An official website of the United States government
Past research has recognized culture and gender variation in the experience of emotion, yet this has not been examined on a level of effective connectivity. To determine culture and gender differences in effec-tive connectivity during emotional experiences, we applied dynamic causal modeling (DCM) to electro-encephalography (EEG) measures of brain activity obtained from Chinese and American participants while they watched emotion-evoking images. Relative to US participants, Chinese participants favored a model bearing a more integrated dorsolateral prefrontal cortex (dlPFC) during fear v. neutral experiences. Meanwhile, relative to males, females favored a model bearing a less integrated dlPFC during fear v. neutral experiences. A culture-gender interaction for winning models was also observed; only US partici-pants showed an effect of gender, with US females favoring a model bearing a less integrated dlPFC compared to the other groups. These findings suggest that emotion and its neural correlates depend in part on the cultural background and gender of an individual. To our knowledge, this is also the first study to apply both DCM and EEG measures in examining culture-gender interaction and emotion.
more »
« less
The role of Afrocultural ethos in African American youth's emotion skill development
Abstract Research on African American youth's emotional development provides an incomplete understanding of the cultural influences that shape emotion‐related skills such as emotion expression, regulation, and understanding. In this article, I propose the multiple cultural frameworks of triple quandary theory to characterize the nature of mainstream cultural experiences and minority cultural experiences in current research on emotional development in African American youth. I also discuss Afrocultural ethos as an aspect of African American cultural experiences that shapes African American emotional development, using affect and orality as examples that can be explored and embedded within emotional development research. Finally, I describe important factors for researchers to consider in the study of Afrocultural ethos in affective developmental science.
more »
« less
- Award ID(s):
- 2046607
- PAR ID:
- 10645044
- Publisher / Repository:
- Wiley-Blackwell
- Date Published:
- Journal Name:
- Child Development Perspectives
- Volume:
- 18
- Issue:
- 3
- ISSN:
- 1750-8592
- Format(s):
- Medium: X Size: p. 107-114
- Size(s):
- p. 107-114
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
null (Ed.)In this work in progress paper, we discuss the utility of electronic mentoring also called e-mentoring. E-mentoring is mentoring that occurs via electronic mediums such as email, phone, Skype etc. as a means of engagement and development. E-mentoring is not a new phenomena. For years, mentors and mentees have used electronic means to connect with each other while bridging geographical, social, racial, gender and cultural gaps. A more recent advance is the use of chatbots as emotional or intelligent agent mentors, specifically embodied conversational agents (ECAs). ECAs are computer-generated representations that have human-like appearances and mannerisms, and are designed to have a human-like relationship with the user. The challenge and goal that accompanies using ECAs is how to deliver mentoring that promotes skill building, academic and career development, and psychosocial support. In this literature review, we provide a brief overview of e-mentoring and its relationship to African American students’ experiences. In particular, we discuss the characteristics, uses, benefits, and disadvantages of e-mentoring and the use of ECAs. We also provide an overview of the challenges and opportunities of e-mentoring uses for minoritized populations such as African American undergraduate students. In addition, we propose that e-mentoring and ECAs should implement culturally sustaining practices, especially when engaging with minoritized populations. In this paper, we explore the feasibility for using e-mentoring as a more contemporary technique for assisting African American students.more » « less
-
Abstract Longstanding theories of emotion socialization postulate that caregiver emotional and behavioral reactions to a child's emotions together shape the child's emotion displays over time. Despite the notable importance of positive valence system function, the majority of research on caregiver emotion socialization focuses on negative valence system emotions. In the current project, we leveraged a relatively large cross‐sectional study of caregivers (N = 234; 93.59% White) of preschool aged children to investigate whether and to what degree, caregiver (1) emotional experiences, or (2) external behaviors, in the context of preschoolers’ positive emotion displays in caregiver–child interactions, are associated with children's general positive affect tendencies. Results indicated that, in the context of everyday caregiver–child interactions, caregiver‐reported positively valenced emotions but not approach behaviors were positively associated with child general positive affect tendencies. However, when examining specific caregiver behaviors in response to everyday child positive emotion displays, caregiver report of narrating the child's emotion and joining in the emotion with their child was positively associated with child general positive affect tendencies. Together, these results suggest that in everyday caregiver–child interactions, caregivers’ emotional experiences and attunement with the child play a role in shaping preschoolers’ overall tendencies toward positive affect.more » « less
-
Abstract Adolescence is often viewed in Western cultures as a time of rebellion and irresponsibility. In this article, I synthesize recent research on stereotypes of adolescence that uses an interdisciplinary approach, integrating developmental psychology, cultural psychology, and neuroscience. I first discuss empirical evidence on cultural differences in stereotypes of adolescence, highlighting the importance of avoiding a one‐size‐fits‐all assumption about such stereotypes across cultures. Then I summarize the impact of teen stereotypes on youth's academic, behavioral, emotional, and neural development. Finally, I present an experimental intervention that can change youth's teen stereotypes and promote positive youth development. Taken together, this body of work suggests that how individuals navigate the adolescent years is driven in part by social constructions of this phase of development. The work also calls for more attention to changing negative stereotypes of adolescence at the policy and societal levels.more » « less
-
Workplaces are increasingly adopting emotion AI, promising benefits to organizations. However, little is known about the perceptions and experiences of workers subject to emotion AI in the workplace. Our interview study with (n=15) US adult workers addresses this gap, finding that (1) participants viewed emotion AI as a deep privacy violation over the privacy of workers’ sensitive emotional information; (2) emotion AI may function to enforce workers’ compliance with emotional labor expectations, and that workers may engage in emotional labor as a mechanism to preserve privacy over their emotions; (3) workers may be exposed to a wide range of harms as a consequence of emotion AI in the workplace. Findings reveal the need to recognize and define an individual right to what we introduce as emotional privacy, as well as raise important research and policy questions on how to protect and preserve emotional privacy within and beyond the workplace.more » « less
