de la reportada después de la inducción emocional, aunque no fue tan disminuida como al inicio del experimento (Jeon y Zhang, 2013).…”

Section: Discussionunclassified

“…Por otro lado, un inter-juego de factores biológicos y de socialización se asocia a sesgos en la experimentación de las emociones en función del sexo, que se evidencian en las diferentes etapas del desarrollo y en la adultez (Chaplin, 2015;Feldman Barret y Bliss-Moreau, 2009). Particularmente, en adultos emergentes universitarios encontramos que las mujeres que habían sido inducidas con estímulos audiovisuales negativos experimenta-ron mayor valencia negativa que los hombres (Michelini et al, 2015) pero, además, se desempeñaron peor que los hombres en una tarea de toma de decisiones (Michelini et al, 2016). Algunos estudios muestran que las mujeres reportan mayor valencia negativa y activación (Deng et al, 2016;Maffei et al, 2015), evitación (Deng et al, 2016), estrés e intranquilidad (Maffei et al, 2015), así como respuestas fisiológicas simpáticas (Wilhelm et al, 2017) que los hombres frente a estímulos que provocaban miedo.…”

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Effect of emotions on risk taking, dishonesty and social cognition in college emerging adults

Michelini

Godoy

2019

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Resumen La experiencia emocional puede ejercer distintos efectos en el desempeño de adultos emergentes universitarios en toma de decisiones en contextos de riesgo, morales y empáticos. El objetivo fue comparar el rendimiento en toma de riesgo, deshonestidad y teoría de la mente en adultos emergentes universitarios bajo estados emocionales diferentes dimensional y discretamente. Una muestra de 153 estudiantes de 18 a 26 años ejecutó el Test de la Mirada, y las pruebas Dots Task y Balloon Analogue Risk Task luego de ser expuestos a fragmentos de películas inductores de emociones. La toma de decisiones riesgosas y morales fue peor bajo estados emocionales de tristeza y miedo, respectivamente. Además, mayores dificultades en la regulación emocional se asociaron a un peor rendimiento en teoría de la mente. Estos resultados implican un aporte inicial al conocimiento de interacciones emoción-cognición, aspectos relevantes para la aplicación de políticas de intervención en la comunidad estudiantil universitaria.

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Effect of emotions on risk taking, dishonesty and social cognition in college emerging adults

Michelini

Godoy

2019

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“…Experimental sessions were conducted at the Instituto de Investigaciones Psicológicas (UNC) using previously described procedures (Michelini et al, 2015;Schaefer et al, 2010). We previously generated 31 sets of 10 fi lm clips, each comprising seven fi lm clips (one for each of the seven emotional categories that were proposed for this study).…”

Section: Methodsmentioning

confidence: 99%

“…Film clips have some advantages over images. These kinds of stimuli can provoke intense and persistent emotional states over time (Michelini, Acuña, & Godoy, 2015). They also have greater ecological validity (Uhrig et al, 2016).…”

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confidence: 99%

“…Although there are several ways to induce emotions, most of them are for English-speaking samples, thus making application in Latin America diffi cult. Although some advances have been made (e.g., Michelini et al, 2015), few tools are available that consider multiple perspectives of studying emotions in Spanishspeaking participants. Therefore, the main goals of the present study were to identify and select a set of fi lm clips in the Latin American Spanish language that are able to induce seven discrete emotional states: disgust, amusement, anger, fear, neutral, tenderness, and sadness (Study 1).…”

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LATEMO-E: A Film Database to Elicit Discrete Emotions and Evaluate Emotional Dimensions in Latin-Americans

et al. 2019

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Introduction: Film clips are the most used stimuli to induce diff erent emotional states. Objective: Identify, select, and evaluate a set of fi lm clips according to dimensionality and discreteness of emotions. Film experts suggested 437 fragments, but only 70 met the criteria to be included in the LATEMO-E fi lm-clip database. Study 1: The 70 fi lm clips were tested for their ability to induce disgust, anger, fear, sadness, amusement, tenderness, and neutral (n = 147 participants; mean age = 20.64 years, SD ±2.21 years). Results: A total of 28 fi lm clips presented adequate scores on intensity and discreteness. Study 2: A total of 28 selected fi lm clips were assessed again in a new sample of 106 participants (mean age = 20.96 years, SD ±2.45 years). Results: Anger and amusement fi lm clips were the most extreme in the valence and activation dimensions. Anger and fear fi lm clips were the most extreme categories in the intensity, certainty, and control dimensions. Conclusions: These stimuli were useful for inducing emotional states that can be judged from both the dimensional perspective of emotions and the basic emotions perspective. Evoked emotions could be diff erentiated according to cognitive patterns of evaluation that guide behavior in response to emotional stimulation.

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Eliciting Negative Affects Using Film Clips and Real-Life Methods

Cabral

Tavares²,

Weydmann

et al. 2017

Psychol Rep

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Although audio-visual stimuli are among the most frequently used methods to elicit emotional reactions in experimental conditions, real-life manipulations have increasingly been used in different countries. However, the applicability of such protocols has not yet been tested in Brazilian Portuguese speakers. Thus, we conducted two experiments to investigate the effectiveness of both methods. In the first experiment, we used film clips to induce negative emotions (i.e., anger, fear, or sadness) or an emotionally neutral condition in 321 undergraduate students. After watching one of the online videos, volunteers completed an emotional assessment. As expected, there were significant differences in all groups. Our results corroborate the relatively discrete patterns in emotion elicitation using films. In the second experiment, anger was elicited in 18 male undergraduates through a hostile social interaction with a confederate and measured by the corrugator muscle activity and cortisol responses. Indeed, there was an increase in corrugator activity in the group exposed to anger induction, even after a few minutes from the end of the experimental manipulation. Implications for experiments on the negative emotions are discussed.

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Características De La Experiencia Emocional Inducida Mediante Fragmentos De Películas en Una Muestra De Jóvenes Argentinos

Cited by 6 publications

References 23 publications

Effect of emotions on risk taking, dishonesty and social cognition in college emerging adults

Effect of emotions on risk taking, dishonesty and social cognition in college emerging adults

LATEMO-E: A Film Database to Elicit Discrete Emotions and Evaluate Emotional Dimensions in Latin-Americans

Eliciting Negative Affects Using Film Clips and Real-Life Methods

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